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.
Additional information on implementation and assessment • Project work (50%)
• Written exam (50%)
Every part of the examination must be positively graded (>50%).
