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Lecturer(s)
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Kosíková Věra, PhDr. et PaedDr. Ph.D.
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Kubíková Kateřina, Mgr. Ph.D.
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Course content
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1. Educational psychology and its tasks, subject. Research methods in educational psychology. Diagnostic methods in educational psychology. Diagnostic methods of researching the child's personality in preschool education. 2. The personality of the child in preschool age and its structure from the point of view of the Kindergarten specifics of personality development of the child up to 6 years, theories of Piaget, Vygotsky, Bowlby and Erikson. 3. Specifics of socialization of the child in the Kindergarten - socialization - definition of the term, importance for the child's development. Differences in family and school socialization, implications for socialization in preschool. 4. Development of cognitive processes and speech from birth to five years, characteristics of preschool children's thinking. Methods of developing cognitive processes in the preschool environment. 5. Classroom in kindergarten characteristics of groups of preschool children. Possibilities of preschool group management. The importance of the group for the acquisition of social skills and the development of prosocial behaviour. 6. Personality of the kindergarten teacher and his/her competences. Development of pedagogical and social psychological skills - specifics of pedagogical work in kindergarten. 7. Emotionality, motivation and will of a child in kindergarten - selected theoretical approaches, types of motivation, specifics of motivational procedures in kindergarten children, possibilities of developing (influencing) social, cognitive and performance needs. 8. Interaction between teacher and pupil. Definition of the concept of social perception. Distorted perception of the pupil and its consequences on the development of the child's self-concept. 9. Rewards and punishments (types and basic rules when working with rewards and punishments). 10. Communication in school. Interaction between teacher and pupil (teacher's interaction styles, conception of professional role, etc.) Principles of effective pedagogical communication. 11. Educational problems in preschool age causes and possibilities of solving difficult pedagogical situations. Aggression in preschool children. 12. Manifestations of bullying in preschool. Specifics of solutions in preschool children. 13. Sociocultural background of the pupil, theories of sociocultural handicap.
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Learning activities and teaching methods
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One-to-One tutorial, Seminar classes, Individual study, Self-study of literature, Lecture
- Contact hours
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 20 hours per semester
- unspecified
- 10 hours per semester
- Preparation for an examination (30-60)
- 35 hours per semester
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| prerequisite |
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| Knowledge |
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| - orientation in basic psychological disciplines (general and developmental psychology, social psychology and personality psychology), |
| - characterize and explain concepts from basic psychological terminology. |
| Skills |
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| - correctly use psychological terminology and apply concepts to specific situations in school practice, |
| - assess and integrate the findings of the various basic psychological disciplines, |
| - create a paper and presentation and speak in front of the group. |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - describe the different methods of educational psychology, |
| - describe the specifics of the socialization of the child in kindergarten, |
| - characterize the importance of the group for the acquisition of social skills and the development of pro-social behavior of the kindergarten child, |
| - define the specifics of pedagogical communication of the kindergarten teacher, |
| - describe the manifestations of a child with special educational needs, |
| - list sources of motivation for learning, |
| - characterize the patterns of learning and identify the different types of learning, |
| - identify the specifics of the role of the teacher in the kindergarten and become familiar with methods of preventing the development of burnout syndrome, |
| - characterize and recognize their own errors in social perception and communication practices when interacting with children, parents and colleagues, |
| - describe the effects of causal attributions on the child's self-concept and the development of motivation to perform. |
| Skills |
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| - correctly use professional terminology, explain the functioning of basic pedagogical and psychological processes in practice, |
| - to identify the causes of problematic socialization of the child into the collective in the kindergarten and to propose possible solutions, |
| - use the rules for effective pedagogical communication, |
| - identify a child with special educational needs and suggest a course of action for further education, |
| - make effective use of psychological tools and methods designed for school practice, |
| - take advantage of relational norms in assessing the activities of younger school-age children, |
| - critically analyse their own assessment, learning and educational practices with regard to the individuality of the child, |
| - use self-diagnosis methods in practice, |
| - actively use methods to prevent burnout syndrome, |
| - work with children from socio-culturally different backgrounds. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Self-study of literature |
| Individual study |
| E-learning |
| Skills |
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| Seminar classes |
| Students' portfolio |
| Competences |
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| Skills demonstration |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Test |
| Skills |
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| Individual presentation at a seminar |
| Test |
| Competences |
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| Self-evaluation |
| Group presentation at a seminar |
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Recommended literature
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Bednářová, Jiřina. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let/. Computer Press, 2007. ISBN 978-80-251-1829-0.
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha : Portál, 1998. ISBN 80-7178-216-5.
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ČÁP, J. Psychologie výchovy a vyučování. 1. vyd. Praha : Karolinum, 1993. ISBN 80-7066-534-3.
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 1997. ISBN 80-7178-063-4.
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HILLEBRANDOVÁ, Vlasta. Montessori inspirace pro mateřské školy: pedagogické náměty pro každodenní využití a práci s dětmi v prostředí MŠ. Praha:Verlag Dashöfer. 2020.
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Mareš, Jiří. Komunikace ve škole. Brno : Masarykova univerzita, Centrum pro další vzdělávání učitelů, 1995. ISBN 80-210-1070-3.
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Mareš, Jiří. Pedagogická psychologie. Vyd. 1. Praha : Portál, 2013. ISBN 978-80-262-0174-8.
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Mertin, Václav; Gillernová, Ilona. Psychologie pro učitelky mateřské školy. Vyd. 1. Praha : Portál, 2003. ISBN 80-7178-799-X.
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Sedláčková, Hana; Syslová, Zora,; Štěpánková, Lucie. Hodnocení výsledků předškolního vzdělávání. Vydání první. 2012. ISBN 978-80-7357-884-8.
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Szachtová, Alena. Vybrané kapitoly z pedagogické psychologie. 1. vyd. V Plzni : Západočeská univerzita, 2000. ISBN 80-7082-637-1.
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