유아리 만점교육과정 각론편 워크북

PART 01 신체운동·건강 영역
01 기초체력의 요소 ···························································································· 12
02 기본동작의 유형 ···························································································· 13
03 동작(움직임)의 구성 요소 ············································································· 15
04 갈라휴(D. Gallahue)의 체육교육 ·································································· 18
05 유아 동작교육 교수방법 ··············································································· 20
06 유아 동작교육 접근방법 ··············································································· 21
07 대근육 활동 지도 방법 ················································································· 22
08 유아 영양 관리: 신체 성장과 영양, 편식, 급식, 간식 ································ 24
09 응급처치 ········································································································ 26
10 유아 안전교육 방법 ······················································································ 30
11 신체운동·건강 영역 관련 법과 장학자료 기출문제 이론 총정리 ·············· 31
12 상황별 안전교육 ···························································································· 48
13 기타 ··············································································································· 49

PART 02 의사소통 영역
01 언어학 분야 ··································································································· 52
02 언어의 구조 ··································································································· 53
03 언어의 형태 ··································································································· 55
04 언어의 기능 ··································································································· 56
05 한글의 특성을 반영한 언어교육 방법 ·························································· 57
06 행동주의이론의 언어발달 관점 ····································································· 59
07 스키너의 언어발달이론 ················································································· 60
08 반두라의 언어발달이론 ················································································· 61
09 성숙주의이론의 언어발달 관점 ····································································· 62
10 생득주의이론의 언어발달 관점 ····································································· 63
11 촘스키의 언어발달이론 ················································································· 64
12 레넨버그의 언어발달이론 ·············································································· 65
13 상호작용주의이론의 언어발달 관점 ······························································ 66
14 피아제의 언어발달이론 ················································································· 67
15 비고츠키의 언어발달이론 ·············································································· 69
16 언어교육 접근법 및 문자언어 지도법 ·························································· 71
17 발음중심 언어교육 접근법 ············································································ 73
18 총체적 언어교육 접근법 ··············································································· 74
19 균형적 언어교육 접근법 ··············································································· 76
20 문학적 언어교육 접근법 ··············································································· 77
21 언어경험적 언어교육 접근법 ········································································ 80
22 유아기 언어의 특징 ······················································································ 81
23 유아기 언어의 문법 발달 ············································································· 83
24 유아기 언어의 어휘 발달 ············································································· 84
25 듣기능력의 유형 ···························································································· 85
26 유아 말하기 발달과 지도 ············································································· 86
27 읽기와 쓰기 발달에 대한 관점 ····································································· 87
28 유아의 음운 인식 발달과 지도 ····································································· 88
29 유아의 읽기 발달과 지도 ············································································· 90
30 유아의 쓰기 발달과 지도 ············································································· 93
31 언어교육을 위한 환경구성 ············································································ 95
32 유아 문학교육 접근법 ··················································································· 96
33 유아 문학 연구 방법 ···················································································· 97
34 유아 문학의 장르 ·························································································· 98
35 동화 ··············································································································· 99
36 전래동화 ······································································································ 100
37 환상동화 ······································································································ 101
38 로젠블렛의 읽기에 대한 입장 ···································································· 102
39 그림책 읽기의 유형 ···················································································· 103
40 매니와 와이즈만의 질문의 유형 ································································· 104



PART 03 사회관계 영역
01 사회교육에서 다루어야 할 사회과학 지식 영역(NCSS) ···························· 106
02 씨펠트(C. Seefeldt)의 유아 사회교육 접근방식 유형 ······························· 107
03 유아 다문화 교육 ························································································ 108
04 유아 반편견 교육 ························································································ 109
05 유아 경제·소비자 교육 ············································································· 110
06 유아 지리 교육 ··························································································· 111
07 유아 성 역할 발달 ······················································································ 112
08 콜버그의 성역할 개념 발달 단계 ······························································· 114
09 유아 양성평등 교육 ···················································································· 115
10 유아 친사회적 행동 발달 ··········································································· 116
11 유아 친사회적 행동 발달 단계 ·································································· 117
12 유아 친사회적 행동 지도 방법 ·································································· 119
13 유아 공격성 발달 ························································································ 120
14 유아 자아 발달 ··························································································· 121
15 유아 책임감 및 공감 발달 ········································································· 123
16 콜버그의 도덕성 발달 단계 ········································································ 124
17 피아제의 도덕성 발달 단계 ········································································ 125
18 길리건의 배려 지향적 도덕성 발달 단계 ·················································· 126
19 살로베이와 메이어(P. Salovey & J. Mayer)의 정서 발달 단계 ··············· 127
20 골만의 정서 발달 단계 ··············································································· 129
21 셀만의 역할수용이론 ··················································································· 130
22 마음이론 ······································································································ 131
23 반두라의 사회학습이론 ··············································································· 132
24 셀만의 우정 발달 단계 ··············································································· 133
25 데이먼의 분배 정의 발달 단계(혹은 공정성 추론 이론) ··························· 134
26 가치 분석 과정 ··························································································· 135
27 유아 갈등 지도 방법 ·················································································· 136
28 코스텔닉 등의 갈등중재모델 ······································································ 137
29 사회교육 학습 유형 ···················································································· 138
30 유아 세계이해교육 ······················································································ 140
31 사회적 탐구 모형 ························································································ 141
32 현대 가족의 형태 ························································································ 142
33 인성교육진흥법 ··························································································· 143


PART 04 예술경험 영역
01 음악적 요소 ································································································· 146
02 음악교육의 영역 ·························································································· 148
03 달크로즈의 음악교수법 ··············································································· 149
04 고든의 음악교육이론 ··················································································· 150
05 음악교육 활동: 노래극 ················································································ 152
06 노래 지도 ···································································································· 153
07 악기 지도 ···································································································· 155
08 음악 감상 활동 ··························································································· 157
09 국악 ············································································································· 159
10 전래동요 ······································································································ 161
11 현대 아동미술의 흐름 ················································································· 162
12 유아 미술 관련 발달 이론 ········································································· 163
13 로웬펠드의 유아 평면 미술 발달 단계 ······················································ 164
14 버트의 평면표현 발달 단계 ········································································ 165
15 골롬브의 입체표현 발달단계 ······································································ 166
16 유아 그림 표현의 특징 ··············································································· 167
17 미술적 요소 ································································································· 169
18 미술의 원리 ································································································· 170
19 미술의 기법 ································································································· 171
20 미술 활동 요소 ··························································································· 172
21 펠드만의 미술 감상 단계 ··········································································· 173
22 앤더슨의 미술 감상 단계 ··········································································· 174
23 미술 감상 지도 방법 ·················································································· 175
24 미술 활동 교수 방법 ·················································································· 177
25 미술 활동 지도 방법 ·················································································· 178

PART 05 자연탐구 영역
01 과학적 과정 기술(= 탐구 기술) ·································································· 182
02 과학적 태도 ································································································· 185
03 유아의 과학 개념에 대한 관점 ·································································· 186
04 탐구학습의 원리에 따른 유아 과학교육 ···················································· 187
05 유아 과학교육의 방법 ················································································· 188
06 구성주의 관점에 따른 과학교육 방법 ························································ 192
07 사회적 구성주의 관점의 유아 과학교육 방법 ············································ 193
08 과학교육 진행 시 교사의 역할 ·································································· 194
09 브루너가 제시한 지식의 표상 양식 ··························································· 195
10 피아제의 이론-보존개념의 원리 ································································· 196
11 까미와 드브리스 프로그램의 지식의 유형 ················································· 197
11 창의성의 구성 요소 및 창의적 사고 계발 기법 ········································ 198
13 자연체험 활동 및 산책 ··············································································· 200
14 수학적 과정 기술 ························································································ 202
15 수의 의미 ···································································································· 204
16 수량 인식 지칭 용어 ·················································································· 205
17 일 대 일 대응 ····························································································· 206
18 합리적 수세기의 원리 ················································································· 207
19 수세기의 전략 ····························································································· 208
20 합리적 수세기의 유형 ················································································· 209
21 더하기와 빼기 ····························································································· 210
22 공간 능력 발달 ··························································································· 211
23 도형 개념 발달 단계 ·················································································· 212
24 찰스워스와 린드의 유아 측정개념 발달 단계 ············································ 213
25 측정 활동의 유형 ························································································ 214
26 순서 짓기(= 서열화) ···················································································· 215
27 분류하기 ······································································································ 216
28 비교하기 ······································································································ 217
29 규칙성(패턴) ································································································ 218
30 찰스워스(R. Charlesworth)가 제시한 시간 개념 ······································· 219
31 자료의 정리 및 분석: 통계 – 그래프 활동 ················································· 220

머리말

“세상에서 가장 행복한 공립유치원❤공립유치원특수 교사를
꿈꾸는 예비 선생님께 전해 드립니다.”

유. 유아리는
아. 아름다운 공립유치원❤공립유치원특수 교사가 될 당신에게
리. 이로운 존재가 되고 싶습니다.

유아리는 꿈이 있습니다.
소중한 우리 선생님이 ‘세상에서 가장 행복한 공립유치원❤공립유치원특수 교사’가
되는 것입니다.

그래서 유아리는 꿈이 또 생겼습니다.
‘세상에서 가장 행복한 공립유치원❤공립유치원특수 교사와 함께하는 유아리’가
되는 것입니다.

이 꿈을 위해 유아리는
소중한 우리 선생님과 함께 크게 웃고, 크게 울며 매 순간 순간을 숨쉬고자 합니다.
선생님 우리 함께 공립유치원❤공립유치원특수 교사의 꿈을 이루어요.

유 아 리 드림