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사람은 같으면서도 모두 다 다르다. 사람의 개인적 차이는 태어나면서부터 나타난다. 개인차는 아이마다 타고난 기질이 다르고 주 양육자마다 양육행동이 다르며, 그러한 상호작용 속에서 형성된 애착관계가 다 다르기 때문에 생겨난다. 이러한 요인들의 상호작용은 영유아의 사회정서발달에 초석이 되며, 다양한 사회정서행동과 직접적 또는 간접적으로 관련되어 있다. 영유아기에 형성되는 사회정서발달은 이후 아동청소년기 및 성인기의 적응의 성공 여부를 예측하는 중요한 지표가 되며, 영유아의 정신건강 문제요인들을 조기에 발견할 수 있는 근거가 된다.
본서는 이론과 실제 부분으로 나누어진다. 이론은 Part I. 영유아 개별화교육과 애착기반 사회정서지능 프로그램과 Part II. 사회정서지능 향상을 위한 개별화 지도이며, 실제는 Part III. 사회정서지능 향상을 위한 개별화 지도 실제, 그리고 Part IV. 사회정서 부적응행동을 위한 개별화 지도 실제이다. 즉 애착기반 사회정서지능 향상 프로그램에 근거하여 개별화 지도를 하고, 이러한 과정을 통해 영유아의 사회정서지능을 증진시키고, 사회정서 부적응행동을 지도하는 것으로 이루어졌다.

Part 01 영유아 개별화 교육과 애착기반 사회정서지능 프로그램 / 13
Ⅰ. 영유아 개인차 결정요인들 ·············································································15
1. 기질 ··········································································································15
2. 애착 ··········································································································20
1) 애착개념 ······························································································20
2) 애착단계 ······························································································21
3) Ainsworth의 애착유형 ·······································································24
4) Bowlby의 내적작동모델과 애착유형 ··················································26
3. 부모의 양육행동 ·······················································································27
4. 교사의 민감성 ···························································································29

Ⅱ. 영유아를 위한 개별화 교육 ···········································································35
1. 개별화 교육의 필요성 ···············································································35
2. 영유아를 위한 개별화 교수학습 ·······························································36
3. 영유아 사회정서발달과 개별화교육 ··························································39

Ⅲ. 사회정서지능 프로그램 ···················································································41

Ⅳ. 애착기반 사회정서지능 프로그램 ···································································47
1. 프로그램 개념 및 구성 요소 ····································································47
1) 정서지능 개념 ······················································································47
2) 정서지능 구성요소 ···············································································48
3) 사회지능 개념 ······················································································50
4) 사회지능 구성요소 ···············································································51
2. 프로그램 구성체계 ····················································································54
3. 교육목적 및 기본방향 ···············································································56
4. 교육과정 지침 및 실제 ·············································································57
5. 교육과정 내용 및 방법 ·············································································60
6. 개별화 교수학습방법 ·················································································62
1) 영유아 개별화 교수학습의 원리 ··························································64
2) 영유아 개별화 삽입교수과정 ·······························································67
3) 영유아 개별화 교수학습을 위한 교사역할 ··········································69
7. 평가 ··········································································································70

Part 02 사회정서지능 향상을 위한 개별화 지도 / 81
Ⅰ. 영유아 사회정서발달 및 행동 관찰 ·······························································83
1. 관찰의 목적 ······························································································83
2. 관찰기록 방법 ···························································································85
3. 관찰 절차 ··································································································86
4. 관찰의 오류 ······························································································87
5. 관찰기록 유형 ···························································································89
1) 일화기록법 ···························································································89
2) 표본식 기술 ·························································································92
3) 사건표집법 ···························································································93

Ⅱ. 영유아 사회정서발달 및 행동지도를 위한 개별화 상호작용전략 ················97
1. 물리적 환경구성 ·······················································································97
2. 교사 영유아 상호작용 ···········································································101
1) 긍정적인 교사 영유아 상호작용 ······················································101
2) 부정적인 교사 영유아 상호작용 ······················································103
3. 상호작용전략 ···························································································107
1) 언어적 환경전략 ················································································109
2) 의사소통전략 ·····················································································117
3) 효과적인 대화기법 ·············································································124
4) 정서에 반응하는 방법 ·······································································130
5) 모델링 ································································································133
6) 활동중지(time-out) ···········································································135
7) 협력적인 문제해결 ·············································································141
8) 갈등중재 ····························································································142
9) 긍정적 행동지원 ················································································146

Ⅲ. 영유아 사회정서 발달과업에 따른 개별화 지도 ·········································155
1. 자기조절 능력 키우기 ·············································································155
1) 자기조절 능력의 발달단계 ·································································155
2) 자기조절의 발달과업 ·········································································158
3) 자기조절 능력 증진을 위한 지도방법 ···············································159
2. 친사회적 행동 증진하기 ·········································································161
1) 친사회적 행동 ····················································································161
2) 친사회적 행동의 발달 단계 ·······························································162
3) 친사회적 행동의 유형 ·······································································165
4) 친사회적 행동 증진을 위한 지도방법 ···············································166
3. 또래관계 증진시키기 ···············································································168
1) 또래관계 ··························································································168
2) 또래 간 사회적 상호작용 ··································································169
3) 또래 간 놀이상호작용 ·······································································171
4) 또래 간 상호작용 지도방법 ·······························································174
4. 공격적 행동 지도하기 ·············································································177
1) 공격성의 특성 ··················································································177
2) 공격성의 형태 ····················································································179
3) 공격적 행동의 지도방법 ····································································179

Part 03 사회정서지능 향상을 위한 개별화 지도 실제 / 191
Ⅰ. 만 2세 영아 정서지능 향상 지도 ·······························································193
1. 만 2세 영아 정서지능 향상 프로그램 모형 ···········································194
2. 만 2세 영아 정서지능 향상 교육목표 ····················································194
1) 정서인식 ····························································································195
2) 정서표현 ····························································································195
3) 정서이해 ····························································································195
4) 정서조절 ····························································································196
3. 만 2세 영아 정서지능 향상 교육내용의 구성 및 운영원칙 ···················197
4. 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 ····························198
1) 만 2세 영아 정서지능 진단 ······························································199
2) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 계획 ··············204
3) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 실행 ··············209
4) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 평가 ··············213
5. 만 2세 영아 정서지능 향상 프로그램 평가 ···········································216
1) 만 2세 영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과························216
2) 만 2세 개별영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과 ················216

Ⅱ. 만 3세 유아 사회지능 향상 지도 ·······························································217
1. 만 3세 유아 사회지능 향상 프로그램 모형 ···········································218
2. 만 3세 유아 사회지능 향상 교육목표 ····················································218
1) 사회적 지식 ·······················································································219
2) 사회적 민감성 ····················································································219
3) 사회적 표현성 ····················································································220
4) 사회적 유연성 ····················································································220
3. 만 3세 유아 사회지능 향상 교육내용의 구성 및 운영원칙 ···················221
4. 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 ····························222
1) 만 3세 유아 사회지능 진단 ······························································224
2) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 계획 ··············228
3) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 실행 ··············234
4) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 평가 ··············238
5. 만 3세 유아 사회지능 향상 프로그램 평가 ···········································241
1) 만 3세 유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ······················241
2) 만 3세 개별유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ················241

Part 04 사회정서 부적응행동을 위한 개별화 지도 실제 / 243
Ⅰ. 만 5세 유아 언어적 공격적인 행동의 지도 ···············································245
1. 만 5세 유아 언어적 공격적인 행동의 지도과정 ····································246
2. 1단계: 공격성 진단평가 ··········································································247
1) 만 5세 유아 문제행동 및 공격성 진단 ·············································247
2) 만 5세 개별유아 관련 정보 및 현재 발달수준 ·································248
3. 2단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 계획 ·············260
1) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육활동내용 ···················260
2) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 지도전략 ·························264
4. 3단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 실행 ·············270
1) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 학급일과 내 삽입교수 ···········270
2) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 개별화 삽입교수 일일계획안 ···277
5. 4단계: 만 5세 유아 언어적 공격적인 행동 지도 평가 ··························279

Ⅱ. 만 3세 유아 또래 공격적인 행동의 지도 ···················································281
1. 만 3세 유아 또래 공격적인 행동의 지도과정 ········································282
2. 1단계: 또래공격성 진단평가 ···································································283
1) 만 3세 유아 사회정서행동 및 공격성 진단 ······································283
2) 만 3세 개별유아 관련 정보 및 현재 발달수준 ·································284
3. 2단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 계획 ················288
1) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육활동내용 ······················288
2) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 지도전략 ·····291
4. 3단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 실행 ················298
1) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 학급일과 내 삽입교수 ··············298
2) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 개별화 활동 일일계획안 ···········302
5. 4단계: 만 3세 유아 또래 공격적인 행동 지도 평가 ······························304

Ⅲ. 2세 영아 까다로운 식습관의 지도 ······························································305
1. 2세 영아 까다로운 식습관의 지도과정 ··················································306
2. 1단계: 식습관 진단평가 ··········································································307
1) 2세 영아 사회정서행동 및 식습관 진단 ···········································307
2) 2세 개별영아 관련 정보 및 현재 발달수준 ······································308
3. 2단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육계획 ·········317
1) 2세 영아 까다로운 식습관 지도를 위한 개별화 교육활동내용 ·········317
2) 2세 영아 까다로운 식습관 지도를 위한 개별화 지도전략 ················319
4. 3단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육실행 ·········325
1) 2세 개별영아 까다로운 식습관 지도를 위한 학급일과 내 삽입교수 ·······················325
2) 2세 개별영아 까다로운 식습관 지도를 위한 개별화 활동 일일계획안 ····················327
5. 4단계: 2세 영아 까다로운 식습관 지도 평가 ········································329

부록 애착기반 사회정서지능 프로그램(ASEIP) 기반 창의인성 증진 교육활동
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