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Lecturer(s)
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Hrdina Václav, Mgr. Ph.D.
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Course content
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1. School and classroom curriculum. 2. Design of the educational content in the TVP. 3. Didactic transformation of educational content - preparation of the pedagogical process, daily planning. 4. Possible approaches to planning, mediating, accommodative and convergent models. 5. Motivation of children, 6. Individualisation in education 7. Educational strategies, cooperative learning, project-based learning, experiential learning, situational learning. 8. Evaluation of the educational process 9. Promoting children's self-assessment 10. School climate, classroom - classroom management: working with rules in the Kindergarten, 11. Development of pro-social behaviour of children in kindergarten 12. Keeping class documentation.
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Learning activities and teaching methods
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Interactive lecture, Lecture supplemented with a discussion, Students' portfolio, Self-study of literature, Practicum
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Preparation for an examination (30-60)
- 35 hours per semester
- unspecified
- 30 hours per semester
- Contact hours
- 9 hours per semester
- Contact hours
- 39 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| to explain key pedagogical concepts |
| to explain the principles of a personally oriented model of pre-school education |
| to characterize the organization of pre-school education |
| to describe the principles of RVP PV |
| to explain the possibilities of using RVP PV in pedagogical work |
| to characterize the needs of the preschool child |
| to characterize the elements of the educational process (aims, methods, forms, conditions, content of education, resources) in the context of the specifics of pre-school education |
| Skills |
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| to present knowledge gained in literature in both written and spoken form |
| based on the experience of attending kindergartens to take a stand on different forms of the educational process, to explain and argue their attitude |
| to analyze the aims, methods and forms of pre-school education |
| to analyze the conditions of pre-school education |
| to formulate educational goals |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| explain the links between CEP and SEP |
| explain the principles of integrated block planning |
| to characterize the importance of pedagogical evaluation |
| to describe commonly used techniques for evaluating the learning process and its actors |
| to characterize the process of individualisation in education |
| to describe the development of prosocial behavior of pre-school children |
| to describe the structure of SEP, principles and principles of its creation |
| to describe the process of creation and content TVP |
| Skills |
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| to work with the objectives of RVP PV, to use them in planning and evaluation, to specify them for a given group of children |
| to plan an educational offer in the form of an integrated block |
| to apply the means of assessing the preschool child |
| to use different options of motivation of child, activities, IB |
| zdůvodnit volbu vzdělávacího obsahu, forem a metod vzdělávání a využití různých forem motivace v rámci IB, |
| analyzovat edukační situaci z hlediska individualizace ve vzdělávání, |
| suggest activities that develop prosocial behaviour in the preschool child |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Self-study of literature |
| Students' portfolio |
| Seminar |
| Collaborative instruction |
| Task-based study method |
| Cooperative instruction |
| Skills |
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| Individual study |
| Students' portfolio |
| Seminar |
| Textual studies |
| Collaborative instruction |
| Skills demonstration |
| Cooperative instruction |
| Competences |
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| Lecture supplemented with a discussion |
| Individual study |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Skills |
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| Portfolio |
| Skills demonstration during practicum |
| Seminar work |
| Individual presentation at a seminar |
| Continuous assessment |
| Competences |
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| Seminar work |
| Portfolio |
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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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Krejčová, Věra; Kargerová, Jana; Syslová, Zora. Individualizace v mateřské škole. Vydání první. 2015. ISBN 978-80-262-0812-9.
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Loudová Stralczynská, B. a Koželuhová E. Projektové a činnostní učení v předškolním vzdělávání. Metodika pro učitele. Praha. 2022.
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MŠMT. Rámcový vzdělávací program pro předškolní vzdělávání. 2021.
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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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Starý, Karel; Laufková, Veronika. Formativní hodnocení ve výuce. Vydání první. 2016. ISBN 978-80-262-1001-6.
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Svobodová, Eva. Prosociální činnosti v předškolním vzdělávání. Praha : Raabe, 2007. ISBN 80-86307-39-5.
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Svobodová, Eva. Vzdělávání v mateřské škole : školní a třídní vzdělávací program. Vyd. 1. Praha : Portál, 2010. ISBN 978-80-7367-774-9.
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Syslová, Zora; Štěpánková, Lucie. Třídní projekty v mateřské škole. Vydání první. 2019. ISBN 978-80-262-1480-9.
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