FVP:UPPVPD019 Theory of Upbringing for SP - Course Information

UPPVPD019 Theory of Upbringing for SP

Extent and Intensity

0/0. 6 credit(s). Type of Completion: zk (examination).

Guaranteed by

Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava

Course Enrolment Limitations

The course is offered to students of any study field.

Course objectives

LECTURE The aim of Theory of Education is to give students a basic knowledge of these topics, with emphasis on the need for an individualized and at the same time holistic approachwhether working with an individual or group. Another aim is to equip students with many practical skills that enable them to successfully cope with challenging educational situations. Students will be able to use a broad theoretical base in the field of education, adolescent psychology, education, postpuberty adolescent and youth, including an arsenal of instrumental behavior and skills for practical educational situations in terms of current education needs. The knowledge and experience can be applied for example in designing educational programs, preventive programs, etc. SEMINAR Seminar content is connected to the lectures, the topics are expanded and intensified. In addition, it equips students with many practical skills that enable them to successfully cope with the challenging educational situations.

Syllabus

• LECTURE
  1. Changing the concept of Theory of Education. The theory of education as a science. General Education definition (definition, historical context, understanding the various concepts of education).
  2. Aims of Education (function aims, the taxonomy of educational aims). Individual components and their system of education and historical conditioning. Education and intellectual view of the world, moral education, aesthetic education and art, physical education, health education and healthy lifestyle.
  3. Trends in education and training, and orientation of the Czech - particularly primary and secondary - education. White Paper, general curriculum, the school curriculum.
  4. Personal and social development of the individual during adolescence. Educational activities of after school club, school club, youth education in homes
  5. Individualized approach in education and training (strategies for individualization). Inclusive education - education for all (pupils with disabilities into mainstream education).
  6. Values, kinds of values, value orientation. Value orientation of children and youth and the role of schools in its influence. Methods and procedures for clarifying values in
  adolescence. Character development and moral education. Possibility of its realization in the current elementary and secondary schools.
  7. Education for democracy, rights of children, their participation in shaping the school (class) standards and rules. Discipline problems, causes and possible strategies for addressing student indiscipline, uncooperative behavior, etc.
  8. Socio-pathological phenomena of children and youth, the role of schools and families in preventing and correcting. Prevention Strategy. Diagnosis and correction procedures for drug use, alcoholism, non-alcohol addiction, gambling, truancy, bullying, delinquency of children and youth, etc.
  9. The media and their effects on puberty and adolescence (general definition). Educational function of the mass media.
  10. Multicultural Education and Training (xenophobia, racism, relationship to minorities?). Issues of racism, xenophobia, bullying in schools and education opportunities.
  11. Alternative family care (institutional, preventive care), preventive care and educational re-education . Diagnostic and educational institutions, educational preventive care.
  12. Education in free time. Training centers for free time activities for children and youth, children and youth organizations and organizations working with children and youth. New forms of educational work - animation, street.
  13. The development of relations between school, family and community. The status of the family among educational factors. Cooperation between family and school. School of Communications - the family, its forms and possibilities.
  14. The family and its functions. Family Education. Aims and process of family education. Family Education and dynamic roles.
  SEMINAR
  1. Seminar Introduction to the theory of education. Components of Education.
  2. Global Education.
  3. Moral education. School discipline. Rewards and punishments.
  4. Human Rights. The Convention on the Rights of the Child.
  5. Health education and healthy lifestyle..
  6. Media Education
  7. School education.
  8. Institutional education, protective education and preventative educational care in school facilities.
  9. Education leisure.
  10. Family Education.
  11. Selected socio-pathological phenomena of children and young people and their prevention - bullying.
  12. Selected socio-pathological phenomena of children and youth and prevention - truancy, drug abuse, pathological gambling, delinquency (crime) children and youth.
  

Literature

required literature
• Média tvořivě. Kladno, 2008. ISBN 978-80-904071-1-4. info
• BRANDER, P. aj. Kompas : Manuál pro výchovu mládeže k lidským právům. Praha, 2006. ISBN 80-7203-827-3. info
• PRŮCHA, J. Multikulturní výchova : příručka (nejen) pro učitele. Praha, 2006. ISBN 80-7254-866-2. info
• STŘELEC, S. (ed.). Studie z teorie a metodiky výchovy II. Brno, 2005. ISBN 80-210-3687-7. info
• STŘELEC, S. (ed.). Studie z teorie a metodiky výchovy I. Brno, 2004. ISBN 80-86633-21-7. info
• MALACH, J. Teorie a metodika výchovy. Ostrava: OU, 2004. ISBN 978-80-86723-29-7. info
• MATOUŠEK, O. Rodina jako instituce a vztahová síť. Praha: Sociologické nakladatelství (Slon), 2003. ISBN 80-86429-19-9. info
• PRŮCHA, J. Multikulturní výchova : Teorie - praxe - výzkum. Praha, 2001. ISBN 80-85866-72-2. info
• VÝROST, J., SLAMĚNÍK, I. (ed.). Aplikovaná sociální psychologie I. Praha: Portál, 1998. ISBN 80-7178-269-6. info
• HINTNAUS, L. Člověk a rodina, Smysl a funkce rodiny: (Anatomie, fysiologie a patologie lidské rodiny). České Budějovice: Jihočeská univerzita, Zdravotn, 1998. ISBN 80-7040-315-2. info
• STŘELEC, S. Kapitoly z teorie a metodiky výchovy I. Brno: Paido, 1998. ISBN 80-858931-61-3. info
• PIKE, G., SELBY, D. Globální výchova. Praha, 1994. ISBN 80-85623-98-6. info

recommended literature
• PEŠATOVÁ, I. Sociálně patologické jevy u dětí školního věku. Liberec: Technická univerzita v Liberci, 2007. ISBN 978-80-7372-291-3. info
• Rámcový vzdělávací program pro základní vzdělávání. Stařeč: Infra, 2004. ISBN 80-86666-24-7. info
• HAVLÍK, R., KOŤA, J. Sociologie výchovy a školy. Praha: Portál, 2002. ISBN 807178-635-7. info
• VACEK, P. Morální vývoj v psychologických a pedagogických souvislostech. Hradec Králové: Gaudeamus, 2000. ISBN 80-7041-148-1. info
• MATOUŠEK, O., KROFTOVÁ, A. Mládež a delikvence. Praha: Portál, 1998. ISBN 80-7178-226-2. info
• KOLÁŘ, M. Skrytý svět šikanování ve škole. Praha: Portál, 1997. ISBN 80-7178-123-1. info

Language of instruction

Czech

Further comments (probably available only in Czech)

The course can also be completed outside the examination period.
Information on the extent and intensity of the course: Přednáška 9 HOD/SEM.

Teacher's information

Examination - lecture and required reading.
Credit by full form - credit test, successfully completion of assignments, attendance.
Credit by combinated form - fulfillment of individual tasks.
The student will be assigned tasks corresponding to the course study or take the final test. Completed tasks are submitted according to the teacher's instructions. Completion of assignments is a prerequisite for obtaining credit. Students will be able to regularly consult the course topics studied individually by e-mail, individual or group consultations.

• Enrolment Statistics (Summer 2018, recent)
  
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