만5세 유아의 책읽기 경험에 대한 인식

Perceptions of 5-year-old children on reading experience

본 연구는 만5세 유아가 책읽기 경험을 어떻게 인식하고 있는지 알아보는 것을 목적으로 한다. 이를 위해 경기도 수원과 용인에 위치한 국공립 유치원 10개에 재원하고 있는 만5세 유아 206명을 대상으로 책읽기 경험에 대한 그림 그리기와 면담을 실시하여 이를 분석하였다. 본 연구의 결과 유아는 책읽기 경험을 재미있고 즐거운 것, 관계 안에서 함께 하는 것, 현실과 다른 세상으로 들어가는 것, 휴식하고 기다리며 하는 것, 배움을 통해 성장하는 것, 보상과 강요에 의해 하는 것으로 인식하고 있었다. 즉 유아에게 책읽기는 단순한 읽기 활동이 아닌 재미있고 즐거움을 주며 좋아하는 등장인물을 만나고 상상의 세계로 들어가는 등 다양한 의미를 갖고 있음을 알 수 있었다. 이 연구는 유아의 관점에서 그들이 경험하는 책읽기에 대해 이해함으로써 유아에게 의미 있는 책읽기 경험을 제공하기 위한 기초자료를 제공하는데 그 의의가 있다.

The purpose of this study was to determine how 5-year-old children perceive their reading experience. The present study was conducted with 206 children aged 5 years from 10 kindergartens located in Suwon and Yongin, in the Gyeonggi Province. Picture drawing and interviews were used to determine how young children perceived their reading experiences. The findings of this study are summarized as follows. First, the young children said they like reading and find it enjoyable. Second, the young children perceived reading as a relationship-based joint activity. Third, the young children perceived reading as immersion in a new world different from the real one. Fourth, the young children perceived reading as something they did before sleep, or while waiting or when bored. Fifth, they perceived reading as a process for acquiring knowledge, finding information, and learning the letters of the alphabet. They believed that they could become smarter through reading and realize their dreams. Sixth, the young children said that they read books because their parents demanded it or rewarded them for doing so. From the results of this study, it was found that reading books is not simply a reading activity. It in fact means different things to young children, such as a fun and enjoyable activity, getting to meet their favorite characters, and immersing themselves in imaginary worlds. By understanding the diversity of the reading experience as perceived by young children who are themselves the subjects of the reading, and consequently determining the factors that give them enjoyment and finally incorporating these factors into their reading activities, it will be possible to encourage them to engage in active and voluntary reading.