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Lecturer(s)
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Course content
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1. Introduction to preschool pedagogy 2. The relationship of preschool pedagogy and preschool education 3. Preschool pedagogy as a problem of social and educational policy 4. Genesis of goals and conceptions of preschool education in historical perspective A. Transformations of the conception of childhood in historical perspective B. The child and childhood in the work of J. A. Komenský C. Development of institutions of preschool education and reform movements in preschool education (historical point of view) D. Transformations of preschool education after 1989 5. Contemporary conception of preschool education 6. Rights of children 7. Needs of preschool children 8. Game as the basic activity of preschool children 9. The family and its transformations since the 2nd half of the 19th century up to the present (the impact of these changes on the development of preschool children) 10. Personality of preschool education teacher 11. GEP PE, main principles, goals, key competencies A. Periods in the development of preschool curriculum B. Contemporary system of curricular documents in CR C. Characteristics of preschool education and its educational areas 12. Creation of school educational programme (areas, conditions) 13. Creation of class educational programme
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Monitoring
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Learning outcomes
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The course in an introduction into preschool pedagogy. It offers an overview of basic developmental paradigms and trends in preschool pedagogy in connection to the social context and its needs. Emphasis is placed on the Czech tradition, especially the legacy of J. A. Komenský. The question of development and situation of public preschool institutions is also discussed, including the legislative framework. The course offers basic insight into the curricular problems of preschool education, presents the goal categories of the General Educational Programme for Preschool Education and individual educational areas and links them to practical situations in kindergartens. Emphasis is placed on practical experience with creating a school educational programme based on the GEP PE and the specific conditions of the school.
The student attains insight into preschool pedagogy and understands the basic concepts and contemporary trends of preschool education. The student can explain the goal categories of GEP PE, the principle of integration and the dynamics of preschool education. She can plan integrated wholes and participate in the creation of the content offer of a school educational programme.
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Prerequisites
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none
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Assessment methods and criteria
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Colloquium, Self-reflection
The student will: - actively participate in introductory seminars introducing the issue of pre-primary education. - actively search out a facility in which she will carry out the practice. - carry out continuous practice in a kindergarten (duration 60 hours). - actively participate in the seminar where applied knowledge and experience gained in direct pedagogical activity in a kindergarten will be evaluated. - submit a written weekly thematic plan, report of the practice and a written reflection of five situations expressing the relationships or communication that has taken place between the teacher and children, between the children, or to which the student herself was a party. - submit final evaluation of the practice. - submit the contract with the facility (1 original).
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Recommended literature
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Manuál k přípravě školního (třídního) vzdělávacího programu mateřské školy.. 2005.
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Národní program rozvoje vzdělávání české republice,.
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Rámcový program pro předškolní vzdělávání..
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Helus. Dítě v osobnostním pojetí.
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Kolláriková, B., Pupala, B. Předškolní a primární výchova.
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Komenský, J. A. Informatorium školy mateřské.. Praha, 1992.
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Koťáková, S. Dítě a mateřská škola.
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