Elementary education 2300-J-MDPS-PW-W
The subject matter will be focused on the following issues:
- The object of research in early childhood pedagogy and the relation between theory and educational practice, the place of the pedagogical sub-discipline in relation to other scientific disciplines
- Types of discourses involving the interpretation of the child and childhood: functionalist-behaviourist-humanist-adaptive,constructivist-developmental, constructivist-social, critical-emancipatory
- Early school pedagogy in the historical perspective, its sources and the process of evolution of the object of research
- Developmental needs of children at early school age and the ways of satisfying them in the process of care and education in the family environment and at school
- Specificity of work of the early education teacher: tasks and functions of the early education teacher, models of being a teacher
- Concepts of educational partnership: preschool and school, family, educational environment, social integration of children with individual developmental needs, including migrant experience
- The role of language and communication in the care and educational process in kindergarten and school, dialogue education as a basis for child-teacher-parent relationships
- The importance of early childhood education for children's development in the light of research
- The space of social relations in early institutional care and education - possibilities and limitations of its use.
- Psychological image of a child crossing the school threshold (key competencies and needs), controversies around the notion of school readiness
- Sources of social inequality, cultural neglect in early childhood education, and ways of prevention
- Principles of organising a cognitively, socially, and emotionally valuable educational and upbringing environment at school;
- Models of early care and education - innovative concepts for organising care and education at school
- Monitoring children's development, supporting critical thinking, creative expression, and social engagement.
Prerequisites (description)
Course coordinators
Learning outcomes
The student knows:
1. basic concepts of pedagogy and early childhood education, the importance of sociology and psychology for the interpretation of pedagogical concepts
2. specificity of child development in middle and late childhood period and ways of effective supporting developmental potential at school
3. the role of the early education teacher in the process of personalised support of children's development and motivating them to learn at school
4. the role of schools as social institutions that integrate teachers, children, parents and the local community
The role of the school as a social institution integrating teachers, children, parents and the local community around early childhood care and education and creating conditions for safe and harmonious development
5. the contents, methods and forms of organising effective care and education of children at school and monitoring their developmental achievements
The student is able to:
1. apply theoretical knowledge from early childhood pedagogy in the process of interpreting institutional educational practice
2. analyse critically different styles of upbringing, make comparisons and discuss their advantages and disadvantages
3. use effectively various ways of communicating with children, parents and other teachers, including using digital media
4. make an appropriate choice of ways of organising work in early childhood education, adapting to individual children's needs.
The student is ready to:
1. work in teams of research or analytical character in the area of issues of early childhood pedagogy
2. develop their professional skills through peer tutoring and an individual development plan
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: