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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Cooperation, cooperation, relationship, partnership, participation - definition of basic terms. Importance of cooperation between nursery and primary schools - research aspects. - Polarity and diversity of kindergarten and elementary school in the institutional, curriculum and personnel. - Specifics of education, goals, content, didactic strategies, organizations in kindergartens and elementary schools. - Specifics of socialization in kindergarten and elementary school. - School management and kindergarten and primary school teachers in cooperation with each other. - The position of parents in kindergarten and elementary school The role of teachers and parents in the adaptation of children to kindergarten. - The role of teachers and parents in adapting children to compulsory education. - Possibilities, forms and ways of cooperation between kindergartens and primary schools. - Specific and non-traditional forms of cooperation between kindergartens and primary schools. - Aspects of school maturity and readiness in cooperation between kindergartens and elementary schools.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Dealing with situational issues - learning in situations
- Participation in classes
- 20 hours per semester
- Term paper
- 25 hours per semester
- Preparation for course credit
- 15 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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| name basic concepts related to the relationship and cooperation between kindergarten and primary school |
| name basic concepts related to the relationship and cooperation between kindergarten and primary school |
| characterise the roles of the educational actors in the cooperation |
| characterise the roles of the educational actors in the cooperation |
| describe the polarity and diversity of nursery and primary schools in the educational, curricular and personnel context |
| describe the polarity and diversity of nursery and primary schools in the educational, curricular and personnel context |
| define forms and methods of cooperation between nursery and primary schools |
| define forms and methods of cooperation between nursery and primary schools |
| explain the process of transition of a child from kindergarten to primary school |
| explain the process of transition of a child from kindergarten to primary school |
| Skills |
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| analyse a professional text in the field of early childhood or primary education |
| analyse a professional text in the field of early childhood or primary education |
| understand the specificities of kindergarten and primary school in the context of content, objectives, organisation and didactic strategies |
| understand the specificities of kindergarten and primary school in the context of content, objectives, organisation and didactic strategies |
| define the concepts of cooperation, partnership, relationship and participation |
| define the concepts of cooperation, partnership, relationship and participation |
| define the meaning of cooperation between kindergarten and primary school, drawing on literature and resources |
| define the meaning of cooperation between kindergarten and primary school, drawing on literature and resources |
| propose and defend a project for kindergarten and primary school collaboration |
| propose and defend a project for kindergarten and primary school collaboration |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Text analysis |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Preparation of a presentation |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Preparation of a presentation |
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Recommended literature
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Čapek, R. Učitel a rodič: spolupráce, třídní schůzka, komunikace.. Praha: Grada, 2013.
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Dvořák, D. Česká základní škola: vícepřípadová studi. Praha: Karolinum, 2010.
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Dvořák, D., Starý, K., & Urbánek, P. Škola v globální době: Proměny pěti českých základních škol. Karolinum. 2015.
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Grimmer, T. School readiness and the characteristics of effective learning: the essential guide for early years practitioners. Jessica Kingsley Publishers. 2018.
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Kaščák, O. Škola ako rituálny priestor. Typi Universitatis Tyrnaviensis. 2010.
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Miňová, M. Kooperácia materskej školy s rôznymi inštitúciami. Rokus. 2017.
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Petrů Puhrová, B., & Majerčíková, J. The Issues of Preschool Education with Focus on School Readiness in the Czech Republic. In: B. Saqipi, & S. Berčnik, Selected Topics in EDUCATION, 2020, Albas: Tiranë, 79?106. 2020.
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Pohnětalová, Y. Vztahy školy a rodiny: případové studie. Hradec Králové: Gaudeamus., 2015.
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Pražská skupina školní etnografie. Psychický vývoj dítěte: od 1. do 5. třídy. Karolinum. 2002.
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Rysová, J. O spolupráci MŠ a ZŠ, které nejsou ve společném právním subjektu. Komenský, 4(144), 56?59. 2020.
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Simonová, J., Potužníková, E., & Straková, J. Poslání a aktuální problémy předškolního vzdělávání ? postoje a názory ředitelek mateřských škol. Orbis Scholae, 11(1), 71?91. 2017.
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Spilková, V. Proměny primárního vzdělávání v ČR.. Praha: Portál, 2005.
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Syslová, Z., Borkovcová, I., & Průcha, J. Péče a vzdělávání dětí v raném věku: komparace české a zahraniční situace.. Praha: Wolters Kluwer ČR., 2014.
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Syslová, Z. Proměna mateřské školy v učící se organizaci. Praha: Wolters Kluwer. 2016.
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Syslová, Z. Proměna mateřské školy v učící se organizaci. Praha: Wolters Kluwer., 2016.
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