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Lecturer(s)
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Gillernová Ilona, doc. PhDr. CSc.
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Šírová Eva, PhDr. Ph.D.
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Course content
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1. Socialization of the child in the family - family environment, educational interactions, parenting styles and the issue of their recognition, educational action and its relationship to the student's behavior at school. The role of peers in the socialization of an individual. The school environment as a significant socialization factor. 2. Concept of learning, laws of learning, types of learning. The individual in the learning process, the learning process and its management. 3. The concept of maturation and learning according to J. Piaget. The concept of gradually developing teaching: the zone of closest development (Vygotsky); cognitive modifiability and mediating learning (Feuerstein). 4. Psychological principles of applying a differentiated and individualized approach to pupils. Intellectual and non-intellectual causes of student disadvantage, perceived academic effectiveness of students and possibilities of supporting their educational strategies. Cognitive styles and learning styles. Aptitudes, abilities and skills and the possibilities of their development. 5. Psychological aspects of play and hobby activities, their importance for child development education and in pedagogical diagnostics. 6. Requirements for the personality and professional skills of a teaching staff. Teacher psychology. Educational authority. Empathy, authenticity, congruence, acceptance, respect for the child's personality. 7. Styles of the teacher's work with the class. Educational interaction of teacher and pupil. Psychosocial load and stress in the work of a pedagogical worker: possible causes and sources. Possibilities for developing teachers' professional skills. Ethics of the teaching profession. 8. Social skills at school and the possibilities of their development in pupils and teachers. 9. Diagnostics performed by a teacher - contemporary concept of pedagogical and pedagogical-psychological diagnostics, ethical and legal issues of pedagogical and pedagogical-psychological diagnostics. Selected methods of pedagogical and pedagogical-psychological diagnostics - traditional approach (interview, observation, questionnaire, tests) and dynamic testing.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming)
- Class attendance
- 28 hours per semester
- Preparation for credit
- 14 hours per semester
- Preparation for exam
- 14 hours per semester
- Home preparation for classes
- 94 hours per semester
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Learning outcomes
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The subject focuses on the psychological context of educational processes and relationships in the family and school environment, orients in the psychological aspects of education and upbringing.
After completion of the subject student will be able 1. to understand the content of prescribed curriculum of Developmental psychology 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral theses 4. to apply gained knowledge in educational process 5. to be motivated for continuous learning in the field
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Prerequisites
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Student has basic knowledge of General and Developmental Psychology.
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Assessment methods and criteria
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Combined examination
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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FONTANA, D., BALCAR. Psychologie ve školní praxi. Praha: Portál, 2003. ISBN 80-7178-626-8.
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HÁJEK, B., HOFBAUER, B., PÁVKOVÁ, J. Pedagogické ovlivňování volného času : současné trendy.. Praha, Portál, 2008. ISBN 978-80-7367-473-1.
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KREJČOVÁ, L., MERTIN, V., eds. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2010. ISBN 978-80-7357-603-5.
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Mareš, J. Pedagogická psychologie. Praha: Portál, 2013. ISBN 978-80-262-0174-8.
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MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer, 2012. ISBN 978-80-7357-679-0.
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ŠKODA, J., DOULÍK, P. Psychodidaktika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
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VÁGNEROVÁ, M. Kognitivní a sociální psychologie žáka základní školy. Praha, 2002. ISBN 80-246-0181-8.
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