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Lecturer(s)
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Course content
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1. Basic concepts of pedagogical psychology: socialization, learning, education, child, teacher, family, kindergarten. 2. Family as the place of primary socialization of a child. Secondary socialization - influences of the wider environment. 3. Kindergarten and cooperating institution - pediatrician, pedagogical-psychological counseling center, special pedagogical center, elementary school. 4. Learning, learning patterns, types of learning. Learning nonintentional, intentional. A child in the process of learning. 5. Concept of maturation and learning by J. Piaget. Concept of the gradually evolving teaching of L. S. Vygotskij: the zone of the current and closest development. 6. Skills and their development in the learning process. 7. The theory of psychosocial development of E. H. Erikson in relation to pre-school education and pre-school child learning. 8. Psychological aspects of children's play and drawings and their importance in the process of education. Use of games, toys, art activities in education and pedagogical diagnostics. 9. School maturity and school attendance, educational support for the child. Diagnosis of school maturity, collaboration with family and counseling facilities. 10. Learning and learning process. The psychological importance of selecting and organizing curricula. Psychological aspects of evaluation. 11. Psychological principles of access to children with special educational needs. Joint education - principles, duty of kindergarten. Pedagogical and psychological issues of the creation of a pedagogical support plan, individual educational plan and implementation of support measures in kindergarten conditions. 12. Pedagogical communication in kindergarten. Verbal and nonverbal components. The possibilities and importance of communication between the educational institutions and the public. 13. Qualification and professional competence of nursery teachers. Ethics of the teaching profession, teaching as a mission, social prestige and legal aspects of the teaching profession. The personality of the nursery teacher. 14. Methodology for processing outputs from the subject - observation of the child and the teacher's work in the kindergarten and analysis of the observed pedagogical situations; procedure for processing the pedagogical-psychological characteristics of a six-year-old child, use of dynamic diagnostics.
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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)
- 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 builds on the knowledge of students of personality psychology and developmental psychology so as to apply theoretical knowledge to the direct work of a teacher with a child and a group of children in kindergarten.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical psychology 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral paper 4. to apply gained knowledge in educational process
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Prerequisites
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Student has basic knowledge of general, developmental and social psychology.
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Assessment methods and criteria
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Oral exam, Written assignment
The student receives credit by completing assignments given during the course (portfolio). The examination takes the form of a written test of knowledge and a group discussion of the tasks.
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Recommended literature
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Diagnostika dítěte předškolního věku. Brno: Edika, 2015. ISBN 978-80-266-0658-1.
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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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FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
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Helus, Z. Dítě v osobnostním pojetí. Praha: Portál, 2009. ISBN 978-80-7367-628-5.
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HELUS, Z. Sociální psychologie pro pedagogy. Praha: Grada, 2015. ISBN 978-80-247-4674-6.
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KOŤÁTKOVÁ, S. Dítě a mateřská škola: co by měli rodiče znát, učitelé respektovat a rozvíjet. Praha: Grada, 2014. ISBN 978-80-247-4435-3.
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KREJČOVÁ, L. Žáci potřebují přemýšlet. Co pro to mohou udělat jejich učitelé.. Praha Portál, 2013. ISBN 978-80-262-0496-1.
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Matějček, Z. Co děti nejvíc potřebují. Praha: Portál, 2008. ISBN 978-80-7367-504-2.
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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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MERTIN, V., GILERNOVÁ, I. Psychologie pro učitelky MŠ. Praha: Portál, 2010. ISBN 978-80-262-0977-5.
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MUDRÁK, J. Nadané děti a jejich rozvoj. Praha: Grada, 2015. ISBN 978-80-247-5089-7.
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OPRAVILOVÁ, E. Předškolní pedagogika. Praha: Grada, 2016. ISBN 978-80-247-5107-8.
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PREKOPOVÁ, J., SCHWEIZEROVÁ, CH. Děti jsou hosté, kteří hledají cestu. Praha: Portál, 2015. ISBN 80-7178-854-6.
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SHAPIRO, L. E. Emoční inteligence dítěte a její rozvoj. Praha: Portál, 2009. ISBN 978-80-7367-648-3.
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SINDELAROVÁ, B. Předcházíme poruchám učení. Praha: Portál, 2016. ISBN 80-7178-736-1.
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SYSLOVÁ, Z., ed. Rozvoj profesních a mentorských dovedností učitelů mateřských škol. Brno: Masarykova univerzita, 2015. ISBN 978-80-210-7881-9.
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