Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorDomna Kakana
Course ID80003387

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

Registered students: 130
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
Course Type 2021
Specific Foundation
Course Type 2016-2020
  • Background
  • General Knowledge
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
  • Distance learning
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Learning Outcomes
Until the successful fulfillment of the lesson students will be able to: 1. recognize the importance of the physical. built and organized space in the educational environment and in active learning the children 2. comprehend the dynamic of the of the space relations to learning and to to the child's developmental process 3. organize the classroom space due to teaching approaches creating material educational fields 4. learn different ways of the flexible use of the physical space and and the pedagogical reorganization
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 in teams
  • Work in an interdisciplinary team
  • 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.
Physical Space and Human Behaviour, Child-Space Relation, Material Educational Field
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • 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 Student Assessment
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 (elearning) • 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 - Presentations' uploading/course material/ scientific articles
Course Organization
Reading Assigment502
Written assigments301.2
Student Assessment
Student evaluation is structured around two levels: a) the composition of a field assignment, in the middle of the semester, that records and analyzes the characteristics of the educational settings that students have studied through pictures and videos b) study of bibliography and written examinations at the classroom at the end of the semester
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Γερμανός, Δ., Οι τοίχοι της γνώσης. (2006) Gutenberg / 1ο μέρος Τσουκαλά, Κ.- Γερμανός, Δ.(2020) Παιδική, χωρική αφηγηματικότητα (πόλη, παιχνίδι, εκπαίδευση). Επίκεντρο
Additional bibliography for study
IN GREEK: - 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. -Γκλούμπου Α. (2015) «Η δημιουργία τόπων σε συνεργατικά εκπαιδευτικά περιβάλλοντα στο νηπιαγωγείο». Στο Δ. Γερμανός, Μ. Λιάπη (επιμ.). Εθνικό Κέντρο Τεκμηρίωσης. σ.436-443. -Γουργιώτου Ε.-Ουγγρίνης Κ. Α (2015). Αρχιτεκτονικές και εκπαιδευτικές παρεμβάσεις για τη δημιουργία τόπων μάθησης στο νηπιαγωγείο. Δίσιγμα - Goehlich, Μ. (2003). Παιδοκεντρική διάσταση στη μάθηση. Τυπωθήτω. Ρέντζου, Κ., Σακελλαρίου, Μ.(2014) Ο χώρος ως παιδαγωγικό πεδίο σε προσχολικά περιβάλλοντα μάθησης. Πεδίο - Χρυσαφίδης, Κ. (2002). Βιωματική-Επικοινωνιακή Διδασκαλία. Gutenberg. IN ENGLISH Clark, A. (2010). Transforming children's spaces. Routledge  Gkloumpou A., Germanos D. (2020) “The Importance of Classroom Cooperative Learning Space as an Immediate Environment for Educational Success: An Action Research Study at Greek Kindergartens”. Educational Action Research. London: Routledge Taylor and Francis.  Gkloumpou A. (2019) “Material and non material qualities of the space created by the child in the preschool classroom”. International Journal of Humanities and Social Science. Vol.9, No.2, February 2019, pp. 103-109. URL: - 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. - 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, για το χώρο ως πεδίο έρευνας στις κοινωνικές επιστήμες, για το χώρο ως παράμετρο της σχέσης «άτομο –ομάδα -κοινωνία», για τη σχέση αρχιτεκτονικής και παιδαγωγικής
Last Update