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Lecturer(s)
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Course content
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Analysis of student preconceptions in relation to the subject matter. Psychology as a scientific discipline. Subject of psychology. Main psychological directions. Methods of recognizing a child's personality. Perception. Learning. Memory. Imaginative processes. Thinking and speech. Attention. Motivation. Emotion. Introduction to personality psychology.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation, Text analysis
- Participation in classes
- 42 hours per semester
- Term paper
- 40 hours per semester
- Preparation for examination
- 30 hours per semester
- Preparation for course credit
- 8 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| the current concept of psychology |
| the current concept of psychology |
| main psychological trends and their core ideas |
| main psychological trends and their core ideas |
| methods of recognizing the personality of the 1st grade elementary school student |
| methods of recognizing the personality of the 1st grade elementary school student |
| individual cognitive processes |
| individual cognitive processes |
| the concept of motivation in relation to pedagogical situations |
| the concept of motivation in relation to pedagogical situations |
| the terms temperament, character, morality |
| the terms temperament, character, morality |
| Skills |
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| defines psychology as a scientific discipline, describes its subject, goals and tasks |
| defines psychology as a scientific discipline, describes its subject, goals and tasks |
| characterizes the main psychological trends and describes their contribution to contemporary psychology |
| characterizes the main psychological trends and describes their contribution to contemporary psychology |
| enumerates and describes psychodiagnostic methods of learning the personality of pupils, distinguishes between methods intended for educators and methods intended exclusively for psychologists |
| enumerates and describes psychodiagnostic methods of learning the personality of pupils, distinguishes between methods intended for educators and methods intended exclusively for psychologists |
| enumerates and defines individual cognitive processes evaluates the child's temperament and chooses adequate work procedures depending on the child's recognized temperament |
| enumerates and defines individual cognitive processes evaluates the child's temperament and chooses adequate work procedures depending on the child's recognized temperament |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Text analysis |
| Analysis of a presentation |
| Analysis of a presentation |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Students working in pairs |
| Students working in pairs |
| Lecturing |
| Lecturing |
| Teamwork |
| Teamwork |
| Skills |
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| Demonstration |
| Demonstration |
| Observation |
| Observation |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Practice exercises |
| Practice exercises |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Knowledge |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Oral examination |
| Oral examination |
| Didactic test |
| Didactic test |
| Questionnaire |
| Questionnaire |
| Written examination |
| Written examination |
| Conversation |
| Conversation |
| Text analysis |
| Text analysis |
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Recommended literature
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Atkinson, R. L. et al. Psychologie.
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Cakirpaloglu, P. Úvod do psychologie osobnosti.
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Čáp, J., & Mareš, J. Psychologie pro učitele. Praha: Portál, 2013.
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Goldstein, E. B., & Van Hooff, J.C. Cognitive psychology.. Hampshire: Cengage., 2018.
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Goleman, D. Emoční inteligence.. Metafora, 2011.
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Groome, D., Brace, N., Edgar, G., Edgar, H., Eysenck, M. W., Manly, T., Ness, H., Pike, G., Scott, S., & Styles, E. An introduction to cognitive psychology: processes and disorders. London: Routledge., 2014.
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Hartl, P., & Hartlová, H. Velký psychologický slovník. Praha: Portál, 2010.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání.. Praha: Grada., 2018.
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Kohoutek, R. Základy užité psychologie.. Brno: CERM., 2002.
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Mertin, V., & Gillernová, I. Psychologie pro učitelky mateřské školy. 2010. ISBN 9788073676278.
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Nakonečný, M. Obecná psychologie.. Triton., 2015.
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Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Wagenaar, W.A. Psychologie Atkinsonové a Hilgarda.. Praha: Portál., 2012.
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Pacholík, V., Nedělová, M., & Šmatelková, N. Rozvíjení sociálních dovedností dětí prostřednictvím pohybových her. Zlín: Univerzita Tomáše Bati ve Zlíně., 2016.
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Plháková, A. Dějiny psychologie.
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Plháková, A. Učebnice obecné psychologie. 2021.
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Průcha, J. Psychologie učení: teoretické a výzkumné otázky pro edukační praxi. Praha: Grada. 2020.
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Pugnerová, M. a kol. Psychologie pro studenty pedagogických oborů. Praha: Grada. 2019.
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Rapčan, M. Etika versus emoce: kazuistiky pro pracovníky ve zdravotnictví, ve školství a v sociální oblasti.. Praha: Grada, 2021.
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Slaměník, I. Emoce a interpersonální vztahy. Praha: Grada. 2011.
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Sternberg, R., J. Kognitivní psychologie.. Praha: Portál, 2002.
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Vágnerová, M. Obecná psychologie: dílčí aspekty lidské psychiky a jejich orgánový základ.. Praha: Karolinum, 2016.
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