유치원과 초등학교 읽기?쓰기 연계교육에 대한 교사의 인식 분석

An Analysis of Teachers Conceptions on the Linking Education for Reading and Writing between Kindergarten and Elementary School

The purposes of this study was to investigate the teacher s conceptions for linking of reading and writing education between kindergarten and elementary school. The research questions are as follows. How is recognition of teachers about the necessity of linking of reading and writing education? How is conceptions for the linkage of curriculum? How is conceptions for the teaching-learning methods of reading and writing? How is the present conditions of linking of reading and writing education? And the new ideas to improve linking of reading and writing education between kindergarten and elementary school is examined. For this purpose, the questionnaire research was collected from 65 kindergarten teddies and 59 elementary school teachers in rural area where they are teaching children. Data from the questionnaire research were statistically analyzed using the SPSS/PC for Windows program. The results of this study were as follows : First, the reading and writing education must be performed in a kindergarten to a normal courses. The results of survey, there are a lot of cases to learn reading and writing with the wrong method. So, reading and writing education must be performed by judgment of an specialist of infant education. Second, the reading and writing education must be executed by educational consideration. Intention of specialist who takes charge of an educational administration organization and kindergarten education must be reflected more primarily than demands of parents. Third, it must let a counterpart specialist certainly participate in a kindergarten and elementary school curriculum development. It means that, linking of reading and writing education must be considered from the first step when making the curriculum. Fourth, it must treat preferentially on kindergarten and elementary schools in rural area. In the results of the survey, teachers were recognizing the ability of reading and writing of the children of rural area are lower level than urban Area. So, educational considerations or preferences of policy are necessary for a principle of beginning equality of a school age children.