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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Mašát Milan, Mgr. Ph.D.,MBA,Ed.D.
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Course content
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After completing the course, the student will be able to: explain the function and content structure of literature for preschool children; evaluate contemporary children's literature with regard to the age and developmental needs of the child; choose and justify appropriate literary texts for the development of reading pre-literacy; create worksheets and didactic aids for working with literary texts; design and didactically process experiential activities based on artistic texts; describe the developmental stages of reading and emergent literacy; plan and reflect on an educational unit focused on literature in kindergarten; justify the benefits of literary education for the child's personal development.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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The course develops students' practical competence in working with literary texts in a kindergarten environment. It emphasizes the use of artistic literature to develop reading literacy and key competences of preschool children. Students learn to select and didactically interpret adequate literary texts, prepare and implement educational activities, create supporting materials and reflect on their use in pedagogical practice. The course links literary theory, developmental psychology and didactics in the context of contemporary early childhood education.
After completing the course, the student will be able to: explain the function and content structure of literature for preschool children; evaluate contemporary children's literature with regard to the age and developmental needs of the child; choose and justify appropriate literary texts for the development of reading pre-literacy; create worksheets and didactic aids for working with literary texts; design and didactically process experiential activities based on artistic texts; describe the developmental stages of reading and emergent literacy; plan and reflect on an educational unit focused on literature in kindergarten; justify the benefits of literary education for the child's personal development.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance, Seminar Work, Written exam, Final project
Active participation in consultations (min. 70%), Colloquium (oral portfolio defense), Submission of a portfolio that includes: worksheets on selected literary texts (min. 2 sheets), tools or a proposal for an experiential project (visually or textually processed), a short reflection on the goals and methodology of each output. Requirements for students with ISP: Submission (in printed form) of a two-page worksheet based on a literary text and intended to develop reading pre-literacy in kindergarten. Submission of a four-page essay on the possibility of developing reading pre-literacy through literature in kindergarten via STAG - link "semester work", the topic of the work is your name.
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Recommended literature
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BERÁNKOVÁ, E. (2002). Tvořivá hra jako literární cesta k pochopení literárního díla. Plzeň: Fraus.
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Beránková, E. (2002). Tvořivá hra jako literární cesta k pochopení literárního díla. Plzeň.
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GEBHARTOVÁ, V. (2011). Jak a co číst dětem v MŠ. Praha: Portál.
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GEBHARTOVÁ, V. (2011). Jak a co číst dětem v MŠ. Praha.
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HNÍK, O. (2007). Hravá interpretace v hodinách čtení a literární výchovy. Jinočany: HaH.
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Hník, O. (2007). Hravá interpretace v hodinách čtení a literární výchovy. Jinočany.
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HOMOLOVÁ, K. (2009). Čtenářská propedeutika. Ostrava: Ostravská univerzita.
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Homolová, K. (2009). Čtenářská propedeutika. Ostrava.
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JEČNÁ, K. (1997). Nuda při češtině? Ani nápad!: zásobník 307 her a nápadů pro výuku českého jazyka.. Praha: Strom.
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Ječná, K. (1997). Nuda při češtině? Ani nápad!: zásobník 307 her a nápadů pro výuku českého jazyka. Praha.
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KOLLÁRIKOVÁ, Z., PUPALA, B. (2010). Předškolní a primární pedagogika = Predškolská a elementárna pedagogika. Praha: Portál.
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KOLLÁRIKOVÁ, Z., PUPALA, B. (2010). Předškolní a primární pedagogika = Predškolská a elementárna pedagogika. Praha.
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OPRAVILOVÁ, E., GEBHARTOVÁ, V. (2011). Rok v mateřské škole: učebnice pro pedagogické obory středních, vyšších a vysokých škol. Praha: Portál.
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OPRAVILOVÁ, E., GEBHARTOVÁ, V. (2011). Rok v mateřské škole: učebnice pro pedagogické obory středních, vyšších a vysokých škol. Praha.
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TOMAN, J. (1999). Dětské čtenářství a literární výchova. Brno: CERM.
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Toman, J. (1999). Dětské čtenářství a literární výchova. Brno.
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