생태유아교육의 교육내용 및 방법에 대한 뇌과학적 고찰 = Brain-scientific Consideration of Eco-early Childhood Education for Educational Content and Method

다국어 초록 (Multilingual Abstract)

The purpose of this study is the perspective to eco-early childhood education and educational objective bear out by objective and scientific methods.
Consequently, this study try to observe ecucational content and method that it is practical part of education.
On this research was done by literature study and reference associated with literature that interpretation of brain science and Eco-early childhood education.
For this research contents are as follows:
First, in case of infants who characteristics of brain development is based on brain science.
Second, Educational Content and Methods of eco-early childhood of education studied by based on brain science.
Based on these results, the results are as follows:
First, eco-early chidhood of education is based on the brain-compatible early chidhood of education. eco-early chidhood of education is comprised of a basis viewpoint that is characteristics of the brain which is limitless potential and special quality each person. Therefore the basic standpoint of eco-early childhood of Education is consistent with characteristics of the brain.
Second, Educational Content of eco-early childhood of education is to give an impulse to brain of the right side. experiences for sensibility and movement stimulate more brain of the right side. The Fact have an positive effect on developing well harmoniously sensitivity and spirituality. Therefore education contents of ecological early childhood is consistent with development of right brain that suggested brain science.
Third, Educational Methods of eco-early childhood of education is to give an impulse to the frontal lobe. Eco-early childhood of education emphasis on intergrated education, life centered education, play centered education, relations centered education. They are demanded a high-dimensional thought of human.
Therefore education methods of ecological early childhood is consistent with development of frontal lobes that suggested brain science.
Results of this study, eco-early childhood is consistent with argument that revealed in brain science.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구내용 5
• 1.3 연구방법 5
• 2. 뇌과학과 유아교육
• 2.1 뇌과학의 이해 6
• 2.2 뇌발달에 기초한 유아교육의 특징 27
• 3. 생태유아교육의 뇌과학적 고찰 39
• 3.1 생태유아교육의 이해 39
• 3.2 생태유아교육 교육내용에 대한 뇌과학적 고찰 48
• 3.3 생태유아교육 교육방법에 대한 뇌과학적 고찰 64
• 4. 요약 및 논의 81
• 5. 참고문헌 87
• 6. Abstract 100