1판 1쇄: 2020년 7월 30일
머리말
4차 산업혁명시대의 도래, 다문화, 세계화 사회로의 변화, 저출산, 취업모,
다양한 가족형태의 증가와 같은 최근의 사회적 변화들은 이에 적합한 영유
아 프로그램 개발의 필요성을 증가시키고 있다. 영유아, 부모, 지역사회의
다양한 요구에 부응하면서도 발달에 적합하고 교육적으로 가치 있는 양질의
영유아 프로그램 개발을 위해서는 프로그램 개발과 관련된 이론적 배경을
이해하고, 이미 개발ㆍ활용되고 있는 다양한 영유아 프로그램들의 특성을
살펴보고 분석하고자 하는 노력이 요구된다.
이러한 요구에 부합하기 위해 총 3부로 나누어 영유아 프로그램과 관련된
내용들을 다루고자 한다.
제1부는 3개의 장으로 이루어져 있으며, 영유아 프로그램의 개념과 개발
의 기초에 대해 살펴보았다. 1장은 영유아 프로그램의 개념과 이론적 배경
인 철학적 기초, 심리사회적 기초, 사회문화적 기초를 다루었다. 2장은 영유
아 프로그램 개발의 개념과 필요성, 프로그램 개발 시 고려할 사항, 개발 과
정에 대해 다루었으며, 3장은 영유아 프로그램을 유형별로 설명하였다.
제2부는 4장에서 12장까지 9개 장으로 구성되어 있으며, 영유아 프로그램
의 다양한 국내외 사례를 소개하였다. 4장과 5장에서는 우리나라 주요 대학
의 부속 프로그램과 기업보육 프로그램을 다루었다. 주요대학 프로그램에서
는 중앙대, 이화여대, 덕성여대의 프로그램을, 기업보육 프로그램에서는 삼
성어린이집, 푸르니보육지원재단과 한솔어린이보육재단에서 운영하고 있는
프로그램을 기술하였다.
6장에서 9장까지는 외국에서 발생하여 국내에 소개되어 적용되고 있는 프
로그램을 다루었다. 6장은 몬테소리 프로그램, 7장은 프로젝트 접근법, 8장
은 발도르프 프로그램, 9장은 레지오 에밀리아 접근법으로 각 프로그램들의
이론적 배경과 기본 개념, 프로그램의 목적과 내용, 프로그램의 운영 등에
대해 다루었다. 10장에서 12장까지는 사회문화적 요구에 따라 국내에서 실
행되고 프로그램을 다루었다. 10장은 생태유아교육 프로그램, 11장은 다문
화교육 프로그램, 12장은 장애 영유아 통합 프로그램 프로그램으로 각 프로
그램의 개념, 교육목적, 교육 내용, 교육 방법과 운영 등에 대해 다루었다.
2부에서는 프로그램의 실제 사례에 대한 정보와 사진 등을 수록하여 독자들
의 이해를 돕고자 하였다.
제3부는 1개의 장으로 구성되어 있으며 영유아 프로그램의 평가에 대한
전반적 내용을 제시하였다. 즉, 평가의 개념 및 필요성, 평가의 유형 및 방
법, 평가 결과의 활용에 대해 다루고 있다.
이 책을 통해 영유아 교사들이 영유아 프로그램에 대한 기본 개념과 개발
절차에 대한 지식을 습득하고, 다양한 프로그램의 사례들을 고찰해 봄으로
써 지역사회 및 영유아기관의 특성과 다양한 요구를 지닌 영유아들에게 적
합한 프로그램을 개발 및 적용하고 평가할 수 있는 능력을 갖게 되길 희망한
다. 이 책이 나오기까지 도움을 주신 정민사 직원 여러분께 감사의 인사를
전한다.
2020년
저자 일동
목차
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
• 참고문헌 / 366
• 찾아보기 / 371
나 혜 선
중앙대학교 유아교육학과 문학사
중앙대학교 대학원 유아교육학 전공 문학석사
중앙대학교 대학원 유아교육학 전공 문학박사
현) 경동대학교 유아교육학과 조교수
황 소 영
중앙대학교 유아교육학과 문학사
중앙대학교 대학원 유아교육학 전공 문학석사
중앙대학교 대학원 유아교육학 전공 문학박사
현) 수원대학교 교육대학원 유아교육전공 객원교수
조 성 희
중앙대학교 유아교육학과 문학사
중앙대학교 대학원 유아교육학 전공 문학석사
중앙대학교 대학원 유아교육학 전공 문학박사
현) 백석예술대학교 유아교육과 조교수
아주대학교 교육대학원 유아교육전공 특임교수
