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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Plisková Barbora, PhDr. Ph.D.
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Course content
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- Relationship between school and family - characteristics. - Kindergarten and family members: family, parents, parenting. - Kindergarten and family participants: teachers, children. - Levels of kindergarten and family (personal and organizational). - History and present relationship of kindergarten and family in our country and in the world. - Arguments for development of kindergarten and family relationship. - Controversial aspects of kindergarten and family relations. - Specifics of kindergarten and family relationship in pre-primary and primary education. - Entry to primary school as a specific agenda of kindergarten and family cooperation. - Forms of kindergarten and family cooperation. - Types of parents according to their relationship to school with respect to kindergarten conditions. - Communication - the basis of school and family relations. - Interview: teacher - parent. Class Meeting - Meeting with parents. - Parents' Association, European Parents Association (EPA), EDUin, Parents welcome.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Practice exercises, Experience (self-experience), Students working in pairs
- Preparation for course credit
- 30 hours per semester
- Term paper
- 20 hours per semester
- Participation in classes
- 28 hours per semester
- Home preparation for classes
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| explain basic terms and concepts in relationships between family and school |
| explain basic terms and concepts in relationships between family and school |
| characterise main participants affecting family and school cooperation |
| characterise main participants affecting family and school cooperation |
| define forms of cooperation and communication between family and school |
| define forms of cooperation and communication between family and school |
| reflect circumstances affecting the quality of family and school cooperation |
| reflect circumstances affecting the quality of family and school cooperation |
| explain in complexity education reality relations explicitly in preschool education |
| explain in complexity education reality relations explicitly in preschool education |
| Skills |
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| discuss the partnership between the school and family |
| discuss the partnership between the school and family |
| apply an individualised approach to families |
| apply an individualised approach to families |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| communicate effectively with parents in a way that is understandable to parents |
| communicate effectively with parents in a way that is understandable to parents |
| explain clearly to parents the benefits of the activities teachers assign to pupils for homework |
| explain clearly to parents the benefits of the activities teachers assign to pupils for homework |
| discuss the partnership between the school and family |
| discuss the partnership between the school and family |
| teaching methods |
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| Knowledge |
|---|
| Students working in pairs |
| Practice exercises |
| Practice exercises |
| Experience (self-experience) |
| Experience (self-experience) |
| Students working in pairs |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Demonstration |
| Demonstration |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of the student's performance |
| Analysis of the student's performance |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Qualifying examination |
| Qualifying examination |
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Recommended literature
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Epstein, J. L. School, family, and community partnerships: preparing educators and improving schools. Westview Press, a Member of the Perseus Books Group, 2011.
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Kampichler, M., Dvořáčková, J., & Jarkovská, L. Choosing the right kindergarten: Parents' reasoning about their ECEC choices in the context of the diversification of ECEC programs. Journal of Pedagogy, 9(2), 9-32. 2018.
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Majerčíková, J., & Rebendová, A. Edukace v mateřské škole v perspektivě rodičů vysokoškoláků. E-pedagogium, III/2017, 65-77. 2017.
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Majerčíková, J. Sporné aspekty úzkych vzťahov rodiny a školy na začiatku vzdelávania, Studia Paedagogica, 20(1), 29-44. 2015.
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Morgan, N. S. Engaging families in schools: practical strategies to improve parental involvement. Routledge, Taylor & Francis Group, 2017.
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Smetáčková, I. Škola jako téma rozhovorů mezi dětmi a rodiči. Studia paedagogica, 16(2), 9-26. 2011.
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Syslová, Z. Proměna mateřské školy v učící se organizaci. Wolters Kluwer, 2016.
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