Pre-school Pedagogy

The follow-up study program Preschool Pedagogy is designed as a non-teacher pedagogical program. The reason for this concept is the multi-track nature of the possibilities for obtaining a professional qualification as a kindergarten teacher, which is implemented through secondary pedagogical schools, higher vocational schools and bachelor's study programs. The study program follows on primarily from the bachelor's program Teaching for Kindergartens and further develops theoretical knowledge in the field of preschool pedagogy, especially understanding the context of contemporary preschool education in the conditions of postmodern society and in comparison with current foreign approaches. At the same time, it expands the professional and personal skills of students necessary for collegial support and professional learning of kindergarten teachers.

Graduates of the program will be prepared both for practice in the field of mentoring and professional learning of pedagogical workers, and for further academic direction, especially continuation of doctoral studies in the field of School and Social Pedagogy.

The aim of the study is the formation and development of mentoring, diagnostic, communication and personality-cultivating competencies. The focus of education is on deepening students' reflectivity and developing their ability to analyze, interpret and improve pedagogical practice.

The predominant component of the study program is the pedagogical-psychological component (34 %), consisting of subjects based on pedagogical and psychological disciplines relevant to the development of the field of preschool pedagogy (e.g. Selected chapters from pedagogy and preschool pedagogy, Pedagogical-psychological diagnostic procedures in the practice of kindergarten teachers, Preschool pedagogy in an international context). This component emphasizes the development of pedagogical, psychological and diagnostic knowledge and skills.

The second component of the study program is the personality development component (16 %), which includes subjects focused on the development of communication, mentoring and reflective skills and the development of foreign language competence. These include, for example, the subjects Self-Experiential Learning and Mentoring and Professional Learning.

Another part of the study consists of a field-specific propaedeutic component (6%), the aim of which is to prepare students to support the comprehensive development of pre-literacy in preschool education with an overlap into primary education and to support the development of the uniqueness of each child in accordance with their individual needs and dispositions (e.g. Development of mathematical pre-literacy, Development of reading pre-literacy).

The study also includes a practical component (13 %), which is designed as a system of continuously interconnected practices. These allow students to have a deeper understanding of the quality of educational processes and their use for the development of the quality of the institution through mentoring support. One of the practices is carried out in cooperation with students of the Bachelor's program Kindergarten Teaching, while students of the follow-up Master's program act as mentors supporting the professional development of students of the Bachelor's program.

Subjects related to the preparation of the diploma thesis make up 17 % of the total volume of study, with another 14 % of credits chosen by students from the offer of elective subjects.

Upon successful completion of the programme, the graduate is able to:

• clarify theories, concepts and methods being contemporary problems of pre-school education;
• comment and interpret the issue of pre-primary education abroad appropriately;
• be familiar with pedagogical research, its basics and its contribution to praxis;
• understand the legal affairs of the children at pre-school age and pre-school education;
• diagnose the difficulties and special educational needs of pre-school children;
• communicate with educational and psychological counselling centres the results of diagnostic procedures;
• create intervention programs for children with difficulties and special educational needs;
• communicate with tolerance, respect, understanding, and support with the families of children in pre-school age;
• manage work in small teams;
• reflect own work critically;
• communicate in a foreign language.

In the master’s thesis, a graduate has to prove the knowledge and skills prescribed in the graduate profile. For this reason, theses should be primarily theoretically and empirically based. There are some partial objectives: to prove the familiarity with the contemporary issues of the pre-school education; to specify the thesis’ topic and the current state of knowledge clearly and intelligibly; to work with appropriate primary and secondary resources, to quote according to prescribed norms and research ethics; to discuss and polemicize with other authors’ claims, to make own conclusions, to interpret the empirical findings appropriately; to prove stylistic competences and the ability to write comprehensive texts without solecisms; to prove the ability to ask appropriate questions and to solve problems creatively; to form new ideas and conclusions with at least partial new pieces of knowledges in the discipline of pre-primary education.