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Lecturer(s)
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Provázková Stolinská Dominika, doc. PhDr. Ph.D.
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Otavová Marcela, Mgr. Bc. Ph.D.
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Nátěstová Taťána, Mgr.
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Course content
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Students are able to diagnose the level of maturity and readiness of the child in areas whose development in kindergarten determines his successful entry into the first year of elementary school. They acquire strategies that can effectively develop key areas in the last year of pre-school education. 1. Practical independence (physical development, movement coordination, self care and independence) 2. Social awareness (orientation in the environment, the outside world and practical life) 3. Emotional independence (emotional stability, ability to control one's behavior) 4. Social independence (coexistence with peers, communication, cooperation, participation) 5. Speech skills (pronunciation, grammar, vocabulary) 6. Laterality (visual-motor coordination, holding a pencil) 7. Differentiated perception (auditory and visual analysis and synthesis) 8. Logical and thought operations (pre-mathematical ideas, comparison, classification, sorting, problem solving) 9. Focused attention, intentional memory for learning 10. Working behavior (concentrated work and learning activities)
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Observation, Demonstration, Training in job and motor Skils, Grafic and Art Activities, Activating (Simulations, Games, Dramatization)
- Homework for Teaching
- 10 hours per semester
- Preparation for the Course Credit
- 20 hours per semester
- Semestral Work
- 10 hours per semester
- Attendace
- 10 hours per semester
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Learning outcomes
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The aim of the course is to get students familiar with aspects of comprehensive diagnostics of school maturity and readiness. Strategies are focused on a child who is finishing pre-school and is entering compulsory school education. Subject develops students´ competence to observe and keep records systematically, process a diagnostic portfolio and use it to evaluate the child's partial progress in sensory, intellectual, emotional and social areas, as well as to propose specific measures to develop the weakened area of development.
Students are oriented in the theory and practice of school maturity and readiness diagnostics.
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Prerequisites
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General orientation in education and diagnostics
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Assessment methods and criteria
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Student performance, Analysis of Activities ( Technical works), Systematic Observation of Student, Analyssis of the Student's Portfolio
active participation in lessons (max 2 absences) Students prepare a set of ideas for complex development of a pre-school child focused on assessment of his/her school maturity and readiness. They verify these ideas and assess their applicability in a selected pre-school.
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Recommended literature
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Bednářová, J., Šmardová, V., & Šmarda, R. (2007). Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let. Brno: Computer Press.
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. (2007). Diagnostika dítěte předškolního věku. Brno : Computer Press.
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost. Brno: Computer Press, 2011. ISBN 978-80-251-2569-4..
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DITTRICH, P. (1992). Pedagogicko-psychologická diagnostika. Praha : H+H.
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KLENKOVÁ, J. A KOL. (2005). Diagnostika předškoláka. Brno : MC nakladatelství.
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MOJŽÍŠEK, L. (1986). Základy pedagogické diagnostiky. Praha : SPN.
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ŠMELOVÁ, E. (2016). Individualizace ve výchově a vzdělávání dětí předškolního věku. Olomouc: UP.
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ŠMELOVÁ, E., PETROVÁ, A., SOURALOVÁ, E. (2012). Připravenost dětí k zahájení povinné školní docházky. Olomouc: UP.
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