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Lecturer(s)
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Šťastná Michaela, Mgr.
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Včelařová Hana, PhDr. Ph.D.
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Konečná Karin, Mgr.
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Plevová Irena, doc. PhDr. Ph.D.
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Course content
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Introduction to the subject, definition of basic terms. - Classical developmental theories. Modern development theories. - Prenatal development and early life. - Preschool period. - Classification of the game and its meaning. - Younger school age and prepubescence. - Older school age and adolescence. - Young adulthood. - Middle adulthood. - Late adulthood. - Longevity, dying and death. - Sociocultural conditioning of successful development. Significance for pedagogy. - Existential themes. Significance for pedagogy. - Questions related to the search for the meaning of life. Significance for pedagogy.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 42 hours per semester
- Preparation for examination
- 50 hours per semester
- Preparation for course credit
- 20 hours per semester
- Home preparation for classes
- 8 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| unspecified |
| unspecified |
| learning outcomes |
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| defines the focus of the course Developmental psychology |
| defines the focus of the course Developmental psychology |
| explains the differences between the concept of classical (stage) Developmental psychology and lifelong developmental psychology |
| explains the differences between the concept of classical (stage) Developmental psychology and lifelong developmental psychology |
| identifies the main periods of development in childhood, adulthood and old age |
| identifies the main periods of development in childhood, adulthood and old age |
| explains the essence of cognitive, emotional, social and moral aspects of individual developmental periods and their meaning for pedagogy |
| explains the essence of cognitive, emotional, social and moral aspects of individual developmental periods and their meaning for pedagogy |
| discusses the contribution for pedagogy of selected personalities - scientists in the field of Developmental psychology |
| discusses the contribution for pedagogy of selected personalities - scientists in the field of Developmental psychology |
| Skills |
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| interpretes the essence and contribution of research in the field of Developmental psychology based on a study of a contribution from a peer-reviewed Czech journal |
| interpretes the essence and contribution of research in the field of Developmental psychology based on a study of a contribution from a peer-reviewed Czech journal |
| identifies the progress of development period based on the presented specific characteristics |
| identifies the progress of development period based on the presented specific characteristics |
| discusses the fulfillment of life stage of a man according to E. Erikson's perspective |
| discusses the fulfillment of life stage of a man according to E. Erikson's perspective |
| interpretes the selected cognitive concepts |
| interpretes the selected cognitive concepts |
| interpretes the difference between deprivation and privation, including the possibilities of preventing or elimination of these phenomena |
| interpretes the difference between deprivation and privation, including the possibilities of preventing or elimination of these phenomena |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Students working in pairs |
| Students working in pairs |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Teamwork |
| Teamwork |
| Skills |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Analysis of a presentation |
| Analysis of a presentation |
| assessment methods |
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| Knowledge |
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| Written examination |
| Written examination |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Didactic test |
| Didactic test |
| Essay |
| Essay |
| Text analysis |
| Text analysis |
| Conversation |
| Conversation |
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Recommended literature
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BERK, Laura E. Development through the lifespan. New Yersey: Pearson, 2018.
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Blatný, M. Psychologie celoživotního vývoje.. Praha: Karolinum, 2016.
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ERIKSON, Erik H. Životní cyklus rozšířený a dokončený: devět věků člověka.. Praha: Portál, 2015.
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Gruss, P. (ed.). Perspektivy stárnutí: z pohledu psychologie celoživotního vývoje. Praha: Portál, 2009.
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Haškovcová, H. Fenomén stáří. Praha: Havlíček Brain Team, 2010.
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Haškovcová, H. Fenomén stáří. Praha: Portál, 2010.
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Hrdlička, M., Kuric, J., & Blatný, M. Krize středního věku. 2006.
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KLUSÁK, Miroslav. Morální vývoj školáků a předškoláků: paradigmatické výzvy dle Jeana Piageta.. Praha: Karolinum, 2014.
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Langmeier, Josef, Krejčířová, Dana. Vývojová psychologie. Praha: Grada, 2006.
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Lukšík, I., & Lemešová, M. Deti v ťažkých životných situáciách. Trnava, 2013.
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Millová, K. Psychologie celoživotního vývoje.. Praha: Host, 2012.
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Piaget Jean, Inhelderová. Psychologie dítěte.. Praha: Portál., 2014.
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Plevová, I., Pugnerová, M. Dětský výtvarný projev: V pedagogické praxi.. Praha: Grada, 2022.
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Říčan, P. Cesta životem: [vývojová psychologie]. Praha: Portál, 2014.
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Sobotková Irena. Psychologie rodiny. Praha: Portál, 2012.
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Thorová, K. Vývojová psychologie: proměny lidské psychiky od početí po smrt.. Praha: Portál, 2015.
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VÁGNEROVÁ, Marie a Lidka LISÁ. Vývojová psychologie: dětství a dospívání.. Praha: Karolinum, 2021.
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