MSBK_EVPV Epistemological Basics of Pre-primary Education

Faculty of Education
Autumn 2019
Extent and Intensity
0/0/.7. 3 credit(s). Type of Completion: k (colloquium).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (seminar tutor)
Mgr. Veronika Rodová, Ph.D. (seminar tutor)
Mgr. Petra Vystrčilová, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Petra Vystrčilová, Ph.D.
Department of Primary Education – Faculty of Education
Contact Person: Soňa Kudelová
Supplier department: Department of Primary Education – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The subject – epistemological sources of teaching – has in a preparation of preprimary school teachers and tutors a propaedeutic significance for further pedagogical disciplines of diagnostic and didactic character. At the end of the course students should be able to: - establish into a contact with children - purposefully observe and analyse children play and the other activities - record and analyse interview with child - use the basic theory for explanation some children cognitive mechanismes - make diagnosis of children preconceptions - explain importace constructivistical strategies and authentic teaching in preprimary education
Syllabus
  • 1. How children think. How they get to know the world. How it happens that a human learns something (cognitive qualifications, experience, cognitive style and way of learning…). Psycho didactics. 2. Research methods finding out preconceptions and misconception of young school age children (development of terms, generalizations, causality). 3. Genesis of viewing space (research> commented drawing, phenomenological dialogue, operational practice). 4. Genesis of time conception. 5. Genesis of value conception. 6. Genesis of digit conception. 7. Authentic learning and its significance for cognition forming. 8. Critical thinking. 9. Construction of teaching tasks, asking questions. 10. Children learning and playing.
Literature
  • FISHER, Robert. Teaching children to learn (Orig.) : Učíme děti myslet a učit se : praktický průvodce strategiemi vyučování. info
  • BUZAN, Tony. Mentální mapování. Translated by Jiří Foltýn. Vyd. 1. Praha: Portál, 2007, 165 s. ISBN 9788073672003. info
  • PIAGET, Jean and Bärbel INHELDEROVÁ. Psychologie dítěte [Piaget, 2001]. Vyd. 4., v Portálu 3. Praha: Portál, 2001, 143 s. ISBN 80-7178-608-X. info
  • GARDNER, Howard. Dimenze myšlení :teorie rozmanitých inteligencí. Vyd. 1. Praha: Portál, 1999, 398 s. ISBN 80-7178-279-3. info
  • HOLT, John. Jak se děti učí. Vyd. 1. Praha: Agentura Strom, 1995, 173 s. ISBN 80-901662-7-X. info
  • HOLT, John Caldwell. Proč děti neprospívají. Vyd. 1. Praha: Agentura Strom, 1994, 156 s. ISBN 80-901662-4-5. info
  • PIAGET, Jean. Psychologie inteligence. Translated by František Jiránek. Vyd. 2. Praha: Státní pedagogické nakladatelství, 1970, 148 s. info
Teaching methods
Lecture, consultation.
Assessment methods
Lecture. Colloquium. Semester paper: analysis of children preconceptions Criteria: extent of at least 5 pages (5 points), pedagogical level (5 points), the formal level (5 points). To pass the requirements it is necessary to acquire minimum 10 points.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 8 hodin.
The course is also listed under the following terms Autumn 2008, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2019/MSBK_EVPV