목차
1. 유아교육의 최근 동향과의 연계
2. 철학적 기본 가정
3. 교수학습의 이론적 기초
4. 레지오 교수법의 유아교육 현장적용
5. 다상징적 프로젝트 수행을 위한 절차 및 제안
6. 다상징적 프로젝트의 유아교육현장 적용사례
2. 철학적 기본 가정
3. 교수학습의 이론적 기초
4. 레지오 교수법의 유아교육 현장적용
5. 다상징적 프로젝트 수행을 위한 절차 및 제안
6. 다상징적 프로젝트의 유아교육현장 적용사례
본문내용
and responsibility in the motivation of children's helping. Developmental Psychology, 23, pp. 140-145.
Doise, W. & Mugny, G. (1984). The social development of the intellect. Oxford.N.Y : Pergamon.
Forman, E. & Cazden, C.B. (1985). Exploring Vygotskian perspectives in education : The cognitive value of peer interaction. In J.V. Wertsch (Ed.), Culture, communication and cognition : Vygotskian perspectives. Cambridge University Press.
Forman, E.A. (1989). The role of peer interaction in the social construction of mathematical knowledge. International Journal of Educational Research, 13(1), 55-70.
Gardner, H. & Wolf, D. (1983). Waves and streams of symbolization : Notes on the development of symbolic capacities in young children. In D.R. Rogers & J.A. Sloboda (Eds.), The acquisition of symbolic skills. London : Plenum Press.
Gardner, H. (1982). Art, mind and brain : A Cognitive Approach to creativity. New York : Basic.
Gardner, H. (1993). Forward : Complementary perspectives on Reggio Emilia. In C. Edwards, L. Gandidni & G. Forman (Eds.), The hundred languages of children. Norwood, New Jersey : Ablex Publishing Corporation.
Jalongo, M. R. & Stamp, L. N. (1997). The Arts in Childrens Lives : Aesthetic education in errly childhood. Allyn and Bacon.
Katz, L.G. (1994). Images from the world : Study seminar on the experience of the municipal infant-toddler centers and preprimary schools of Reggio Emilia, Italy. In Katz, L.G. & Cesarone, B. (Eds.). Reflections on the Reggio Emilia approach. 1-18.
Kessen, W. (1979). The American child and other cultural inventions. American Psychologist, 34(10), 815-820.
Kohlberg, L. (1987). Child psychology and childhood education : A cognitive-developmental view. New York : Longman.
Malaguzzi, L. (1993). History, ideas, and bisic philosophy. An interview with Lella Gandini. In, C. Edwards, L. Gandini. & G. Forman (Eds.).
Maxim G.W. (1989). Early Reading Experiences for the Very Young. The Very Young. Columbus, Toranto, London, Melbourne : Merrill Publishing Company, 1989.
Rogoff, B. (1990). Apprenticeship in thinking : Cognitive development in social context. New York, Oxford. : Oxford University Press.
Salinger, T. (1993). Classrooms for Emergent Literacy. Models of Literacy Instruction. New York : Macmillan Publishing Company, 1993.
Teale and E. Sulzby (Eds.), Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA : MIT Press (Original work published 1934).
Vygotsky, L.S. (1978). Mind in society : The development of higher psychological processes. Cambridge, MA : Harvard University Press.
Wertsch, J.V. (1985a). Culture, communication, and cognition : Vygotskian perspectives. Cambridge University Press.
Wertsch, J.V. (1985b). Vygotsky and the social formation of mind. Cambridge, MA : Harvard University Press.
Wertsch, J.V. (1990). The voice of rationality in a sociocultural approach to mind. In, L.C. Moll (Eds.).
Doise, W. & Mugny, G. (1984). The social development of the intellect. Oxford.N.Y : Pergamon.
Forman, E. & Cazden, C.B. (1985). Exploring Vygotskian perspectives in education : The cognitive value of peer interaction. In J.V. Wertsch (Ed.), Culture, communication and cognition : Vygotskian perspectives. Cambridge University Press.
Forman, E.A. (1989). The role of peer interaction in the social construction of mathematical knowledge. International Journal of Educational Research, 13(1), 55-70.
Gardner, H. & Wolf, D. (1983). Waves and streams of symbolization : Notes on the development of symbolic capacities in young children. In D.R. Rogers & J.A. Sloboda (Eds.), The acquisition of symbolic skills. London : Plenum Press.
Gardner, H. (1982). Art, mind and brain : A Cognitive Approach to creativity. New York : Basic.
Gardner, H. (1993). Forward : Complementary perspectives on Reggio Emilia. In C. Edwards, L. Gandidni & G. Forman (Eds.), The hundred languages of children. Norwood, New Jersey : Ablex Publishing Corporation.
Jalongo, M. R. & Stamp, L. N. (1997). The Arts in Childrens Lives : Aesthetic education in errly childhood. Allyn and Bacon.
Katz, L.G. (1994). Images from the world : Study seminar on the experience of the municipal infant-toddler centers and preprimary schools of Reggio Emilia, Italy. In Katz, L.G. & Cesarone, B. (Eds.). Reflections on the Reggio Emilia approach. 1-18.
Kessen, W. (1979). The American child and other cultural inventions. American Psychologist, 34(10), 815-820.
Kohlberg, L. (1987). Child psychology and childhood education : A cognitive-developmental view. New York : Longman.
Malaguzzi, L. (1993). History, ideas, and bisic philosophy. An interview with Lella Gandini. In, C. Edwards, L. Gandini. & G. Forman (Eds.).
Maxim G.W. (1989). Early Reading Experiences for the Very Young. The Very Young. Columbus, Toranto, London, Melbourne : Merrill Publishing Company, 1989.
Rogoff, B. (1990). Apprenticeship in thinking : Cognitive development in social context. New York, Oxford. : Oxford University Press.
Salinger, T. (1993). Classrooms for Emergent Literacy. Models of Literacy Instruction. New York : Macmillan Publishing Company, 1993.
Teale and E. Sulzby (Eds.), Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA : MIT Press (Original work published 1934).
Vygotsky, L.S. (1978). Mind in society : The development of higher psychological processes. Cambridge, MA : Harvard University Press.
Wertsch, J.V. (1985a). Culture, communication, and cognition : Vygotskian perspectives. Cambridge University Press.
Wertsch, J.V. (1985b). Vygotsky and the social formation of mind. Cambridge, MA : Harvard University Press.
Wertsch, J.V. (1990). The voice of rationality in a sociocultural approach to mind. In, L.C. Moll (Eds.).
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