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Lecturer(s)
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Vachalovská Jana, PhDr. Ph.D.
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Course content
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1) Reading literacy and pre-literacy - definition, ontogenetic aspect of the division, current scientific knowledge, anchoring in the RVP PV 2) Transition from pre-primary to primary education in the context of developing reading literacy (methods of teaching reading and writing) 3) Pre-reading skills 4) Development of thinking - use of RWCT methods in preschool age when working with text 5) Literature for children - literary types and genres, education in reading, education through literature 6) Development of language and communication (productive and receptive language competences).
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Learning activities and teaching methods
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- Contact hours
- 39 hours per semester
- Individual project (40)
- 22 hours per semester
- Undergraduate study programme term essay (20-40)
- 15 hours per semester
- Presentation preparation (report) (1-10)
- 3 hours per semester
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| prerequisite |
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| Knowledge |
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| Student knows the basics of general didactics and preschool didactics. |
| Student has knowledge of literature and the Czech language in the scope of secondary school. |
| Skills |
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| Student chooses appropriate didactic methods and resources considering the specifics of preschool education |
| Student compares the possibilities of organizational forms of education, educational methods and resources. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Student can explain the concept of literacy, the ontogeny of the development of reading literacy and other related concepts. |
| Student can describe the development of children's speech and problems in the area of speech development and communication. |
| Students focuses on the offer of contemporary children's literature. |
| Skills |
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| Student will propose educational activities for the development of individual language levels. |
| Student selects appropriate book titles of various genres for preschool age |
| Student designs educational activities to support the development of pre-reading skills. |
| Student selects an appropriate RWCT method and applies it when working with a literary text for a group of preschool children. |
| Student can design the environment to stimulate the child's interest in reading and writing. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Interactive lecture |
| Textual studies |
| Cooperative instruction |
| Individual study |
| Students' portfolio |
| Skills |
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| Seminar |
| Textual studies |
| Cooperative instruction |
| Individual study |
| Students' portfolio |
| Competences |
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| Discussion |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Portfolio |
| Peer evaluation of students |
| Skills |
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| Portfolio |
| Seminar work |
| Individual presentation at a seminar |
| Competences |
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| Individual presentation at a seminar |
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Recommended literature
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BEDNÁŘOVÁ, Jiřina a ŠMARDOVÁ, Vlasta. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let. Brno: Computer Press, 2007. ISBN 978-80-251-1829-0.
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Bloom, Paul. Jak se děti učí významu slov. První české vydání. 2015. ISBN 978-80-246-3095-3.
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Fasnerová, Martina. Prvopočáteční čtení a psaní. Vydání 1. 2018. ISBN 978-80-271-0289-1.
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KOŽELUHOVÁ, Eva. Čtenářské strategie u předškolních dětí a nečtenářů. 2022. ISBN 978-80-262-1858-6.
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KRÜGER, Květuše a Kateřina ŠAFRÁNKOVÁ. Čteme s nečtenáři a učíme je kriticky myslet. 2021.
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Průcha, Jan. Dětská řeč a komunikace : poznatky vývojové psycholingvistiky. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-3603-7.
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