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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Cooperation, cooperation, relationship, partnership, mutual participation - definition of basic concepts in pedagogical, psychological and sociological discourse. - Specifics of school education, goals, content, organization, and roles of teachers and parents in kindergarten and elementary school. - The importance of cooperation between kindergartens and elementary schools - research arguments. - The polarities of kindergarten and primary school in the institutional, curricular and personnel areas. - Planning and projecting cooperation between kindergartens and elementary schools. - Specifics of socialization in kindergarten and primary school. - School management and kindergarten and primary school teachers in cooperation. - The position of parents in the cooperation between Kindergarten and Primary School, the roles of teachers and parents in the child's adaptation to Kindergarten and at the beginning of compulsory school attendance in Primary School. - Child - pupil and his position in the cooperation of kindergarten and elementary school. - Methods and forms of cooperation between kindergartens and elementary schools. - The position of parents in the cooperation of kindergartens and elementary schools. - Kindergarten and primary school cooperation strategy based on foreign experience. - Specific forms of cooperation between kindergartens and elementary schools. - Aspects of school maturity and readiness in cooperation between Kindergarten and Primary School.
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Learning activities and teaching methods
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- Participation in classes
- 14 hours per semester
- Term paper
- 40 hours per semester
- Home preparation for classes
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Students can connect and reflect on the acquired knowledge within the framework of practice in elementary school. |
| Students can connect and reflect on the acquired knowledge within the framework of practice in elementary school. |
| learning outcomes |
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| basic concepts regarding the relationship and cooperation between kindergarten and primary school |
| basic concepts regarding the relationship and cooperation between kindergarten and primary school |
| roles of education actors in mutual cooperation |
| roles of education actors in mutual cooperation |
| the polarities and diversity of kindergartens and primary schools in the educational, curricular and personnel context |
| the polarities and diversity of kindergartens and primary schools in the educational, curricular and personnel context |
| forms and methods of cooperation between kindergartens and elementary schools, cooperation with other entities |
| forms and methods of cooperation between kindergartens and elementary schools, cooperation with other entities |
| the process of a child's transition from kindergarten to primary school |
| the process of a child's transition from kindergarten to primary school |
| Skills |
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| analyze a professional text from the field of preschool or primary education |
| analyze a professional text from the field of preschool or primary education |
| understand the specifics of kindergarten and primary school in the context of content, goals, organization and didactic strategies |
| understand the specifics of kindergarten and primary school in the context of content, goals, organization and didactic strategies |
| define the terms cooperation, partnership, relationship and participation |
| define the terms cooperation, partnership, relationship and participation |
| define the importance of kindergarten and elementary school cooperation with the support of professional literature and resources |
| define the importance of kindergarten and elementary school cooperation with the support of professional literature and resources |
| propose and defend a kindergarten and primary school cooperation project |
| propose and defend a kindergarten and primary school cooperation project |
| teaching methods |
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| Knowledge |
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| Text analysis |
| Text analysis |
| Analysis of a presentation |
| Analysis of a presentation |
| Skills |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Analysis of a presentation |
| assessment methods |
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| Knowledge |
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| Text analysis |
| Text analysis |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Bejdáková, S., Střechová, J., Suchardová, L., Vítková, J., Zdrubecká, H., & Ženatová, Z. Školní zralost a komunikace. Raabe. 2018.
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Dandová, E., Kropáčková, J., Nádvorníková, H., Pravcová, D., & Příkazská, I. Dandová, E., Kropáčková, J., Nádvorníková, H., Pravcová, D., & Příkazská, I. (2018). Školní zralost a odklady školní docházky. Raabe. 2018.
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Dvořák, D., Starý, K., & Urbánek, P. Škola v globální době: Proměny pěti českých základních škol. Karolinum. 2015.
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Grimmer, T. School readiness and the characteristics of effective learning: the essential guide for early years practitioners. Jessica Kingsley Publishers. 2018.
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Kaščák, O. Škola ako rituálny priestor. Typi Universitatis Tyrnaviensis. 2010.
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Miňová, M. Kooperácia materskej školy s rôznymi inštitúciami. Rokus. 2017.
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Petrů Puhrová, B., & Majerčíková, J. The Issues of Preschool Education with Focus on School Readiness in the Czech Republic. In: B. Saqipi, & S. Berčnik, Selected Topics in EDUCATION, 2020, Albas: Tiranë, 79?106. 2020.
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Pražská skupina školní etnografie. Psychický vývoj dítěte: od 1. do 5. třídy. Karolinum. 2002.
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Rysová, J. O spolupráci MŠ a ZŠ, které nejsou ve společném právním subjektu. Komenský, 4(144), 56?59. 2020.
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Simonová, J., Potužníková, E., & Straková, J. Poslání a aktuální problémy předškolního vzdělávání ? postoje a názory ředitelek mateřských škol. Orbis Scholae, 11(1), 71?91. 2017.
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Syslová, Z. Proměna mateřské školy v učící se organizaci. Praha: Wolters Kluwer. 2016.
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