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Lecturer(s)
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Horníčková Beata, PhDr. Ph.D.
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Course content
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- Definition, clarification, a distinction of basic terms: care/education and training, early education. - Needs versus learning needs of a child under three years of age. - Early education systems in the Czech Republic and abroad. - Current trends and challenges in preschool education. - Compulsory pre-school education in kindergartens and individual education of pre-school children with regard to children from 5 years of age. - Developmental specifics of children from 5 years of age. - Individual educational plan within kindergarten attendance, education in preparatory classes. - The importance of pre-school education before entering primary school in the context of lifelong learning. - Historical development of alternative directions. - Reasons for the emergence of alternative directions and their importance in preschool education. - Montessori pedagogy and its principles. - Waldorf pedagogy and its principles. - Home and community education. - Forest and nature schools.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 20 hours per semester
- Home preparation for classes
- 30 hours per semester
- Term paper
- 80 hours per semester
- Preparation for course credit
- 50 hours per semester
- Preparation for examination
- 120 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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| define the basic concepts of the issue (care and education, early childhood education) |
| define the basic concepts of the issue (care and education, early childhood education) |
| describe the early childhood education system in the Czech Republic |
| describe the early childhood education system in the Czech Republic |
| define and clarify new approaches to early childhood education |
| define and clarify new approaches to early childhood education |
| define the continuity and discontinuity between historical forms of preschool education and new approaches to preschool education |
| define the continuity and discontinuity between historical forms of preschool education and new approaches to preschool education |
| explain how new approaches to pre-school education are implemented in pre-school education in the Czech Republic |
| explain how new approaches to pre-school education are implemented in pre-school education in the Czech Republic |
| Skills |
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| discuss preschool education with correct use of the concepts of care, education and training, early education |
| discuss preschool education with correct use of the concepts of care, education and training, early education |
| to compare the learning and education needs of children aged under 3, under 5 and over 5 |
| to compare the learning and education needs of children aged under 3, under 5 and over 5 |
| discuss the importance of early childhood education in the context of lifelong learning |
| discuss the importance of early childhood education in the context of lifelong learning |
| to prepare an individual educational plan in the context of kindergarten attendance, taking into account children's specific developmental needs |
| to prepare an individual educational plan in the context of kindergarten attendance, taking into account children's specific developmental needs |
| analyze the specifics of alternative approaches to education and the possibilities of implementing their principles in preschool education |
| analyze the specifics of alternative approaches to education and the possibilities of implementing their principles in preschool education |
| teaching methods |
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| Knowledge |
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| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Written examination |
| Written examination |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Fleer, M., & van Oers, B. (2018). International Handbook of Early Childhood Education. Springer.
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Kiviranta, L., Lindfors, E., Rönkkö, M.-L. & Luukka, E. (2024). Outdoor learning in early childhood education: exploring benefits and challenges. Educational Research, 66:1, 102-119, DOI: 10.1080/00131881.2023.2285762. .
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Krejčová, L., & Mertin, V. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluvwer, 2016.
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Majerčíková, J. Postponement of the commencement of compulsory school attendance from the nursery school teachers? perspective. Orbis Scholae, 11(1), 9?30. 2017.
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Mareš, J. Pedagogická psychologie. Praha: Portál, 2013.
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Matějček, Z. Prvních 6 let ve vývoji a výchově dítěte. Praha: Grada, 2005.
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Průcha, J. Předškolní dítě a svět vzdělávání: přehled teorie, praxe a výzkumných poznatků. Praha: Wolters Kluwer, 2016.
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Syslová, Z., Borkovcová, I., & Průcha, J. Péče a vzdělávání dětí v raném věku: komparace české a zahraniční situace. Praha: Wolters Kluwer ČR, 2014.
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Wiegerová, A.,& Gavora, P. Preschool attendance of very young children: Parents' choice and outcome satisfaction. Journal of language and cultural education, 6(2), 36?47. 2018.
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