"Aktu\u00E1ln\u00ED ot\u00E1zky preprim\u00E1rn\u00EDho a prim\u00E1rn\u00EDho vzd\u011Bl\u00E1v\u00E1n\u00ED" . "978-80-7368-771-7" . "[9A51E4BCFE39]" . "17450" . . "Pro\u017Eitek a zku\u0161enost ve h\u0159e i v procesu u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F"@cs . "P\u0159\u00EDsp\u011Bvek je zam\u011B\u0159en\u00FD na v\u00FDznam a vztah pro\u017Eitk\u016F a zku\u0161enost\u00ED, s nimi\u017E z\u00E1m\u011Brn\u011B i nez\u00E1m\u011Brn\u011B nakl\u00E1d\u00E1me b\u011Bhem r\u016Fzn\u00FD her i proces\u016F u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F v mate\u0159sk\u00E9 a z\u00E1kladn\u00ED \u0161kole. V bloc\u00EDch nebo hodin\u00E1ch dramatick\u00E9 v\u00FDchovy se toti\u017E nab\u00EDz\u00ED mnoho rozmanit\u00FDch p\u0159\u00EDle\u017Eitost\u00ED k nab\u00FDv\u00E1n\u00ED zku\u0161enost\u00ED skrze pro\u017Eitek. Proto je velmi d\u016Fle\u017Eit\u00E9 orientovat se v takto zam\u011B\u0159en\u00FDch situac\u00EDch, v nich\u017E pracujeme sou\u010Dasn\u011B s realitou i fikc\u00ED, \u010D\u00EDm\u017E se tyto situace st\u00E1vaj\u00ED slo\u017Eit\u011Bj\u0161\u00ED a nemus\u00ED b\u00FDt pro ka\u017Ed\u00E9ho zcela p\u0159ehledn\u00E9 a jednozna\u010Dn\u00E9. Zkus\u00EDme si tedy postupn\u011B odpov\u00EDdat na ot\u00E1zky: Jak pracovat s individu\u00E1ln\u00ED zku\u0161enost\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F? Jak vytv\u00E1\u0159et vhodn\u00E9 podm\u00EDnky pro situace vyvol\u00E1vaj\u00EDc\u00ED \u017E\u00E1douc\u00ED pro\u017Eitky, kter\u00E9 by byly dostate\u010Dn\u011B podn\u011Btn\u00E9 pro z\u00EDsk\u00E1v\u00E1n\u00ED zku\u0161enost\u00ED nov\u00FDch nebo obohacuj\u00EDc\u00ED zku\u0161enosti dosavadn\u00ED?" . "Karaffa, Jan" . "RIV/61988987:17450/10:A1100ZGW" . "2010-01-14+01:00"^^ . . . . . "P\u0159\u00EDsp\u011Bvek je zam\u011B\u0159en\u00FD na v\u00FDznam a vztah pro\u017Eitk\u016F a zku\u0161enost\u00ED, s nimi\u017E z\u00E1m\u011Brn\u011B i nez\u00E1m\u011Brn\u011B nakl\u00E1d\u00E1me b\u011Bhem r\u016Fzn\u00FD her i proces\u016F u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F v mate\u0159sk\u00E9 a z\u00E1kladn\u00ED \u0161kole. V bloc\u00EDch nebo hodin\u00E1ch dramatick\u00E9 v\u00FDchovy se toti\u017E nab\u00EDz\u00ED mnoho rozmanit\u00FDch p\u0159\u00EDle\u017Eitost\u00ED k nab\u00FDv\u00E1n\u00ED zku\u0161enost\u00ED skrze pro\u017Eitek. Proto je velmi d\u016Fle\u017Eit\u00E9 orientovat se v takto zam\u011B\u0159en\u00FDch situac\u00EDch, v nich\u017E pracujeme sou\u010Dasn\u011B s realitou i fikc\u00ED, \u010D\u00EDm\u017E se tyto situace st\u00E1vaj\u00ED slo\u017Eit\u011Bj\u0161\u00ED a nemus\u00ED b\u00FDt pro ka\u017Ed\u00E9ho zcela p\u0159ehledn\u00E9 a jednozna\u010Dn\u00E9. Zkus\u00EDme si tedy postupn\u011B odpov\u00EDdat na ot\u00E1zky: Jak pracovat s individu\u00E1ln\u00ED zku\u0161enost\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F? Jak vytv\u00E1\u0159et vhodn\u00E9 podm\u00EDnky pro situace vyvol\u00E1vaj\u00EDc\u00ED \u017E\u00E1douc\u00ED pro\u017Eitky, kter\u00E9 by byly dostate\u010Dn\u011B podn\u011Btn\u00E9 pro z\u00EDsk\u00E1v\u00E1n\u00ED zku\u0161enost\u00ED nov\u00FDch nebo obohacuj\u00EDc\u00ED zku\u0161enosti dosavadn\u00ED?"@cs . . "Pro\u017Eitek a zku\u0161enost ve h\u0159e i v procesu u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F"@cs . "1"^^ . "Pro\u017Eitek a zku\u0161enost ve h\u0159e i v procesu u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F" . "1"^^ . "Pro\u017Eitek a zku\u0161enost ve h\u0159e i v procesu u\u010Den\u00ED d\u011Bt\u00ED a \u017E\u00E1k\u016F" . . . . "8"^^ . . . . "The contribution is focused on the importance and relationship experiences and expertise with which we load up intentionally and unintentionally in the different games and learning processes of children and pupils in nursery and primary school. The lessons of drama education offer many varied opportunities to acquire expertise through experience. It is therefore very important to orientate in such oriented situations in which we work together with the reality and fiction, thus the situation becomes more complex and may not be entirely clear and unambiguously for everyone. Then gradually we will try to answer the questions: How to work with individual experiences of children and pupils? How we may to create suitable state of affairs for situations evoking desirable experiences that would be enough incentive for acquiring new experiences or elevating actual experience?"@en . . . . . . "Ostrava" . . "283206" . . "Experience; outside and inside experience; expertise; experience individual and generalize; experience direct and indirect; authority; role play; modeling; game; reality and fiction; design of concept and preconcept; conflict; zone of near development; reflection."@en . . "PdF OU v Ostrav\u011B" . . . "EXPERIENCE AND EXPERIENCE IN THE PROCESS OF LEARNING IN GAME WITH CHILDREN AND PUPILS"@en . . "OU v Ostrav\u011B" . "EXPERIENCE AND EXPERIENCE IN THE PROCESS OF LEARNING IN GAME WITH CHILDREN AND PUPILS"@en . "RIV/61988987:17450/10:A1100ZGW!RIV11-MSM-17450___" . . . "Z(MSM 174500001)" . . .