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

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

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위시리스트0
판매가격 17,000원
저자 심숙영
발행일 2022-03-07
ISBN 978-89-254-1675-5(93370)
페이지 358
판형 46배변형
포인트 0점
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  • [3판] 영유아 사회정서 개별화지도
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    도서소개

    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


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