Print syllabusPsychopedagogy of young children
General data
| Course ID: | 2300-PPRMD |
| Erasmus code / ISCED: |
05.102
|
| Course title: | Psychopedagogy of young children |
| Name in Polish: | Psychopedagogika rozwoju dziecka |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | Polish |
| Type of course: | obligatory courses |
| Prerequisites (description): | Students must have credits for developmental psychology and bases of sociology and theories od education. |
| Short description: |
Child, early childhood and ECE educational institution as the socio-cultural constructs. Values of Childhood. Theoretical, historical, social and political components of ECE in Poland and abroad. Educational implications of selected theories of the child`s development. Diversity of programs, educational and organizational approaches to ECE. Relationships: ECE institutions and state, civic society, parents. Quality of ECE-main components and its understanding. Selected relationships care givers- children, eg. Understanding and guiding childrens` behavior, effective teaching skills, cognitive abilities, development of cognition; socio-emotional development (ego-resilience, child`s well being) Play-curriculum of the child, Planning for mind, cognitive, body, language, emotional development. Different approaches to school readiness. |
| Full description: |
Effective teaching skills (beliefs, expectations, mental and spatial organization of a class, teacher-student communication, monitoring and evaluating the development of a child, asking questions, etc. "Socio-emotional development of preschool children; the process of development of the whole child, manifestations of emotional behavior, understanding of self and self-esteem, development of self-esteem, the definition of emotions, the course of emotional development, coping with emotions, process of identification, acceptance and expression of emotions, coping with the emotions of others, coping with stress, change, the role of the teacher and the organization of the environment as factors of coping with emotions. “ The protection and promotion of self, helping adults to overcome the crises of the child, coping with difficult situations. "The concept of adaptation in the social sciences; the family as the first educational environment, the role of families in adapting the child to preschool, kindergarten and child tasks in the process of adaptation determinants of adaptation to kindergarten;”rite de passage”. "Disciplining - guiding children or punishment; definitions, the cause of" bad "behavior of children, the goals of" bad "behavior of children (R. Dreikurs classification purposes), language of discipline, child's learning environment and" bad "behavior of children (organization of space, time , staff qualifications), setting limits, stress, teacher, teacher's role (attitude), different strategies of good disciplining children (the concept of T. Gordon (Parent effectiveness traninig); natural and logical consequences, time out, changing the activity though problem solving approach. Etc. "Research activity and its stimulation of the child, forming concepts, problem solving, from sensorimotor to preoperational stage in thinking;the role of the teacher. The relationship between the sphere of social and cognitive development in child development. "Observation of playground preschool children based on the movie" Fun in the life of the child "- a discussion, the essence of fun as a kind of action and its functions in development, the definition of fun, theories, characteristics, classification of games, adult role in play. "Analysis of the core curriculum for primary education, review and analysis of selected pre-school education programs. |
| Bibliography: |
Literature avaliable only in polish language. Brzezińska A., Lutomski G. i inni dziecko wśród rówieśników i dorosłych (wybrane rozdziały), 1995, Brzezińska A. Czuba T i inni, Dziecko w zabawie i świecie języka (wybrane rozdziały), 1995 M.Karwowska-Struczyk O programie i planowaniu pracy pedagogicznej w: Edukacja przedszkolna Wyd. Raabe 2002 luty, wybrane programy zatwierdzone przez MENiS, Brzezińska, A. (2000) Społeczna psychologia rozwoju, PWN (wybrane rozdziały), Perry, R. Proces stawania się nauczycielem, WSiP, Warszawa Brzezińska A. Dzieciństwo z perspektywy cyklu życia człowieka w: D.Kornas-Biela (red),Oblicza dzieciństwa, s.255, Towarzystwo Naukowe KUL, Lublin 2001 Smykowski B. Wiek przedszkolny.Jak poznać potencjał dziecka w:Psychologiczne portrety człowieka, Gdańskie Wydawnictwo Psychologiczne, s.165, Gdańsk 2005 Brzezińska A. Aktywność zabawowa i jej znaczenie dla rozwoju dziecka w wieku przedszkolnym w:A.Brzezińska, M.Burtowy Psychopedagogiczne problemy edukacji przedszkolnej. Poznań 1985, s.59-73 Waloszek D.Zabawa jako problem pedagogiczny w:Pedagogika przedszkolna s.251, Wyd.Naukowe Akademii Pedagpgicznej, Kraków 2006, Kielar-Turska M. Jak pomagać dziecku w poznawaniu świata Warszawa 1992 rozdz. I-III, Kielar-Turska M. Poznawcze,językowe i komunikacyjne kompetencje dziecka W:Dziecko-nauczyciel, rodzice.red.R.Piwowarski, Warszawa 2003, s.277, J.Sajdera Dziecięce wyobrażenia w kontekście rówieśniczych relacji Kraków 2003,cz.I Lubowiecka J. Przystosowanie psychospołeczne dziecka do przedszkola Warszawa 2000 cz.I ,z cz.II rozdz 7 oraz aneks Brzezińska A. Współczesne ujęcie gotowości szkolnej w: Biuletyn PTD Oddział Warszawski 2002, tamże artykuły B.Wilgockiej-Okoń, E.Gruszczyk-Kolczyńskiej, G.Krasowicz-Kupis, M.Bogdanowicz. Wilgocka-Okoń B. Gotowość szkolna dzieci sześcoletnich Warszawa 2003, Wyd. Żak, Kaniak-Urban CH. Każde dziecko ma swoje mocne strony. Kielce 2002, Grotberg E. Zwiększanie odporności psychicznej dzieci. Warszawa 2000 W miare mozliwości posługiwania sie językiem angielskim przez studnetów będzie wykorzystywana literatura w tym języku. |
| Learning outcomes: |
The student will be able to: 1st Discuss the sociological and psychological theories of socialization, indicate the main assumptions and differences between them; use of experiential and practical; 2nd Name social skills in preschool children and identify their sources and mechanisms of development; 3rd Identify situations disciplining and punishing children based on of the observation of the situation in the kindergarten and school, create your own procedure (philosophies) discipline; discuss the causes of misbehavior of children, examples of strategies for disciplining children; 4th Give examples of conflict between children, identify their nature and origin; discuss the consequences of development and strategies to resolve conflicts; 5th Describe the main stages of the development of children's friendships, to point to individual differences depending on specific conditions, such as culture, level of development, gender, family origin, life history, temperament, etc. Discuss the conditions and characteristics of friendship, its role in the development process (intersubjectivity, empathy emotional, cognitive, emotional resilience enhancing children playing in "simulation"); Describe how to reinforce the development of “ego resiliency” working with young children and how to develop in them selves |
| Assessment methods and assessment criteria: |
Activity in class will be scored: one point for each correct voice one point for a presentations connected to the topic, also the student will receive one point for attendance. Moreover, student's own work or group undertaking a specific research task (action research), thematically related to the chosen theme of the course will earn points. The final evaluation is the sum of points obtained during the semester. Grading scale: 2-5. |
Copyright by University of Warsaw.
