영유아 프로그램 개발과 평가

PART 01 영유아 프로그램의 이론적 기초

CHAPTER 01 영유아 프로그램의 이론적 배경
1. 철학적 기초 ···································································································· 12
2. 심리사회적 기초 ····························································································· 25
3. 사회문화적 기초 ····························································································· 47

CHAPTER 02 영유아 프로그램의 개발
1. 영유아 프로그램 개발의 개념 및 필요성 ····················································· 56
2. 영유아 프로그램 개발 시 고려할 사항 ························································· 58
3. 영유아 프로그램의 구성요소 및 개발 과정 ·················································· 61

CHAPTER 03 영유아 프로그램의 유형
1. 교육대상의 연령에 따른 분류 ······································································· 68
2. 프로그램 운영시간에 따른 분류 ···································································· 69
3. 교육장소에 따른 분류 ···················································································· 77
4. 운영주체에 따른 분류 ···················································································· 81

PART 02 영유아 프로그램의 국내외 사례

CHAPTER 04 국내 주요대학 부속 프로그램
1. 중앙대학교 사범대학 부속유치원 ·································································· 90
2. 이화여자대학교 사범대학 부속이화유치원 ·················································· 117
3. 덕성여자대학교 부속유치원 ········································································· 135

CHAPTER 05 국내 기업보육 프로그램
1. 삼성어린이집 보육 프로그램 ······································································· 152
2. 푸르니보육지원재단 보육 프로그램 ····························································· 175
3. 한솔어린이보육재단 보육 프로그램 ····························································· 192

CHAPTER 06 몬테소리 프로그램
1. 몬테소리 프로그램 개발의 배경 ·································································· 204
2. 몬테소리 프로그램의 기본 개념 ·································································· 204
3. 몬테소리 프로그램의 목적 ········································································· 209
4. 몬테소리 프로그램의 운영 ··········································································· 211

CHAPTER 07 프로젝트 접근법
1. 프로젝트 접근법의 역사 ·············································································· 238
2. 프로젝트 접근법의 특징 ·············································································· 239
3. 프로젝트 접근법의 교수학습 방법 ······························································ 243
4. 교사의 역할 ·································································································· 253
5. 프로젝트 접근법의 실제 ·············································································· 255

CHAPTER 08 발도르프 프로그램
1. 발도르프 프로그램의 배경 ··········································································· 262
2. 슈타이너의 인간이해 ···················································································· 263
3. 발도르프 프로그램의 교육목적과 교육원리 ················································ 271
4. 발도르프 프로그램의 교육 내용 ·································································· 274
5. 발도르프 프로그램의 운영 ··········································································· 278

CHAPTER 09 레지오 에밀리아 접근법
1. 레지오 에밀리아 접근법의 역사 ·································································· 284
2. 레지오 에밀리아 접근법의 아동관 ······························································ 286
3. 레지오 에밀리아 접근법의 교육관 ······························································ 287
4. 레지오 에밀리아 접근법의 교육 전략 ························································· 291
5. 교사의 역할 ·································································································· 293
6. 레지오 에밀리아 접근법과 프로젝트 접근법의 성격 비교 ························· 294

CHAPTER 10 생태유아교육 프로그램
1. 생태유아교육의 개념 ···················································································· 296
2. 생태유아교육의 목적 ···················································································· 297
3. 생태유아교육의 내용 ···················································································· 300
4. 생태유아교육의 교육 방법 ··········································································· 303
5. 생태유아교육 프로그램의 운영 ···································································· 305

CHAPTER 11 다문화교육 프로그램
1. 다문화교육의 개념 및 배경 ········································································· 324
2. 다문화교육의 목표 ······················································································· 326
3. 다문화교육의 내용 ······················································································· 327
4. 다문화교육의 방법 ······················································································· 329
5. 다문화 프로그램의 운영 ·············································································· 333

CHAPTER 12 장애 영유아 통합 프로그램
1. 장애 영유아 통합 프로그램의 배경 ···························································· 340
2. 장애 영유아 통합 프로그램의 정의 및 의의 ·············································· 340
3. 장애 영유아 통합 프로그램의 목적 ···························································· 341
4. 장애 영유아 통합 프로그램의 내용 및 특징 ·············································· 342
5. 교사의 역할 ·································································································· 342

PART 03 영유아 프로그램의 평가

CHAPTER 13 영유아 프로그램의 평가
1. 평가의 개념 및 필요성 ················································································ 350
2, 평가의 유형 및 방법 ··················································································· 352
3. 평가 결과의 활용 ························································································· 364

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