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Lecturer(s)
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Čech Tomáš, doc. PhDr. Ph.D.
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Ševčíková Jaroslava, PhDr. PhD.
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Šmelová Eva, prof. PhDr. Ph.D.
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Course content
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<LI> Definition of the concept of play; fundamental characteristics of play. <LI> Games and play activities as a means of developing the intellectual, emotional, and volitional aspects of personality; play as a means of achieving cognitive, affective, and psychomotor goals. <LI> Classification of games based on various criteria; analysis of these classifications in relation to objectives. <LI> Description of a game and the essential content of methodological guidelines for conducting it. <LI> Methodology for selecting and leading games, and principles for effectively introducing games in educational work with individuals with special educational needs (selection, planning, and preparation; participant motivation; explaining rules; coordinating the game process; reflection and evaluation).
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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Upon completion of the course, students should be able to: <LI> explain the concept of play and clarify the significance of play in the educational process, drawing on selected theories (e.g., Roger Caillois); <LI> describe the fundamental practical aspects of introducing games and effectively utilize play within the educational process; <LI> justify the choice of a suitable game in relation to established educational goals; <LI> plan, prepare, lead, and evaluate games and play-based activities involving varying levels of complexity regarding rules and organization; <LI> discuss and provide arguments for the selection of specific games, linking theory with practice; <LI> appropriately and effectively use play in educational work with individuals with special educational needs, adapt games to the specific needs of these individuals, and develop a game into a clear, structured methodological guide.
The ability to select, implement, and evaluate a game.
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Prerequisites
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No prerequisites are defined for course enrollment.
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Assessment methods and criteria
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Dialog, Systematic Observation of Student, Seminar Work
Independent student output: preparation, implementation, and evaluation of a game program. Justification of the game program based on a selected game theory (agon, alea, ilinx, mimicry). Preparation of a seminar paper: a methodological description of the implemented game program, grounded in game theories. Creation of a game repository. For students on an Individual Study Plan (ISP), attendance at a minimum of three sessions is required, along with the ongoing fulfillment of study obligations and assignments (as specified on Moodle and Teams).
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Recommended literature
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BARTŮNĚK, D. Kniha her a činností v klubovně i venku. Praha: Portál, 2002. ISBN 80-7178-618-7..
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Činčera, J. (2007). Práce s hrou: pro profesionály. Praha.
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Hanuš, R., Chytilová, L. Zážitkově pedagogické učení. Praha: Grada, 2008. ISBN 978-80-247-2816-2..
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KAPLAN, A., BARTŮNĚK, D., NEUMAN, J. Skáčeme, běháme a hrajeme si na hřišti i pod střechou. 2. vyd. Praha: Portál, 2010. ISBN 978-80-7367-623-0..
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KULHÁNKOVÁ, A. Kreslíme a hrajeme si ve školní družině. Praha: Portál, 2008. ISBN 978-80-7367-394-9..
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NĚMEC, J. (2002). Od prožívání k požitkářství.. Brno.
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Neuman, Jan. Dobrodružné hry a cvičení v přírodě.
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