본 연구는 자녀의 문자언어교육에 대한 유치원 학부모의 인식이 어떠한지를 조사하여 문자 언어 교육과 관련하여 유아교육 현장에서 발생하는 교사와 학부모의 갈등 원인을 실질적인 측면에서 밝혀보는 것을 그 목적으로 하였다. 연구 결과 일부 학부모의 경우 자녀의 문자언어능력에 대해 객관적인 평가를 내릴만한 자료의 부족을 언급하였고, 이로 인한 걱정 및 불안감의 정도는 만 4세의 경우가 만 3세 혹은 만 5세의 경우보다 심한 것으로 나타났다. 한편 문자언어 습득을 위한 교육적 필요에 대해 압박감을 가장 심하게 느끼는 경우는 자녀보다 뛰어난 능력의 다른 유아를 보았을 때로 나타났다. 또한 그림책과 학습지를 구입할 때는 아이가 좋아하는 것 보다 교육적 내용을 가장 먼저 고려하는 것으로 나타났으며 이러한 교육적 내용에 대한 고려는 학습지의 경우 보다 큰 영향을 미치는 것으로 나타났다. 마지막으로 유치원에서 초등 내용을 다루는 것에 대해 만 5세가 될 수록 찬성에 표시하는 등 초등학교 입학과 관련하여 학부모들이 한글 학습에 대해 많은 압박감을 느끼고 있는 것으로 나타났다.

The purpose of this study was to examine the parents' ideas of kindergarteners' Literacy learning. For these purposes, questionnaire and interview were used for the parents of 3, 4, 5 years old kindergarteners. In brief, the results of data analyses were as follows: a) Some parents were thinking that they do not have enough information to know their children's literacy ability. b) The parents' of 4-year-old kindergarteners more worried about their child's Korean letter learning than 3, and 5 years old kindergarteners' parents did. c) The parents felt pressure of needs to hurry to teach their child Korean letter when they saw the child who was the same age of their child but knew more Korean letters than their child did. d) The educational points were the most important to buy children's picture books or basal workshop books. e) There were differences between parents' belief and their decisions for their child's Korean letter learning.

The purpose of this study was to examine the parents' ideas of kindergarteners' Literacy learning. For these purposes, questionnaire and interview were used for the parents of 3, 4, 5 years old kindergarteners. In brief, the results of data analyses were as follows: a) Some parents were thinking that they do not have enough information to know their children's literacy ability. b) The parents' of 4-year-old kindergarteners more worried about their child's Korean letter learning than 3, and 5 years old kindergarteners' parents did. c) The parents felt pressure of needs to hurry to teach their child Korean letter when they saw the child who was the same age of their child but knew more Korean letters than their child did. d) The educational points were the most important to buy children's picture books or basal workshop books. e) There were differences between parents' belief and their decisions for their child's Korean letter learning.

literacy education, Korean letters, parents' recognition