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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Čech Tomáš, doc. PhDr. Ph.D.
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Jůvová Alena, PaedDr. Ph.D.
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Course content
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Course content and topics for the 1st part of the comprehensive exam: <LI> 1. Leisure. Definition and importance of leisure for an individual and its role in successful socialization. Functions of leisure. Factors determining the way of spending leisure. Objective and subjective causes of improperly spent leisure. <LI> 2. Outline of the historical development of the use of the potential of leisure and educational concepts aimed at education in leisure. Key representatives (Bosco, Rousseau, etc.). <LI> 3. Leisure pedagogy. Basic definition of the field, position in the system of pedagogy, cooperating fields. Education in leisure, education outside of school, education for leisure as specific components of education. <LI> 4. Education outside of school. Definition, features, functions, means, activities. <LI> 5. Interest education. Development of key competencies of children and adolescents through leisure education and educational work in higher education. Creation of school educational programm for leisure education. <LI> 6. Leisure educator. Current concept of the profession and its legislative anchoring. Educational and personal prerequisites for performing the profession. Authority in the teaching profession. <LI> 7. Environment of educational valorization of leisure - informal environment: modern family, peer groups, local environment. Media and their roles. <LI> 8. Institute and organizations for education outside of school hours. School, non-school, non-profit, etc. <LI> 9. Leisure and its role in risky behavior. Importance in the level of primary, secondary, tertiary prevention. Low-threshold facilities for children and youth, their mission. <LI> 10. Trends in preventive-educational work in leisure. Education through experience, animation, participation, edutainment. Inclusion of children with specific educational needs (integration/inclusion in leisure).
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work
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Learning outcomes
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The subject sheds light on leisure as a space for the personal development of an individual and successful socialization and defines leisure pedagogy as a scientific field dealing with theoretical and methodological aspects of education outside of school.
After completing the course, students should be able to: <LI> define the basic concepts of leisure pedagogy; <LI> explain the historical roots of leisure education; <LI> characterize leisure pedagogy as a scientific discipline; <LI> specify current pedagogical aspects of leisure with a focus on children and youth; <LI> characterize the influence of natural environments on the leisure of children and youth; <LI> analyze the legislative anchoring of the profession of leisure educator; <LI> describe the expected competencies of a leisure educator.
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Prerequisites
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There are no prerequisites for enrolling in the course. In the summer semester, the course Education and Research in Leisure 2 follows, and both courses are concluded with a comprehensive exam.
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Assessment methods and criteria
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Seminar Work
Semester work - Innovative concept of a leisure facility As part of the semester work, the student will develop their own innovative concept of a leisure facility that is lacking in society and can thus reflect the needs of both a specific target group and the entire society. Two possible assumptions can be made: <LI> a) Societal need. The student perceives a deficit in the offer of leisure institutions and organizations and proposes a concept of an institution that is missing from the market (based on their own analysis) in the societal concept. <LI> b) Local need. The student will focus on a selected location (region, city, municipality), where, based on their own investigation and analysis of the acquired knowledge (e.g. using a SWOT analysis), they will define the deficit in the offer for spending leisure time for clearly specified target groups and propose a concept of such a facility with local significance. The work should not copy the concepts of commonly available leisure institutions, but it is possible to be inspired by them and, above all, bring their own innovative proposal. The student will focus on defining and defending the necessity of the given concept, as well as the mission of the facility and the target group, the specifics of the organization, the expected spatial and material security, staffing, preferred work methods, etc. Scope: min. 5 pages, line spacing 1, font 12 (standard formal criteria for writing semester and qualification theses including correct work with professional sources according to the citation standard ČSN) Deadline for submission: according to the course syllabus in the current academic year (see Moodle). At the end of the summer semester, after completing the follow-up course Education and Leisure Research 2, a comprehensive oral exam will be held covering the syllabi from both semesters.
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Recommended literature
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Metodika pro podporu tvorby ŠVP ve školských zařízeních pro zájmové vzdělávání. Praha: ÚIV, Tauris. 2007.
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ČECH, T. (ed.). (2007). Výchova a volný čas 2. Brno: PdF MU.
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ČINČERA, J., KAPLÁNEK, M., SÝKORA, J. Tři cesty k pedagogice volného času. Brno: Tribun EU s. r. o., 2009, 129 s. ISBN 978-80-7399-611-6..
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HÁJEK, B., HOFBAUER, B., PÁVKOVÁ, J. Pedagogické ovlivňování volného času. Současné trendy. Praha: Portál, 2008, 240 s. ISBN 978-80-7367-473-1..
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HOFBAUER, B. (2004). Děti, mládež a volný čas.. Praha.
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KAPLÁNEK, M. aj. Volný čas a jeho význam ve výchově. Praha: Portál, 2017. 208 s. ISBN 978-80-262-1250-8..
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KAPLÁNEK, M. (ed.). (2012). Čas volnosti, čas výchovy. Pedagogické úvahy o volném čase. Praha: Portál.
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MANSFELDOVÁ, Z.; KROUPA, A. (eds.). (2005). Participace a zájmové organizace v České republice. Praha: Sociologické nakladatelství.
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PÁVKOVÁ, J., HÁJEK, B., HOFBAUER, B. a kol. (2002). Pedagogika volného času.. Praha.
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Pospíšil, J. (203). Hodnoty a volný čas: nové výzvy pro sociální pedagogiku a pedagogiku volného času. Olomouc.
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VÁŽANSKÝ, M., SMÉKAL, V. Základy pedagogiky volného času. Brno: Paido, 1995, 176 s. ISBN 80-901737-9-9..
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