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Chapter01발달이론
01 발달의 기초와 이해 1. 발달의 개념 ·························································································· 29 2. 발달 원리 ····························································································· 30 3. 발달적으로 적합한 실제(DAP： Developmentally Appropriate Practice) ························· 34 02 발달이론 Ⅰ：성숙이론과 정신분석이론 1. 성숙이론－게젤 ······················································································· 38 2. 정신분석이론－프로이트 ············································································ 41 3. 정신분석이론－에릭슨 ·············································································· 50 03 발달이론 Ⅱ：행동주의(학습)이론 1. 고전적 조건형성이론－파블로프 ··································································· 57 2. 조작적 조건화－스키너 ·············································································· 60 3. 사회학습이론－반두라 ··············································································· 69 4. 행동주의이론의 교육적 시사점 ····································································· 75 04 발달이론 Ⅲ：인지발달이론 1. 구성주의－피아제 ····················································································· 76 2. 사회적 구성주의－비고츠키 ········································································· 90 3. 다중지능이론－가드너 ··············································································· 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 Ⅰ ······················································································ 146 3. 발달관 비교 Ⅱ ······················································································ 147 4. 발달관 비교 Ⅲ ······················································································ 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 정신－계몽주의 교육사상 ·························································· 168 5. 자연에 일치하는 교육－자연주의 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 외：놀이의 성격에 따른 분류(Hutt 외, 1989) ····················································· 267 02 놀이이론 1. 고전적 놀이이론 ····························································································269 2. 현대 놀이이론－심리역동적 접근 ······································································· 273 3. 현대 놀이이론－인지적 접근 ··············································································277 4. 현대 놀이이론 ······························································································ 283 5. 현대 놀이이론－상위인지적 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 외－놀이 유형 척도 ···················································································· 317 04 놀이에 영향을 미치는 요인 1. 개인적 변인 ································································································· 319 2. 사회적 변인－가정환경 요인 ············································································· 325 3. 사회적 변인－교육환경 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 1：동료장학의 예시 466 07 부록 2：누리과정 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. 드라이커스－민주적 양육방식 이론 ····················································· 569 2. 인본주의 이론적 관점의 부모교육 이론 ················································ 582 3. 고든－부모효율성 훈련 ···································································· 589 4. 에릭 번－상호교류분석 이론 ······························································ 598 5. 체계적 부모효율성 훈련이론 ······························································ 606 04 영유아교육기관에서의 부모교육 방법 1. 가정과의 대화 ··············································································· · 613 2. 부모교육 ························································································ 615 3. 부모교육의 방법 ············································································· 617 05 부록 1：유아를 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 2：유치원 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 |
저자 소개 1
유아교육학 석사(중앙대학교)
Unites way of Metropolitan Nashville, 연수
Tennessee State University/McGraw Hill 출판사 연수
민정선의 다른 상품
품목정보
- 발행일
- 2019년 01월 17일
- 쪽수, 무게, 크기
- 828쪽 | 188*257*40mm
- ISBN13
- 9791161700380
출판사 리뷰
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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 말… 참아야 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 2019년 1월 10일 민쌤 드림 |
