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Lecturer(s)
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Vařachová Jana, Mgr.
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Včelařová Hana, PhDr. Ph.D.
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Course content
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Introduction to the subject, definition of basic terms. Classical and modern developmental theories. Prenatal development. Infancy. Toddler age. Preschool age. Younger school age and puberty. Older school age and adolescence. Young adulthood. Middle adulthood. Late adulthood. Longevity, dying and death. Sociocultural conditioning of successful development, existential themes Summary and revision of the curriculum.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Projection (static, dynamic)
- Term paper
- 15 hours per semester
- Preparation for examination
- 20 hours per semester
- Participation in classes
- 70 hours per semester
- Home preparation for classes
- 15 hours per semester
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| learning outcomes |
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| Knowledge |
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| The student defines the focus of the subject Developmental Psychology |
| The student identifies the main developmental periods in childhood, adulthood and old age |
| The student explains the essence of cognitive, emotional, social and moral aspects of individual developmental periods |
| The student interprets the fulfillment of a person's life section according to E. Erikson's perspective |
| The student will explain the main differences between classical and contemporary developmental theories |
| Skills |
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| The student interprets the essence and contribution of research in the field of developmental psychology based on a studied contribution from a peer-reviewed Czech journal |
| The student identifies the developmental period based on the presented characteristics |
| Using concrete examples, the student shows the fulfillment of a person's life section according to E. Erikson's perspective |
| The student interprets selected cognitive concepts |
| The student interprets the difference between deprivation and deprivation, including the possibilities of preventing or mitigating these manifestations |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| Monologic (Exposition, lecture, briefing) |
| Projection (static, dynamic) |
| assessment methods |
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| Preparation of a presentation |
| Grade (Using a grade system) |
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Recommended literature
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Balcar,K. Úvod do studia osobnosti. Praha : SPN, 1983.
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Čáp, Jan. Psychologie pro učitele. Vyd. 1. Praha : Portál, 2001. ISBN 807178463X.
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Čáp, Jan. Psychologie výchovy a vyučování. 1. vyd. Praha : Karolinum, 1993. ISBN 8070665343.
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Čáp, Jan. Rozvíjení osobnosti a způsob výchovy. Vyd. 1. Praha : ISV, 1996. ISBN 8085866153.
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Fontana, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 2. Praha : Portál, 2003. ISBN 8071786268.
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Nakonečný, Milan. Psychologie osobnosti. 1. vyd. Praha : Academia, 1995. ISBN 8020005250.
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Nakonečný, Milan. Základy psychologie. Vyd. 1. Praha : Academia, 1998. ISBN 8020006893.
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SMÉKAL, V. Pozvání do psychologie osobnosti. Brno : Barrister and Principal, 2002. ISBN 80-85947-81-1.
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Sokol, J. Člověk jako osoba. Praha : Institut základů vzdělanosti, 2000.
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Thorová, K. Vývojová psychologie. Proměny lidské psychiky od početí po smrt. Praha: Portál. 2015.
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Vágnerová, M., Lisá, L. Vývojová psychologie: dětství a dospívání. Praha: Karolinum. 2021.
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Vágnerová, M. Úvod do psychologie. Praha : Karolinum, 1997. ISBN 80-7184-421-7.
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Vágnerová, Marie. Vývojová psychologie : dětství, dospělost, stáří. Vyd. 1. Praha : Portál, 2000. ISBN 8071783080.
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Vágnerová, Marie. Vývojová psychologie II : dospělost a stáří. Vyd. 1. Praha : Karolinum, 2007. ISBN 978-80-246-1318-5.
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