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Objectives and competences

• Knowledge and use of various methods and strategies for development of social-emotional skills of children. • Research of emotional competences and quality of interactions in children and adults. • Ability to plan, implement and evaluate various methods for resolving conflicts. • Research of didactical methods for learning and teaching about values. • Testing didactical methods for introducing the child to local and global social environment.

Content (Syllabus outline)

• Development of children’s social skills. • Emotional competences of children and emotional competences of adult. • Methods of conflict resolutions. • Respecting each other's needs and taking responsibility. • Creating loving environment in the group of children. • Learning and teaching about values. • Contemporary didactical methods and strategies for learning social-emotional skills. • Introducing the child to local and global social environment. • Observation of good practices by visits of working environments.

Learning and teaching methods

• lectures • seminar with discussion • problem based learning • e-learning • case studies • project work • research work • practical work • excursions

Intended learning outcomes - knowledge and understanding

Implementation and evaluation of methods for supporting social-emotional skills (e.g. method of cognitive reconstruction, method of assertive communication). Ability to observe, analyse and synthesise from child-adult interactions. Basic knowledge of contemporary didactical methods (phenomenon-based learning, storyline, story crafting, project-based learning, in-service learning etc.).

Intended learning outcomes - transferable/key skills and other attributes

-using tehniques for consideration of children and their needs (emotional support). Ability of expressing ones needs and setting up a bounderies.

Readings

• Kingdon idr. (2017). Flourishing in the early years. New York: Routledge. • Hutchings, S. (2019). The Social Skills Handbook. New York: Routledge. • Rice, J. A. (2013). The kindness curriculum: stop bullying before it starts. St. Paul: Redleaf Press. • MacGrath, H. in Shona, M. (1996). Prijazni učenci, prijazni razredi : učenje socialnih veščin in samozaupanja v razredu. Ljubljana: DZS. • Shapiro, D. in Valchev, R. (1996). Konflikt in komunikacija : vodnik skozi labirint obvladovanja konfliktov. Ljubljana: Zavod za odprto družbo. • Grah, J. in soavtorji (2017). Vključujoča šola: priročnik za učitelje in strokovne delavce. Ljubljana: ZRSŠ. (še posebej 4. zvezek: Rutar Ilc., Z. Rogič Ožek, S., Gramc, J. (2017). Socialno in čustveno opismenjevanje za dobro vključenost. 4. zvezek. Vključujoča šola. Priročnik za učitelje in druge strokovne delavce. Ljubljana: ZRSŠ. • Jensen, H. idr. (2020). Roka v roki: priročnik za strokovne delavce. Ljubljana: Pedagoški inštitut.

Prerequisits

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  • izr. prof. dr. MARTA LICARDO

  • Written examination: 50
  • Project work: 50

  • : 15
  • : 15
  • : 30
  • : 60

  • Slovenian
  • Slovenian

  • PREDŠOLSKA VZGOJA - 3.