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Lecturer(s)
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Plevová Irena, doc. PhDr. Ph.D.
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Bernátková Andrea, PhDr. Mgr.
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Course content
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Analysis of students' preconceptions in relation to the subject matter. Psychology of learning. Relation of learning to other psychological processes and functions. Learning styles. Self-regulation of learning. Psychological aspects of education. Working with reward and punishment. Motivation in educational situations. Influencing children's cognitive and performance motivation. Teacher. Psychological aspects of the teacher's personality in preschool education. Social skills of the teacher and their development. Reflective techniques of teacher's work. Self-regulation. Mental hygiene in the work of a teacher in preschool education. The school classroom as a social group. Psychosocial climate of the classroom. School as a social institution. Psychosocial climate of the school. Selected social pathological phenomena (bullying, CAN syndrome).
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Learning activities and teaching methods
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- Participation in classes
- 30 hours per semester
- Home preparation for classes
- 30 hours per semester
- Preparation for course credit
- 60 hours per semester
- Term paper
- 60 hours per semester
- Preparation for examination
- 60 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have a basic knowledge of psychology (general, developmental, social, personality psychology) within the scope of the Bachelor of Teacher Education program. They are oriented in the field of early childhood pedagogy and related disciplines (general pedagogy, kindergarten didactics, philosophy, sociology). They are familiar with the basic rules for the production of professional texts, including working with professional literature and citation rules. |
| Students have a basic knowledge of psychology (general, developmental, social, personality psychology) within the scope of the Bachelor of Teacher Education program. They are oriented in the field of early childhood pedagogy and related disciplines (general pedagogy, kindergarten didactics, philosophy, sociology). They are familiar with the basic rules for the production of professional texts, including working with professional literature and citation rules. |
| learning outcomes |
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| definition of the concept of learning, |
| definition of the concept of learning, |
| the relationship of learning to other mental processes and functions, |
| the relationship of learning to other mental processes and functions, |
| concepts of cognitive style, learning style, self-regulation of learning, |
| concepts of cognitive style, learning style, self-regulation of learning, |
| psychological aspects of education, working with reward and punishment, |
| psychological aspects of education, working with reward and punishment, |
| motivation in pedagogical situations, performance motivation, |
| motivation in pedagogical situations, performance motivation, |
| aspects of the teacher's personality, |
| aspects of the teacher's personality, |
| reflective techniques in the work of the teacher. |
| reflective techniques in the work of the teacher. |
| Skills |
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| define the concept of learning, |
| define the concept of learning, |
| to estimate the cognitive style of children, |
| to estimate the cognitive style of children, |
| use rewards and punishments appropriately in their teaching work, |
| use rewards and punishments appropriately in their teaching work, |
| to assess the children's level of aspiration, |
| to assess the children's level of aspiration, |
| apply appropriate procedures for developing performance motivation and guiding children's aspirations, |
| apply appropriate procedures for developing performance motivation and guiding children's aspirations, |
| choose and apply appropriate techniques for reflecting on their own pedagogical work. |
| choose and apply appropriate techniques for reflecting on their own pedagogical work. |
| teaching methods |
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| Knowledge |
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| Teamwork |
| Teamwork |
| E-learning |
| E-learning |
| Individual work of students |
| Individual work of students |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Skills |
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| Self-reflection |
| Self-reflection |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Text analysis |
| Analysis of a presentation |
| Analysis of a presentation |
| assessment methods |
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| Knowledge |
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| Oral examination |
| Oral examination |
| Preparation of a presentation |
| Preparation of a presentation |
| Essay |
| Essay |
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Recommended literature
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Cline, T., & Gulliford, A., Birch, S. (Ed.). Educational Psychology. London: Routledge, 2023.
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Fontana, D. Psychologie ve školní praxi: příručka pro učitele. Praha: Portál, 2014.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání. Praha: Grada, 2018.
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Kolář, M. Nová cesta k léčbě šikany. Praha: Portál, 2025.
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Lašek, J. Sociálně psychologické klima školních tříd a školy. Hradec Králové: Gaudeamus, 2012.
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Lazarová, B. Netradiční role učitele: o situacích pomoci, krize a poradenství ve školní praxi.. Brno: Paido, 2008.
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Leix, A. E. Pedagogická psychologie. Univerzita Tomáše Bati ve Zlíně, 2014.
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Mareš, J. Pedagogická psychologie. Praha: Portál, 2013.
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Vágnerová, M. Současná psychopatologie pro pomáhající profese. Praha: Portál, 2014.
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