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Lecturer(s)
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Course content
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- Speech therapy - concept, subject, historical context. - The system of speech therapy care in the Czech Republic. - Legislative anchoring. - Anatomical and physiological preconditions of communication. - Phylogeny of speech. - Ontogenesis of speech. - Verbal and nonverbal communication. - System of Czech sounds, language levels. - Possibilities of support of physiological development of speech, speech therapy prevention. - Competence of a teacher from the point of view of speech therapy prevention. - Circuits of impaired communication skills. - Basic methods, forms and means of speech therapy diagnostics and intervention. - Possibilities of providing speech therapy care in kindergarten. - Speech therapy aids.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Practice exercises, Individual work of students
- Preparation for course credit
- 30 hours per semester
- Term paper
- 20 hours per semester
- Participation in classes
- 10 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 speech development and communication skills of a preschool child |
| define the speech development and communication skills of a preschool child |
| explain the system of speech therapy care in the Czech Republic |
| explain the system of speech therapy care in the Czech Republic |
| characterize language levels in the context of child development in kindergarten |
| characterize language levels in the context of child development in kindergarten |
| describe the basic speech therapy problems in kindergarten practice |
| describe the basic speech therapy problems in kindergarten practice |
| introduce the approach to children with impaired communication skills in the kindergarten environment |
| introduce the approach to children with impaired communication skills in the kindergarten environment |
| Skills |
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| propose solutions to model situations in a kindergarten environment |
| propose solutions to model situations in a kindergarten environment |
| justify the solution of model situations in the kindergarten environment |
| justify the solution of model situations in the kindergarten environment |
| use strategies for working with a child with impaired communication skills in kindergarten |
| use strategies for working with a child with impaired communication skills in kindergarten |
| propose activities for the development of optimal natural development of speech skills in children in kindergarten |
| propose activities for the development of optimal natural development of speech skills in children in kindergarten |
| implement activities for the development of optimal natural development of speech skills in children in kindergart |
| implement activities for the development of optimal natural development of speech skills in children in kindergart |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Practice exercises |
| Practice exercises |
| Monologic (Exposition, lecture, briefing) |
| Individual work of students |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Bytešníková, I. (2007). Rozvoj komunikačních kompetencí u dětí předškolního věku. Masarykova univerzita.
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Bytešníková, I. (2014). Koncepce rané logopedické intervence v České republice: Teorie, výzkum, terapie. Masarykova univerzita.
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Červenková, B. (2019). Rozvoj komunikačních a jazykových schopností: u dětí od narození do tří let věku. Grada.
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Doležalová, M., & Chotěborová, M. (2021). Vývojová dysfázie: Průvodce pro rodiče a další zájemce o tuto problematiku. Pasparta.
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Kejklíčková, I. (2016). Vady řeči u dětí: Návody pro praxi. Grada.
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Klenková, J. (2006). Logopedie: Narušení komunikační schopnosti, logopedická prevence, logopedická intervence v ČR, příklady z praxe. Grada.
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Lechta, V. (2016). Inkluzivní pedagogika. Portál.
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Smolík, F., & Seidlová Málková, G. (2015). Vývoj jazykových schopností v předškolním věku: Osvojování slovní zásoby a gramatiky, rozvoj fonologických schopností a fonologického povědomí, poruchy jazykového vývoje, diagnostika jazykových schopností. Grada.
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Vašíková, J., & Žáková, I. (2018). Význam primární logopedické prevence v rozvoji řečových a jazykových schopností dětí předškolního věku. Univerzita Tomáše Bati ve Zlíně.
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