Objectives and competences

• Knowledge and use of various methods and strategies for development of social and 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 and emotional skills. • Introducing the child to local and global social environment. • Didactic approaches that take into account the diversity of children. • Developing didactic approaches that promote lifelong learning and healthy lifestyle. • 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 and 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

Readings

• Hutchings, S. (2020). 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.

Prerequisits

Every part of the examination must be positively graded (>50%).