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Lecturer(s)
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Course content
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Topics: 1. The place of developmental psychology in the system of psychological sciences; its significance for pedagogy. Factors conditioning the development of the human psyche. 2. The prenatal, neonatal, infant, and toddler periods. Frustration, subdeprivation, deprivation; sensitization. The symbiotic relationship between child and mother; Bowlby's concept of basic security; attachment theory, types of attachment; Winnicott's concept of holding; separation anxiety, anaclitic depression. The importance of transitional objects in terms of emancipation and separation. Acquiring a basic lifestyle; sibling positions and their importance for the child's psychosocial development. The importance of children's play; toys and fairy tales. Developmental stages of play and drawing. 3. Preschool age and the importance of the extended family; the importance of preschool education. Disorders in the psychosocial development of preschool children. Intellectual, volitional, and moral development of the child (Piaget's and Kohlberg's theoriespossibilities for use in education and training). The child's readiness to meet school demands and requirements. Personality development and the socialization function of school. Possible problems at the start of school attendance. Children's friendships. 4. Early and middle school age: developmental tasks and coping with them. 5. Adolescence; prepuberty, puberty, adolescence: bio-psycho-social interconnection of developmental changes in adolescents; common causes of psychosocial disorders and their manifestations. Adolescent crisis and its successful overcoming. Preparing adolescents for a career and possible pitfalls. Friendships and romantic relationships (intimacy and loneliness). 6. Early adulthood and prerequisites for successful tertiary socialization. Acceptance of the role of partner and parent. Generativity and stagnation. Developmental tasks of mature adulthood and old age. Productive old age and possibilities for preventing pathological development. 7. Different concepts of the periodization of human personality development - a critical comparison. J. Piaget's theory of cognitive development; L. Kohlberg's theory of moral development; S. Freud's psychosexual theory; E. H. Erikson's neo-analytic concept and psychosocial theory.
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Lecture
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Learning outcomes
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Students are able to "read" and analyze pedagogical situations with regard to the developmental psychological specifics of children and young people, and are able to take developmental psychological aspects into account in the planning and implementation of pedagogical activities.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam
oral exam
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Recommended literature
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BOWLBY, J. Vazba: teorie kvality raných vztahů mezi matkou a dítětem. Praha: Portál, 2010. ISBN 978-80-7367-670-4.
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FRANZ, M.-L. Psychologický výklad pohádek: smysl pohádkových vyprávění podle jungovské archetypové psychologie. Praha: Portál, 2015. ISBN 978-80-262-0863-1.
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HELUS, Z. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. 2. přepr. a rozš. vyd. Praha: Portál, 2009..
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JEDLIČKA, R. Psychický vývoj dítěte a výchova: jak porozumět socializačním obtížím. Praha: Grada, 2016.
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LANGMEIER, J., KREJČÍŘOVÁ, D. Vývojová psychologie. Praha: Grada, 2011. ISBN 978-80-247-1284-0.
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ŘÍČAN, P. Cesta životem. Praha: Portál, 2014. ISBN 978-80-262-0772-6.
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SHAPIRO, L. E. Emoční inteligence dítěte a její rozvoj. Praha: Portál, 2014. ISBN 978-80-262-0651-4.
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ŠULOVÁ, L. Raný psychický vývoj dítěte. Praha: Karolinum, 2010. ISBN 978-80-246-1820-3.
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VÁGNEROVÁ, M. Vývojová psychologie: dětství a dospívání. Praha: Karolinum, 2012. ISBN 978-80-246-2153-1.
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