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: 131
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
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
Socio-cultural Approach, Student Diversity, Learning Identity, Children's Thinking, Modes of representation and communication, Learning Frameworks in the kindergarten
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
Supporting lectures with presentations (ppt), communication with students, dissemination of educational material (notes, articles to be studied, instructions for assignments, etc.) on the course website. Αnalysis of film and video footage from the educational process in kindergarten classrooms
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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