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Lecturer(s)
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Benešová Jana, PhDr. Ph.D.
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Course content
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1. Wellbeing in preschool education 2. Wellbeing and adaptability 3. Classroom climate; bioecological model - classroom climate as an opportunity for competence development. 4. Basics of crisis intervention 5. Communication with a child in a difficult life situation 6. Development of the child's identity, gender issues, the possibility of developing the child's self-defense (heterogeneous versus homogeneous collective) 7. Current problems of today's children
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Learning activities and teaching methods
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- Contact hours
- 13 hours per semester
- Undergraduate study programme term essay (20-40)
- 30 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Student has knowledge in the field of pedagogical and developmental psychology. |
| Student knows RVP PV and strategic educational documents. |
| Student orients himself/herself in models of needs and knows the possibilities of their fulfillment within the educational process. |
| Student has a general overview of current social events, with an emphasis on the field of education. |
| Skills |
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| Student can formulate opinions on selected topics of preschool education. |
| Student reflects on his/her experience in teaching practice. |
| Student compares knowledge and possible approaches in the field of preschool education. |
| Uses effective communication techniques. |
| Student masters the methods of pedagogical diagnosis. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Student orients in the current challenges of preschool education. |
| Student can define the concept of well-being and give examples of the possibility of its support in preschool children. |
| Skills |
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| Student will propose suitable didactic approaches in the education of children with regard to their individual needs and interests. |
| Student can identify a child at risk of stress or trauma and provide him with psychological first aid. |
| Student can select or propose educational activities to promote a positive classroom climate. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| Multimedia supported teaching |
| Textual studies |
| Self-study of literature |
| Skills |
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| Seminar |
| Multimedia supported teaching |
| Self-study of literature |
| Students' portfolio |
| Competences |
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| Self-study of literature |
| Textual studies |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Formative evaluation |
| Skills |
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| Seminar work |
| Continuous assessment |
| Formative evaluation |
| Competences |
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| Formative evaluation |
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Recommended literature
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ERIKSON, Erik H. Životní cyklus rozšířený a dokončený: devět věků člověka.. 2015. ISBN 978-80-262-0786-3.
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FELCMANOVÁ, Alena a kol. Persona dolls: panenky s osobností: jak rozvíjet prosociální postoje dětí.. 2015. ISBN 978-80-87456-62-0.
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Gillernová, I., Hermochová, S. Sociální dovednosti učitele. SPN Praha, 1990.
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JOCHMANNOVÁ, Leona. Trauma u dětí: kategorie, projevy a specifika odborné péče. 2021. ISBN 978-80-271-2842-6.
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Kopřiva, Pavel. Respektovat a být respektován. 3. vyd. Bystřice pod Hostýnem : Spirála, 2012. ISBN 978-80-904030-0-0.
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LINHARTOVÁ, Tereza a LOUDOVÁ STRALCZYNSKÁ, Barbora. Děti s odlišným mateřským jazykem v mateřských školách. 2018. ISBN 978-80-88171-18-8.
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LUKÁŠOVÁ, HANA. Kvalita života dětí a didaktika.. Praha, 2010. ISBN 978-80-7367-784-8.
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Matějček, Zdeněk. Co děti nejvíc potřebují. Vyd. 3. Praha : Portál, 2003. ISBN 80-7178-853-8.
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MORVAYOVÁ, P., MOREE, D. Od multikulturní výchovy k vhledu. 2009.
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PLUMMER, Deborah. číme děti zvládat úzkost, obavy a stres: cvičení pro mladší školní věk. 2013. ISBN 9788026203773.
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ROSENBERG, Marshall B. Nenásilná komunikace. 2016. ISBN 978-80-262-1079-5.
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Shapiro, Lawrence E. Emoční inteligence dítěte a její rozvoj. Vydání čtvrté. 2014. ISBN 978-80-262-0651-4.
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