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Poslední úprava: Mgr. Lenka Scheithauerová (27.10.2019)
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Poslední úprava: PhDr. Barbora Loudová Stralczynská, Ph.D. (06.10.2020)
Lifeology (since 15.10.2020.): Lenka Scheithauerová is inviting you to a scheduled Zoom meeting. |
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Poslední úprava: Mgr. Petra Horská, Ph.D. (29.10.2019)
Literatura: Brascoupé, S., & Waters C. (2009). Cultural safety: Exploring the applicability of the concept of cultural safety to Aboriginal health and community wellness. International Journal of Indigenous Health, 5, 6-41. Center on the Developing Child at Harvard University. (2007). The science of early childhood development (In Brief). Retrieved from: www.developingchild.harvard.edu Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function: Working paper no. 11. Retrieved from: www.developingchild.harvard.edu Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Retrieved from: www.developingchild.harvard.edu Cohen, J., Oser, C., & Quigley, K. (2012). Making it happen: Overcoming barriers to providing infant-early childhood mental health. Zero To Three. Available at http://www.zerotothree.org/public-policy/federal- policy/early-child-mental-health-final-singles.pdf Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224–236. Cooke, J. E., Stuart-Parrigon, K. L., Movahed-Abtahi, M., Koehn, A. J., & Kerns, K. A. (2016). Children’s emotion understanding and mother–child attachment: A meta-analysis. Emotion. Advance online publication. Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 80(1), 28-40. Gilmore, K. (2011). Pretend play and development in early childhood (with implications for the oedipal phase). Journal of the American Psychoanalytic Association, 59(6), 1157-1182. Kenney, M. K. (2012). Child, family, and neighborhood associations with parent and peer interactive play during early childhood. Maternal and Child Health Journal, 16, 88-101. Liew, J. (2012). Effortful control, executive functions, and education: Bringing self---regulatory and social---emotional competencies to the table. Child Development Perspectives, 6, 105–111. doi:10.1111/j.1750---8606.2011.00196.x Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1- 34. Masten, A. S. (2009). Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M.-G. J. (2009). Resilience in development. In Snyder, C. S., & Lopez, S. J. (Eds.), Oxford handbook of positive psychology, 2nd ed. (pp. 117-131). New York: Oxford University Press. Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. McElwain, N. L., & Booth-LaForce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant---mother attachment security. Journal of Family Psychology, 20, 247–255. doi:10.1037/0893--- 3200.20.2.247 Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... others. (2011). A gradient of childhood self---control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693---2698. doi:10.1073/pnas.1010076108 Mullin, A. (2012). The ethical and social significance of parenting: A philosophical approach. Parenting, 12, 134-143. National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working paper no. 1. Retrieved from: http://www.developingchild.net National Scientific Council on the Developing Child. (2007a). The science of early childhood development: Closing the gap between what we know and what we do. Retrieved from: www.developingchild.harvard.edu Palm, G. (2014). Attachment theory and fathers: Moving from “being there” to “being with”. Journal of Family Theory & Review, 6, 282-297. Ryan, K., Lane, S. J., & Powers, D. (2017). A multidisciplinary model for treating complex trauma in early childhood. International Journal of Play Therapy, 26(2), 111-123. Wright, B., Barry, M., Hughes, E., Trépel, D., Ali, S., Allgar, V., . . . Gilbody, S. (2015). Clinical effectiveness and cost-effectiveness of parenting interventions for children with severe attachment problems: A systematic review and meta-analysis. Health Technology Assessment |
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Poslední úprava: Mgr. Lenka Scheithauerová (27.10.2019)
discussion in English over the essay |
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Poslední úprava: PhDr. Barbora Loudová Stralczynská, Ph.D. (27.10.2019)
By the time you finish this course we should be able to: • Describe and explain how problem situations in class would look from various points of view. Evaluate reflections and developments of our self-awareness so we can understand how our own past experiences might be influencing our responses to future pupils. By understanding the meaning of ours and pupils ́ behaviour we can respond appropriately with encouragement, comfort and support of our students. • Describe and explain the activities to get pupils thinking and moving in healthy ways, ideas for energising and refocusing, healthy diet and understanding of the body. Describe how we can identify causes of stress. Explain why and how to develop relaxation techniques and set realis- tic goals. • Apply related theories or findings from course literature to real world situations by knowing how to effectively prepare your own lesson. • Identify and analyze ethical aspects of particular problem situations in the classroom. Explain the difference between effective and noneffective communication. Formulate ideas in writing in a clear, coherent, and logical style. • Make the classroom a safe and caring place for pupils to take risks and make mistakes without fear. Create self development activities list you may use for your future practice. Course policies and values Values shaping teaching of the course: • Inclusiveness: this syllabus welcomes all students, respects student diversity and differing points of view. • Integrity: while working with datas keep representing original sources. • Responsibility: do not offend someone, respect each others, not evaluate and not criticize without asking. • Expectations for success: all the participants of this course are surely capable of doing well and improve their social-emotional skills if they actively participate on the tasks. Resources Course literature and web tutorials are available in moodle or library. Logistics Instructor of this course can be contacted by email. |
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Poslední úprava: Mgr. Petra Horská, Ph.D. (29.10.2019)
75% účast na hodinách
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