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Lecturer(s)
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Plisková Barbora, PhDr. Ph.D.
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Relationship between school and family - characteristics. - Kindergarten and family members: family, parents, parenting. - Kindergarten and family participants: teachers, children. - Levels of kindergarten and family (personal and organizational). - History and present relationship of kindergarten and family in our country and in the world. - Arguments for development of kindergarten and family relationship. - Controversial aspects of kindergarten and family relations. - Specifics of kindergarten and family relationship in pre-primary and primary education. - Entry to primary school as a specific agenda of kindergarten and family cooperation. - Forms of kindergarten and family cooperation. - Types of parents according to their relationship to school with respect to kindergarten conditions. - Communication - the basis of school and family relations. - Interview: teacher - parent. Class Meeting - Meeting with parents. - Parents' Association, European Parents Association (EPA), EDUin, Parents welcome.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Practice exercises, Experience (self-experience), Students working in pairs
- Term paper
- 30 hours per semester
- Preparation for course credit
- 30 hours per semester
- Home preparation for classes
- 23 hours per semester
- Participation in classes
- 7 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| explain basic terms and concepts in relationships between family and school |
| explain basic terms and concepts in relationships between family and school |
| characterise main participants affecting family and school cooperation |
| characterise main participants affecting family and school cooperation |
| define forms of cooperation and communication between family and school |
| define forms of cooperation and communication between family and school |
| reflect circumstances affecting the quality of family and school cooperation |
| reflect circumstances affecting the quality of family and school cooperation |
| explain in complexity education reality relations explicitly in preschool education |
| explain in complexity education reality relations explicitly in preschool education |
| Skills |
|---|
| apply an individualised approach to families |
| apply an individualised approach to families |
| discuss the partnership between the school and family |
| discuss the partnership between the school and family |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| communicate effectively with parents in a way that is understandable to parents |
| communicate effectively with parents in a way that is understandable to parents |
| explain clearly to parents the benefits of the activities teachers assign to pupils for homework |
| explain clearly to parents the benefits of the activities teachers assign to pupils for homework |
| teaching methods |
|---|
| Knowledge |
|---|
| Demonstration |
| Demonstration |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Students working in pairs |
| Experience (self-experience) |
| Experience (self-experience) |
| Practice exercises |
| Practice exercises |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Students working in pairs |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's performance |
| Analysis of the student's portfolio |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Written examination |
| Preparation of a presentation, giving a presentation |
| Written examination |
| Analysis of the student's portfolio |
| Preparation of a presentation, giving a presentation |
| Qualifying examination |
| Qualifying examination |
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Recommended literature
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Lažová, L. Mateřská škola komunikuje s rodiči.. Praha: Portál., 2013.
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Majerčíková, J., & Šuhajová, Z. "Mám pre teba dve správy: dobrú i zlú, ktorú chceš počuť skôr?" stratégie dieťaťa- žiaka v komunikácii rodiny a primárnej školy.. e-Pedagogium, 1(4), 76-88., 2014.
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Majerčíková, J. et al. Profesijná zdatnosť (self-efficacy) študentov učiteľstva a učiteľov spolupracovať s rodičmi.. Bratislava: Vydavateľstvo UK., 2012.
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Majerčíková, J. Sporné aspekty úzkych vzťahov rodiny a školy na začiatku vzdelávania.. Studia Paedagogica, 20(1), 29-44., 2015.
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MOŽNÝ, I. Sociologie rodiny. Praha: Sociologické nakladatelství, 2002.
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Rabušicová, M. et al. Škola a (versus) rodina.. Brno: MU., 2004.
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Štech, S., & Viktorová, I. Vztahy rodiny a školy ? hledání dialogu. In Kolláriková, Z., Pupala, B. Predškolská a elementárna pedagogika.. Praha: Portál, 57-93, 2001.
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