[3판] 영유아 사회정서 개별화지도 > 유아교육/아동/부모교육/영재교육

사람은 같으면서도 모두 다 다르다. 사람의 개인적 차이는 태어나면서부터 나타난다. 개인차는 아이마다 타고난 기질이 다르고 주 양육자마다 양육행동이 다르며, 그러한 상호작용 속에서 형성된 애착관계가 다 다르기 때문에 생겨난다. 이러한 요인들의 상호작용은 영유아의 사회정서발달에 초석이 되며, 다양한 사회정서행동과 직접적 또는 간접적으로 관련되어 있다. 영유아기에 형성되는 사회정서발달은 이후 아동청소년기 및 성인기의 적응의 성공 여부를 예측하는 중요한 지표가 되며, 영유아의 정신건강 문제요인들을 조기에 발견할 수 있는 근거가 된다.

목차

Part 01 영유아 개별화 교육과 애착기반 사회정서지능 프로그램 / 13

Ⅰ. 영유아 개인차 결정요인들 ·····················································15

1. 생물학적 요인·······························································15

1) 기질······································································15

2) 성별······································································20

3) 연령······································································21

2. 환경적 요인·································································22

1) 애착······································································22

2) 부모의 양육······························································29

3) 교사역할·································································32

Ⅱ. 영유아를 위한 개별화 교육 ····················································39

1. 개별화 교육의 필요성·······················································39

2. 영유아를 위한 개별화 교수학습············································40

3. 영유아 사회정서발달과 개별화교육·········································43

Ⅲ. 사회정서지능 프로그램 ·························································45

Ⅳ. 애착기반 사회정서지능 프로그램 ··············································51

1. 프로그램 개념 및 구성 요소················································51

1) 정서지능 개념···························································51

2) 정서지능 구성요소·······················································52

3) 사회지능 개념···························································54

4) 사회지능 구성요소·······················································55

2. 프로그램 구성체계··························································58

3. 교육목적 및 기본방향·······················································60

4. 교육과정 지침 및 실제······················································61

5. 교육과정 내용 및 방법······················································64

6. 개별화 교수학습방법························································66

1) 영유아 개별화 교수학습의 원리·········································68

2) 영유아 개별화 삽입교수과정············································71

3) 영유아 개별화 교수학습을 위한 교사역할······························73

7. 평가··········································································74

Part 02 사회정서지능 향상을 위한 개별화 지도 / 87

Ⅰ. 영유아 사회정서발달 및 행동 관찰 ···········································89

1. 관찰의 목적·································································89

2. 관찰기록 방법·······························································91

3. 관찰 절차····································································92

4. 관찰의 오류·································································93

5. 관찰기록 유형·······························································95

1) 일화기록법·······························································95

2) 표본식 기술······························································98

3) 사건표집법·······························································99

Ⅱ. 영유아 사회정서발달 및 행동지도를 위한 개별화 상호작용전략 ···········103

1. 물리적 환경구성···························································103

2. 교사-영유아 상호작용······················································107

1) 긍정적인 교사-영유아 상호작용········································107

2) 부정적인 교사-영유아 상호작용········································109

3. 상호작용전략·······························································113

1) 언어적 환경전략························································115

2) 의사소통전략···························································123

3) 효과적인 대화기법······················································130

4) 정서에 반응하는 방법··················································136

5) 모델링··································································139

6) 활동중지(time-out) ····················································141

7) 협력적인 문제해결······················································147

8) 갈등중재································································148

9) 긍정적 행동지원························································152

Ⅲ. 영유아 사회정서 발달과업에 따른 개별화 지도 ·····························161

1. 자기조절 능력 키우기······················································161

1) 자기조절 능력의 발달단계·············································161

2) 자기조절의 발달과업···················································164

3) 자기조절 능력 증진을 위한 지도방법··································165

2. 친사회적 행동 증진하기···················································167

1) 친사회적 행동··························································167

2) 친사회적 행동의 발달 단계············································168

3) 친사회적 행동의 유형··················································171

4) 친사회적 행동 증진을 위한 지도방법··································172

3. 또래관계 증진시키기·······················································174

1) 또래관계································································174

2) 또래 간 사회적 상호작용··············································175

3) 또래 간 놀이상호작용··················································177

4) 또래 간 상호작용 지도방법············································180

4. 공격적 행동 지도하기······················································183

1) 공격성의 특성··························································183

2) 공격성의 형태··························································185

3) 공격적 행동의 지도방법················································185

Part 03 사회정서지능 향상을 위한 개별화 지도 실제 / 197

Ⅰ. 만 2세 영아 정서지능 향상 지도 ············································199

1. 만 2세 영아 정서지능 향상 프로그램 모형·······························200

2. 만 2세 영아 정서지능 향상 교육목표·····································200

1) 정서인식································································201

2) 정서표현································································201

3) 정서이해································································201

4) 정서조절································································202

3. 만 2세 영아 정서지능 향상 교육내용의 구성 및 운영원칙···············203

4. 만 2세 영아 정서지능 향상을 위한 개별화 교육활동····················204

1) 만 2세 영아 정서지능 진단············································205

2) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 계획···········210

3) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 실행···········215

4) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 평가···········219

5. 만 2세 영아 정서지능 향상 프로그램 평가·······························222

1) 만 2세 영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과································································222

2) 만 2세 개별영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과································································222

Ⅱ. 만 3세 유아 사회지능 향상 지도 ············································223

1. 만 3세 유아 사회지능 향상 프로그램 모형·······························224

2. 만 3세 유아 사회지능 향상 교육목표·····································224

1) 사회적 지식····························································225

2) 사회적 민감성··························································225

3) 사회적 표현성··························································226

4) 사회적 유연성··························································226

3. 만 3세 유아 사회지능 향상 교육내용의 구성 및 운영원칙···············227

4. 만 3세 유아 사회지능 향상을 위한 개별화 교육활동····················228

1) 만 3세 유아 사회지능 진단············································230

2) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 계획···········234

3) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 실행···········240

4) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 평가···········244

5. 만 3세 유아 사회지능 향상 프로그램 평가·······························247

1) 만 3세 유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ·······························································247

2) 만 3세 개별유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과································································247

Part 04 사회정서 부적응행동을 위한 개별화 지도 실제 / 249

Ⅰ. 만 5세 유아 언어적 공격적인 행동의 지도 ·································251

1. 만 5세 유아 언어적 공격적인 행동의 지도과정··························252

2. 1단계: 공격성 진단평가···················································253

1) 만 5세 유아 문제행동 및 공격성 진단································253

2) 만 5세 개별유아 관련 정보 및 현재 발달수준························254

3. 2단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 계획··························································266

1) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육활동내용···················································266

2) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 지도전략························································270

4. 3단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 실행··························································276

1) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 학급일과 내 삽입교수··················································276

2) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 개별화 삽입교수 일일계획안 ··········································283

5. 4단계: 만 5세 유아 언어적 공격적인 행동 지도 평가···················285

Ⅱ. 만 3세 유아 또래 공격적인 행동의 지도 ····································287

1. 만 3세 유아 또래 공격적인 행동의 지도과정·····························288

2. 1단계: 또래공격성 진단평가···············································289

1) 만 3세 유아 사회정서행동 및 공격성 진단···························289

2) 만 3세 개별유아 관련 정보 및 현재 발달수준························290

3. 2단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 계획··························································294

1) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육활동내용···························································294

2) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 지도전략·····297

4. 3단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 실행··························································304

1) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 학급일과 내 삽입교수··················································304

2) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 개별화 활동 일일계획안················································308

5. 4단계: 만 3세 유아 또래 공격적인 행동 지도 평가······················310

Ⅲ. 2세 영아 까다로운 식습관의 지도 ···········································311

1. 2세 영아 까다로운 식습관의 지도과정····································312

2. 1단계: 식습관 진단평가···················································313

1) 2세 영아 사회정서행동 및 식습관 진단·······························313

2) 2세 개별영아 관련 정보 및 현재 발달수준···························314

3. 2단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육계획········323

1) 2세 영아 까다로운 식습관 지도를 위한 개별화 교육활동내용········323

2) 2세 영아 까다로운 식습관 지도를 위한 개별화 지도전략············325

4. 3단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육실행········331

1) 2세 개별영아 까다로운 식습관 지도를 위한 학급일과 내 삽입교수····························································331

2) 2세 개별영아 까다로운 식습관 지도를 위한 개별화 활동 일일계획안······························································333

5. 4단계: 2세 영아 까다로운 식습관 지도 평가·····························335

부록 애착기반 사회정서지능 프로그램(ASEIP) 기반 창의인성 증진 교육활동 사례 / 337

찾아보기 / 351

저자소개

심 숙 영

숙명여자대학교 아동복지학과 학사

숙명여자대학교 아동복지학과 석사(아동심리전공)

미국 아이오아 주립대학교 인간발달과 가족학 석사(유아교육전공)

미국 아이오아 주립대학교 인간발달과 가족학 박사(유아교육전공)

한국교육개발원 연구원 역임

현재 숙명여자대학교 특수대학원 석사과정 영유아교육학과/아동예술교육전공 교수

숙명여자대학교 일반대학원 박사과정 문화예술교육학과 교수

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