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Lecturer(s)
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Vašíková Jana, Mgr. PhD.
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Course content
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1. Curriculum - definition of the term; basic elements of curriculum (aims / objectives / standards of education; educational domains / educational content / educational areas; methods and procedures of education; assessment and evaluation). 2. Child development and learning as a basis for the development of the pre-school curriculum. 3. Play as a basis for the development of the preschool curriculum. 4. Concepts and approaches to defining the preschool curriculum (academic approaches, social efficacy approaches, social reconstructionist approaches; child-centred approaches). 5. Curriculum models for early childhood education (competency-based vs. performance-based; constructivist, socio-cultural and behavioural curriculum). 6. Models and forms of curriculum in historical perspective. 7. Curriculum development and construction for early childhood education. 8. Research as a means of curriculum change or innovation for early childhood education. 9. Content focus of the curriculum. 10. Evaluation of early childhood curriculum, tools for assessing its quality.
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Learning activities and teaching methods
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- Preparation for course credit
- 20 hours per semester
- Participation in classes
- 20 hours per semester
- Preparation for examination
- 60 hours per semester
- Term paper
- 40 hours per semester
- Home preparation for classes
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have knowledge of theories of education in early childhood pedagogy and can discuss different approaches to child care and education and their theoretical, social and practical contexts. They have a basic orientation in theories of child development, they can characterize the developmental specifics of the child in the early childhood and preschool periods. They know the basic framework documents of pre-school education in the Czech Republic. |
| Students have knowledge of theories of education in early childhood pedagogy and can discuss different approaches to child care and education and their theoretical, social and practical contexts. They have a basic orientation in theories of child development, they can characterize the developmental specifics of the child in the early childhood and preschool periods. They know the basic framework documents of pre-school education in the Czech Republic. |
| learning outcomes |
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| define the basic elements of the curriculum |
| define the basic elements of the curriculum |
| discuss the specifics of child development and learning as a basis for the development of the preschool curriculum, including their relevance in different concepts and approaches to defining the preschool curriculum |
| discuss the specifics of child development and learning as a basis for the development of the preschool curriculum, including their relevance in different concepts and approaches to defining the preschool curriculum |
| identify current models and forms of curriculum applied both domestically and abroad, and to discuss their development from a historical perspective. |
| identify current models and forms of curriculum applied both domestically and abroad, and to discuss their development from a historical perspective. |
| describe, define and critically evaluate the process of curriculum development and construction for pre-school education |
| describe, define and critically evaluate the process of curriculum development and construction for pre-school education |
| describe the focus and design of curriculum evaluation tools in preschool education. |
| describe the focus and design of curriculum evaluation tools in preschool education. |
| Skills |
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| identify the basic elements of the curriculum in the framework curriculum document for pre-school education in the Czech Republic |
| identify the basic elements of the curriculum in the framework curriculum document for pre-school education in the Czech Republic |
| critically evaluate the background and concept of the framework curriculum document for pre-school education in the Czech Republic |
| critically evaluate the background and concept of the framework curriculum document for pre-school education in the Czech Republic |
| to develop a model curriculum for pre-school education taking into account the defined specific background and needs of pre-school education |
| to develop a model curriculum for pre-school education taking into account the defined specific background and needs of pre-school education |
| take into account the specifics of the content focus of pre-school education when analysing and developing the pre-school curriculum |
| take into account the specifics of the content focus of pre-school education when analysing and developing the pre-school curriculum |
| use procedures and specific tools to evaluate the pre-school curriculum |
| use procedures and specific tools to evaluate the pre-school curriculum |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Analysis of a presentation |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Demonstration |
| Demonstration |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| 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 ...) |
| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
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Recommended literature
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File, N., Mueller, J. J., & Basler Wisneski, D. (eds). CURRICULUM IN EARLY CHILDHOOD EDUCATION Re-examined, Rediscovered, Renewed. Routledge, 2012. ISBN 978-0-415-88110-4.
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Janík, T., Dundálková, K., & Tupý, J. Curriculum changes in the Czech Republic: Beyond implementation.. T. Janík,T., Porubský,Š. Chrappán, M., Kuzsak, K., Dundálková, K., Tupý, J. & E. Walterová. Curriculum changes in the Visegrad Four: three decades after the fall of communism: Studies from Hungary, Poland, the Czech and Slovak Republics, s. 95-121. Münster: Waxmann Verlag., 2020.
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Janík, T., Maňák, J., Knecht, P., & Němec, J. Proměny kurikula současné české školy. , 2010.
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Koťátková, S. Jak se mateřských škol dotýkaly transformační a kurikulární změny?. , 2014.
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Maňák, J., Janík, T., & Švec, V. Kurikulum v současné škole.. Brno: Paido, 2008.
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McLachlan, C., Fleer, M. & Edwards, S. Early Childhood Curriculum: Planning, assessment, implementation. Cambridge: Cambridge University, 2010.
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Petrová, Z. Mediované učenie: Teoretické súvislosti a možnosti aplikácie do predprimárneho vzdelávania. , 2009.
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Průcha, J., Burkovičová, R., Dopita, M., Paloncyová, J., & Syslová, Z. Předškolní dítě a svět vzdělávání: přehled teorie, praxe a výzkumných poznatků.. Praha: Wolters Kluwer, 2016.
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Pupala, B., & Kaščák, O. Neposedné predškolské kurikulum: od komparatívnej analýzy k učiteľským emóciám. Bratislava: Wolters Kluwer, 2014.
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Syslová, Z., Borkovcová, I., & Průcha. J. Péče a vzdělávání v raném věku. Praha: Wolters Kluwer, 2014.
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Štech, S. Když je kurikulární reforma evidence-less. , 2013.
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