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Lecturer(s)
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Course content
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- Background and arguments for effective development of literacy in pre-school age. - Natural approaches to literacy development. - Concurrent development of language competences, spoken and written speech - developmental parallels. - A comprehensive approach to language development. - Psychological concepts of cognitive development - principles of children's learning, their reflection in the acquisition of written speech. - Historical stages of written speech development. - Developmental and educational parallels in the field of written speech. - Pre-conventional reading and writing strategies. - Encouraging conditions for literacy and interest in reading. - Development of literacy in alternative schools (critical analysis). - Selected methods of effective literacy stimulation. - Traditional versus dynamic diagnostics in kindergarten. - Conditions and means of individual approach to children in the development of literacy. - Preparedness of children to enter the first year of primary school.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for working with texts (Textbook, book), Projection (static, dynamic), Activating (Simulation, games, dramatization), Practice exercises, Text analysis
- Participation in classes
- 10 hours per semester
- Educational trip
- 16 hours per semester
- Preparation for examination
- 30 hours per semester
- Preparation for course credit
- 20 hours per semester
- Term paper
- 44 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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| explain the development of written language and theoretical approaches to its study |
| explain the development of written language and theoretical approaches to its study |
| make the case for the effective development of written language in preschool |
| make the case for the effective development of written language in preschool |
| define the basic principles, practices and methods of literacy development and explain their effectiveness |
| define the basic principles, practices and methods of literacy development and explain their effectiveness |
| explain the continuity of literacy development between preschool and elementary education |
| explain the continuity of literacy development between preschool and elementary education |
| define the possibilities of using children's developmental and inter-individual specificities when planning literacy activities |
| define the possibilities of using children's developmental and inter-individual specificities when planning literacy activities |
| Skills |
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| discuss the possibilities of developing literacy within the framework of current theoretical knowledge and approaches to the development of written language |
| discuss the possibilities of developing literacy within the framework of current theoretical knowledge and approaches to the development of written language |
| argue for the effective development of written language in the preschool years |
| argue for the effective development of written language in the preschool years |
| choose the optimal practices for literacy development in preschool education |
| choose the optimal practices for literacy development in preschool education |
| independently use appropriate methods of literacy development in relation to educational objectives |
| independently use appropriate methods of literacy development in relation to educational objectives |
| plan educational activities taking into account the developmental and inter-individual specificities of children |
| plan educational activities taking into account the developmental and inter-individual specificities of children |
| teaching methods |
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| Knowledge |
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| Practice exercises |
| Practice exercises |
| Projection (static, dynamic) |
| Text analysis |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Projection (static, dynamic) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| assessment methods |
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| Oral examination |
| Analysis of the student's language performance |
| Analysis of the student's language performance |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Grade (Using a grade system) |
| Oral examination |
| Grade (Using a grade system) |
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Recommended literature
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Doležalová, J. (ed.). Současné pohledy na výuku elementárního čtení a psaní.. Hradec Králové: Gaudeamus., 2001.
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Doležalová, J. Strategie porozumění textu a studenti učitelství. Orbis scholae, 9/3, 11-124. Praha: UK, 2016.
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Lipnická, M. Počiatočné čítanie a písanie detí predškolského veku.. Prešov: Rokus., 2009.
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Lopušná, A. Rozvíjanie počiatočnej čitatelskej a pisatel?skej gramotnosti v podmienkach predprimarnej edukácie.. Banská Bystrica: Aprint., 2008.
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Petrová, Z., & Valášková, M. Jazyková a literárna gramotnosť v MŠ: teoretické súvislosti a možnosti jej rozvoja. Bratislava: Renesans., 2007.
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Štutika, M. Od obrázkov k písmenkám.. Bratislava: Renesans., 2007.
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Zápotočná, O., & Gavora, P. Metodika pozorovania a hodnotenia raných prejavov gramotnosti. Clay, M. M.: Manuál k administrácii. Bratislava: Univerzita Komenského., 2002.
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Zápotočná, O. Rozvoj počiatočnej literárnej gramotnosti. In Kolláriková, Z., & Pupala, B. et al. Předškolní a primární pedagogika / Předškolská a elementárna pedagogika.. Praha: Portál, 2001.
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