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Lecturer(s)
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Černíková Michaela, Bc.
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Plevová Irena, doc. PhDr. Ph.D.
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Včelařová Hana, PhDr. Ph.D.
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Course content
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The emergence of psychology, definition of the discipline, main fields and methods The brain as the organ basis of the psyche Information processing and mental representation, specifics of preschool age Consciousness including specifics of preschool age Selected topics from the field of sensory cognition, specifics of preschool age Attention, including specifics of preschool age Memory, including specifics of preschool age Language and speech, including specifics of preschool age Emotions, including specifics of preschool age Motivation - selected aspects related to education, specifics of preschool age Learning Intelligence, thinking and creativity - including specifics of preschool age Summary 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, Educational trip
- Educational trip
- 25 hours per semester
- Participation in classes
- 56 hours per semester
- Home preparation for classes
- 9 hours per semester
- Preparation for course credit
- 25 hours per semester
- Term paper
- 30 hours per semester
- Preparation for examination
- 35 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| to describe the subject, goals and tasks of psychology |
| to describe the subject, goals and tasks of psychology |
| to list and describe the main psychological trends and their contribution to contemporary psychology |
| to list and describe the main psychological trends and their contribution to contemporary psychology |
| to define psychological cognitive processes |
| to define psychological cognitive processes |
| explains current basic knowledge about the functioning of the human brain |
| explains current basic knowledge about the functioning of the human brain |
| explains current basic knowledge about information processing and mental representations |
| explains current basic knowledge about information processing and mental representations |
| Skills |
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| to explain the subject, goals and tasks of psychology in relation to the teaching profession |
| to explain the subject, goals and tasks of psychology in relation to the teaching profession |
| to list and explain cognitive processes |
| to list and explain cognitive processes |
| creates a timeline with significant milestones in the history of psychology |
| creates a timeline with significant milestones in the history of psychology |
| presents the possible consequences of damage to partial psychological functions for education, focusing on the specifics of preschool age |
| presents the possible consequences of damage to partial psychological functions for education, focusing on the specifics of preschool age |
| creates a diagram demonstrating the interaction of memory components |
| creates a diagram demonstrating the interaction of memory components |
| teaching methods |
|---|
| Knowledge |
|---|
| Educational trip |
| Educational trip |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Demonstration |
| Demonstration |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Self-reflection |
| Self-reflection |
| Teamwork |
| Teamwork |
| assessment methods |
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| Essay |
| Essay |
| Oral examination |
| Oral examination |
| Grade (Using a grade system) |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Grade (Using a grade system) |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Didactic test |
| Didactic test |
| Questionnaire |
| Questionnaire |
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Recommended literature
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Cakirpaloglu, P. Úvod do psychologie osobnosti.. Praha: Grada, 2012. ISBN 97 802 474 0331.
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Čáp, J., & Mareš, J. Psychologie pro učitele. Praha: Portál, 2007.
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Goleman, D. Emoční inteligence.. Metafora, 2011.
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Hartl, P., & Hartlová, H. Velký psychologický slovník. Praha: Portál, 2010.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzděláván. Praha: Grada, 2018.
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Kohoutek, R. Základy užité psychologie. Brno: Akademické nakladatelství CERM, 2002.
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Mertin, Gillernová. Psychologie pro učitelky mateřské školky. 2015.
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Nakonečný, M. Obecná psychologie.. Triton, 2015.
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Nolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R., & Wagenaar, W. A. (Eds.). Psychologie Atkinsonové a Hilgarda. Praha: Portál, 2012.
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Orel, M., & Procházka, R. Vývojová neuropsychologie.. Praha: Grada, 2021.
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Plháková, A. Dějiny psychologie. Praha: Grada, 2006.
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Plháková, A. Obecná psychologie.. Academia, 2023.
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Plháková, A. Učebnice obecné psychologie. Praha: Academia, 2007.
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Průcha, J. Psychologie učení: teoretické a výzkumné otázky pro edukační praxi.. Grada, 2020.
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Pugnerová, M. a kol. Psychologie pro studenty pedagogických oborů.. Grada, 2019.
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Rapčan, M. Etika versus emoce: kazuistiky pro pracovníky ve zdravotnictví, ve školství a v sociální oblasti.. Grada, 2021.
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Slaměník, I. Emoce a interpersonální vztahy.. Grada, 2011.
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Vágnerová, M. Obecná psychologie: dílčí aspekty lidské psychiky a jejich orgánový základ.. Praha: Karolinum, 2016.
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