|
Lecturer(s)
|
|
|
|
Course content
|
1. Selected play theories. Berne, Calois, Huizinga, Hughes 2. The importance of play in different stages of life 3. Characteristics of play, typology of games, functions of games and playing 4. Creating game maps 5. Principles of supporting organic play 6. An environment that inspires play 7. Obstacles to organic play 8. The game cycle 9. Child-friendly play environments 10. Play for all 11. Risk and safety
|
|
Learning activities and teaching methods
|
Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Observation, Activating (Simulations, Games, Dramatization)
- Semestral Work
- 8 hours per semester
- Homework for Teaching
- 12 hours per semester
- Attendace
- 18 hours per semester
- Preparation for the Exam
- 12 hours per semester
|
|
Learning outcomes
|
The course objective is to help student develop in-depth understanding of intrinsically motivated, creative, and freely chosen play along the human life course and an educator's role in creating supportive environment for its growth and preservation. Students will be introduced to theories of free play, playwork, Hughes's typology of play, and Nicholson's theory of loos parts in children's play. They will understand the main risks of free play-deprivation in children and common limitations of adult-led organization, provision, and control of play time and space. They will learn to use a set of quality assessment tools for organizations seeking to create free play-friendly environment. Last but not least the course explores free play-related employment and business opportunities for leisure and sport studies graduates.
Students are familiar with the basic theoretical knowledge in the field of play theory. Students understand the importance of play in human life. Students are able to purposefully create a supportive environment for the development of organic, freely chosen play. Students are able to apply the acquired skills in practice - to plan a teaching or sports unit using the principles of playwork. Students are able to practically combine different approaches to classifying types of play into typologies. Students understand the individual phases of the game cycle. Students are able to recognize manifestations of exclusion and procedures for creating an inclusive play environment. Students understand the importance of managed risk in play.
|
|
Prerequisites
|
The students should be able to: - Work independently with study texts and literature, - Critically consider the content of the course and study texts, - Actively participate in discussions, express own opinions and think, - Work on a seminar assignment in a group, The students should know the basics of pedagogy and psychology, and the theory of physical culture from previous study.
|
|
Assessment methods and criteria
|
Written exam, Student performance, Seminar Work
Active participation in classes, maximum of two absences per semester Completion of study assignments throughout the semester Completion of credit requirements - seminar assignment Exam
|
|
Recommended literature
|
-
Berne, E., & Nová, G. (2011). Jak si lidé hrají. Praha: Portál.
-
Caillois, R., & Vangeli, N. (1998). Hry a lidé: maska a závrať. Praha: Studio Ypsilon.
-
Emilie Beaulieu MD MPH FRCPC, Suzanne Beno MD FRCPC; Canadian Paediatric Society, Injury Prevention Committee, Injury Prevention Committee. Healthy childhood development through outdoor risky play: Navigating the balance with injury prevention. 2024.
-
Hughes, Bob. Evolutionary Playwork and Reflective Analytic Practice. London. 2013.
-
Huizinga, J., Vácha, J., & Černý, J. (1971). Homo ludens: o původu kultury ve hře. Praha: Mladá fronta.
-
Ježek, Petr. Zachycení typologie her a fází herního cyklu v rámci svobodně zvolené dětské hry ve školní družině. Olomouc, 2024. UNIVERZITA PALACKÉHO V OLOMOUCI. Fakulta tělesné kultury. 2024.
|