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Lecturer(s)
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Suchánková Eliška, Mgr. Ph.D.
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Course content
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- Theory and development of the game, the game from a historical perspective. - Game as the main activity of the child, the game and the motivation, definition and features games, classification and types of games, the use of toys in the game, the history of toys. - The importance of the game for the development of key competencies of children, regulation and the game activities. - Game in the work of of social work educator, game in the leisure, extracurricular activity or hobby. - Creation of gaming projects in educational and social facilities. - Practical demonstrations od gaming programes and games.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Training in motion and work skills, Activities related to graphics and visual arts, Activating (Simulation, games, dramatization)
- Preparation for course credit
- 30 hours per semester
- Home preparation for classes
- 22 hours per semester
- Term paper
- 30 hours per semester
- Participation in classes
- 28 hours per semester
- Educational trip
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Completing the course of Child Psychology, Pedagogy and Didactics. |
| Completing the course of Child Psychology, Pedagogy and Didactics. |
| learning outcomes |
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| describes the historical development of views on play and major play theories |
| describes the historical development of views on play and major play theories |
| defines the play according to selected concepts |
| defines the play according to selected concepts |
| describes the meaning of play, developmental stages of play, specifics of play, typology of play |
| describes the meaning of play, developmental stages of play, specifics of play, typology of play |
| discusses the links between play and learning, play and motivation |
| discusses the links between play and learning, play and motivation |
| explains the procedure and describes the individual steps of creating a programme of play based learning activities |
| explains the procedure and describes the individual steps of creating a programme of play based learning activities |
| Skills |
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| analyses and compares different concepts of play, theories and definitions of play |
| analyses and compares different concepts of play, theories and definitions of play |
| characterises the features and characteristics of the play |
| characterises the features and characteristics of the play |
| analyses children's play according to selected features, characteristics of the play, types of play and other play specifics |
| analyses children's play according to selected features, characteristics of the play, types of play and other play specifics |
| searches for current scientific knowledge about play in relation to adequate child development |
| searches for current scientific knowledge about play in relation to adequate child development |
| applies the acquired knowledge about the meaning, developmental stages, specifics and typologies of play in the process of planning, organisation, implementation and evaluation of a programme of play based learning activities |
| applies the acquired knowledge about the meaning, developmental stages, specifics and typologies of play in the process of planning, organisation, implementation and evaluation of a programme of play based learning activities |
| proposes its own programme of play based learning activities for selected educational or social facilities |
| proposes its own programme of play based learning activities for selected educational or social facilities |
| teaching methods |
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| Knowledge |
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| Training in motion and work skills |
| Training in motion and work skills |
| Activities related to graphics and visual arts |
| Activities related to graphics and visual arts |
| Monologic (Exposition, lecture, briefing) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| Demonstration |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Danišovi, J. a P. Svobodná hra. Jak nechat vyrůst radostné, odolné a samostatné děti.. Praha: Smart Press, 2020.
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HÁJEK, B., PÁVKOVÁ, J. a kol. Školní družina.
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HANUŠ, R., CHYTILOVÁ, L. Zážitkové pedagogické učení. .
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HOFBAUER, B. Děti, mládež a volný čas. .
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KOŤÁTKOVÁ, S. Hry v mateřské škole v teorii a praxi. .
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MILLAROVÁ, S. Psychologie hry. .
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MIŠURCOVÁ, V., FIŠER, J., FIXL, V. Hra a hračka v životě dítěte. .
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PÁVKOVÁ, J. a kol. Pedagogika volného času. .
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Suchánková, E. Hra a její využití v předškolním vzdělávání. Praha: Portál, 2014.
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ŽBIRKOVÁ, V. a kol. Hra a jej sociálně súvislosti. .
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