영유아 사회정서 개별화지도(3판) 교육과학사/심숙영

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.

저자소개

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·········································