PHYSICAL SPACE AND EDUCATIONAL PROCESSES

Course Information
TitleΧΩΡΟΣ ΚΑΙ ΔΙΑΔΙΚΑΣΙΕΣ ΑΓΩΓΗΣ / PHYSICAL SPACE AND EDUCATIONAL PROCESSES
CodeΥΒ.1.012
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorDomna Kakana
CommonYes
StatusActive
Course ID80003387

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 108
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600067730
SectionInstructors
1. ΤΕΠΑΕDimitrios Germanos
2. ΚΟΙΝΗ ΤΑΞΗDimitrios Germanos
Type of the Course
  • Background
  • General Knowledge
Course Category
General Foundation
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • French (Instruction, Examination)
Learning Outcomes
The aim of the course is the study of the components that form the basis of the pedagogical quality of space. Additionally, the course investigates the characteristics of space organization and the dynamics that is developed in the relationship between child and space and examines the possibilities of connecting them to an educational perspective. Finally, the course makes proposals in regard to the transformation of space into an “educational field”, that is into a material unit which offers the framework and the stimuli for the educational process.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The aim of the course is the study of the components that form the basis of the pedagogical quality of space. Additionally, the course investigates the characteristics of space organization and the dynamics that is developed in the relationship between child and space and examines the possibilities of connecting them to an educational perspective. Finally, the course makes proposals in regard to the transformation of space into an “educational field”, that is into a material unit which offers the framework and the stimuli for the educational process.
Keywords
Physical Space and Human Behaviour, Child-Space Relation, Material Educational Field
Educational Material Types
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Use of ICT in Teaching: • Presentations of lessons using Power Point and video projections. • Internet connection wherever required. Use of ICT in communication with students: • Organization of the course using electronic platform (blackboard) • Answers to students' questions concerning the procedures of the course, their academic obligations and their work. • Guidance on work elaboration and the assessment process • Informing students about organizational issues of the course
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures
Seminars
Fieldwork
Reading Assigment
Written assigments
Total
Student Assessment
Description
Student evaluation is structured around two levels: a) study of bibliography and writing of short reports b) gradual composition of field assignment that records and analyzes the characteristics of the educational settings that are related to the assignment and visited by the students to this end. In this view, courses follow the procedure of continuous assessment which includes two phases: Phase A: a) Written assignments and reports to improve the skills needed for the course as well as to provide experience in regard with intervention matters in the educational setting b) Presentation and commentary on a representative sample taken from these assignments Phase B: Final (summative) assignment in which students: • compile findings and conclusions from written assignments and reports of Phase A • make proposals to redesign space and the educational procedure which is related to the educational setting of the school that they previously visited and studied.
Student Assessment methods
  • Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Γερμανός, Δ., Οι τοίχοι της γνώσης. Αθήνα: Γκούτενμπεργκ / 1ο μέρος (* δεν υπάρχει άλλο αναλόγου περιεχομένου στην ελληνική βιβλιογραφία)
Additional bibliography for study
IN GREEK: - Γερμανός, Δ. (1999). «Χώρος και εκπαιδευτική αλληλεπίδραση στην προσχολική εκπαίδευση», στο: Χάρης, K., Πετρουλάκης, N., Νικόδημος, Σ., (1999). Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα. Αθήνα: Ατραπός, σσ 775-791 (Τόμος Πρακτικών συνεδρίου). - Γερμανός, Δ. (2000). «Χώρος και πολιτισμική ταυτότητα στο ελληνικό σχολείο», στο: Κωνσταντοπούλου, X., Mαράτου-Αλιπράντη, Λ., Γερμανός, Δ., Οικονόμου, Θ. (επιμ.), (2000). «Εμείς» και οι «άλλοι». Αναφορά στις τάσεις και τα σύμβολα. Αθήνα: EKKE-Τυπωθήτω, σσ. 265-280 (συλλογικός τόμος). - Γερμανός, Δ. (2001). Χώρος και διαδικασίες αγωγής. Αθήνα: Gutenberg - Γερμανός, Δ., Γεωργόπουλος, Α. et al. (2002).«Η Λειτουργία του Χώρου ως Υλικό Πεδίο Αγωγής: Εφαρμογή σε ένα Εκπαιδευτικό Πρόγραμμα Περιβαλλοντικής Εκπαίδευσης στο Νηπιαγωγείο», Παιδαγωγική Επιθεώρηση, 33, σσ. 94-114. - Γερμανός, Δ. (2006). «Χώρος και διαμόρφωση της συμπεριφοράς στο κοινωνικό περιβάλλον», στο: Συγκολλίτου, Ε. (επιμ.) (2006) Περιβαλλοντική Ψυχολογία: Σύγχρονες τάσεις στον ελλαδικό χώρο. Θεσσαλονίκη: Κυριακίδης, σσ. 43-64. - Goehlich, Μ. (2003). Παιδοκεντρική διάσταση στη μάθηση. Αθήνα: Τυπωθήτω. - Pellegrino, P. (2000). Το νόημα του χώρου. Αθήνα: Τυπωθήτω-Γ. Δαρδανός - Χρυσαφίδης, Κ. (2002). Βιωματική-Επικοινωνιακή Διδασκαλία. Αθήνα: Gutenberg. IN ENGLISH & FRENCH - Bachelard G. (2000), La poétique de l’espace. Paris: P.U.F., coll. «Bibliothèque de Philosophie Contemporaine» - Department of Education and Science (ed.), (2000). “The Outdoor Classroom. Educational Use, Landscape Design & Management of School Grounds.” Building Bulletin 71, London. - Fisher, D.L., Khine, M.S. 2006. Contemporary Approaches to Research on Learning Environments. London : Word Scientific. - Hague, C., Jenkins, P. (ed). 2005. Place identity, planning and participation. New York : Routledge. - Tsoukala, K. (2001). L’image de la ville chez l’enfant. Paris : anthropos - Woolley, H., «Freedom of the City: Contemporary issues and Policy Influences on children and Young People’s Use of Public Open Space in England», στο: Children’s Geographies, 2006, 4 (1), σσ. 45-59. LINKS http://csiss.org/, για το χώρο ως πεδίο έρευνας στις κοινωνικές επιστήμες http://base.d-p-h.info/fr/fiches/organisme/fiche-organisme-91.html, για το χώρο ως παράμετρο της σχέσης «άτομο –ομάδα -κοινωνία» http://www.architecture-pedagogie.cndp.fr/, για τη σχέση αρχιτεκτονικής και παιδαγωγικής
Last Update
20-03-2015