SO001 Basics of social pedagogy

Faculty of Education
Autumn 2024
Extent and Intensity
2/0/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
Mgr. František Trapl, Ph.D. (lecturer)
Mgr. Lenka Ďulíková, Ph.D. (lecturer)
Mgr. Lenka Gulová, Ph.D. (seminar tutor)
Guaranteed by
Mgr. et Mgr. Martina Kurowski, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
SO001/KombiPred01: Fri 1. 11. 17:00–19:50 učebna 30, Sat 23. 11. 8:00–10:50 učebna 1, M. Kurowski
SO001/PrezPred02: Tue 16:00–17:50 učebna 30, L. Ďulíková, L. Gulová, M. Kurowski
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course aims to gain a basic orientation in the discipline, get an idea of social pedagogy's goals and tasks, and introduce the various areas of theory and practice and their relationship to various target groups of the population, especially groups with social disadvantages. Our goal is to explore, together with the students, possible answers related to questions such as:
What is social pedagogy as a scientific discipline and practical approach?
How can social pedagogy be applied in kindergarten and primary school?
How does social pedagogy influence the world around us?
Learning outcomes
Upon successful completion of this course, students will:
1. Be able to state their own definition of social pedagogy (based on professional sources) and be able to place it in the context of other social sciences. Understand the principles and values on which social pedagogy is based.
2. They will be familiar with social pedagogy issues and will have an overview of the basic literature.
3. They will have acquired the ability to respond in basic social pedagogical situations in which education takes place. They will be able to characterize the importance of the environment to the child/person.
4. They will gain inspiration and support in how to apply social pedagogy in a preventive, counselling or therapeutic area.
5. Have gained inspiration and support in how to apply culturally responsive teaching.
Syllabus
  • 1. The meaning of social pedagogy in (pre)school education:
  • Building bridges or social pedagogy in the institution of primary school/Kindergarten
  • The social role of the school/kindergarten
  • Wellbeing in education, working with challenging child behaviour
  • 2. Education for all through the lens of social pedagogy:
  • Making the invisible visible: power in the hands of the educator*women of the Primary School/ Kindergarten
  • The global context of education in the 21st century: the transformation of the work of the Primary school/Kindergarten teacher
  • Intercultural competencies and culturally sensitive education in Kindergarten/Primary Schools
  • 3. Social pedagogy in kindergarten and primary school practice: When does school help? Social Pedagogue in school practice
  • A multidisciplinary approach in dealing with difficult social situations of the child
Literature
    required literature
  • LORENZOVÁ, Jitka. Sociální pedagogika : věda, praxe a profese v souvislostech. Vydání: první. Praha: Vysoká škola chemicko-technologická v Praze, 2023, 429 stran. ISBN 9788075921673. info
    recommended literature
  • KRAUS, Blahoslav. Základy sociální pedagogiky. Vydání 2. Praha: Portál, s.r.o., 2014, 216 pp. ISBN 978-80-262-0643-9. info
  • PROCHÁZKA, Miroslav. Sociální pedagogika. Vydání 1. Praha: Grada, 2012, 203 stran. ISBN 9788024734705. URL info
  • GULOVÁ, Lenka and Ema ŠTĚPAŘOVÁ. Analýza vzdělávacích potřeb romských žáků (Analysis of the Romanian students education needs). 2009. info
  • NĚMEC, Jiří, Ema ŠTĚPAŘOVÁ and Lenka GULOVÁ. Edukace sociálně znevýhodněných žáků. Romský žák v přípravné třídě z pohledu učitelů. (Education of socially disadvantaged pupils. Romany pupil in preparatory class from teachers point of views.). In Přístupy ke vzdělávání žáků se specifickými poruchami učení na základní škole. 2007. ISBN 978-80-7315-150-8. info
  • HOPF, Arnulf. Sociální pedagogika pro učitele : pomoc pro každý všední den ve škole. Translated by Bohumila Vokáčová-Svatošová - Michael Pípal. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 2001, 181 s. ISBN 8072900536. info
Teaching methods
Lectures and presentations
Discussions and group projects
Self-study and reading
We try to take into account the different learning styles of our learners and create different formats for lessons and assignments so that everyone can learn and express themselves in their preferred way. To achieve learning outcomes, independent learning activities and learners taking responsibility for their learning outcomes are also essential.
Assessment methods
For successful completion of the course, we recommend active participation in lectures and completion of the written output, a detailed description of which can be found in the interactive syllabus for this course. In justified cases, we can also offer diversified assessment methods according to the possibilities and needs of the learners.
Náhradní absolvování
The course can be taken in an alternative form by prior arrangement with the course guarantor. Alternatively, there will be additional written assignments and a final discussion of all topics covered.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/ped/podzim2024/SO001/
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
electronic support in IS (interactive syllabus)
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2024/SO001