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Lecturer(s)
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Course content
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1. Pedagogical diagnostics - summative and formative diagnostics, positive and negative diagnostics, normative, criterial, individualized and differential diagnostics, dynamic diagnostics, effectiveness and justification of pedagogical diagnostics performed by the teacher, objective and fair diagnostics, ethical rules in diagnostics, diagnostic process and pedagogical diagnosis , pedagogical-psychological diagnostics as a counseling service, persons providing pedagogical-psychological diagnostics within the counseling services. 2. Selected methods of pedagogical diagnostics - history, interview, observation, analysis of results of activities, portfolio, questionnaire. 3. Language - definition, development, teacher diagnostics, speech disabilities, nursery development. 4. Thinking, fantasy and memory - definition, thought development, types of memory, teacher diagnosis, nursery school development. 5. Visual and auditory perception, right and spatial orientation, laterality - definition, development, teacher diagnosis, nursery development. 6. Movement skills, motor skills, visomotorics and graphomotorics - definition, development, teacher diagnosis, nursery development. 7. Preparedness of the child to enter elementary school - compulsory schooling, enrollment in primary school, school maturity, school preparedness, pedagogical diagnosis within school maturity and preparedness, postponement of school attendance, additional postponement of school attendance, consequences of poor diagnostic balance on the postponement of school attendance. 8. Plan of pedagogical support and individual educational plan - definition, conditions of use, function, mandatory elements and important components, resources, organizational provision, principles of realization, evaluation, assessment of the current state (strengths and weaknesses of the child, and family of the child), work with the objectives of the school educational program for the needs of the individual educational plan.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration of student skills, Students' portfolio
- Class attendance
- 28 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
- Preparation for exam
- 12 hours per semester
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Learning outcomes
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The course provides students with orientation in methods and possibilities of pedagogical-psychological diagnostics in relation to the personality of the child and to processes of education in kindergarten.
Student knows the function (purpose) of pedagogical diagnostics in the educational process. Student knows the possibilities of objective and fair diagnostics. Student knows the stages of the diagnostic process and is able to apply them to specific diagnostic situations. Student understands teachers' rights and responsibilities in the area of pedagogical diagnostics resulting from legislative regulations. Student understands the ethical aspects of the pedagogical diagnosis by the teacher. Student knows individual methods of pedagogical diagnostics and their advantages and disadvantages. Student is able to apply selected methods of pedagogical diagnostics to specific situations in his own educational practice. Student prepares and performs a pre-school screening diagnosis, from which he is able to draw up essential information about the developmental level of the child in the monitored characteristics and to determine the possibilities for further development of the child.
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Prerequisites
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Basic knowledge of general and developmental psychology.
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Assessment methods and criteria
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Oral exam, Practical demonstration of acquired skills, Presentation of group work
Active participation in lectures. Realization of pre-school screening diagnostics and its presentation in front of other students.
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Recommended literature
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Diagnostika školní zralosti. Praha: Raabe, 2012. ISBN 978-80-87553-52-7.
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BARTOŇOVÁ, M., et al. Děti se speciálními vzdělávacími potřebami v mateřské škole. Brno: Paido, 2012. ISBN 978-80-7315-237-6.
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. 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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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost: co by mělo umět dítě před vstupem do školy. Brno: Edika, 2015. ISBN 978-80-266-0793-9.
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KLENKOVÁ, J., KOLBÁBKOVÁ, H. Diagnostika předškoláka: správný vývoj řeči dítěte. Brno: MC nakladatelství, 2003. ISBN 80-239-0082-X.
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MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
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SINDELAROVÁ, B. Předcházíme poruchám učení. Praha: Portál, 2013. ISBN 978-80-262-0405-3.
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SVOBODA, M., KREJČÍŘOVÁ, D., VÁGNEROVÁ, M., eds. Psychodiagnostika dětí a dospívajících. Praha: Portál, 2009. ISBN 978-80-7367-566-0.
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SYSLOVÁ, Z., KRATOCHVÍLOVÁ, J., FIKAROVÁ, T. Pedagogická diagnostika v MŠ. Praha: Portál, 2018. ISBN 978-80-262-1324-6.
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VÁGNEROVÁ, M., KLÉGROVÁ, J. Poradenská psychologická diagnostika dětí a dospívajících. Praha: Karolinum, 2008. ISBN 978-80-246-1538-7.
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ZELINKOVÁ, O. Dyslexie v předškolním věku?. Praha: Portál, 2012. ISBN 978-80-262-0194-6.
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