The course is a basic entry into the theory of leisure time pedagogy with a focus on personal and social development of students. It leads the graduates of the training course to gain knowledge and skills to participate in the planning and implementation of leisure time activities with a diverse group of children and youth and the ability to reflect the value of pedagogical behavior. It creates prerequisites for connecting theoretical knowledge with the practical application of pedagogical and ethical principles, thanks to which the graduate of the course is able to provide methodological guidance to other pedagogical staff. The course is mainly focused on the social dimension of leisure time and its content.
Aims: The student is able to define the goals and forms of education in pupils' free time, master the basic terminology of leisure time pedagogy, name the pedagogical principles of leisure activities and put them into context with the design and implementation of specific leisure activities.
1. Pedagogy of leisure time as a scientific discipline (subject, relation of pedagogy to other sciences, structure of pedagogy, historical conception of pedagogy of leisure time).
2. Introduction to the issue of health promotion and prevention of pupils' diseases in schools (potential of leisure activities in strengthening pupils' health).
3. Structure of time pool, content and function of free time, time management.
4. Leisure time and personality formation (the role of individual aspects of leisure time in education).
5. Social dimension of free time (undesirable forms of pupils' behavior, prevention of risky behavior in schools, social media and free time).
6. Profession of leisure time pedagogue (areas of activity, personal prerequisites, competences).
7. Specifics of leisure time pedagogue's activity in individual institutions (perspectives of extracurricular education).
8. Positive education and pedagogical principles of leisure activities.
9. System approach to leisure time pedagogy.
10. Offers for "unorganized" leisure time, recreation and recreology.
11. Legislative regulation of youth work in the Czech Republic.
Aim of the course
Last update: PhDr. Jana Kočí, Ph.D. (30.01.2024)
Students use the terminology of general didactics in the context of interest activities (Valenta, operationalized goal/core activity, OSV principles: practical, personified, accompanying; Jirásek, experience/experience, holistic education; Jonassen, Land, Mareš, Pelikán, Jirásek, Holec, Neuman, learning environment accentuating the student, pedagogy of the environment - direct and indirect educational influence; Vygotský, Křivohlavý, zone of immediate development; Csikszentmihalyi, Flow/stress/boredom; Kolb, Hanuš, Drahanská, experiential learning, reflection, formative assessment, constructivism in teaching, Čáp, Mareš , Kalhous). .
They interpret the activity/game as a method in relation to an operationalized goal (affective, psychomotor, cognitive domain of goals)
They argue the meaning of pedagogical diagnosis of the group for setting a safe educational context of activities (situation for social learning at the level of eustress). They compare the possibilities of social motivation (needs of the group; reference frame of the group) of the individual with the situation of group dynamics (also in connection with the goals of developing the competence to cooperate)
Literature
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Beames, S., Brown, M. (2016). Adventurous Learning: A Pedagogy for a Changing World. New York: Routledge.
Berry, M., Hodgson, Ch. (2011). Adventure Education: An Introduction. New York: Routledge.
Jeffs, T., Ord, J. (2017). Rethinking Outdoor, Experiential and Informal Education: Beyond the Confines. New York: Routledge.
Potter, M. (2008). Free Time Activities: For Ages 9-11.A&C Black Childrens & Educational.
Wattchow, B., Brown, M. (2011). A Pedagogy of Place: Outdoor Education for a Changing World.Monash University Publishing.
