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Lecturer(s)
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Course content
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- Cooperation, relationship, partnership - definition of key terms in a pedagogical, psychological and sociological context. - Specifics of school education, objectives, content, didactic strategies, organizations, roles of teachers and parents in kindergarten and at the beginning of compulsory education. - Specifics of socialization in kindergarten and elementary school. Importance of kindergarten and elementary school cooperation. - Aspects of school maturity and readiness in cooperation between kindergartens and elementary schools. - Primary school leaders and teachers in cooperation with kindergartens. - Child - pupil in cooperation of kindergarten and elementary school (needs, interests, requirements). - Possibilities (methods and forms) of cooperation between kindergartens and primary schools. - Planning and designing of cooperation between kindergartens and elementary schools. - Cooperation with other institutions - museums, galleries, observatories, factories, airports, hospitals, elementary art schools, etc. - Cooperation with other subjects - founder, doctor, psychologist, social affairs department, etc.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Dealing with situational issues - learning in situations
- Term paper
- 20 hours per semester
- Preparation for course credit
- 12 hours per semester
- Participation in classes
- 28 hours per semester
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| prerequisite |
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| Knowledge |
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| Not specified. |
| Not specified. |
| learning outcomes |
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| basic terms regarding the relationship and cooperation between kindergarten and primary school |
| basic terms regarding the relationship and cooperation between kindergarten and primary school |
| roles of education actors in mutual cooperation |
| roles of education actors in mutual cooperation |
| polarities and diversity of kindergartens and elementary schools in the educational, curricular and personnel context |
| polarities and diversity of kindergartens and elementary schools in the educational, curricular and personnel context |
| forms and methods of cooperation of kindergartens and elementary schools, cooperation with other entities |
| forms and methods of cooperation of kindergartens and elementary schools, cooperation with other entities |
| process of a child's transition from kindergarten to primary school |
| 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 the content, goals, organization and didactic strategies |
| understand the specifics of kindergarten and primary school in the context of the content, goals, organization and didactic strategies |
| define terms cooperation, partnership, relationship and participation |
| define 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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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Dealing with situational issues - learning in situations |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Text analysis |
| assessment methods |
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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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BEŇOVÁ, T., HERICH, J. Materské školy ? šok, či kríza?. Bratislava : UIPŠ, 1995.
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GAVORA, P. Akí sú moji žiaci? Pedagogická diagnostika žiaka. Bratislava : Praca, 1999.
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HELUS, Z. Sociální psychologie pro pedagogy. Praha : Grada, 2007.
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KALDESTAD, O. H., POL, M., SEDLÁČEK, M. (Eds.). Vybrané otázky školského managementu. Brno : MU, 2009.
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KOLLÁRIKOVA, Z., PUPALA, B. (Eds.). Předškolní a primární pedagogika. Praha: Portál, 2001.
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KROPÁČKOVÁ, J. (Ed.). Dítě předškolního věku dříve a dnes. Praha : UK, PdF, 2008.
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POL, M. a kol. Když se školy učí. Brno : MU, 2013.
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POL, M. Škola v proměnách. Brno : MU, 2007.
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Pražská skupina školní etnografie. Psychický vývoj dítěte od 1. do 5. třídy. Praha : Karolinum, 2005.
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SPILKOVA, V. a kol. Proměny primárního vzdělávání v ČR. Praha : Portál, 2005.
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ŠTECH, S. Angažovanost rodičů ve školní socializaci děti. Pedagogika, roč. LIV, 2004.
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ŠULOVÁ, L. Předškolní dítě a jeho svět. Praha : UK, 2003.
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