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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.

Part 01 영유아 개별화 교육과 애착기반 사회정서지능 프로그램 / 13
Ⅰ. 영유아 개인차 결정요인들 ·····················································15
1. 생물학적 요인·······························································15
1) 기질······································································15
2) 성별······································································20
3) 연령······································································21
2. 환경적 요인·································································22
1) 애착······································································22
2) 부모의 양육······························································29
3) 교사역할·································································32

Ⅱ. 영유아를 위한 개별화 교육 ····················································39
1. 개별화 교육의 필요성·······················································39
2. 영유아를 위한 개별화 교수학습············································40
3. 영유아 사회정서발달과 개별화교육·········································43

Ⅲ. 사회정서지능 프로그램 ·························································45

Ⅳ. 애착기반 사회정서지능 프로그램 ··············································51
1. 프로그램 개념 및 구성 요소················································51
1) 정서지능 개념···························································51
2) 정서지능 구성요소·······················································52
3) 사회지능 개념···························································54
4) 사회지능 구성요소·······················································55
2. 프로그램 구성체계··························································58
3. 교육목적 및 기본방향·······················································60
4. 교육과정 지침 및 실제······················································61
5. 교육과정 내용 및 방법······················································64
6. 개별화 교수학습방법························································66
1) 영유아 개별화 교수학습의 원리·········································68
2) 영유아 개별화 삽입교수과정············································71
3) 영유아 개별화 교수학습을 위한 교사역할······························73
7. 평가··········································································74


Part 02 사회정서지능 향상을 위한 개별화 지도 / 87
Ⅰ. 영유아 사회정서발달 및 행동 관찰 ···········································89
1. 관찰의 목적·································································89
2. 관찰기록 방법·······························································91
3. 관찰 절차····································································92
4. 관찰의 오류·································································93
5. 관찰기록 유형·······························································95
1) 일화기록법·······························································95
2) 표본식 기술······························································98
3) 사건표집법·······························································99

Ⅱ. 영유아 사회정서발달 및 행동지도를 위한 개별화 상호작용전략 ···········103
1. 물리적 환경구성···························································103
2. 교사-영유아 상호작용······················································107
1) 긍정적인 교사-영유아 상호작용········································107
2) 부정적인 교사-영유아 상호작용········································109
3. 상호작용전략·······························································113
1) 언어적 환경전략························································115
2) 의사소통전략···························································123
3) 효과적인 대화기법······················································130
4) 정서에 반응하는 방법··················································136
5) 모델링··································································139
6) 활동중지(time-out) ····················································141
7) 협력적인 문제해결······················································147
8) 갈등중재································································148
9) 긍정적 행동지원························································152

Ⅲ. 영유아 사회정서 발달과업에 따른 개별화 지도 ·····························161
1. 자기조절 능력 키우기······················································161
1) 자기조절 능력의 발달단계·············································161
2) 자기조절의 발달과업···················································164
3) 자기조절 능력 증진을 위한 지도방법··································165
2. 친사회적 행동 증진하기···················································167
1) 친사회적 행동··························································167
2) 친사회적 행동의 발달 단계············································168
3) 친사회적 행동의 유형··················································171
4) 친사회적 행동 증진을 위한 지도방법··································172
3. 또래관계 증진시키기·······················································174
1) 또래관계································································174
2) 또래 간 사회적 상호작용··············································175
3) 또래 간 놀이상호작용··················································177
4) 또래 간 상호작용 지도방법············································180
4. 공격적 행동 지도하기······················································183
1) 공격성의 특성··························································183
2) 공격성의 형태··························································185
3) 공격적 행동의 지도방법················································185


Part 03 사회정서지능 향상을 위한 개별화 지도 실제 / 197
Ⅰ. 만 2세 영아 정서지능 향상 지도 ············································199
1. 만 2세 영아 정서지능 향상 프로그램 모형·······························200
2. 만 2세 영아 정서지능 향상 교육목표·····································200
1) 정서인식································································201
2) 정서표현································································201
3) 정서이해································································201
4) 정서조절································································202
3. 만 2세 영아 정서지능 향상 교육내용의 구성 및 운영원칙···············203
4. 만 2세 영아 정서지능 향상을 위한 개별화 교육활동····················204
1) 만 2세 영아 정서지능 진단············································205
2) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 계획···········210
3) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 실행···········215
4) 만 2세 영아 정서지능 향상을 위한 개별화 교육활동 평가···········219
5. 만 2세 영아 정서지능 향상 프로그램 평가·······························222
1) 만 2세 영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과·······················222
2) 만 2세 개별영아 정서지능 향상 프로그램 실시 이후 정서지능 평가결과·················222

Ⅱ. 만 3세 유아 사회지능 향상 지도 ············································223
1. 만 3세 유아 사회지능 향상 프로그램 모형·······························224
2. 만 3세 유아 사회지능 향상 교육목표·····································224
1) 사회적 지식····························································225
2) 사회적 민감성··························································225
3) 사회적 표현성··························································226
4) 사회적 유연성··························································226
3. 만 3세 유아 사회지능 향상 교육내용의 구성 및 운영원칙···············227
4. 만 3세 유아 사회지능 향상을 위한 개별화 교육활동····················228
1) 만 3세 유아 사회지능 진단············································230
2) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 계획···········234
3) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 실행···········240
4) 만 3세 유아 사회지능 향상을 위한 개별화 교육활동 평가···········244
5. 만 3세 유아 사회지능 향상 프로그램 평가·······························247
1) 만 3세 유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과 ······················247
2) 만 3세 개별유아 사회지능 향상 프로그램 실시 이후 사회지능 평가결과·················247


Part 04 사회정서 부적응행동을 위한 개별화 지도 실제 / 249
Ⅰ. 만 5세 유아 언어적 공격적인 행동의 지도 ·································251
1. 만 5세 유아 언어적 공격적인 행동의 지도과정··························252
2. 1단계: 공격성 진단평가···················································253
1) 만 5세 유아 문제행동 및 공격성 진단································253
2) 만 5세 개별유아 관련 정보 및 현재 발달수준························254
3. 2단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 계획···············266
1) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육활동내용····················266
2) 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 지도전략·························270
4. 3단계: 만 5세 유아 언어적 공격적인 행동 지도를 위한 개별화 교육 실행···············276
1) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 학급일과 내 삽입교수·············276
2) 만 5세 개별유아 언어적 공격적인 행동 지도를 위한 개별화 삽입교수 일일계획안 ···283
5. 4단계: 만 5세 유아 언어적 공격적인 행동 지도 평가···················285

Ⅱ. 만 3세 유아 또래 공격적인 행동의 지도 ····································287
1. 만 3세 유아 또래 공격적인 행동의 지도과정·····························288
2. 1단계: 또래공격성 진단평가···············································289
1) 만 3세 유아 사회정서행동 및 공격성 진단···························289
2) 만 3세 개별유아 관련 정보 및 현재 발달수준························290
3. 2단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 계획··················294
1) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육활동내용·······················294
2) 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 지도전략·····297
4. 3단계: 만 3세 유아 또래 공격적인 행동 지도를 위한 개별화 교육 실행··················304
1) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 학급일과 내 삽입교수················304
2) 만 3세 개별유아 또래 공격적인 행동 지도를 위한 개별화 활동 일일계획안·············308
5. 4단계: 만 3세 유아 또래 공격적인 행동 지도 평가······················310

Ⅲ. 2세 영아 까다로운 식습관의 지도 ···········································311
1. 2세 영아 까다로운 식습관의 지도과정····································312
2. 1단계: 식습관 진단평가···················································313
1) 2세 영아 사회정서행동 및 식습관 진단·······························313
2) 2세 개별영아 관련 정보 및 현재 발달수준···························314
3. 2단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육계획········323
1) 2세 영아 까다로운 식습관 지도를 위한 개별화 교육활동내용········323
2) 2세 영아 까다로운 식습관 지도를 위한 개별화 지도전략············325
4. 3단계: 2세 영아 까다로운 식습관 지도를 위한 개별화 교육실행········331
1) 2세 개별영아 까다로운 식습관 지도를 위한 학급일과 내 삽입교수·························331
2) 2세 개별영아 까다로운 식습관 지도를 위한 개별화 활동 일일계획안······················333
5. 4단계: 2세 영아 까다로운 식습관 지도 평가·····························335

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