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Lecturer(s)
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Lemrová Soňa, PhDr. Ph.D.
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Course content
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- Knowledge about the general relations of human development. - Prenatal development. - Neonatal period. - Infancy. - Toddler period. - Preschool age. - School age. - The period of adolescence. - The young adulthood. - The middle adulthood. - The older adulthood. - Early senescence. - Real senescence. - Death and dying.
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Learning activities and teaching methods
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Lecturing, Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for working with texts (Textbook, book), Activating (Simulation, games, dramatization), Teamwork
- Participation in classes
- 15 hours per semester
- Home preparation for classes
- 55 hours per semester
- Preparation for course credit
- 50 hours per semester
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| prerequisite |
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| Knowledge |
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| Not specified. |
| Not specified. |
| learning outcomes |
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| knowledg of the subject of developmental psychology |
| knowledg of the subject of developmental psychology |
| knowledge of the differences between the concepts of classical (stadial) developmental psychology and lifespan developmental psychology |
| knowledge of the differences between the concepts of classical (stadial) developmental psychology and lifespan developmental psychology |
| knowledge of the main periods of development in childhood, adulthood and old age |
| knowledge of the main periods of development in childhood, adulthood and old age |
| knowledge of the cognitive, emotional, social and moral aspects of each developmental period |
| knowledge of the cognitive, emotional, social and moral aspects of each developmental period |
| knowledge of the contribution of selected personalities - scientists in the field of developmental psychology |
| knowledge of the contribution of selected personalities - scientists in the field of developmental psychology |
| Skills |
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| explains the nature and contribution of research in the field of developmental psychology |
| explains the nature and contribution of research in the field of developmental psychology |
| defines the development period on the basis of the specific characteristics presented |
| defines the development period on the basis of the specific characteristics presented |
| compares specific examples of selected cognitive concepts |
| compares specific examples of selected cognitive concepts |
| defines the difference between privation and deprivation, including ways to prevent or mitigate these phenomena |
| defines the difference between privation and deprivation, including ways to prevent or mitigate these phenomena |
| assesses the contribution of selected figures in developmental psychology |
| assesses the contribution of selected figures in developmental psychology |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Lecturing |
| Lecturing |
| Teamwork |
| Teamwork |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Preparation of a presentation |
| Preparation of a presentation |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Written examination |
| Written examination |
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Recommended literature
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BERK, Laura E. a Adena Beth MEYERS. Infants, children, and adolescents.. Boston: Pearson, 2016. ISBN 978-0-13-393673-5.
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CRAIN, William C. Theories of development: concepts and applications.. Upper Saddle River: Pearson Prentice Hall, 2005. ISBN 0-13-184991-3.
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ERIKSON, Erik H. Životní cyklus rozšířený a dokončený: devět věků člověka.. Praha: Portál, 2015. ISBN 978-80-262-0786-3.
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KLUSÁK, Miroslav. Morální vývoj školáků a předškoláků: paradigmatické výzvy dle Jeana Piageta. Praha: Karolinum, 2014. ISBN 978-80-246-2325-2.
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Langmeier, Josef. Vývojová psychologie. 2., aktualiz. vyd. Praha : Grada, 2006. ISBN 80-247-1284-9.
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Matějček, Zdeněk. Co, kdy a jak ve výchově dětí. Vyd. 3. Praha : Portál, 2000. ISBN 80-7178-494-X.
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Matějček, Zdeněk. Prvních 6 let ve vývoji a výchově dítěte : normy vývoje a vývojové milníky z pohledu psychologa : základní duševní potřeby dítěte : dítě a lidský svět. Vyd. 1. Praha : Grada, 2005. ISBN 80-247-0870-1.
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Millová, K. Psychologie celoživotního vývoje. Praha: Host, 2012. ISBN 978-80-7294-699-0.
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Odom, L., S., Pungello, E., Gardner-Neblett, N. Infants, Toddlers and Families in Poverty. Research implications for Earlly Child Care.. Guilford Press, New York, 2012. ISBN 978-1-4625-04625-.
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PIAGET, Jean a Bärbel INHELDER. Psychologie dítěte. Praha: Portál, 2014. ISBN 978-80-262-0691-0.
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PILLEMER, David B. a Sheldon H. WHITE. Developmental psychology and social change: research, history, and policy. Cambridge University Press, 2005. ISBN 0-521-53360-0.
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Říčan, Pavel. Cesta životem : [vývojová psychologie] : přepracované vydání. Vyd. 2. Praha : Portál, 2006. ISBN 80-7367-124-7.
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SHAFFER, David R. a Katherine KIPP. Developmental psychology: childhood and adolescence. Wadsworth Cengage Learning, 2010. ISBN 978-1-111-83452-4.
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Steinberg, L., Vandell, D., L. amd Bornstein. Development: Infancy through Adolescence. Wadsworth, Cengage Learning, 2011. ISBN 13-978-0-324-8296.
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Šolcová, I. Vývoj resilience v dětství a v dospělosti. Praha: Psyché, 2009. ISBN 978-80-247-2947-3.
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ŠULOVÁ, Lenka. Raný psychický vývoj dítěte. Praha: Karolinum, 2004. ISBN 80-246-0877-4.
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Thorová, K. Vývojová psychologie: proměny lidské psychiky od početí po smrt.. Praha: Portál, 2015. ISBN 978-80-262-0714-6.
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Vágnerová, Marie. Vývojová psychologie : dětství, dospělost, stáří. Vyd. 1. Praha : Portál, 2000. ISBN 8071783080.
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Vágnerová, Marie. Vývojová psychologie I : dětství a dospívání. Vyd. 1. Praha : Karolinum, 2005. ISBN 80-246-0956-8.
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Vágnerová, Marie. Vývojová psychologie II : dospělost a stáří. Vyd. 1. Praha : Karolinum, 2007. ISBN 978-80-246-1318-5.
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