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Sign up for the course: according to the number of PhD students enrolled, the organizational form of the course, the classroom and the dates of the meeting will be chosen. The applications for the winter semester are accepted by the teacher by e-mail by the end of November. Goals: The course aims to provide the guidance in the historical development and current concepts of education of preschool children. To focus on the definition of the basic educational concepts oriented on pre-school education (goals of preschool pedagogy, didactics of preschool education, methods of education and their specifics, pedagogical diagnostics, competence of pre-school teacher, etc.).Explain the processes of transformation and curricular anchoring of the kindergartens after 1990 into the personality model of pre-school education with the starting point in humanistic theories of education.The second level course objectives will be directed to the internal system of the individual areas of education and their impact and to the specifics of teaching preschool child with the responsibility of teacher to facilitate and in an inclusive dimension develop the dispositions of each child according to their possibilities and pace. Content: • The historical line of the development of the preschool child before and after the establishment of the institutional education in the kindergarten. The contribution of the reform pedagogy in the first half of the 20th century and after 1990. • The process of the transformation of the kindergartens with their beginnings in the 90s of the 20th century. A person-oriented model of pre-school education as the opposite of the classroom disciplinary educational work in socialist educational programmes. • A teacher in the person-oriented model, specifics of humanistic approaches. The respect for psychosocial needs and the necessity of play as the basis for cognitive and social development and the source of an inner attitude to learning and self-realization. • The plurality of educational offer and educational or care institutions – the reality of social context, positives and risks. • Internal educational system. Organization of educational benefit in the cognitive, emotional, personality and social, physical and health, aesthetic and creative area. Changes in RVP PV – strengths and weaknesses. • The linking of elementary school to preschool education, the position of pedagogical-psychological counselling for the needs of the kindergarten as the teacher's support, the need for differentiated pedagogical work in the kindergartens and in primary school classes, as the support of the good start in the educational career of the child / pupil. Form and extent of the course: 1 semester, 24 hours in total, i.e. 4 lectures (12 hours in total) and individual consultations (12 hours in total); in the case of a smaller number of students, personal consultation on the interactive form of individual consultations may be possible. Mode of completion: The student chooses the topic (after the discussion with the teacher) of the final written work, which can take the form of annotations from professional / foreign sources (research articles) and will be related to the specific part of pre-school pedagogy. The exam will take the form of a discussion on the presented work, accompanied by an adequate study literature.
Last update: Koťátková Soňa, doc. PaedDr., Ph.D. (08.11.2020)
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The course aims to provide the guidance in the historical development and current concepts of education of preschool children. To focus on the definition of the basic educational concepts oriented on pre-school education (goals of preschool pedagogy, didactics of preschool education, methods of education and their specifics, pedagogical diagnostics, competence of pre-school teacher, etc.).Explain the processes of transformation and curricular anchoring of the kindergartens after 1990 into the personality model of pre-school education with the starting point in humanistic theories of education.The second level course objectives will be directed to the internal system of the individual areas of education and their impact and to the specifics of teaching preschool child with the responsibility of teacher to facilitate and in an inclusive dimension develop the dispositions of each child according to their possibilities and pace Last update: Koťátková Soňa, doc. PaedDr., Ph.D. (08.11.2020)
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Mode of completion: The student chooses the topic (after the discussion with the teacher) of the final written work, which can take the form of annotations from professional / foreign sources (research articles) and will be related to the specific part of pre-school pedagogy. The exam will take the form of a discussion on the presented work, accompanied by an adequate study literature. Last update: Koťátková Soňa, doc. PaedDr., Ph.D. (08.11.2020)
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BEDNÁŘOVÁ, J., DANDOVÁ, E., KRATOCHVÍLOVÁ, J. aj. Školní zralost a její diagnostika. Praha: Nakl. J. Raabe, 2017 ISBN 978-80-7496-319-3. BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5. ČAPKOVÁ, D. Dějiny teorie a praxe výchovy dětí předškolního věku do konce 18. století. Praha: Ústřední ústav pro vzdělávání pedagogických pracovníků, 1980. FONTANA, D. Psychologie ve školní praxi. Praha: Portál, 2003. GILLERNOVÁ,I.,KREJČOVÁ,L.a kol. Sociální dovednosti ve škole. Praha: Grada, 2012. ISBN 978-80-247-3472-9. HELUS, Z. Dítě v osobnostním pojetí. Obrat k dítěti jako výzva pro učitele i rodiče. Praha: Portál, 2004. KOŤÁTKOVÁ,S. Jak se mateřských škol dotýkaly transformační a kutikulární změny? Pedagogická orientace, roč. 24, 2014, č. 4, s. 583-597. ISSN 1211-4669. KOŤÁTKOVÁ, S. Dítě a mateřská škola. 2. rozšířené a přepracované vydání, Praha: Grada Publishing, 2014. ISBN 978-80-247-4435-3. KOŤÁTKOVÁ, S. Širší kontext výchovy dítěte v ČR. Pedagogická orientace, 2008, roč. 18, č. 3, s. 38-52. ISSN 1211-4669. OPRAVILOVÁ, E. Předškolní pedagogika. Praha: Grada Publishing,2016. ISBN 978-80247-5107-8. OPRAVILOVÁ,E.,UHLÍŘOVÁ,J. Příběhy české mateřské školy. Praha: PedF UK, 2017. ISBN 978-80-7290-945-2. SEDLÁČKOVÁ,H., SYSLOVÁ,Z., ŠTĚPÁNKOVÁ,L. Hodnocení výsledků předškolního vzdělávání. Praha: Wolters Kluwer, 2012. ISBN 978-80-7357-884-8. SPILKOVÁ,V.HEJLOVÁ,H. Příprava učitelů pro primární a preprimární vzdělávání v Česku a na Slovensku. Vývoj po roce 1989 a perspektivy. Praha: PedF UK, 2010. ISBN 978-80-7290-446-0. SYSLOVÁ,Z., BURKOVIČOVÁ,R., KROPÁČKOVÁ,J., ŠILHÁNOVÁ,K., ŠTÉPÁNKOvÁ,L. Didaktika mateřské školy. Praha: Wolters Kluwer, 2019. ISBN 978-80-7598-276-6. SVOBODOVÁ, E., VÍTEČKOVÁ, M. a kol. Osobnost předškolního pedagoga. Praha: Portál, 2017. ISBN 978-80-262-1243-0. ŠULOVÁ, L., ZAOUCHE-GAUDRON,CH. Předškolní dítě a jeho svět. Praha: Karolinum, 2003. ISBN 80-246-0752-2. TESAŘOVÁ, R. Problémy mateřskoškolské pedagogiky. Brno: Knihovna Společnosti pedagogického musea v Brně, 1948. Last update: Koťátková Soňa, doc. PaedDr., Ph.D. (08.11.2020)
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Form and extent of the course: 1 semester, 24 hours in total, i.e. 4 lectures (12 hours in total) and individual consultations (12 hours in total); in the case of a smaller number of students, personal consultation on the interactive form of individual consultations may be possible. Last update: Koťátková Soňa, doc. PaedDr., Ph.D. (08.11.2020)
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