Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Papandreou
Course ID80003390

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

Registered students: 122
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2017 – 2018
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students who complete successfully the course demands will be able to: • Recognize who various factors influence children’s learning identities as well as teaching and learning process in kindergarten • Choose appropriate methods in order to identify the children’s learning profile of a kindergarten class • Identify the main features of the different learning contexts • Propose ways to use learning context and integrate children’s diversity in order to design differentiated learning experiences.
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 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)
TThis course covers two key areas of learning and teaching in early childhood education. First, the course studies the child as a learner who lives and grows in a specific sociocultural context. It examines how family, community and school background, affect children’s learning. Specifically, it analyzes children’s attributes and highlights their diversity: “funds of knowledge”, interests, thinking, ways of representation and communication they prefer and learning preferences. The second part studies the main “contexts for learning” in kindergarten classes: play, routines, real-life or authentic situations, investigations, focused learning experiences. Their main characteristics are presented and ways of implementation are discussed for spontaneous learning and focused teaching
Educational Material Types
  • Slide presentations
  • Book
  • papers
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment552.2
Written assigments401.6
Student Assessment
The evaluation process takes place during the whole semester and includes: A. a sequence of assignments: reading papers and answering questions, critical reflection on various case studies like an interview with a child or a group discussion in a kindergarten, data collection and analysis etc, and B. examination tests. The evaluation standards are described clearly in the course webpage (e-learning) and the first class meeting.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
1. C. Edwards, L. Gandini & G. Forman (επιμ.). 2006. Reggio Emilia: Οι χίλιες γλώσσες των παιδιών. Αθήνα: Εκδόσεις Πατάκη 2.. L.G.Katz, S.C.Chard, 2011. Η μέθοδος Project: Η ανάπτυξη της κριτικής σκέψης και της δημιουργικότητας των παιδιών της προσχολικής ηλικίας Αθήνα: εκδόσεις Διάδραση.
Additional bibliography for study
Εκπαιδευτικό υλικό στην ιστοσελίδα του μαθήματος (παρουσιάσεις από τα μαθήματα, άρθρα, σημειώσεις κλπ) Τα παρακάτω είναι ενδεικτικά Πρόγραμμα Σπουδών Νηπιαγωγείου, Α΄ μέρος. (2011). Στο Ψηφιακό Σχολείο, Α. Προγράμματα Σπουδών. 2. Συμπληρωματικά προς τα Ισχύοντα Προγράμματα Σπουδών, Επιστημονικό Πεδίο: Προσχολική - Πρώτη Σχολική Ηλικία http://ebooks.edu.gr/info/newps/%CE%A0%CF%81%CE%BF%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20-%20%CE%A0%CF%81%CF%8E%CF%84%CE%B7%20%CE%A3%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20%CE%97%CE%BB%CE%B9%CE%BA%CE%AF%CE%B1/1%CE%BF%20%CE%9C%CE%AD%CF%81%CE%BF%CF%82.pdf Οδηγός για Νηπιαγωγείο. (2011). Στο Ψηφιακό Σχολείο, 2. Συμπληρωματικά προς τα Ισχύοντα Προγράμματα Σπουδών Β. Οδηγοί για τον εκπαιδευτικό http://ebooks.edu.gr/info/newps/%CE%A0%CF%81%CE%BF%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20-%20%CE%A0%CF%81%CF%8E%CF%84%CE%B7%20%CE%A3%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20%CE%97%CE%BB%CE%B9%CE%BA%CE%AF%CE%B1/%CE%9F%CE%B4%CE%B7%CE%B3%CF%8C%CF%82%20%CE%B3%CE%B9%CE%B1%20%CE%9D%CE%B7%CF%80%CE%B9%CE%B1%CE%B3%CF%89%CE%B3%CE%B5%CE%AF%CE%BF.pdf • Α. Ανδρούσου. Κίνητρο στη εκπαίδευση. www.kleidiakaiantikleidia.net • Birbili, M & Tsitouridou, M. 2008. Identifying children’s interests and planning learning experiences: challenging some taken for granted views. In P.G. Grotewell & Y. M. Burton, Early Childhood Education: Issues and Developments (143-156). Nova science Publishers, Inc. • Παπανδρέου, Μ. (2011). Σημειωτικές διαδικασίες στο νηπιαγωγείο και ανάπτυξη μαθηματικών δραστηριοτήτων με νόημα για τα παιδιά. In Ν. Stellakis & M. Efstathiadou (Eds), Proceedings of the OMEP European conference Cyprus: Perspectives of creativity and learning in early childhood" (pp. 618-627). ISBN: 978-9963-7377-0-3. http://www.omep.com.cy/images/media/assetfile/conference_proceegins.pdf • Παπανδρέου, Μ. (2008). Προϋπάρχουσες γνώσεις και εμπειρίες: Παλιές και νέες απόψεις και η πρόκληση του ΔΕΠΠΣ. Στο Π. Κουμαράς & Φ. Σέρογλου (Επιμ.), Αναλυτικά προγράμματα και βιβλία φυσικών επιστημών, πρακτικά (σελ. 385-391). Θεσσαλονίκη: Εκδόσεις Χριστοδουλίδη. • Παπανδρέου, Μ. Σιαμπάνη, Ε. & Δούμου, Σ. (2011). Η σημασία της σχεδιαστικής δραστηριότητας στο Νηπιαγωγείο: Αλληλεπιδράσεις νηπίων κατά την επίλυση ενός προβλήματος μέσω του σχεδίου Σύγχρονο Νηπιαγωγείο, 83, 118-126. • Σ. Αυγητίδου. 2001. Το παιχνίδι: σύγχρονες ερευνητικές και διδακτικές προσεγγίσεις. Αθήνα: Τυποθήτω, Γιώργος Δάρδανος. • S. Wright. 2007. Young children’s meaning making through drawing and telling. Australian Journal of Early Childhood, V 32, N 4, 37-48 • B. Van Oers. 1994. Semiotic Activity of Young Children in Play: The Construction and Use of Schematic Representations. European Early Childhood Education Research Journal, Vol. 2, No. 1. • M. Worthington. 2007. “It’s my birthday bridge”: multimodal meaning through play. In. J. Moyles Beginning teaching: beginning learning. London: Open University Press. • Κaren Bellous. Looking at the Trees around Us Spring 2004 ECRP Vol. 6 No. 1 http://ecrp.uiuc.edu/index.html • Yvonne Kogan. 2003. A Study of Bones. ECRP Vol. 5 No. 1. http://ecrp.uiuc.edu
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