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Lecturer(s)
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Šťastná Magda, doc. Mgr. Ph.D.
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Lomská Kateřína, PhDr. et PaedDr. Ph.D.
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Hradská Valeria, PhDr. Mgr. Ph.D.
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Course content
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Educational psychology in the kindergarten environment How preschool children learn Play as an environment for learning and development Self-regulation and executive functions in kindergarten conditions Child motivation for activity and learning Quality of teacher-child interaction Pedagogical communication and feedback Classroom management and creating a psychologically safe environment Child's challenging behavior: a functional perspective instead of labeling Socio-emotional learning and relationships between children Risk relationships between children, aggression and bullying in preschool age Individual differences, neurodiversity and inclusive pedagogical work Family, sociocultural context and kindergarten-family cooperation
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Learning activities and teaching methods
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One-to-One tutorial, Seminar classes, Individual study, Self-study of literature, Lecture
- Contact hours
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 20 hours per semester
- unspecified
- 10 hours per semester
- Preparation for an examination (30-60)
- 35 hours per semester
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| prerequisite |
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| Knowledge |
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| - orientation in basic psychological disciplines (general and developmental psychology, social psychology and personality psychology), |
| - characterize and explain concepts from basic psychological terminology. |
| Skills |
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| - correctly use psychological terminology and apply concepts to specific situations in school practice, |
| - assess and integrate the findings of the various basic psychological disciplines, |
| - create a paper and presentation and speak in front of the group. |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - describe the different methods of educational psychology, |
| - describe the specifics of the socialization of the child in kindergarten, |
| - characterize the importance of the group for the acquisition of social skills and the development of pro-social behavior of the kindergarten child, |
| - define the specifics of pedagogical communication of the kindergarten teacher, |
| - describe the manifestations of a child with special educational needs, |
| - list sources of motivation for learning, |
| - characterize the patterns of learning and identify the different types of learning, |
| - identify the specifics of the role of the teacher in the kindergarten and become familiar with methods of preventing the development of burnout syndrome, |
| - characterize and recognize their own errors in social perception and communication practices when interacting with children, parents and colleagues, |
| - describe the effects of causal attributions on the child's self-concept and the development of motivation to perform. |
| Skills |
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| - correctly use professional terminology, explain the functioning of basic pedagogical and psychological processes in practice, |
| - to identify the causes of problematic socialization of the child into the collective in the kindergarten and to propose possible solutions, |
| - use the rules for effective pedagogical communication, |
| - identify a child with special educational needs and suggest a course of action for further education, |
| - make effective use of psychological tools and methods designed for school practice, |
| - take advantage of relational norms in assessing the activities of younger school-age children, |
| - critically analyse their own assessment, learning and educational practices with regard to the individuality of the child, |
| - use self-diagnosis methods in practice, |
| - actively use methods to prevent burnout syndrome, |
| - work with children from socio-culturally different backgrounds. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Self-study of literature |
| Individual study |
| E-learning |
| Skills |
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| Seminar classes |
| Students' portfolio |
| Competences |
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| Skills demonstration |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Test |
| Skills |
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| Individual presentation at a seminar |
| Test |
| Competences |
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| Self-evaluation |
| Group presentation at a seminar |
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Recommended literature
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Bednářová, Jiřina. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let/. Computer Press, 2007. ISBN 978-80-251-1829-0.
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5.
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ČÁP, J. Psychologie výchovy a vyučování. 1. vyd. Praha: Karolinum, 1993. ISBN 80-7066-534-3.
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 1997. ISBN 80-7178-063-4.
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HILLEBRANDOVÁ, Vlasta. Montessori inspirace pro mateřské školy: pedagogické náměty pro každodenní využití a práci s dětmi v prostředí MŠ. Praha. 2020.
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Mareš, Jiří. Komunikace ve škole. Brno: Masarykova univerzita, Centrum pro další vzdělávání učitelů, 1995. ISBN 80-210-1070-3.
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Mareš, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. ISBN 978-80-262-0174-8.
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Mertin, Václav; Gillernová, Ilona. Psychologie pro učitelky mateřské školy. Vyd. 1. Praha: Portál, 2003. ISBN 80-7178-799-X.
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Sedláčková, Hana; Syslová, Zora,; Štěpánková, Lucie. Hodnocení výsledků předškolního vzdělávání. Vydání první. 2012. ISBN 978-80-7357-884-8.
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Szachtová, Alena. Vybrané kapitoly z pedagogické psychologie. 1. vyd. Plzeň: Západočeská univerzita, 2000. ISBN 80-7082-637-1.
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