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Lecturer(s)
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Včelařová Hana, PhDr. Ph.D.
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Course content
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- Knowledge about the general relations of human development - Prenatal development - Neonatal period - Infancy - Toddler period - Preschool age - School age - The period of adolescence - The young adulthood - The middle adulthood - The older adulthood - Early senescence - Real senescence - Death and dying
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for written tasks (e.g. comprehensive exams, written tests), Observation, Demonstration
- Home preparation for classes
- 22 hours per semester
- Preparation for examination
- 25 hours per semester
- Term paper
- 15 hours per semester
- Participation in classes
- 28 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 course Developmental psychology |
| The student defines the focus of the course Developmental psychology |
| The student explains the differences between the concept of classical (stage) Developmental psychology and lifelong developmental psychology |
| The student explains the differences between the concept of classical (stage) Developmental psychology and lifelong developmental psychology |
| The student identifies the main periods of development in childhood, adulthood and old age |
| The student identifies the main periods of development in childhood, adulthood and old age |
| The student explains the essence of cognitive, emotional, social and moral aspects of individual developmental periods |
| The student explains the essence of cognitive, emotional, social and moral aspects of individual developmental periods |
| The students discusses the contribution of selected personalities - scientists in the field of Developmental psychology |
| The students discusses the contribution of selected personalities - scientists in the field of Developmental psychology |
| Skills |
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| The student 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 |
| The student 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 |
| The student identifies the progress of development period based on the presented specific characteristics |
| The student identifies the progress of development period based on the presented specific characteristics |
| The student discusses the fulfillment of life stage of a man according to E. Erikson's perspective |
| The student discusses the fulfillment of life stage of a man according to E. Erikson's perspective |
| The student interpretes the selected cognitive concepts |
| The student interpretes the selected cognitive concepts |
| The student interpretes the difference between deprivation and privation, including the possibilities of preventing or elimination of these phenomena |
| The student interpretes the difference between deprivation and privation, including the possibilities of preventing or elimination of these phenomena |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Analysis of a presentation |
| Analysis of a presentation |
| assessment methods |
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| Knowledge |
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| Conversation |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Conversation |
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Recommended literature
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Anissa Taun Rogers. Human Behavior in the Social Environment: Perspectives onDevelopment and the Life Course. Taylor § Francis, 2015. ISBN 978-1-138-81950-4.
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BERK, Laura E. a Adena Beth MEYERS. Infants, children, and adolescents.. Boston: Pearson, 2016. ISBN 978-0-13-393673-5.
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Brennan, V., M., Kumanyika, S., K., § Zambrana, R., E. Obesity interventions in underserved communities: evidence and directions.. Baltimore: Johns Hopkins University Press, 2014. ISBN 978-1-4214-1544-4.
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Carol Seefeldt, Sharon D.Castle,R. Falconer. Social Studies for the Preschool/Primary Child. Pearson, 2013. ISBN 978-0132867982.
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Carol Seefeldt, Sharon D.Castle,R. Falconer. The Development of Coping:Stress, Neurophysiology, Social Relationships and Resilience During child. Springer Int Publishing, 2016. ISBN 978-3-319-41738-7.
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CARR, A., Mc NULTY, M. The Handbook of Adult Clinical Psychology. An Evidence Based Practice Approach. New York: Routledge, 2006.
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COMMONS, M.,L., ARMON, CH., KOHLBERG, L. AND RICHARDS, F., A. Adult Development: Volume 2: Models and Methods in the Study of Adolescent and Adult Thought. London, Praeger. ISBN 0-275-92 748 -2.
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CRAIN, William C. Theories of development: concepts and applications. Upper Saddle River: Pearson Prentice Hall, 2005. ISBN 0-13-184991-3.
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J.H.Flavell, P. H. Miller, Miller. Cognitive Development. Pearson, 2002. ISBN 978-0137915750.
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Kudláček, Martin. Inclusion of children with physical disabilities in physical education, recreation and sport. Olomouc, Palackého University in Olomouc, 2008. ISBN 80-244-1045-1.
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Maggie M. Gonigle-Chaimers. Understanding Cognitive Development (Discoveries § Explanations in Chiled Development). Sage Publications, 1998. ISBN 978-1-4129-2880-9.
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Nordovist, P., Smart, C. Relative Strangers. Family Life, Genes and. Palgrave and Macmillan. ISBN 978-1-137-29763-1.
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Odom, L., S., Pungello, E., Gardner-Neblett, N. Infants, Toddlers and Families in Poverty. Research implications for Earlly Child Care. Guilford Press, New York, 2012. ISBN 978-1-4625-04625-.
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PILLEMER, David B. a Sheldon H. WHITE. Developmental psychology and social change: research, history, and policy.. Cambridge University Press, 2005. ISBN 0-521-53360-0.
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P.T.Smith. The Human Development Experience: A Psycho-Social Approach to Human Lifespan Development. Terry Smith, 2012. ISBN 978-0-9885429-0-7.
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SHAFFER, David R. a Katherine KIPP. Developmental psychology: childhood and adolescence. Wadsworth Cengage Learning,, 2010. ISBN 978-1-111-83452-4.
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Stanley A. Cohen. The Underweight Infant, Child and Adolescent. Appleton § Lange, 1985. ISBN 978-0838592809.
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Steinberg, L., Vandell, D., L. amd Bornstein, M., H. Development: Infancy through Adolescence.. Wadsworth, Cengage Learning, 2011. ISBN 13-978-0-324-8296.
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STERN, D., N. The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. 2000. ISBN 0-465-0 9589-5.
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Usha Claire. Cognitive Development: The Learning Brain. Psychology Press, 2008. ISBN 978-1-84169-530-3.
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