이름글자를 활용한 3, 4세 유아 대상 한글 읽기 지도 전략

Strategies for Teaching Hangŭl Reading using Name Letters for 3-to 4-Year-Old Children

Objective: The purpose of this study is to demonstrate how the letters of children' names can be used to teach Hangŭl reading to 3-and 4-year-old children. Methods: This study reviewed existing research and analyzed the characteristics of name letters in teaching Hangŭl reading, focusing on the developmental stages and patterns of 3-and 4-year-old children's understanding of these letters. Based on this analyses, teaching strategies utilizing name letters were proposed for enhancing Hangŭl reading skills in 3-and 4-year-old children. Results: First, teaching should establish a clear connection between spoken and written language. Second, a balanced approach that incorporate both meaningcentered and phonics-centered teaching methods is recommended. Third, instruction should follow a step-by-step progression based on children's reading development, particularly their awareness of word recognition. Fourth, social interaction should be actively promoted. Conclusion/Implications: By utilizing the letters of their names, an integrated and balanced approach to teaching Hangul reading tailored to the developmental needs of 3- and 4-year-olds can be provided to them. The findings of this study can serve as practical guidelines for organizing and implementing developmentally appropriate and systematic teaching Hangŭl reading in early childhood education settings.