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PART 01 이론편
01 부모교육의 개념과 역사 / 11
1. 부모교육의 개념 ············································································ 12
2. 부모교육의 역사 ············································································· 14
02 부모교육과 현대사회 / 21
1. 현대사회의 부모 ············································································· 22
2. 부모교육의 필요성 ·········································································· 25
03 부모 됨과 가족의 성장 / 29
1. 부모 됨 ··························································································· 30
2. 가족의 형성과 발달 ········································································ 34
04 자녀발달에 따른 부모역할 / 41
1. 영아기 부모역할 ············································································· 42
2. 유아기 부모역할 ············································································· 44
3. 부모의 양육태도 ············································································· 47
05 현대 가족 유형과 부모역할 / 53
1. 맞벌이 가족 ···················································································· 54
2. 한부모 가족 ···················································································· 57
3. 재혼 가족 ························································································ 60
4. 조손 가족 ························································································ 63
5. 다문화 가족 ···················································································· 66
06 부모–자녀 관계 이론 / 73
1. Dreikurs : 민주적 부모–자녀 관계 이론 ······································ 74
2. Berne : 상호교류분석 이론 ··························································· 84
3. Ginott : 인본주의적 부모교육 이론 ··············································· 92
4. 행동주의적 부모–자녀관계 이론 ·················································· 102
5. 감정코칭적 부모–자녀관계 이론 ·················································· 111
PART 02 실제편 : 부모교육
07 영유아 교육기관 부모교육의 운영 / 119
1. 영유아교육기관 중심 부모교육의 당위성과 확장성 ······················· 120
2. 부모교육 계획 ············································································· 122
3. 부모교육 방법 ··············································································· 123
4. 부모교육 평가 ··············································································· 131
08 영유아교육기관 부모교육의 실제 / 133
1. 부모참여수업 ················································································· 134
2. 멀티미디어를 활용한 부모교육 ····················································· 151
3. 그림책 기반 부모교육 ··································································· 159
09 Gordon : PET 프로그램 / 173
1. 배경 및 목표 ················································································· 174
2. PET 프로그램의 기초 ···································································· 174
3. 주요 내용 ······················································································ 182
10 Dinkmeyer & Mckay : STEP 프로그램 / 193
1. 배경 및 목표 ················································································· 194
2. STEP 프로그램의 기초 ·································································· 194
3. 주요 내용 ······················································································ 195
PART 03 실제편 : 부모상담
11 상담의 기초 / 203
1. 상담과 부모상담 ·········································································· 204
2. 주요 상담 이론과 특징 ································································· 205
12 부모상담의 기초 / 211
1. 영유아 교사와 부모 관계이해 ······················································· 212
2. 부모상담 시 갖추어야 할 기본자세 ··············································· 215
3. 부모상담에 필요한 전문성 ···························································· 218
13 부모상담의 방법 / 225
1. 부모상담 상호작용의 방향성 ························································· 226
2. 부모상담 상호작용의 원리 ···························································· 228
14 부모상담 절차와 사례 / 237
1. 만3세 : 착한 아이 & 나쁜 아이 - 선생님 앞에서만 착한 아이 ··· 239
2. 만3세 : 얼른 해야지! - 느린 아이 ··············································· 248
3. 만4세 : 내가 일등 할 거야! - 과도한 학습욕구를 보이는 아이 · 256
4. 만4세 : 더러운 건 싫어! - 결벽과 강박을 보이는 아이 ··············· 269
5. 만5세 : 꺼져! 저리 가! - 거친 말과 행동을 하는 아이 ··············· 278
6. 만5세 : 동생처럼 되고 싶어. - 퇴행을 보이는 아이 ···················· 285도서소개
“부모님들을 어떻게 대해야 할지 모르겠어요.”
부모교육 첫 시간에 늘 듣는 예비 영유아 교사들의 걱정입니다. 부모를 마주 대하는 일은 영유아 관련 전공을 결정할 때 예상하지 못했던 일일 겁니다. 교사가 되기 위해 준비하는 지금도 실감나지 않을 겁니다. 현장경험이 없기 때문에 더욱 ‘부모대하기’에 두려움을 갖게 되는 건 당연한 일입니다.
그런데 부모 대하기가 어려운 건 현장 교사도 마찬가지입니다. 경력이 쌓이면 괜찮아질 법한데 그렇지 않습니다. 부모의 마음과 입장을 공감하기 어려울 뿐 아니라 매해 만나는 아이와 부모는 달라지고, 부모 관련 험한 뉴스라도 접하면 부모를 만나는 일 자체가 부담스럽게 여겨집니다.
영유아 교사는 유치원이나 어린이집에서 부모와 관계를 맺게 됩니다. 관계란 ‘둘이상의 사람, 사물, 현상 따위가 관련이 있는 것’을 말합니다. 관계는 입장, 감정, 욕구, 필요 등이 역동적으로 상호작용하면서 형성됩니다. 또한 서로의 노력 여하에 따라 개선되기도, 악화되기도 합니다.
교사로서의 자신과 부모의 관계를 바르게 인식하고 형성하면, ‘부모 대하기’에 대한 두려움을 줄어듭니다. 올바른 관계성을 기초로 부모와 대화할 때 영유아 및 양육에 대한 대화가 매끄러워지고 부모교육과 상담이 안정적으로 이루어질 수 있습니다.
사람 간 좋은 관계를 ‘칼집’에, 유용한 이론과 기술을 ‘칼’에 비유해 보면, 좋은 부모교육 이론과 기술이 칼집없은 칼이 되어 의도치 않게 서로에게 상처를 줄 수 있습니다. 유용한 부모교육 이론과 기술이라 할지라도 관계성을 고려하지 않은 채 사용되면, 서로 불편감을 느끼게 되고 교육 효과는 나타나기 어렵습니다.
2019년 본 서의 초판 이후, 코로나19가 우리 사회의 다양한 분야에 변화를 일으켰습니다. 물리적 공간에 대한 제약으로 자연스레 실시간 비대면 교육이 확산되었습니다. 유아 및 부모교육 분야도 마찬가지 상황을 겪었고, 앞으로도 사라지지 않을 실시간 비대면 교육환경에 대한 긍정적인 효과도 입증되었습니다.
이번 개정증보판에는 기존 내용에 코로나19 동안 이루어진 실시간 비대면 부모교육 내용이 추가 집필되었습니다. 기관 부모교육에 관심을 갖지 않던 부모들은 이동상 불편이 적은 실시간 비대면 부모교육에 참여했습니다. 채팅을 사용해 질문과 의견을 공유할 수 있는 형태에 높은 선호도와 만족도를 보였습니다.
이 책 1부는 부모교육 이론, 2부는 부모교육 실제, 3부는 부모상담 실제로 구성되었습니다. 1부는 기본적으로 이해해야 할 현대사회 부모교육관련 이론과 생각해 볼거리를 제시하였습니다. 무엇보다 2부와 3부는 구체적으로 활용할 수 있는 부모교육과 상담의 실제적인 방법과 상호작용을 다루고자 했습니다. 남달리 이른 결혼과 출산으로 생물학적 부모에서 진정한 부모가 되어가기까지 잘자라준 세 자녀 설아, 정환이, 정아에게 고마움을 전하고 싶습니다. 일찍이 부모됨에 따른 무수한 시행착오가 있었지만 있는 그대로 자녀를 인정하는 참된 부모의 본을 보여주시며 부모의 길을 걷게 하신 하나님 아버지께 감사합니다.
이 책을 통해 영유아 교사의 인격과 전문성 그리고 이 시대 부모의 존재와 권위가 존중받기를 바랍니다. 교사와 부모가 아이의 행복한 성장을 위한 진정한 협력적 동반자가 되길 소망합니다. 일시적 교육이나 대응책이 아닌 품위있는 교육문화를 함께 형성해 아이, 부모, 교사, 원장, 기관 모두가 행복하면 좋겠습니다.
저자소개
▪정경미
총신대학교 기독교 유아교육전공 철학박사(Ph. D.)
장안대학교 유아교육과 겸임조교수
더 푸룻 교육연구 대표