MBiP-Module of Biomedical and Psychological Basis of Pedagogy 2300-NZ1-MBiP
1. Providing a basic knowledge concerning:
- human growth and development: physical, motor, psychical (intellectual, thinking, personality. motional, moral), psychosexual, especially in preschool, early school, adolescence young adulthood and aging periods),
- biological determinants of memory, learning and behavior,
- the most frequent developmental disorders (e.g. emotional, behavior, anxiety, mood, ADHD, eating disorders and obesity) and their influence on education (whole development disorders, specific learning difficulties)
- methods of assessment physical, motor and speech development, identification of developmental needs of children and adolescents and methods of their satisfaction,
- concept of health, its determinants, organization of preventive medical health care under pupils, prevention of their the most frequent health problems,
- healthy aspects of school physical and social environment and organization of process of learning and teaching,
- teachers’ health protection and promotion.
2. To help students to develop the following competences:
- knowing themselves, identification of their health problems and developmental needs,
- identification of the process of development and support development of their pupils, adaptation methods of teaching and upbringing to individual needs of children and adults,
- supporting children with special educational needs (with developmental disorders and chronic diseases),
- good interpersonal communication, creation of positive social climate; work with gropup, prevention of aggression and other antisocial behavior,
- taking activities improving own and other people health,
- undertaking activities for creation environment enhancing health and well-being in school and work place.
Biomedical basis of development and education: Human ontogenetic growth and development - aspects and stages, determinants. Physical growth - aspects, determinants, neurohormonal regulations, methods of assessment, secular trends, disorders and their influence on behavior and learning. Motor development – basic terms, process of changes in different period of life, physical fitness and motor performance. Motor system – posture genesis, disorders, their prevention; physical activity and its changes during ontogenesis. Neurohormonal system, hearing and vision and learning. Aging – changes in body structure and function; climax, mechanisms of aging process, its delaying, concept of active aging. Health – determinants, healthy lifestyles. Mental health – definition, criteria, well-being, the most prevalent disorders – causes, influence on quality of life and learning; prevention. Human sexuality, sexual and reproductive health, sexual behaviours, risk factors. Drugs using – epidemiology, aetiology, healthy and social harms, dependence, prevention. Health problems of children and adolescents, prevention. Prevention medical care at school, cooperation between teachers and school nurse. Peculiarity of development and school situation of children with chronic diseases. School environment - basic hygienic norms, safety, school meals, ergonomic criteria of student’ and teacher’ work place, hygienic aspects of teaching/learning. Teachers health problems, harms for teachers’ health and well-being, prevention. The health promoting school.
Psychology of human development: the concept of development and development change, criteria of distribution, quantitative and qualitative models. Studies on the development: cognitive approach, cognitive theories, psychoanalytic theories, contemporary theories. Periodization: stages of development, speed and rhythm of development. Crises theory. The process of cognitive development: theory of Bruner, Wygotski, Piaget. The process of language development and its condition (cognitive, behavioral and emotional), written communication. The process of moral development: theory of Piaget and Kohlberg. The process of social development: psychosocial theory of development of Erikson. Emotional development, styles of attachment, development of emotional intelligence. Social concept development: family relation, firs intimate relation, prosocial behaviours, friendship, peers group relations. Development of play and creativity: the function of children`s games and their types; the role of play in child development. Development of personality: self development, development of basic needs, the role of self-esteem in development. Developmental regularities of the periods: pre-school, the early school, adolescence, early adulthood, mature, aging. Psychosocial developmental disorders in children and youth: common types (behavioral disorders, emotional disorders, anxiety disorders, mood disorders, eating disorders, learning disorders, ADHD), reasons, diagnosis, types of support and therapy, cooperation with family.
Social psychology: The subject and methods of research in social psychology, a brief history of social psychology. Social motives: social belonging, agency and control, cognition and understanding. The knowledge of social word and the perception of other people: schemes, scripts, theories; the heuristics of judgment; evaluating people. Self-perception: self-presentation tactics – defensive and assertive. Attitudes: the structure and measurement of attitudes; the consequences of attitudes; attitude change. Happiness: the rules of attaching importance to occurrences; happiness indicators; happiness maximisation; the consequences of happiness. Social influence: examples of social influence; influence mechanisms. Social manipulation techniques; defence against the influence of other people. Prejudice and tolerance: cognitive schemes and stereotypes; the causes of prejudice; Social conflict: conflict structure; conflict escalation processes; negotiations. Authority and obedience to authority. Social group: group structure; group dynamics; task-oriented functioning of groups. Motivation and motivating: social facilitation; social vanity. Attractiveness and love: the theories of attractiveness; attractiveness indicators; the components of love; the dynamics of close relationships. Social relation in family, in peer group, school as a system of social relation. Pro- and antisocial behaviours. Aggression: causes, ways of coping.
Type of course
1. Understand the entity of human ontogenesis in biospychosocial context.
2. Knows the course of growth and development (biological, psychical, social and psychosexual), its determinants and biological, psychical and social needs in different periods of life.
3. Has a basic knowledge about anatomy and function of nervous system, hearing and vision in the context of process of learning.
4. Knows biological and psychosocial mechanisms of process of cognition and behavior.
5. Has a basic knowledge concerning physiological and psychical mechanisms of emotions and stress.
6. Knows protective and risk factors of health (individual and environmental) and knows how to modify them.
7. Knows the most frequent disorders of development and health of children and adolescents, their causes, consequences, methods of prevention and help for persons with these disorders.
8. Knows workload (burden) and health problems of teachers and methods of protection and promotion their health.
9. Has a basic knowledge about social world and perception of people.
10. Knows types of social influences, explains the process and techniques of social impact.
11. Knows concept of social group, its structure, dynamics and events existing in social group; describes interpersonal relations and situation in small group.
12. Knows and understand categories used in the process of social perception.
1. Makes the assessment of physical growth and motor development of children and adolescents.
2. Can identify own problems and developmental and health needs and plans activities for their fulfillment.
3. Can identify basic symptoms of psychosocial functioning of children and adolescents and plans methods of support.
4. Assesses needs connected with upbringing and learning of child with chronic disease and plan forms of supporting its development and education.
5. Assesses conditions of physical and social school/classroom environment in the context of health, safety and well-being of pupils and teachers.
6. Can formulate assessment and expectancies for pupil taking into consideration his/her stage of development and individual possibilities.
Social competencies. Student:
1. Understands that pedagogue should has and use in practice the knowledge of human growth and development and its biological, psychical and social needs in different periods of life.
2. Has conscious that can have influence on well-being, health and learning outcomes of their pupils.
3. Is ready to implement positive changes in his lifestyle and creates positive model for children and adolescents.
4. Understands a needs of development of interpersonal skills, observations of behaviours of others, effective communication, empathy, giving support and cooperation.
Lectures: credit after written check (without grade)
Seminars: leave no more than two classes; participation in planning, performing of the project and in presentation its outcomes; credit after two check (without grade)
Final module exam – written, with grade. Basis – learning outcomes for module.
1. Woynarowska B., Kowalewska A., Izdebski Z., Komosińska K.: Biomedyczne podstawy wychowania i kształcenia. PWN, Warszawa 2010.
2. Woynarowska B. (red.): Uczniowie z chorobami przewlekłymi. Jak wspierać ich rozwój, zdrowie i edukację. PWN, Warszawa, 2010.
3. Przetacznik Gierowska M., Tyszkowa M.: Psychologia rozwoju człowieka. Zagadnienia ogólne. Tom 1. PWN, Warszawa 2009 – całość.
4. Hawras-Napierała, J. Trempała.: Psychologia rozwoju człowieka. Rozwój funkcji psychicznych. Tom 3, PWN, Warszawa 2009, rozdziały 3,4.
5. Schaffer H.R.: Psychologia rozwojowa. Podstawowe pojęcia. Wydawnictwo UJ, Kraków 2006, rozdział 9.
6. Wojciszke B.: Psychologia społeczna. Wydawnictwo Naukowe „Scholar”, Warszawa 2012, rozdziały: 2-3; 6, 8, 10-13; 16-18; 20.
7. Hamer H.: Psychologia społeczna. Teoria i praktyka. Wydawnictwo DIFIN, Warszawa 2005, rozdziały: 3-4,8,15.
1. Lopez R.: Twój nastolatek. Zdrowie i dobre samopoczucie. PZWL, Warszawa 2004.
2. Schaffer H.R.: Psychologia rozwojowa. Podstawowe pojęcia. Wydawnictwo UJ, Kraków 2006, rozdział 1,2.
3. Schaffer H.R.: Psychologia dziecka. PWN, Warszawa 2005.
4. Trempała J. (red.). Psychologia rozwoju człowieka. PWN, Warszawa 2001, rozdziały: 1-5.
5. Mika S.: Psychologia społeczna dla nauczycieli. Wydawnictwo Akademickie Żak, Warszawa 1998.
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: