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Lecturer(s)
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Gillernová Ilona, doc. PhDr. CSc.
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Course content
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1. Definition of the content of the subject of pedagogical psychology and interdisciplinary relations. The position of the psychology of education and training within pedagogical and school psychology. 2. Bio-psycho-social conditioning of individual development and the learning process; the effect of various factors on the results of pedagogical work. Emotional needs of children and adolescents. Maturation and learning: learning as an adaptation process; learning as the acquisition of experience, skills, attitudes, etc. Learning and memory. Types of learning. Cognitive styles and learning styles. Learning and motivation. Intelligence and intellect. The importance of free qualities and conscious self-regulation. Creativity, giftedness and talent. 3. Aptitudes, abilities and skills and the possibilities of their development in children and adolescents. Free time, hobbies and their development potential. Important adults and their importance to adolescents. 4. Concept of gradually developing teaching: zone of closest development Vygotsky); cognitive modifiability and mediating learning (Feuerstein). Methods increasing the activation and motivation of children for various activities. 5. Psychological principles of applying a differentiated and individualized approach to children. Parenting styles, student's home background, family and school relationship. Psychological processing of school failure by the student, family, teacher; possibilities of educational measures and professional assistance. 6. Communication between teaching staff and pupils; specifics of communication with parents. Possibilities of communication between the educational institution and the public; means, meaning. 8. Requirements for the personality and professional skills of a pedagogical worker. Psychology of the teacher and educator. Requirements for a pedagogical worker from the point of view of children, pupils, management of the institution, parents. Educational authority. Empathy, authenticity, congruence, acceptance, respect for the child's personality 9. Social skills of children and adolescents and opportunities to develop them in leisure activities.
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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 helps the student to think about suitable styles of educational activities, choosing the appropriate psychological approaches to children and adolescents as well as to older clients of leisure time institutions. The student should be able to critically compare different information sources and analyze their content. An integral part of professional equipment is understanding the psychological nature of learning, socialization, and providing educational support to children, pupils and students with special educational needs.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical psychology for educators 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 practice
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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
To be awarded credit, the student must pass a written test of knowledge of the subject, which was covered in lectures and exercises, as well as precisely given topics recommended for independent study of several professional sources. The exam is a discussion of approximately five completed tasks for the portfolio, which will be assigned to the student continuously during the lesson. The student can take the credit and the exam in any order.
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Recommended literature
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2010. ISBN 978-80-7367-725-1.
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FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
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JEDLIČKA, R., a kol. Poruchy socializace u dětí a dospívajících: Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
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JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
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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 ČR, 2016. ISBN 978-80-7552-014-2.
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MERTIN, V., KREJČOVÁ, L., eds. Problémy s chováním ve škole ? jak na ně. Praha: Wolters Kluwer, 2013. ISBN 978-80-7478-026-4.
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PETTY, G. Moderní vyučování. Praha: Portál, 2013. ISBN 978-80-262-0367-4.
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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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