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Lecturer(s)
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Potměšilová Petra, doc. PhDr. et Mgr. Ph.D.
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Course content
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- use of principles of pedagogical psychology within education of various population groups (e.g. healthy children, children with complex needs, adults, seniors) - making and realisation of preventive programms, experience programms and in other fields of acitivty of a social pedagogue - psychological aspects of children with SN - emotion - evaluation - stressful situations
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The subject Educational psychology and its use in social pedagogy is a continuation of the subject Educational psychology taught at the bachelor's degree level. It focuses on the practical application of educational psychology concepts in the field of social pedagogy. The key topics of the course include the use of the principles of educational psychology in the education of different population groups (e.g. healthy children, children with complex needs, adults, seniors), the creation and implementation of preventive programs, experiential programs and other areas of social pedagogical practice. Attention is also paid to the psychological aspects of the gifted and handicapped child, bullying, the role of the teacher and the classroom, school climate, and other frequently occurring phenomena in common educational practice.
Students will be able to orientate in the most important theories and problems of pedagogical psychology (byllying, teacher´s role and school class, school climate, making and realization of preventive programs, experience programs...) Students will be able to present and apply acquired knowledge in practice.
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Prerequisites
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There are no special preconditions for this subject study.
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Assessment methods and criteria
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Student performance
Preparation of a seminar paper - a functional project using elements of educational psychology for a selected target group.
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Recommended literature
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ČÁP, J., MAREŠ, J. (2001). Psychologie pro učitele. 1. vyd.. Praha: Portál.
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DAŘÍLEK, P., KUSÁK, P. (2001). Pedagogická psychologie. Část A + B. 2. vyd.. Olomouc: VUP.
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FONTANA, D. (2014). Psychologie ve školní praxi. Praha: Portál.
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HŘÍBKOVÁ, L. (2009). Nadání a nadaní: Pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi.. Praha: Grada.
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CHILD, D. (2004). Psychology and the Teacher. 7. vyd.. New York: Continuum.
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LOKŠA, J., LOKŠOVÁ, I. (1999). Pozornost, motivace, relaxace a tvořivost dětí ve škole: Teoretická východiska a praktické postupy, hry a cvičení.. Praha: Portál.
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MUDRÁK, J. (2015). Nadané děti a jejich rozvoj. Praha: Grada.
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PIAGET, J. (1999). Psychologie inteligence. 2. vyd.. Praha: Portál.
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SVOBODA, M. (ed.), KREJČÍŘOVÁ, D., VÁGNEROVÁ, M. (2009). Psychodiagnostika dětí a dospívajících. Praha: Portál.
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