Course: Pedagogical and School Psychology

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Course title Pedagogical and School Psychology
Course code KCHP/NPEPS
Organizational form of instruction no contact
Level of course Master
Year of study 1
Semester Winter
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction unspecified
Work placements unspecified
Recommended optional programme components None
Course availability The course is available to visiting students
Lecturer(s)
  • Hála Jaroslav, PhDr.
Course content
Lectures content 1. Introduction 2. Child development as basis for education: developmental learning and loving (L.S.Benjamin), symbiosis, individuation and differentiation (M.S.Mahler), attachement (J.Bowlby, M. Ainsworth), developmental tasks (E.H.Erikson), nature-nurture, family-school-peer group. 3. Learning and play: behaviorism, cognitivism, social learning (Skinner, Bandura, Bruner). 4. Motivation, self-concept, emotions. 5. Cognition: cognitive development(J.Piaget, L.Vygotskij, R.Feuerstein), language (N. Chomsky), intelligence, creativity. 4. Types and ontological forms of learning 5. Creativity

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book)
Learning outcomes
Overview on educational psychology (main topics, authors, schools and history)and connections to other psychological subjects for leisure educators.
The students have a basic orientation in Pedagogical and school psychology topics, which are possible to use in the profession of leisure time pedagogue. In the seminar their ability to use their knowledge of psychological aspects of pedagogical work in certain group is proved.
Prerequisites
General didactics, General psychology, Developmental psychology

Assessment methods and criteria
Written examination, Systematic student observation, Colloquium

80 % seminar attendance, active participation in the concluding colloquium, in which students are supposed to prove their ability to evaluate critically the ways of use their konwledge from pedagogical psychology in the work with the certain group.
Recommended literature
  • Bowlby, J. Vazba. Praha, 2012.
  • Čáp, J., J. Mareš. Psychologie pro učitele. Praha, 2001.
  • Faber, A., E. Mazlich. Jak mluvit, aby nás děti poslouchaly. Brno, 2007.
  • Fontana, D. Psychologie ve školní praxi, Praha. 1997.
  • Gage, N.L., Berlinger, D.C. Educational Psychology, Boston. 1984.
  • Keogh, B. Temperament ve třídě. Praha, 2003.
  • Kolář, M. Nová cesta k léčbě šikany. Praha, 2011.
  • Kusák, P., Dařílek, P. Pedagogická psychologie. Olomouc, 1998.
  • Laniado, N. Jak od malička rozvíjet inteligenci dětí. Praha, 2004.
  • Lebeer, J. Programy pro rozvoj myšlení dětí s odchylkami vývoje. Praha, 2006.
  • Mahlerová, M.S., F.Pine, A.Bergmanová. Psychologický zrod dítěte. Praha, 2006.
  • Morrish, D.G. 12 klíčů k důsledné výchově. Praha, 2003.
  • Piaget, Inhelder. Psychologie dítěte. 1966.
  • Škoda, Doulík. Psychodidaktika. Praha, 2011.
  • Vašátková, D. Vybraná témata pedagogické psychologie. Hradec Králové, 2005.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Theology Study plan (Version): Free Time Education (2015) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Winter
Faculty: Faculty of Theology Study plan (Version): Teacher Education for Secondary Schools (2016) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Winter