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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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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
- Educational trip
- 16 hours per semester
- Preparation for examination
- 28 hours per semester
- Participation in classes
- 56 hours per semester
- Term paper
- 20 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 |
|---|
| Knowledge |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Practice exercises |
| Practice exercises |
| assessment methods |
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| Analysis of the student's language performance |
| Oral examination |
| Grade (Using a grade system) |
| Analysis of educational material |
| Grade (Using a grade system) |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's language performance |
| Oral examination |
| Analysis of educational material |
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Recommended literature
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BELEŠOVÁ, M. Prekoncepty detí v predškolskom veku o funkcii a procese čítania a písania. Gramotnost, pregramotnost a vzdělávání, 1(1), 7-20. 2017.
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GAVORA, P., KRČMÁRIKOVÁ, M. Detské predstavy o gramotnosti (s. 53-59). In: Novinky v pedagogické a školní psychologii. Zlín: Lingua. 1998.
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KOŽELUHOVÁ, E. Využití čtenářských strategií v předškolním vzdělávání z pohledu učitelek mateřských škol. GRAMOTNOST, PREGRAMOTNOST A VZDĚLÁVÁNÍ, 4(2), 77-94. 2021.
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KROPÁČKOVÁ, J., WILDOVÁ, R., & KUCHARSKÁ, A. Pojetí a rozvoj čtenářské pregramotnosti v předškolním období. Pedagogická orientace, 24(4), 488-509. 2014.
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KUCHARSKÁ, A. Předčtenářské aktivity a jejich význam pro rozvoj čtenářské gramotnosti. Didaktické studie, 4(2), 9-19. 2014.
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LAUFKOVÁ, V., & GOLDMANOVÁ, A. Rozvoj čtenářské pregramotnosti v praxi mateřské školy. Praha: UK, Pedagogická fakulta. 2020.
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MAŇOUROVÁ, Z. ET AL. Začleňování čtenářské pregramotnosti do pedagogické práce učitelů MŠ. GRAMOTNOST, PREGRAMOTNOST A VZDĚLÁVÁNÍ, 3(2), 21-46. 2019.
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NÁDVORNÍKOVÁ, H., SVOBODOVÁ, E., ŠVEJDOVÁ, H., VÍTEČKOVÁ, M. Čteme si, hrajeme si, poznáváme? Metodika čtenářské pregramotnosti. České Budějovice: Pedagogická fakulta, JU v Českých Budějovicích. 2019.
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PETROVÁ, Z. Mediované učenie: Teoretické súvislosti a možnosti aplikácie do predprimárneho vzdelávania. Acta Facultatis Paedagogicae Universitatis Tyrnaviensis, s. 96-107. 2009.
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PETROVÁ, Z., MONEVA, L. The Role of Shared Book Reading Practices in Early Literacy Development. In K. Urban (ed.), Development of key literacy skills in early childhood education (19-38). Berlin : Peter Lang, 2023.
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PETROVÁ, Z. Prirodzený prístup k rozvíjaniu gramotnosti. Bratislava: MPC, 2014.
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PETROVÁ, Z. Vygotského koncepty a tézy v počiatočnom rozvíjaní jazykovej gramotnosti. Pedagogika, 12(1-2), 22-33. 2012.
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PETROVÁ, Z. Význam vzdelávacieho prostredia v učení detí predškolského veku. In Riadenie a rozvoj materskej školy : sprievodca riaditeľky MŠ v legislatívnej a výchovno-vzdelávacej praxi. Bratislava : Dr. Josef Raabe Slovensko. 2022.
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VIKTOROVÁ, I. Psychogenetická teorie Emilie Ferreirové. In Gavora, P., & Zápotočná, O. Gramotnost: Vývin a možnosti jej didaktického usmerňovania. Bratislava: UK, 2003.
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ZÁPOTOČNÁ, O., & GAVORA, P. Metodika pozorovania a hodnotenia raných prejavov gramotnosti. Bratislava: Univerzita Komenského, 2002.
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