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민쌤의 유아교육개론 - 공립유치원교사 임용시험 합격대비

  • 민정선
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  • 에듀에프엠
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  • 2019-01-17 출간
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  • 828페이지
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  • 188x257mm
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  • ISBN 9791161700380
★★★★★ 평점(10/10) | 리뷰(13)
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출판사서평

 - 머리말 - 
 

광야의 축복

풍요로움과 정반대의 이미지를 상징하는 광야.

임용고시를 준비하는 시간은 광야의 길과 닮아 있다고 생각합니다. 우리가 당연히 누려온 것들을 참고 포기해야 하고, 어떤 경우에는 소망하는 일이 더디게 이루어져 이 광야가 끝이 나지 않을 것 같은 생각으로 마음이 상하게 되기도 합니다. 무엇보다도 나의 가장 가까운 사람과 마음 깊은 곳의 힘듦을 나누기 어려워 외로운 길입니다.

그런데 광야의 길에서는 우리를 지켜주는 것들을 발견하게 됩니다.

오늘 하루 너무 하기 싫은 한 가지를 해낸 나의 모습, 다시는 책을 펼치기도 싫을 것 같은 어제와 달리 새로운 마음으로 일어나게 된 아침, 많은 말을 하지 않아도 뭔지 모를 따뜻함을 전해주는 서로 간의 눈빛과 같은 작은 사건들이 큰 의미로 다가옵니다. 이것은 지난 몇 년간의 시간동안 제가 경험한 것이고 또한 저의 학생이 되어 준 선생님들의 이야기이기도 합니다.

축복은 풍요로움 중에 찾아오지 않는다는 것.

광야를 지나가는 것만 같은 힘든 공부의 과정을 시작하는 선생님들에게 제가 전해주고 싶은 믿음입니다. 하고 싶은 것, 만나고 싶은 사람, 하고 싶은 말참아야 하는 것들이 아주 많은 시간이 될 것이 분명합니다. 하지만 우리가 각자에게 주어진 역할을 감당하고 격려하면서 이 길을 갈 때, 감사함으로 마무리하는 그 날이 오게 될 것이라고 믿으며 함께 힘을 내 주세요.

 

하나님이 그 성에 계시매 성이 흔들리지 아니할 것이라. 새벽에 하나님이 도우시리로다.

시편 46:5

 

2019110

 

민쌤 드림

목차

Chapter01발달이론

 

01 발달의 기초와 이해

1. 발달의 개념 ·························································································· 29

2. 발달 원리 ····························································································· 30

3. 발달적으로 적합한 실제(DAPDevelopmentally Appropriate Practice) ························· 34

 

02 발달이론 Ⅰ:성숙이론과 정신분석이론

1. 성숙이론게젤 ······················································································· 38

2. 정신분석이론프로이트 ············································································ 41

3. 정신분석이론에릭슨 ·············································································· 50

 

03 발달이론 Ⅱ:행동주의(학습)이론

1. 고전적 조건형성이론파블로프 ··································································· 57

2. 조작적 조건화스키너 ·············································································· 60

3. 사회학습이론반두라 ··············································································· 69

4. 행동주의이론의 교육적 시사점 ····································································· 75

 

04 발달이론 Ⅲ:인지발달이론

1. 구성주의피아제 ····················································································· 76

2. 사회적 구성주의비고츠키 ········································································· 90

3. 다중지능이론가드너 ··············································································· 103

 

05 발달이론 Ⅳ:그 외의 이론들

1. 매슬로우의 욕구위계설(hierarchy of needs) ······················································· 116

2. 정보처리이론 ························································································· 120

3. 동물행동학 이론 ····················································································· 125

4. 생태학적 체계이론 ·················································································· 128

 

06 주요 발달이론별 프로그램/접근법

1. 성숙주의 프로그램/접근법 ········································································ 131

2. 행동주의 프로그램/접근법 ········································································ 136

3. 인지발달 이론(구성주의) 프로그램/접근법 ······················································· 140

 

07 주요 발달이론 비교정리

1. 아동관 비교 ·························································································· 145

2. 발달관 비교 ······················································································ 146

3. 발달관 비교 ······················································································ 147

4. 발달관 비교 ······················································································ 148

 

Chapter 02 사상사

01 고대~중세의 교육사상과 유아교육

1. 고대의 교육사상 ······················································································ 158

2. 중세의 교육사상 ······················································································ 162

 

02 근대 교육사상의 흐름

1. 르네상스시대와 인문주의 교육사상 ································································ 164

2. 종교개혁기와 루터의 근대교육관 ··································································· 165

3. 과학의 발전과 실학주의 교육사상 ·································································· 166

4. 비판과 자유의 정신계몽주의 교육사상 ·························································· 168

5. 자연에 일치하는 교육자연주의 교육사상 ······················································ 169

6. 국가주의의 등장과 공교육사상 ····································································· 171

7. 비인간화의 문제와 신인문주의 교육사상 ·························································· 171

8. 한국 유아교육 사상의 이해 ·········································································· 173

 

03 근대~현대의 교육사상가들

1. 17~19세기의 교육사상가들 ············································································ 176

2. 20세기의 교육사상가들 ················································································· 213

3. 우리나라의 교육사상과 사상가 ········································································ 250

 

Chapter 03놀이이론

01 놀이에 대한 이해

1. 놀이의 정의 ······························································································· 260

2. 놀이와 학습 ······························································································· 264

3. 그 외놀이의 성격에 따른 분류(Hutt , 1989) ····················································· 267

 

02 놀이이론

1. 고전적 놀이이론 ····························································································269

2. 현대 놀이이론심리역동적 접근 ······································································· 273

3. 현대 놀이이론인지적 접근 ··············································································277

4. 현대 놀이이론 ······························································································ 283

5. 현대 놀이이론상위인지적 접근 ······································································· 284

6. 그 외 후기 현대 놀이이론 ··············································································· 289

7. 이론들 비교 ································································································· 291

 

03 놀이 유형별 놀이의 발달

1. 인지적 관점 ································································································· 293

2. 사회적 관점 ································································································· 309

3. 현대의 복합적 관점 ························································································ 314

4. 그 외놀이 유형 척도 ···················································································· 317

 

04 놀이에 영향을 미치는 요인

1. 개인적 변인 ································································································· 319

2. 사회적 변인가정환경 요인 ············································································· 325

3. 사회적 변인교육환경 요인 ············································································· 327

4. 문화적 영향 ································································································· 333

 

05 놀이지도

1. 놀이지도의 의의와 과정 ··················································································· 335

2. 놀이 개입 유형(학자별 분류 유형) ········································································· 337

3. 발달에 적합한 놀잇감 ····················································································· 348

 

Chapter 04 교사론

01 유아교사에 대한 이해

1. 유아교사의 개념 ···························································································· 363

2. 유아교직의 특성 ···························································································· 365

3. 유아교사의 역할과 자질 ··················································································· 368

4. 유아교사의 핵심역량 ······················································································· 383

5. 유아교사의 권리와 의무 ·····················································································387

6. 유아교사의 지식과 전문성 ················································································· 391

7. 교사의 교직윤리 ····························································································· 396

 

02 유아교사의 발달과 성장

1. 교사발달이론 ··································································································409

 

03 유아교사의 전문성요건

1. 효능감 ········································································································· 418

2. 반성적 사고 ·································································································· 420

3. 실천적 지식 ·································································································· 426

 

04 현직교육과 장학

1. 현직교육 ······································································································· 428

2. 장학 ············································································································ 432

 

05 유아교사와 조직문화

1. 조직문화 ········································································································ 456

2. 교사 간 협력 ··································································································· 462

 

06 부록 1동료장학의 예시 466

07 부록 2누리과정 컨설팅장학의 기법 520

 

Chapter 05 부모교육

01 부모교육의 개념 및 변화

1. 부모교육의 개념 및 필요성 ······························································· 540

2. 자녀양육 유형 ··············································································· 544

3. 사회적 변화에 따른 부모역할의 변화 ·················································· 548

 

02 영유아교육기관과 가정과의 관계 형성

1. 가정과의 연계 ············································································· · 552

 

03 부모교육 이론과 프로그램

1. 드라이커스민주적 양육방식 이론 ····················································· 569

2. 인본주의 이론적 관점의 부모교육 이론 ················································ 582

3. 고든부모효율성 훈련 ···································································· 589

4. 에릭 번상호교류분석 이론 ······························································ 598

5. 체계적 부모효율성 훈련이론 ······························································ 606

 

04 영유아교육기관에서의 부모교육 방법

1. 가정과의 대화 ··············································································· · 613

2. 부모교육 ························································································ 615

3. 부모교육의 방법 ············································································· 617

 

05 부록 1유아를 위한 부모교육 자료(2003, 교육부)

1. 적기교육과 과잉조기교육은 어떻게 다를까요? ·········································· · 629

2. 우리 아이 두뇌를 발달시키려면? ··························································· 634

3. 우리 아이 놀잇감 어떤 것이 좋을까요? ··················································· 639

 

06 부록 2유치원 지도서

1. 가정과의 협력 ···················································································· 647

2. 지역사회와의 협력················································································ 654

 

 

Chapter 06아동복지론

01 아동복지에 대한 이해

1. 아동복지의 개념 ·················································································· 661

2. 아동복지의 원칙 ················································································· 665

3. 우리나라 아동복지의 변천과정 ································································ 667

 

02 아동권리에 대한 이해

1. 아동의 인권 ························································································ 670

2. 아동의 권리 ························································································ 671

3. 국제사회 아동권리 사상의 발전 ······························································· 673

4. 우리나라 아동권리 사상의 발전 ······························································· 677

 

03 아동복지법과 아동복지 실천분야

1. 아동복지법 ························································································· 685

2. 아동복지 서비스 ·················································································· 691

3. 아동복지의 실천분야 ············································································· 698

 

Chapter 07 확인문제

CHAPTER 01 발달이론 ···························································· 710

CHAPTER 02 사상사 ····························································· 747

CHAPTER 03 놀이이론 ··························································· 760

CHAPTER 04 교사론 ·······························································789

CHAPTER 05 부모교육 ··························································· 805

CHAPTER 06 아동복지론 ························································· 819

 

도서소개



 

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