Biomedical and psychological basis of pedagogy

obligatory courses

Aims. To provide the basic knowledge about: biomedical mechanisms of behavior an learning, physical, motor growth and development and their disorders, health problems, hygiene of work and rest, school environment and teachers’ health. To help students in development of competences: to know themselves, understanding biological and health needs in different periods of life, to create healthy and safe school and work environment.

Aims

1. To provide the basic knowledge concerning:

− human physical, motor growth and development,

− biomedical mechanisms of behavio and learningr

health and its determinants,

− the most prevalent health problems and their influence on growth,

development and education,

− healthy aspects of school physical environment and organization process

of teaching,

− organization of preventive medical care at school,

− teachers’ health.

2. To help students to develop the competences in:

− knowing themselves, identification of their health and developmental

needs,

− taking activities improving their health,

− creation enhancing health and well-being physical environment (including ergonomics) in a place of their work and learning.

Content.

Introduction – aims and needs of subject in pedagogues training: holism in pedagogy, Maslow’ hierarchy of needs. Human ontogenetic growth and development - aspects and stages, determinants. Physical growth - aspects, determinants, neuro-hormonal regulations, methods of assessment, secular trends, disorders and their influence on behavior and learning. Physical growth during puberty – biological age, methods of assessment, disorders, sex determination, sexual dimorphism. Motor development – basic terms, process of changes in different period of life, physical fitness and motor performance.

Selected systemsand functions of the human body important for the learning process. Health – basic terms, determinants, healthy lifestyles.

Health problems of children and adolescents. Cooperation between teachers and school nurse.

School environment - basic hygienic norms, safety, Pupils and teachers health problems. .

Literatura obowiązkowa

Woynarowska B., Kowalewska A., Izdebski Z., Komosińska K.: Biomedyczne podstawy wychowania i kształcenia. PWN, Warszawa 2010.

Jaczewski A (red.) Biologiczne i medyczne podstawy rozwoju i wychowania. Wydawnictwo Akademickie "Żak" 2003.

Literatura uzupełniająca

Spitzer M.: Jak uczy się mózg. Wydawnictwo Naukowe PWN, 2008 (wybrane rozdziały)

Ramachandran V.S. Neuronauka o podstawach człowieczeństwa o czym mówi mózg? Wydawnictwo Uniwersytetu Warszawskiego Warszawa 2011

Goddard Blythe S. Odruchy, uczenie się i zachowanie. PWN Warszawa 2018 (rozdział I, II, III, IV)

Knowledge. Student:

1. Explains the basic terms connected with human ontogenesis: aspects of growth and development, stages, secular trends, determinants.

2. Understands biopsychosocial dimension of human development.

3. Characterizes course of physical and motor development.

4. Knows definition of health, its aspects and determinants.

5. Knows risk and protective factors for health (individual and environmental) and knows how can them modify.

6. Names the most frequent health problems of children and adolescents and their prevention.

7.

II. Skills. Student:

1. Makes assessment of physical and motor development.

2. Recognizes own health problems and developmental and healthy needs in early adulthood.

3. Recognizes basic symptoms of disorders of physical growth and can find the way of support.

4. Assesses own physical activity, nutrition and other positive health practices.

5. Assesses needs connected with learning and upbringing of children with chronic disease and plans support for them in this field.

6. Assesses school/classroom physical and social environment in context of students/teacher’ health.

III. Social competences. 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. Understands the link between teacher’ well-being and pupils’ school achievements and well-being

3. Is ready to implement 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.

Passing the colloquium