Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Pavli korre
Course ID80003383

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

Registered students: 107
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2017 – 2018
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
The students will study the contemporary trends of preschool education and will gain knowledge, form opinions and exchange ideas about the basic issues that concern the education of preschool- aged children in the 21st century. In addition, they will study the preschool education programs (historical retrospection, goals, environment, role of children and teacher, materials and activities, exemplary daily program, critical evaluation) and will gain knowledge, form opinions and exchange ideas about the planning, implementation and evaluation of the appropriate programs for preschoolers.
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
  • 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)
Presentation and critical analysis of the contemporary trends of preschool education, as the project approach, the Reggio Emilia approach, Vygotsky’s theory and its application in preschool education, developmentally appropriate practices, Gardner’s theory for multiple intelligences and the application for preschool education that derives from it, children’s museums: an innovative way for educating children and educators, new technologies in preschool classrooms. Programs of 18th, 19th, 20th century: Brief presentation. Preschool education programs in Greece. The Montessori program. Behaviorist programs with special reference to Bereiter- Engelmann- Becker and Distar. The Bank- Street program. The High- Scope program. The Kamii-DeVries program. An approach for the development of creativity. An approach for the promotion of peace. An approach for the cultivation of emotions. A multicultural approach. A bilingual approach. An approach for the inclusion of special needs children in a regular classroom. In all the programs/approaches above, special attention is given to the space/ environment, the planning and application of the program, the relations between children and educators, among children and teachers and parents and the evaluation of the development and learning of the children. Comparison of the programs and approaches and evaluation of them. Comparison of the programs and approaches to the Greek curriculum for the kindergarten.
Educational Material Types
  • Video lectures
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment
Written assigments
Other / Others
Student Assessment
Paper and presentationw in the classroom.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative, Summative)
Course Bibliography (Eudoxus)
1) Ντολιοπούλου, Ε (2001). Σύγχρονες τάσεις της προσχολικής αγωγής. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. 2) Ντολιοπούλου, Ε (2000). Σύγχρονα προγράμματα για παιδιά προσχολικής ηλικίας. Αθήνα: Τυπωθήτω- Γ. Δαρδανός.
Additional bibliography for study
Edwards, C. Gandini, L. & Forman, G. (2001). Reggio Emilia: Οι χίλιες γλώσσες των παιδιών προσχολικής ηλικίας. Αθήνα: Εκδ. Πατάκη. Helm, J. & Katz, L. (2002). Μέθοδος project και προσχολική εκπαίδευση. Αθήνα: Μεταίχμιο. Κακανά, Δ. κ.ά (2006). (επιμ). Η αξιολόγηση στην εκπαίδευση: Παιδαγωγική και διδακτική διάσταση. Θεσ/νίκη: Αφοί Κυριακίδη. Katz, L. & Chard, S. (2004). H μέθοδος project. Αθήνα: Ατραπός. McAfee, O. Leong, D. & Bodrova, E. (2010). Βασικές αρχές της αξιολόγησης στην προσχολική αγωγή και εκπαίδευση. Αθήνα: Εκδ. Παπαζήση. Ντολιοπούλου, Ε. & Γουργιώτου, Ε. (2008). Η αξιολόγηση στην εκπαίδευση με έμφαση στην προσχολική. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. Π.Ι (2006). Οδηγός Νηπιαγωγού: Εκπαιδευτικοί σχεδιασμοί, Δημιουργικά περιβάλλοντα μάθησης. Αθήνα. Π.Ι (2011α). Οδηγός εκπαιδευτικού για το πρόγραμμα σπουδών του νηπιαγωγείου. Αθήνα. Π.Ι (2011β). Πρόγραμμα σπουδών νηπιαγωγείου. Αθήνα. Ρεκαλίδου, Γ. (2011). Αξιολόγηση της μάθησης ή αξιολόγηση για τη μάθηση; Αθήνα: Πεδίο. Roopnarine, J. & Johnson, J. (2006). Ποιοτικά προγράμματα προσχολικής εκπαίδευσης. Αθήνα: Εκδ. Παπαζήση. Τάφα, Ε. (2005). Ανάγνωση και γραφή στα προγράμματα προσχολικής εκπαίδευσης της Ευρωπαίκής Ένωσης. Αθήνα: Πεδίο. ΥΠΕΠΘ & ΠΙ (2002). Διαθεματικό Ενιαίο Πλαίσιο Προγραμμάτων Σπουδών για το Νηπιαγωγείο. Αθήνα. ΥΠΕΠΘ (2008). Εγχειρίδιο δραστηριοτήτων για νηπιαγωγούς. Αθήνα. ΥΠΕΠΘ (2009α). Οδηγός ολοήμερου νηπιαγωγείου. Αθήνα. ΥΠΕΠΘ (2009β). Οδηγός γονέα. Αθήνα. Χρυσαφίδης, Κ. & Σιβροπούλου, Ρ. (2011). Αρχές και προοπτικές της προσχολικής εκπαίδευσης. Θεσ/νίκη: Αφοί Κυριακίδη.
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