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Lecturer(s)
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Gillernová Ilona, doc. PhDr. CSc.
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Hubertová Lucie, Mgr. Ph.D.
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Course content
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Thematic areas: 1. Socialization of children in the family - family environment, educational interactions, educational influence and its relationship to student behavior at school. 2. Cognitive development - perception, thinking, speech and their development, Piaget's theory of development, Erikson's theory of development, Vygotsky's theory of development. 3. Intelligence and learning - definition, structure, development. 4. Non-intellectual prerequisites for learning - memory, attention, motivation, volitional characteristics, emotions, self-assessment. 5. Learning - types, theories, the learning subject, the learning process and its management. 6. Children's concepts, children's knowledge systems, children's learning styles - pedagogical constructivism, cognitive styles, learning styles, learning tactics and strategies, approaches to learning, possibilities for influence. 7. Personality of the leisure time educator - characteristics of the leisure time educator, attributions, subjective judgments, stress in the profession of leisure time educator I. 8. Personality of the leisure time educator - characteristics of the leisure time educator, attributions, subjective judgments, stress in the profession of leisure time educator II. 9. Crisis and crisis management - psychosocial stress, difficult life situations, crises, their classification according to possible causes (crises arising from unmanaged life changes, problems related to becoming independent from parents, problems related to finding identity, traumatic crises). 10. Crisis and crisis management - recognizing an impending crisis situation, the course of a psychological crisis (individual phases), possibilities and limits of crisis management by a school leisure time educator, possibilities for cooperation between a leisure time educator and professionals in the helping professions. 11. Diagnostics performed by a leisure time educator - contemporary concepts of pedagogical and pedagogical-psychological diagnostics in the Czech Republic. 12. Diagnostics performed by a leisure time educator - ethical and legal issues of pedagogical and pedagogical-psychological diagnostics in the Czech Republic. 13. Selected methods of pedagogical and pedagogical-psychological diagnostics - medical history, interview, observation, questionnaire, test I. 14. Selected methods of pedagogical and pedagogical-psychological diagnostics - medical history, interview, observation, questionnaire, test II.
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Lecture, Practicum
- Class attendance
- 10 hours per semester
- Home preparation for classes
- 50 hours per semester
- Preparation for credit
- 20 hours per semester
- Preparation for exam
- 40 hours per semester
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Learning outcomes
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Outputs: Students are able to plan and implement educational situations and activities for children and young people with regard to learning processes, pedagogical and psychological conditions and contexts, taking into account the specific characteristics and individuality of the child in learning processes.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam, Written assignment
To obtain credit, students must attend at least 75% of seminars and prepare a critical analysis of at least two publications from the recommended reading list, with at least one publication from the basic reading list. Each analysis should be at least 4 pages long. If you're really into the subject, you can pick other publications from the extended literature based on your personal interests or career goals. A high-quality analysis of more than 2 professional texts will be taken into account in the final evaluation. The exam is conditional on obtaining a credit and orientation in the studied issues within the scope of the syllabus for this subject. The exam takes the form of a professional discussion on specific topics from the syllabus and the possible application of the acquired knowledge in the context of direct educational activities. The introductory part of the exam includes a discussion of a structured critical analysis of the studied literature.
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Recommended literature
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha, 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 ČR, 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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VÁGNEROVÁ, M. Kognitivní a sociální psychologie žáka základní školy. Praha, 2002. ISBN 80-246-0181-8.
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