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Lecturer(s)
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Provázková Stolinská Dominika, doc. PhDr. Ph.D.
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Course content
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1. The subject of pre-school education, its place within the structure of educational disciplines and participating fields. 2. Concept of pre-school education depending on the social conditions. 3. Approach to a child in educational concepts. 4. Consequences of transformation of pre-school education to the professional qualifications of a pre-school teacher. 5. Dimensions of educational reality of a pre-school age. 6. Institutionalized pre-school education and its objectives.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Projection (static, dynamic), Work Activities, Activating (Simulations, Games, Dramatization)
- Homework for Teaching
- 15 hours per semester
- Attendace
- 30 hours per semester
- Semestral Work
- 10 hours per semester
- Preparation for the Exam
- 20 hours per semester
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Learning outcomes
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Within this subject, students will acquire essential knowledge pertaining to the status of pre-school pedagogy within the structure of the pedagogical disciplines and participating fields, and they will understand the concept of pre-school education as one that is dependent on social conditions. They will also understand how childhood is interpreted through educational concepts. Furthermore, they will be introduced to how the transformation of pre-school education has impacted the professionalism of the kindergarten teacher. Issues concerning the scope of educational actualities for pre-school children are also included in this subject.
Students will be provided with competencies that will get to the content and objectives of the course.
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Prerequisites
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General orientation in education and general didactics.
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Assessment methods and criteria
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Mark, Student performance, Didactic Test, Dialog, Systematic Observation of Student, Questionnaire, Anamnestic Method, Analyssis of the Student's Portfolio, Seminar Work
Elaboration of a seminar thesis on an assigned topic and its presentation in the seminar. 75% attendance rate and mastering the topics covered in the seminars.
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Recommended literature
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(1995). Šimon půjde do školy. Kurikulum předškolní výchovy. Praha : Portál.
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BRIERLEY, J. (1996). 7 prvních let života rozhoduje. Praha : Portál.
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BRUCEOVÁ, T. (1996). Předškolní výchova. 1. vyd.. Praha: Portál.
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DOSTÁL, A.M., OPRAVILOVÁ, E. (1985). Úvod do předškolní pedagogiky. Praha : SPN.
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HAVLÍNOVÁ A KOL. (2000). Kurikulum podpory zdraví v MŠ. Praha : Portál.
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KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Předškolní a primární pedagogika.. Praha: Portál.
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KOLLÁRIKOVÁ, Z., PUPALLA, B. (2001). Předškolní a primární pedagogika. Praha : Portál.
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KOMENSKÝ, J.A. (1952). Informatorium školy mateřské. Praha : SPN.
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MCKAY, G. A KOL. (1996). STEP: Efektivní výchova krok za krokem. Praha : Portál.
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McKAY, S. L.; HORNBERGER, N. H. (1996). Sociolinguistics and Language Teaching. Cambridge.
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OPRAVILOVÁ, E., GEBRARTOVÁ, V. (1998). Jaro v MŠ. Kurikulum předškolní výchovy.. Praha: Portál.
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PRÁŠILOVÁ, M. (2006). Tvorba vzdělávacího programu.. Praha: TRITON.
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ŠMELOVÁ, E. (2004). Mateřská škola a její učitelé v podmínkách společenských změn. Teorie a praxe II.. Olomouc : UP.
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ŠMELOVÁ, E. (2004). Mateřská škola. Teorie a praxe I.. Olomouc: UP.
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