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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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953 / 5 000 - Objectives of literary education. Key competencies in the curriculum of primary education. - Content and structure of literary education at the 1st level of primary school. - Features of literature for children. Folk literature in relation to literature for children. Use of folklore elements in teaching. - Genre structures of children's literature and possibilities of their knowledge by children of younger school age. - Genre structures of children's literature: fairy tale and author's fairy tale. - Genre structures of children's literature: fables and legends and possibilities of their adaptation for a child of younger school age. - Genre structures of children's literature: poetry for children. - Genre structures of children's literature: comics. - Atypical genres of children's literature. - The importance of illustration in children's literature. - The danger of triviality and kitsch in contemporary children's literature. Choosing a book for a child. - A stimulating environment for the development of reading literacy. - Creative interpretation of the text. - Reflection of the implemented teaching of the Czech language at the 1st level of elementary school.
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Learning activities and teaching methods
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- Participation in classes
- 42 hours per semester
- Preparation for examination
- 60 hours per semester
- Term paper
- 50 hours per semester
- Home preparation for classes
- 28 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have basic knowledge of the Czech language and knowledge of authors and books of contemporary children's literature. |
| Students have basic knowledge of the Czech language and knowledge of authors and books of contemporary children's literature. |
| learning outcomes |
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| describe the goals, content and structure of literary education at the first level of primary school |
| describe the goals, content and structure of literary education at the first level of primary school |
| describe the characteristics of children's literature |
| describe the characteristics of children's literature |
| describe the methods and means of creative reception and production of text for children of younger school age |
| describe the methods and means of creative reception and production of text for children of younger school age |
| describe the characteristics and typical and atypical genres of children's literature |
| describe the characteristics and typical and atypical genres of children's literature |
| describe a stimulating environment for the development of reading literacy |
| describe a stimulating environment for the development of reading literacy |
| Skills |
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| interpret texts of typical genres for children of younger school age |
| interpret texts of typical genres for children of younger school age |
| interpret texts of non-traditional genres for children of younger school age |
| interpret texts of non-traditional genres for children of younger school age |
| support the development of reading literacy in primary school students |
| support the development of reading literacy in primary school students |
| propose a list of recommended literature for readers in the first grade of elementary school |
| propose a list of recommended literature for readers in the first grade of elementary school |
| reflect on their own teaching attempts at Czech language lessons at the first level of primary school |
| reflect on their own teaching attempts at Czech language lessons at the first level of primary school |
| teaching methods |
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| Knowledge |
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| Individual work of students |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Text analysis |
| Skills |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Knowledge |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Oral examination |
| Oral examination |
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Recommended literature
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Bubeníčková, P. O smyslu nesmyslu: nonsens a česká pohádka. Bor, 2016.
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Čeňková, J. Vývoj literatury pro děti a mládež a její žánrové struktury: adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež.. Portál, 2006.
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Doláková, S. Umíte to s pohádkou?: práce s příběhy v MŠ a ZŠ.. Portál, 2015.
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Hník, O. Didaktika literatury: výzvy oboru.. Karolinum, 2014.
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Janovská, B. et al. Literatura. Praktické náměty pro výuku české literatury na 1. stupni ZŠ. Raabe, 2012.
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Jelénková, O. Čtení není žádná nuda.. Portál, 2014.
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Lukavská, S. J. Dítěti vstříc: teorie literatury pro děti a mládež.. Host, 2018.
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Mallan, K. ). Gender dilemmas in children's fiction.. Palgrave Macmillan, 2009.
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Toman, J. Didaktika čtení a primární literární výchovy.. Jihočeská univerzita, 2007.
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Toman, J. Konstanty a proměny moderní české poezie pro děti (tvorba, recepce, reflexe).. Vlastimil Johanus, 2008.
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Vařejková, V. Literárněvýchovná interpretace uměleckého textu na 1. stupni základní školy.. Masarykova univerzita, 2005.
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Wolf, S. A. (Ed.). Handbook of research on children's and young adult literature. Routledge, 2011.
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Zítková, J. Kapitoly z didaktiky literární výchovy ve 2. - 5. ročníku základní školy. Masarykova univerzita, 2004.
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