DETAILED DESCRIPTION OF SUBJECTS Early learning and ...

More documents

Recommendations

Info

Univerza v Mariboru University of Maribor OPIS PREDMETA / SUBJECT SPECIFICATION Predmet: Pedagoška psihologija Subject Title: Educational psychology Študijski program Study programme Študijska smer Study field 12 Članica UM Letnik Year Zgodnje učenje in poučevanje 1 zimski Univerzitetna koda predmeta / University subject code: X Predavanja Lectures Seminar Seminar Sem. vaje Tutorial Lab. vaje Lab. work Teren. vaje Field work Samost. delo Individ. work (znak članice UM) Semester Semester 15 15 15 45 3 Nosilec predmeta / Lecturer: dr. Katja Košir, doc. ped.psihologija Jeziki / Languages: Predavanja / Lecture: slovenski/Slovene Vaje / Tutorial: slovenski/Slovene Vsebina: Contents (Syllabus outline): 1. Učenje: Osebna pojmovanja učenja Paradigme učenja Sodobna konstruktivistična paradigma učenja ter aplikacija na učenje v predšolskem obdobju Vloga čustev in motivacije v procesu zgodnjega učenja Okolja za zgodnje učenje Spodbujanje radovednosti in zanosa pri otrocih 2. Vodenje oddelka proaktivni in reaktivni pristopi uravnavanja vedenja v skupini; strategije za preprečevanje in uravnavanje motečega vedenja otrok spodbujanje samouravnavanja vedenja 3. Oddelek kot socialni sistem prepletenost učnih ter socialnih in afektivnih spremenljivk v kontekstu učenja v vrtcu vloga vzgojitelja pri spodbujanju socialne vključenosti ter povezanosti med otroki; vrstniško učenje 4. Komunikacija Vsebinski in odnosni vidik komuniciranja Pomen ustrezne komunikacije v procesu zgodnjega učenja Jaz sporočila ECTS 1. Learning Subjective onceptions of learning Paradigms of learning Contemporary constructivist learning paradigm and its aplication to the learning in pre-school period The role of emotions and motivation in early learning Environments for early learning Enhancing curiosity and flow in children 2. Behaviour management proactive and reactive classroom management approaches; strategies for preventing and regulating students' disruptive behavior enhancing self-management 3. Playschool group as a social system the interrelation between academic, social and affective variables in the context of learning in kindergarden The role of pre-school teacher in enhancing children' social inclusion and group cohesion; peer learning 4. Communication Content and relationship aspects of communication The role of effective communication in the process of early learning I messages
Temeljni študijski viri / Textbooks: Curtis, D. in Carter, M. (2003). Designs for living and learning. Transforming early childhood environments. St. Paul: Redleaf Press. Kottler, J. A. in Kottler, E. (2001). Svetovalne spretnosti za vzgojitelje in učitelje. [Counseling skills for teachers] Ljubljana: Inštitut za psihologijo osebnosti. Marentič Požarnik, B. (2000). Psihologija učenja in pouka [Psychology of learning and teaching]. Ljubljana: DZS. Marentič Požarnik, B. in Plut Pregelj, L. (2009). Moč učnega pogovora. [The power of educational dialogue]. Ljubljana: DZS. Woolfolk, A. H. (2002). Pedagoška psihologija. Ljubljana: Educy. Cilji: Študenti: reflektirajo in nadgradijo lastno pojmovanje učenja poznajo in znajo uporabljati sodobne učne metode razumejo pomen socialnih in emocionalnih dejavnikov za učinkovito učenje v predšolskem obdobju razvijejo spretnosti učinkovitega komuniciranja z otroki in s starši znajo uporabljati strategije uravnavanja vedenja ter razumejo pomen socialne vključenosti za učinkovito učenje znajo evalvirati svoje delo ter skrbeti za lasten profesionalni razvoj Predvideni študijski rezultati: Znanje in razumevanje: - poznajo sodobne paradigme učenja in ključne razlike med njimi - poznajo psihološke dejavnike učenja ter vlogo emocij in motivacije pri učenju - razumejo prepletenost med socialnimi in učnimi spremenljivkami - poznajo strategije za preprečevanje motečega vedenja otrok v razredu ter znajo spodbujati samouravnavanje vedenja Prenesljive/ključne spretnosti in drugi atributi: - znajo uporabiti ustrezne učne metode in strategije glede na učne cilje ter značilnosti ciljne skupine - reflektirajo in razširijo lastno pojmovanje učenja - razumejo delovanje oddelka kot socialnega sistema ter znajo voditi skupino - znajo reflektirati svojo besedno in nebesedno komunikacijo Metode poučevanja in učenja: Študije primera, simulacije, igre vlog, refleksija, diskusija frontalne oblike poučevanja, e-učenje Načini ocenjevanja: Delež (v %) / Weight (in %) 13 Objectives: Students: reflect and broaden their own conception of learning know and can use contemporary teaching methods understand the role of social and emotional factors for effective learning develop skills of effective communication with children and parents can use the behaviour management strategies and understand the importance of children’ social inclusion for effective learning can evaluate their own work and take care for their own professional development Intended learning outcomes: Knowledge and Understanding: - are familiar with the contemporary learning paradigms and main differences among them - know the psychological factors of learning and the role of emotions and motivation in learning - are familiar with the interrelation between social and academic variables - know the strategies for prevention of children' disruptive behavior and enhancing self-management Transferable/Key Skills and other attributes: - are able to use suitable learning methods and strategies according to learning objectives and the characteristics of target group - reflect and broaden their own conception of learning - understand the functioning of the playschool group as a social system and can manage the group - can reflect their verbal and nonverbal communication Learning and teaching methods: Case studies, simulations, role playing, reflection, discussion, frontal methods of learning, e-learning Assessment:
Page 1 and 2: DETAILED DESCRIPTION OF SUBJECTS Ea
Page 3 and 4: Univerza v Mariboru University of M
Page 11: Metode poučevanja in učenja: pred
Page 17 and 18: Predavalnica z IKT tehnologijo. Obv
Page 19 and 20: Cilji: Spoznajo dejavnike, zakonito
Page 27 and 28: Cilji: Seznanitev ter osvojitev osn
Page 29 and 30: Cilji: Objectives: Cilj predmeta je
Page 31 and 32: Temeljni literatura in viri / Textb
Page 33 and 34: Temeljni literatura in viri / Textb
Page 37 and 38: (pisni, ustni izpit, naloge, projek
Page 39 and 40: Cilj tega predmeta je spoznati slik
Page 41 and 42: Cilj predmeta je študente seznanit
Page 43 and 44: Cilji: - Usposobiti študenta za pr
Page 45 and 46: Cilji: Cilj tega predmeta je razvij
Page 47 and 48: Cilji: Objectives: Naučijo se krit
Page 49 and 50: Terhag, J. (1994). Populäre Musik
Page 53 and 54: - 75% udeležba na vajah in seminar
Page 55 and 56: fakultete Univerze v Ljubljani. San
Page 63 and 64:
Univerza v Mariboru University of M
Page 65 and 66:
Učilnice z možnostjo uporabe AV t
Page 67 and 68:
Križaj-Ortar,M.,L.Magajna,S.Pečja
Page 69 and 70:
Page 71 and 72:
Metode poučevanja in učenja: Prob
Page 73 and 74:
Timsko projektno delo v zgodnjem u
Page 75 and 76:
Povezovanje in preverjanje teoretsk
Page 77 and 78:
Cilji: Objectives: Cilj predmeta je
Page 79 and 80:
Cilji: Študent/ka - Se seznani s p
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
poudarkom na razumevanju elementov
Page 87 and 88:
Cilji: - Študent pripravi na sodob
Page 89 and 90:
Cilji: Podati osnovne značilnosti
Page 91 and 92:
show all

DETAILED DESCRIPTION OF SUBJECTS Early learning and ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?