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Chapter 01 유아교육의 개념 및 중요성 9
1. 유아교육의 개념 ··············································································· 12
2. 유아교육기관의 유형 ········································································ 16
3. 유아교육의 중요성 ··········································································· 25
Chapter 02 유아교육사상 35
1. 서양의 유아교육사상 ········································································ 38
2. 우리나라의 유아교육사상 ································································· 51
Chapter 03 우리나라 유아교육체제와 정책의 변천 55
1. 유아교육체제 ····················································································· 58
2. 유아교육정책의 변천 ········································································ 60
Chapter 04 유아교육과 발달이론 85
1. 성숙주의이론 ····················································································· 88
2. 정신역동이론 ····················································································· 90
3. 행동주의이론 ··················································································· 107
4. 인지이론 ·························································································· 117
5. 동물행동학이론 ··············································································· 128
6. 생태학적 체계이론 ·········································································· 129
Chapter 05 유아교육 프로그램 131
1. 몬테소리 프로그램 ·········································································· 134
2. 프로젝트 접근법 ············································································· 145
3. 레지오 에밀리아 접근법 ································································· 156
4. 발도르프 유아교육 프로그램 ························································· 165
Chapter 06 유아교육과 놀이 177
1. 놀이의 개념 ···················································································· 180
2. 놀이의 구성요소 ············································································· 185
3. 놀이이론 ·························································································· 189
4. 놀이발달에 영향을 주는 요인 ······················································· 198
5. 교사의 놀이지도 ············································································· 202
Chapter 07 유아교육과 부모 207
1. 학부모와의 관계 형성 ···································································· 210
2. 학부모와의 의사소통 ······································································ 213
3. 부모교육 ·························································································· 218
Chapter 08 유아교육과 교사 233
1. 유아교직의 전문성 ·········································································· 236
2. 유아교사의 역할과 자질 ································································· 238
3. 유아교사 양성과정 ·········································································· 243
4. 유아교사의 현직교육 ······································································ 247
Chapter 09 유아교육기관의 환경 257
1. 환경구성의 중요성 ·········································································· 260
2. 실내환경 공간구성 ·········································································· 261
3. 실외환경 공간구성 ·········································································· 274
Chapter 10 유아교육의 주요 문제 283
1. 유아 창의인성 교육 ········································································ 286
2. 유아와 전자미디어 교육 ································································· 292
3. 다문화 반편견 교육 ········································································ 300
4. 아동학대 예방 교육 ········································································ 306
5. 4차 산업혁명과 유아교육 ······························································· 311도서소개
우리나라에 제도화된 유아교육으로 자리잡은 지는 100여 년의 역사를 지니고 있으며, 특히 최근 30∼40년 간 일어났던 유아교육계의 변화는 참으로 크고 급격하였다고할 수 있다.
구체적으로 여성의 경제활동 참여와 노동인력 확대의 필요성, 한국 사회의 지속적이면서도 고질적인 저출산 문제, 다문화가정의 급증과 같은 요인은 유아교육에 많은 영향을 미친 요인으로 작용하게 되었다. 이로 인해 유아교육에 대한 관점과 인식에 커다란 변화가 일어나게 되었으며, 결과적으로 유아교육의 당면 과제와 문제는 더욱 복잡하고 다양화되었으며, 유아교육에 기대하는 요구와 과제도 다양화되었다.
따라서 본 책은 유아교육학을 처음 접하거나 관심이 있는 예비유아교사들에게 유아교육에 대한 개괄적인 이해가 가능하도록 유아교육의 핵심적인 내용들을 포괄적으로 다루면서도 이해하기 쉽게 정리하여 제시하고자 하는 목적에서 시작되었다. 즉, 예비유아교사들에게 유아교육계의 변화에 대한 대응, 사회적 요구에 대한 해결책, 학문적변화의 수용, 앞으로의 동향 등에 대해 쉽고 자세하게 전달하고자 총 10장으로 구성하였다.
본 책의 구성을 자세하게 살펴보면 다음과 같다. 1장 유아교육의 개념 및 중요성에서는 유아교육의 개념, 유아교육기관의 유형 및 유아교육의 중요성에 대해 소개하였으며, 2장 유아교육사상에서는 서양의 유아교육사상과 우리나라의 유아교육사상에 대해 기술하였다. 3장 우리나라 유아교육체제와 정책의 변천에서는 우리나라 유아교육 체제와 유아교육 정책의 변천과정에 대해 자세하게 소개하였으며, 4장 유아교육과 발달이론에서는 성숙주의 이론, 정신역동 이론, 행동주의 이론, 인지이론, 동물행동학 이론 및 생태학적 체계이론에 대해 학자들의 강조점을 기술하였다. 5장 유아교육 프로그램에서는 몬테소리 프로그램, 프로젝트 접근법, 레지오 에밀리아 접근법 및 발도르프 유아교육 프로그램에 대해 구체적인 기법과 적용의 시사점을 소개하였으며, 6장 유아교육과 놀이에서는 놀이의 개념, 놀이의 구성요소, 놀이이론, 놀이발달에 영향을 주는 요인 및 교사의 놀이지도를 기술하였다. 7장 유아교육과 부모에서는 학부모와의 관계형성, 학부모와의 의사소통 및 부모교육에 대한 다양한 이론들을 소개하였으며, 8장유아교육과 교사에서는 유아교직의 전문성, 유아교사의 역할과 자질, 유아교사 양성과정 및 유아교사 현직교육에 대해 기술하였다. 9장 유아교육기관의 환경에서는 환경구성의 중요성, 실내환경 공간 구성 및 실외환경 공간 구성에 대해 소개하였으며, 10장유아교육의 주요문제에서는 유아 창의인성 교육, 유아와 전자 미디어 교육, 다문화 반편견 교육, 아동학대 예방 교육 및 4차 산업혁명시대와 유아교육에 대해 기술하였다. 유아교육이 제도화된 교육으로 이 땅에 자리를 잡은 역사는 짧지만 우리나라의 근대화 시기가 격변의 시기였던 만큼 유아교육도 정치, 사회, 문화의 영향 아래 많은 변화를 겪었다. 이러한 복잡하고 다양한 유아교육의 전후좌우 관계를 한 권의 책에 담아내기란 쉽지 않지만 가능한 한 유아교육의 모든 것을 종합하여 충실히 정리해 보고자 하였다.
유아교육 전반에 대한 방대한 내용을 짧은 시간과 한정된 지면에 표현하는 것이 무엇보다 어려운 작업이므로 마무리를 짓고 나니 아쉬운 마음이 든다. 그러나 추후 새로운 이론과 기술을 보완시켜 나가야 한다는 생각에 위안을 삼아본다.
마지막으로 본 책에 포함된 많은 내용들은 현장의 교사들의 노력이 아니었다면 완성되지 못했을 것이다. 교사를 천직으로 알고 오늘도 열심히 아이들을 위해 고생하고 계신 유아교사들에게 감사의 마음을 전하며, 촉박한 시간에도 성심껏 출판을 맡아 주신 양성원 여러분께 고마운 마음을 전하고 싶다.
저자소개
▪김이영
계명대학교 대학원 심리학박사(임상 및 상담심리 전공)
현, 수성대학교 유아교육과 교수
<논문 및 저서> 영유아발달, 정신건강론, 교육심리학 외 다수
▪김은나
경북대학교 대학원 아동가족학 박사(아동학 전공)
현, 수성대학교 유아교육과 교수
<논문 및 저서> 예비유아교사 대상 세계시민교육 모형개발 및 적용 외 다수
▪박경희
계명대학교 대학원 교육학박사(유아교육 전공)
현, 계명문화대학교 유아교육과 교수
<논문 및 저서> 친사회성 증진 버디프로그램 연구, 부모의 사랑, 자녀의 행복 외 다수
▪오성숙
대구대학교 대학원 교육학박사
현, 부산과학기술대학교 유아교육과 교수
<논문 및 저서> 유아생활지도 및 상담, 유아언어교육 외 다수
▪이영미
이화여자대학교 대학원 문학박사(유아교육과정 전공)
현, 제주한라대학교 유아교육과 교수
<논문 및 저서> 역할놀이 활성화 프로그램 개발 외 다수
▪임미혜
서울여자대학교 대학원 문학박사(유아교육 전공)
현, 호서대학교 유아교육과 교수
<논문 및 저서> 아동건강교육, 유아교육과정 외 다수