양성원 수양재

| PART 1 | 아동관찰 및 행동연구의 이해

Chapter 01 영유아관찰 및 행동연구의 이해 ··································· 11

1. 관찰의 역사 ························································································· 12

2. 관찰의 필요성 및 목적 ········································································ 18

3. 관찰의 장점 및 오류와 개선방안 ························································· 22

4. 관찰을 위한 지침 ················································································· 31

5. 놀이중심 교육과정과 영유아관찰 ························································· 39

Chapter 02 관찰방법 ········································································ 57

1. 표본식 기록 ························································································· 58

2. 일화기록 ······························································································ 62

3. 사건표집법 ··························································································· 65

4. 시간표집법 ··························································································· 71

5. 행동목록법 ··························································································· 75

6. 평정척도법 ··························································································· 78

| PART 2 | 아동관찰 평가의 활용

Chapter 03 포트폴리오 평가 ···························································· 87

1. 포트폴리오 평가의 개념 ······································································· 88

2. 포트폴리오 평가의 특성과 목적 ··························································· 89

3. 포트폴리오 평가의 장점 및 단점 ························································· 92

4. 포트폴리오 평가의 구성 ······································································· 93

5. 포트폴리오 평가의 실제 ······································································· 98

Chapter 04 영유아 발달 이해 ························································ 113

1. 영유아 발달의 원리와 아동관찰 ························································· 114

2. 영유아 발달의 이해 ··········································································· 116

3. 영유아 발달의 이해를 돕는 관찰의 실제 ··········································· 142

Chapter 05 부모면담 ······································································ 147

1. 부모면담 ···························································································· 148

2. 면담의 유형 ······················································································· 151

3. 면담의 계획 ······················································································· 152

4. 부모면담의 실행 ················································································ 154

| PART 3 | 영유아교사를 위한 관찰의 실제

Chapter 06 제4차 표준보육과정에 기초한 관찰의 실제 ·············· 169

1. 제4차 표준보육과정의 목표 및 내용 ················································· 170

2. 제4차 표준보육과정의 영역별 목표 및 내용 ····································· 172

Chapter 07 2019 개정 누리과정에 기초한 관찰의 실제 ··········· 199

1. 2019 개정 누리과정의 목표 및 내용 ················································ 200

2. 2019 개정 누리과정의 영역별 목표 및 내용 ···································· 201

Chapter 08 유아 놀이 관찰과 지원 사례 ····································· 233

1. ‘똥’ 놀이 ···························································································· 234

2. ‘화폐’ 놀이 ························································································· 242

3. ‘캐릭터’ 놀이 ····················································································· 250​ 

​우리 사회는 영유아기에 대한 관심이 나날이 고조되어 가고 있으며 영유아교사의 전문성에 대한 기대감이 점차 높아지고 있다. 영유아와 함께 생활하는 교사들은 궁극적으로 영유아의 행복을 위해 이들에 대한 이해와 정보가 절실하다. 이에 부응하여 아동관찰 및 행동연구’는 정보가 가속화되고 있는 오늘날 영유아교사의 전문성을 구비하기 위한 필수과목으로 선택되어졌다. 인간의 성장을 나무에 비유해 볼 때, 영유아기는 나무의 뿌리를 내리는 시기로 이 시기 영유아교사들에게 영유아들에 대한 정확하고도 세밀한 자료를 수집하기 위해 아동관찰 및 행동연구에 대한 보다 전문적 이해가 필요하다.

‘어떻게 하면 영유아 현장에서 일어나는 각 상황에서 야기되는 영유아들의 행동을 올바르게 이해할 수 있을까’ 하는 문제들을 객관적이고 과학적인 방법으로 풀어 나갈 수 있는 방안이 모색되어야 할 것이다. 이를 위해 전문성을 갖춘 영유아교사가 관찰법을 이해하고 적용할 수 있도록 돕는 도서가 필요했다.

본서는 영유아교실 현장에서 보고 듣고 관찰한 것에 더하여 정보수집 방법과 정보를 해석해 내는 방법까지 찾아보고 영유아교실에서 일어나는 사건 하나하나들을 해석하고 교육적 지원까지 찾아보았다. 이와 같은 부분들은 영유아 교육전문가로 발돋움하는 현장교사뿐만 아니라 예비영유아교사들에게도 쉽게 다가갈 수 있는 관찰방법에 대한 지식과 정보를 알려 주려고 노력했다.

이 책은 전체 8장으로 구성하였다.

먼저 1장에서는 관찰 및 행동연구의 역사, 즉 태동기에서 현재의 성숙기까지를 살펴본 후 영유아들의 발달에 대한 이해를 위해 왜 관찰이 필요한지의 당위성과 목적을 살펴보고, 아울러 관찰의 장점과 관찰에서 발생할 수 있는 오류들을 살펴보면서 오류를 최소화할 수 있는 방안을 제시하고 나아가 객관적이고 과학적인 관찰을 위한 지침을 제공하고자 한다. 이어서 2장은 관찰연구법으로 영유아교육 현장에서 쉽고 많이 활용되는 관찰방법인 표본식 기록과 일화기록, 사건표집법, 시간표집법, 행동목록법,평정척도법을 소개하고 실제 현장의 관찰방법을 적용·해석하고 교수지침을 제공하고자 하였다. 3장은 영유아들의 발달특성상 표준화된 평가척도만으로는 영유아들의 행동의 발달 추이를 평가하는 데는 많은 어려움이 있으므로 이를 위한 방법으로 포트폴리오 평가에 대한 이해와 구성, 실제편을 다루었다. 4장은 영유아 발달과업을 알아보고 영유아 발달의 이해를 돕는 관찰의 실제를 다루었다. 5장은 부모면담의 정의 및 의의를 알아보고 부모면담의 유형, 계획, 실행을 살펴봄으로써 활용될 수 있는 방안을 다루었다. 6장과 7장은 제4차 표준보육과정과 2019 개정 누리과정의 목표와 내용체계에 따라 관찰준거를 선정하고 이를 근거로 한 관찰양식을 작성하여 효율적인

관찰을 위한 활동들을 중심으로 관찰방법 및 해석, 교수방법 등을 제시하였다. 8장에서는 유아 놀이 관찰과 지원의 사례를 다루었다. 따라서 본서를 접한 영유아교사들은 수업 관찰 사례를 통해 영유아에 대해 가장 적절하고 효과적인 관찰법을 찾아서 적용시키는 방법을 배울 수 있고 예비영유아교사들은 수업을 이해하며 교수기술을 익힐 수 있을 것이다.

본서는 모든 영유아교사들이 아동관찰 및 행동연구에 관한 내용들을 쉽게 이해할 수 있도록 집필하려고 노력하였다. 유능한 교사는 수업상황에서 일어나는 모든 요소들을 파악하여 자신의 수업에 반영시켜야 하므로 이를 위해 관찰의 전 과정을 통합적으로 이해하는 법을 배워야 할 것이다. 본서에서 제시한 관찰지침과 관찰준거, 관찰도구, 관찰 기록 양식들이 전문성 있는 교사로 발돋움하는 예비영유아교사들과 현직 영유아교사들에게 유용한 지침이 될 수 있기를 진심으로 바란다.

본서를 집필하기 위해 도움을 주신 양성원 강철원님과 유난히 더운 여름날 함께 땀 흘린 교수님들, 현장의 관찰자료와 사진자료를 제공해 주신 대전 화랑유치원 원장님과 선생님들께 진심 어린 감사를 드린다.​