Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasia Dimitriou
Course ID80003415

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

Registered students: 114
OrientationAttendance TypeSemesterYearECTS
CoreOrientation CourseWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
  • French (Examination)
Learning Outcomes
Objectives of the course are a) Learning the basic proposals for the organization of learning spaces, which are formulated in the context of modern pedagogical approaches b) The acquisition of basic skills for the design, configuration and use of indoor and outdoor space in the kindergarten, linked to the learning process c) The acquisition of assessment skills of the learning environment
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)
The school space is approached as a dynamic learning environment, in which educational forms of work and communication are developed. The connection of the "child - space" relationship with the factors of the learning process and with the grid of educational relationships that develop in the school is investigated. The modern tendencies of design and functionning of the learning environment are presented, which correlate the pedagogy with the spatial approach for the design of the school space. Then the method of "pedagogical and architectural redesign of the school space" is developed, a systematic method of holistic interventions in the school space (indoor and outdoor) with the aim of upgrading its learning possibilities. Finally, examples of applications in this direction are presented and commented, both from Greece and from the international arena.
Pedagogical Redesign of School Space, Educational Change, Learning Environment
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
Use of ICT in Teaching: • Course presentations using Power Point and video projections and with frequent use of the internet • Organization of online distance learning courses. Use of ICT in Communication with students: • Organization of the course with the electronic e-learning platform • Answers to students' questions about the course procedures, their academic obligations and their work • Instructions on the preparation of the work and the evaluation process • Informing students about organizational issues of the course
Course Organization
Laboratory Work200.8
Reading Assigment502
Written assigments210.8
Student Assessment
Description The evaluation of students is structured on two levels: a) by studying the literature and the preparation of short reports and b) by the gradual elaboration of a field work, which records and analyzes the characteristics of the educational environment in the schools visited by the student groups . In this context, a continuous evaluation process is followed, which includes two phases: Phase 1: a) written assignments and reports to improve the skills required for the course and gain experience in intervening in the educational environment b) presentation and commentary of a representative sample from Phase 2: Elaboration of a final paper (concluding) in which students: • compose the findings and conclusions from the written work and reports of Phase 1 • make proposals for space redesign and the learning process in school they visited and whose operation they studied
Student Assessment methods
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Γερμανός, Δ. (2006). Οι τοίχοι της γνώσης. Αθήνα: Γκούτενμπεργκ / 2ο μέρος Ιωάννα Κ. Αρβανίτη (2008), Η βιβλιοθήκη στο Ελληνικό Σχολείο, Σταμούλης Αντ.
Additional bibliography for study
IN GREEK - Αναγνωστοπούλου, Μ. (2001). Η ομαδική διδασκαλία στην εκπαίδευση. Θεσσαλονίκη: Κυριακίδης. - Γερμανός, Δ. (2003), «Παιδαγωγικός ανασχεδιασμός του χώρου για την προώθηση της συνεργατικής μάθησης», στο: Κυπριακός Σύνδεσμος Συνεργατικής Μάθησης (επιμ.), (2003), Συνεργατικό Σχολείο: Από τη Θεωρία στην Πράξη. Λευκωσία, σσ. 79-88. - Γερμανός, Δ. (2006), «Χώρος και εκπαιδευτικό περιβάλλον στο σύγχρονο νηπιαγωγείο», στο Παπαλεοντίου-Λουκά Ε. (επιμ.), Σύγχρονες Προσεγγίσεις στο Πρόγραμμα του Νηπιαγωγείου. Αθήνα: Τυπωθήτω-Γ. Δαρδανός. - Goehlich, Μ. (2003). Παιδοκεντρική διάσταση στη μάθηση. Αθήνα: Τυπωθήτω - Κανάκης, Ι.Ν. (2001). Η οργάνωση της διδασκαλίας-μάθησης με ομάδες εργασίας. Αθήνα: Τυπωθήτω. - Ματσαγγούρας, H. (2000β). Ομαδοσυνεργατική Διδασκαλία και Μάθηση. Αθήνα: Γρηγόρης. - Μπίκος, Κ. (2004). Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη. Αθήνα: Ελληνικά Γράμματα - Pellegrino, P. (2000). Το νόημα του χώρου. Αθήνα: Τυπωθήτω-Γ. Δαρδανός IN ENGLISH & FRENCH - Baudrit, A. 2007. L’apprentissage coopératif. - Origines et évolutions d’une méthode pédagogique. Bruxelles : De Boek. - Casabo, C. (dir.) (2002). Travailler en équipe á l’école maternelle. Des maîtres construisent leur équipe d’école. Lyon : Pratique Sociale - Collective work) (2004). Kids Spaces. Victoria (Au):Images Publishing Group - Collective work) (2008). Educational Spaces. Victoria (Au):Images Publishing Group - Collective work) (2010). Kindergarden Architecture. USA: HBI, Loft Publications - Dudek, M. (2000). Architecture of Schools. Oxford: Architectural Press - Germanos D. (1995). «La relation de l’enfant à l’espace urbain : perspectives éducatives et culturelles», in : Architecture and Behavior, vol. 11, 1, pp. 55-61. - Fisher, D.L., Khine, M.S. 2006. Contemporary Approaches to Research on Learning Environments. London : Word Scientific. - Johnson, D.W & Johnson R.T. (1989). Cooperation and Competition. Theory and research. Edina, Minnesota: Interaction book Company. - Johnson, D.W., Johnson, R.T., Holubec, J.E. 2004. Cooperative learning in the classroom. ASCD : Alexandria, Virginia. - Kagan, M., Kagan, L., Kagan, S. (2005). Classbuilding. San Clemente: Kagan Publishing & Professional Development. - Kagan, M., Kagan, L., Kagan, S., (2005). Teambuilding. San Clemente: Kagan Publishing & Professional Development. - Pelletier, D. (2001). L’activité - projet. Le développement global en action. Québec : Modulo. LINKS:, για το χώρο ως παράμετρο της σχέσης «άτομο –ομάδα -κοινωνία» για το χώρο ως πεδίο έρευνας στις κοινωνικές επιστήμες, για τη σχέση αρχιτεκτονικής και παιδαγωγικής, /, για σύγχρονες προσεγγίσεις του εκπαιδευτικού περιβάλλοντος και του σχολικού χώρου ΑΝΑΡΤΩΝΤΑΙ ΣΤΗΝ ΙΣΤΟΣΕΛΙΔΑ ΤΟΥ ΤΜΗΜΑΤΟΣ: Παρουσιάσεις των μαθημάτων σε power point, συνοδευμένες από σχετική βιβλιογραφία
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