摘要：The purpose of this study was to examine how the intervention of a literacy environment influences young children`s literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is,experimental group A (38 children),experimental group B (34 children),experimental group C (35 children) and a Control group (40 children),respectively. Group C was provided with literacy materials,theme of dramatic play and teacher`s intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children`s total literacy behavior,increase in the frequency of children`s reading behavior,and increase in the frequency and function of children`s writing.
