어린이집 1세반 영아와 그림책의 만남: 내부작용을 통한 의미생성의 관점에서

Abstract

Objective: This study aims to explore the intra-action between infants and picture book reading in a daycare setting, aiming to gain new insight into infants' reading experiences. Methods: The participants in the study were 12 infants from the Bluebird Class (1-year-old) at A Daycare Center. To comprehensively examine the context and flow of the infants’ experiences, participant observation was conducted during free play sessions, held three to five times a week, in the morning, from December 19, 2022, to February 17, 2023. Results: Firstly, infants engaged in the intra-action with symbols such as text, images, lines, colors, and latent narratives in picture books, spontaneously encountering meaning-making. Secondly, they explored the potential of materials such as their own bodies, the dacare classroom environment, and blocks, creating narratives through the process of ‘becoming’. Thirdly, infants generated shared experiences by creating interactions within their relationships with others in the daycare class. Conclusion/Implications: This study highlights a shift in perspective, recognizing infants as active readers who construct their own understanding. Additionally, it underscores the significance of cultivating an infant-centered environment and the meaningful role of teachers in supporting and facilitating such an environment.