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영유아 사회정서 개별화지도

영유아 사회정서 개별화지도

  • 심숙영
  • |
  • 교육과학사
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  • 2018-04-30 출간
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  • 352페이지
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  • 190 X 237 X 16 mm /700g
  • |
  • ISBN 9788925412795
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Part 01 영유아 개별화 교육과 애착기반 사회정서지능 프로그램 / 13
Ⅰ. 영유아 개인차 결정요인들 ·············································································15
1. 기질 ··········································································································15
2. 애착 ··········································································································20
1) 애착개념 ······························································································20
2) 애착단계 ······························································································21
3) Ainsworth의 애착유형 ·······································································24
4) Bowlby의 내적작동모델과 애착유형 ··················································26
3. 부모의 양육행동 ·······················································································27
4. 교사의 민감성 ···························································································29

Ⅱ. 영유아를 위한 개별화 교육 ···········································································35
1. 개별화 교육의 필요성 ···············································································35
2. 영유아를 위한 개별화 교수학습 ·······························································36
3. 영유아 사회정서발달과 개별화교육 ··························································39

Ⅲ. 사회정서지능 프로그램 ···················································································41

Ⅳ. 애착기반 사회정서지능 프로그램 ···································································47
1. 프로그램 개념 및 구성 요소 ····································································47
1) 정서지능 개념 ······················································································47
2) 정서지능 구성요소 ···············································································48
3) 사회지능 개념 ······················································································50
4) 사회지능 구성요소 ···············································································51
2. 프로그램 구성체계 ····················································································54
3. 교육목적 및 기본방향 ···············································································56
4. 교육과정 지침 및 실제 ·············································································57
5. 교육과정 내용 및 방법 ·············································································60
6. 개별화 교수학습방법 ·················································································62
1) 영유아 개별화 교수학습의 원리 ··························································64
2) 영유아 개별화 삽입교수과정 ·······························································67
3) 영유아 개별화 교수학습을 위한 교사역할 ··········································69
7. 평가 ··········································································································70

Part 02 사회정서지능 향상을 위한 개별화 지도 / 81
Ⅰ. 영유아 사회정서발달 및 행동 관찰 ·······························································83
1. 관찰의 목적 ······························································································83
2. 관찰기록 방법 ···························································································85
3. 관찰 절차 ··································································································86
4. 관찰의 오류 ······························································································87
5. 관찰기록 유형 ···························································································89
1) 일화기록법 ···························································································89
2) 표본식 기술 ·························································································92
3) 사건표집법 ···························································································93

Ⅱ. 영유아 사회정서발달 및 행동지도를 위한 개별화 상호작용전략 ················97
1. 물리적 환경구성 ·······················································································97
2. 교사 영유아 상호작용 ···········································································101
1) 긍정적인 교사 영유아 상호작용 ······················································101
2) 부정적인 교사 영유아 상호작용 ······················································103
3. 상호작용전략 ···························································································107
1) 언어적 환경전략 ················································································109
2) 의사소통전략 ·····················································································117
3) 효과적인 대화기법 ·············································································124
4) 정서에 반응하는 방법 ·······································································130
5) 모델링 ································································································133
6) 활동중지(time-out) ···········································································135
7) 협력적인 문제해결 ·············································································141
8) 갈등중재 ····························································································142
9) 긍정적 행동지원 ················································································146

Ⅲ. 영유아 사회정서 발달과업에 따른 개별화 지도 ·········································155
1. 자기조절 능력 키우기 ·············································································155
1) 자기조절 능력의 발달단계 ·································································155
2) 자기조절의 발달과업 ·········································································158
3) 자기조절 능력 증진을 위한 지도방법 ···············································159
2. 친사회적 행동 증진하기 ·········································································161
1) 친사회적 행동 ····················································································161
2) 친사회적 행동의 발달 단계 ·······························································162
3) 친사회적 행동의 유형 ·······································································165
4) 친사회적 행동 증진을 위한 지도방법 ···············································166
3. 또래관계 증진시키기 ···············································································168
1) 또래관계 ··························································································168
2) 또래 간 사회적 상호작용 ··································································169
3) 또래 간 놀이상호작용 ·······································································171
4) 또래 간 상호작용 지도방법 ·······························································174
4. 공격적 행동 지도하기 ·············································································177
1) 공격성의 특성 ··················································································177
2) 공격성의 형태 ····················································································179
3) 공격적 행동의 지도방법 ····································································179

Part 03 사회정서지능 향상을 위한 개별화 지도 실제 / 191
Ⅰ. 만 2세 영아 정서지능 향상 지도 ·······························································193
1. 만 2세 영아 정서지능 향상 프로그램 모형 ···········································194
2. 만 2세 영아 정서지능 향상 교육목표 ····················································194
1) 정서인식 ····························································································195
2) 정서표현 ····························································································195
3) 정서이해 ····························································································195
4) 정서조절 ····························································································196
3. 만 2세 영아 정서지능 향상 교육내용의 구성 및 운영원칙 ···················197
4. 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 ····························198
1) 만 2세 영아 정서지능 진단 ······························································199
2) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 계획 ··············204
3) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 실행 ··············209
4) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 평가 ··············213
5. 만 2세 영아 정서지능 향상 프로그램 평가 ···········································216
1) 만 2세 영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과························216
2) 만 2세 개별영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과 ················216

Ⅱ. 만 3세 유아 사회지능 향상 지도 ·······························································217
1. 만 3세 유아 사회지능 향상 프로그램 모형 ···········································218
2. 만 3세 유아 사회지능 향상 교육목표 ····················································218
1) 사회적 지식 ·······················································································219
2) 사회적 민감성 ····················································································219
3) 사회적 표현성 ····················································································220
4) 사회적 유연성 ····················································································220
3. 만 3세 유아 사회지능 향상 교육내용의 구성 및 운영원칙 ···················221
4. 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 ····························222
1) 만 3세 유아 사회지능 진단 ······························································224
2) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 계획 ··············228
3) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 실행 ··············234
4) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 평가 ··············238
5. 만 3세 유아 사회지능 향상 프로그램 평가 ···········································241
1) 만 3세 유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ······················241
2) 만 3세 개별유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ················241

Part 04 사회정서 부적응행동을 위한 개별화 지도 실제 / 243
Ⅰ. 만 5세 유아 언어적 공격적인 행동의 지도 ···············································245
1. 만 5세 유아 언어적 공격적인 행동의 지도과정 ····································246
2. 1단계: 공격성 진단평가 ··········································································247
1) 만 5세 유아 문제행동 및 공격성 진단 ·············································247
2) 만 5세 개별유아 관련 정보 및 현재 발달수준 ·································248
3. 2단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 계획 ·············260
1) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육활동내용 ···················260
2) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 지도전략 ·························264
4. 3단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 실행 ·············270
1) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 학급일과 내 삽입교수 ···········270
2) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 개별화 삽입교수 일일계획안 ···277
5. 4단계: 만 5세 유아 언어적 공격적인 행동 지도 평가 ··························279

Ⅱ. 만 3세 유아 또래 공격적인 행동의 지도 ···················································281
1. 만 3세 유아 또래 공격적인 행동의 지도과정 ········································282
2. 1단계: 또래공격성 진단평가 ···································································283
1) 만 3세 유아 사회정서행동 및 공격성 진단 ······································283
2) 만 3세 개별유아 관련 정보 및 현재 발달수준 ·································284
3. 2단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 계획 ················288
1) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육활동내용 ······················288
2) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 지도전략 ·····291
4. 3단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 실행 ················298
1) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 학급일과 내 삽입교수 ··············298
2) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 개별화 활동 일일계획안 ···········302
5. 4단계: 만 3세 유아 또래 공격적인 행동 지도 평가 ······························304

Ⅲ. 2세 영아 까다로운 식습관의 지도 ······························································305
1. 2세 영아 까다로운 식습관의 지도과정 ··················································306
2. 1단계: 식습관 진단평가 ··········································································307
1) 2세 영아 사회정서행동 및 식습관 진단 ···········································307
2) 2세 개별영아 관련 정보 및 현재 발달수준 ······································308
3. 2단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육계획 ·········317
1) 2세 영아 까다로운 식습관 지도를 위한 개별화 교육활동내용 ·········317
2) 2세 영아 까다로운 식습관 지도를 위한 개별화 지도전략 ················319
4. 3단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육실행 ·········325
1) 2세 개별영아 까다로운 식습관 지도를 위한 학급일과 내 삽입교수 ·······················325
2) 2세 개별영아 까다로운 식습관 지도를 위한 개별화 활동 일일계획안 ····················327
5. 4단계: 2세 영아 까다로운 식습관 지도 평가 ········································329

부록 애착기반 사회정서지능 프로그램(ASEIP) 기반 창의인성 증진 교육활동
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