Last update: PhDr. Barbora Loudová Stralczynská, Ph.D. (27.10.2019)
Lifology – an approach for development of social, emotional and health skills
In the course we will focus on three self development dimensions in pre-service teachers education:
social-emotional learning skills, supervision and mental health and wellbeing.
We will learn how to evaluate the reflection and development of our self-awareness. We will talk about
the activities to get pupils thinking and moving in healthy way, ideas for energising and refocusing,
healthy diet, understanding of their bodies. We will learn how to identify causes of stress, make a
relaxation techniques and set realistic goals. We will discus the difference between effective and
noneffective communication. We will also talk about how to create the classroom a safe and caring
place for pupils to take risks and make mistakes without fear.
Teachers should be able to offer their pupils a proper insight in moving forward and encourage them
to recognize their interests and support them in creating a list of their own strengths and abilities.
As we may know, children need to be empowered with appropriate attitude, life-skills and holistic life
orientation. This course will prepare pre-service teachers to teach pupils how to deal with emotions,
respect others and be respected and set up a life vision, as well as handle difficult life situations,
communicate clearly, comprehensibly and help pupils to set their own life goals and taking responsible
decision - making.
HOW
Assignments
Active participation in the lessons, reflection on the purpose of the course for myself, feedback.
Resources
Course literature and web tutorials are available in moodle or library.
Logistics
Instructor of this course can be contacted by email.
Recommendation of the timetable for the completion of this course:
literature review- 60h
creation of own teaching material based on knowledge from the course- 40h.
Last update: Mgr. Lenka Scheithauerová (27.10.2019)
Lifologie - rozvoj psychosociálních dovedností
V kurzu se zaměříme na základní dimenze seberozvoje ve vzdělávání budoucích učitelů:
sociálně emocionální dovednosti a výchovu ke zdraví.
Požadavky ke splnění kurzu:
Aktivní účast na lekcích, plnění úkolů a zpětná vazba.
Po dokončení tohoto kurzu by studenti měli být schopni:
• Popsat a vysvětlit, jak se dívat na problémové situace ve třídě z různých hledisek.
Jak mohou naše vlastní zkušenosti z minulosti ovlivňovat naše reakce na budoucí žáky.
• Popsat a vysvětlit činnosti, které mají přimět žáky, aby přemýšleli a pohybovali se zdravým způsobem.
Identifikovat příčiny stresu. Vysvětlete proč a jak vyvinout relaxační techniky a nastavit realis-
tické cíle.
• Identifikovat a analyzovat etické aspekty konkrétních problémových situací ve třídě. Vysvětlit
rozdíl mezi efektivní a neúčinnou komunikací.
• Zajistěte, aby byla učebna bezpečným a pečlivým místem pro žáky k riskování a bez chyb
strach. Vytvořte seznam aktivit pro vlastní rozvoj, který můžete použít pro svou budoucí praxi.
Zdroje
Literatura kurzu a webové návody jsou k dispozici v moodle nebo knihovně.
Doporučení harmonogramu pro absolvování tohoto kurzu:
přehled literatury - 60h
tvorba vlastních výukových materiálů na základě znalostí z kurzu - 40h.
Descriptors
Last update: PhDr. Barbora Loudová Stralczynská, Ph.D. (06.10.2020)
Lifeology (since 15.10.2020.):
Lenka Scheithauerová is inviting you to a scheduled Zoom meeting.
Last update: PhDr. Barbora Loudová Stralczynská, Ph.D. (27.10.2019)
Literature:
Brascoupé, S., & Waters C. (2009). Cultural safety: Exploring the applicability of the concept of cultural safety to Aboriginal health and community wellness. International Journal of Indigenous Health, 5, 6-41. Center on the Developing Child at Harvard University. (2007). The science of early childhood development (In Brief). Retrieved from: www.developingchild.harvard.edu
Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function: Working paper no. 11. Retrieved from: www.developingchild.harvard.edu Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Retrieved from: www.developingchild.harvard.edu
Cohen, J., Oser, C., & Quigley, K. (2012). Making it happen: Overcoming barriers to providing infant-early childhood mental health. Zero To Three. Available at http://www.zerotothree.org/public-policy/federal- policy/early-child-mental-health-final-singles.pdf
Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224–236.
Cooke, J. E., Stuart-Parrigon, K. L., Movahed-Abtahi, M., Koehn, A. J., & Kerns, K. A. (2016). Children’s emotion understanding and mother–child attachment: A meta-analysis. Emotion. Advance online publication.
Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 80(1), 28-40.
Gilmore, K. (2011). Pretend play and development in early childhood (with implications for the oedipal phase). Journal of the American Psychoanalytic Association, 59(6), 1157-1182.
Kenney, M. K. (2012). Child, family, and neighborhood associations with parent and peer interactive play during early childhood. Maternal and Child Health Journal, 16, 88-101.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self---regulatory and social---emotional competencies to the table. Child Development Perspectives, 6, 105–111. doi:10.1111/j.1750---8606.2011.00196.x
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1- 34.
Masten, A. S. (2009). Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M.-G. J. (2009). Resilience in development. In Snyder, C. S., & Lopez, S. J. (Eds.), Oxford handbook of positive psychology, 2nd ed. (pp. 117-131). New York: Oxford University Press.
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. McElwain, N. L., & Booth-LaForce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant---mother attachment security. Journal of Family Psychology, 20, 247–255. doi:10.1037/0893--- 3200.20.2.247
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... others. (2011). A gradient of childhood self---control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693---2698. doi:10.1073/pnas.1010076108
Mullin, A. (2012). The ethical and social significance of parenting: A philosophical approach. Parenting, 12, 134-143.
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working paper no. 1. Retrieved from: http://www.developingchild.net
National Scientific Council on the Developing Child. (2007a). The science of early childhood development: Closing the gap between what we know and what we do. Retrieved from: www.developingchild.harvard.edu Palm, G. (2014). Attachment theory and fathers: Moving from “being there” to “being with”. Journal of Family Theory & Review, 6, 282-297.
Ryan, K., Lane, S. J., & Powers, D. (2017). A multidisciplinary model for treating complex trauma in early childhood. International Journal of Play Therapy, 26(2), 111-123.
Wright, B., Barry, M., Hughes, E., Trépel, D., Ali, S., Allgar, V., . . . Gilbody, S. (2015). Clinical effectiveness and cost-effectiveness of parenting interventions for children with severe attachment problems: A systematic review and meta-analysis. Health Technology Assessment
Last update: Mgr. Petra Horská, Ph.D. (29.10.2019)
Literatura:
Brascoupé, S., & Waters C. (2009). Cultural safety: Exploring the applicability of the concept of cultural safety to Aboriginal health and community wellness. International Journal of Indigenous Health, 5, 6-41. Center on the Developing Child at Harvard University. (2007). The science of early childhood development (In Brief). Retrieved from: www.developingchild.harvard.edu
Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function: Working paper no. 11. Retrieved from: www.developingchild.harvard.edu Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Retrieved from: www.developingchild.harvard.edu
Cohen, J., Oser, C., & Quigley, K. (2012). Making it happen: Overcoming barriers to providing infant-early childhood mental health. Zero To Three. Available at http://www.zerotothree.org/public-policy/federal- policy/early-child-mental-health-final-singles.pdf
Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224–236.
Cooke, J. E., Stuart-Parrigon, K. L., Movahed-Abtahi, M., Koehn, A. J., & Kerns, K. A. (2016). Children’s emotion understanding and mother–child attachment: A meta-analysis. Emotion. Advance online publication.
Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 80(1), 28-40.
Gilmore, K. (2011). Pretend play and development in early childhood (with implications for the oedipal phase). Journal of the American Psychoanalytic Association, 59(6), 1157-1182.
Kenney, M. K. (2012). Child, family, and neighborhood associations with parent and peer interactive play during early childhood. Maternal and Child Health Journal, 16, 88-101.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self---regulatory and social---emotional competencies to the table. Child Development Perspectives, 6, 105–111. doi:10.1111/j.1750---8606.2011.00196.x
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1- 34.
Masten, A. S. (2009). Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M.-G. J. (2009). Resilience in development. In Snyder, C. S., & Lopez, S. J. (Eds.), Oxford handbook of positive psychology, 2nd ed. (pp. 117-131). New York: Oxford University Press.
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. McElwain, N. L., & Booth-LaForce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant---mother attachment security. Journal of Family Psychology, 20, 247–255. doi:10.1037/0893--- 3200.20.2.247
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... others. (2011). A gradient of childhood self---control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693---2698. doi:10.1073/pnas.1010076108
Mullin, A. (2012). The ethical and social significance of parenting: A philosophical approach. Parenting, 12, 134-143.
National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working paper no. 1. Retrieved from: http://www.developingchild.net
National Scientific Council on the Developing Child. (2007a). The science of early childhood development: Closing the gap between what we know and what we do. Retrieved from: www.developingchild.harvard.edu Palm, G. (2014). Attachment theory and fathers: Moving from “being there” to “being with”. Journal of Family Theory & Review, 6, 282-297.
Ryan, K., Lane, S. J., & Powers, D. (2017). A multidisciplinary model for treating complex trauma in early childhood. International Journal of Play Therapy, 26(2), 111-123.
Wright, B., Barry, M., Hughes, E., Trépel, D., Ali, S., Allgar, V., . . . Gilbody, S. (2015). Clinical effectiveness and cost-effectiveness of parenting interventions for children with severe attachment problems: A systematic review and meta-analysis. Health Technology Assessment
Requirements to the exam
Last update: Mgr. Lenka Scheithauerová (27.10.2019)
discussion in English over the essay
Syllabus
Last update: PhDr. Barbora Loudová Stralczynská, Ph.D. (27.10.2019)
By the time you finish this course we should be able to:
• Describe and explain how problem situations in class would look from various points of view. Evaluate reflections and developments of our self-awareness so we can understand how our own past experiences might be influencing our responses to future pupils. By understanding the meaning of ours and pupils ́ behaviour we can respond appropriately with encouragement, comfort and support of our students.
• Describe and explain the activities to get pupils thinking and moving in healthy ways, ideas for energising and refocusing, healthy diet and understanding of the body. Describe how we can identify causes of stress. Explain why and how to develop relaxation techniques and set realis- tic goals.
• Apply related theories or findings from course literature to real world situations by knowing how to effectively prepare your own lesson.
• Identify and analyze ethical aspects of particular problem situations in the classroom. Explain the difference between effective and noneffective communication. Formulate ideas in writing in a clear, coherent, and logical style. • Make the classroom a safe and caring place for pupils to take risks and make mistakes without fear. Create self development activities list you may use for your future practice. Course policies and values Values shaping teaching of the course:
• Inclusiveness: this syllabus welcomes all students, respects student diversity and differing points of view.
• Integrity: while working with datas keep representing original sources.
• Responsibility: do not offend someone, respect each others, not evaluate and not criticize without asking.
• Expectations for success: all the participants of this course are surely capable of doing well and improve their social-emotional skills if they actively participate on the tasks. Resources Course literature and web tutorials are available in moodle or library. Logistics Instructor of this course can be contacted by email.
Course completion requirements -
Last update: Mgr. Lenka Scheithauerová (27.10.2019)
75% attendance at lessons
submitting the final essay
Last update: Mgr. Petra Horská, Ph.D. (29.10.2019)
