EARLY CHILDHOOD PEDAGOGY AND PRACTICE I

Course Information
TitleΕΦΑΡΜΟΣΜΕΝΗ ΠΡΟΣΧΟΛΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ Ι / EARLY CHILDHOOD PEDAGOGY AND PRACTICE I
CodeΠΡ.3.061
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
CoordinatorAthanasios Gregoriadis
CommonNo
StatusActive
Course ID80003420

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

Registered students: 298
OrientationAttendance TypeSemesterYearECTS
CoreSchool Practices6324

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
600200103
Course Type 2021
Skills Development
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Learning results The course is divided into 3 phases. Each phase has distinct learning goals and results. After the successful completion of Phase A, students will be able: To comprehend the class as a learning environment To acknowledge the preschooler as pupil To distinguish/locate factors that affect the quality of learning environment To familiarize themselves with tools of acquaintance and observation of the children To use them in order to collect data about the children of the class To interpret data according to the theory To approach the educational process as exploratory process To reflect critically on teaching and learning Professional Development Goals To cooperate with the classroom teacher and the responsible professors To pay attention and consult the relevant literature To follow the rules of the educational union and to respect its culture To keep archive and diary After the successful completion of Phase B, the students will be able: To communicate effectively with children To create a positive learning environment To select or even design appropriate educational material according to the needs of the children To design learning experiences taking into account: the different needs of the children, the classroom conditions, basic pedagogical principles and approaches and the curriculum of the kindergarten To implement learning experiences and be able to adapt them according to the needs of the classroom. To interpret and assess the educational process To reflect critically on teaching and learning Professional Development Goals To cooperate with the classroom teacher and the responsible professors To pay attention and consult the relevant literature To follow the rules of the educational unit and to respect its culture To be formal in their duties as kindergarten teachers To keep archive and diary After the successful completion of Phase C, students will be able to: To reflect critically on the teaching and learning making good use of the theory To self-evaluate and to describe their strong points and their points for improvements To discuss with their instructors and get feedback To complete the writing of the deliverables Professional Development Goals To cooparate with the responsible professors To pay attention and to consult the relevant literature To complete their portfolio from their participation in the internship To realize the importance of lifelong learning
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 international context
  • Work in an interdisciplinary team
  • Design and manage projects
  • 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)
Phase A Students get acquainted with the routine and the program of the kindergarten classroom that they attend during the whole semester. They get informed about the practices of the school unit in different subjects (for example children’s arrival -departure, emergency incidents, e.t.c.) and collect information about the social-cultural frame of the kindergarten. They investigate the learning environment materializing specific observations and isolate “crucial incidents” that are related to the aim of each observation. Students, daily, conduct at least one observation and write down detailed data in specific registration forms and then analyze/interpret their data according to theory. The observation axes concern different dimensions of the educational process such as classroom’s management, transfers, routines, children’s play e.t.c. Students develop relationships of trust with the children, try to get in known with them, investigating with different techniques children’s interests, experiences and abilities. In addition, they communicate with them exploiting different ways of communication. Simultaneously, they start to take part as assistants in all the classroom’s activities, under the guidance of the cooperative teacher. Gradually, they start to do personalized interventions (for instance discussions, interviews and plans with a child) and to support small groups of children in daily routines and in their play. In this way they start to manage little “learning incidents”, to “listen” children’s voice, to encourage and facilitate them to develop their thought. Phase B On this phase, students continue to investigate the learning environment with targeted remarks and also they start to participate at the educational process in a more active way, organizing, implementing and evaluating learning actions. They have the opportunity, at the beginning, to take over small groups and later, obtaining more trust and secure to themselves, the whole class, although without having yet the whole responsibility of the daily program. They have the opportunity to exploit the material of their registrations in order to organize learning activities having in mind children’s diversity. In this way they practice in formulating realistic learning goals and the right choice of the suitable strategies and materials in order to achieve them. They get acquainted to the basic learning frame of the kindergarten and also with evaluating processes when they plan, implement and evaluate learning activities for small and large groups. In addition, they gradually adopt professional practices like the use of specific tools for the design and the evaluation of the daily program, they keep diary of the activities and reflection, study of scientific books, information searching, cooperation with the classroom teacher and the parents. PHASE C Feedback- Reflection – Completion of deliverables In this phase students reflect on their personal theory about learning and teaching of the children at the kindergarten investigating the changes that happened from the beginning until the end of the internship. They elaborate and implement reflection processes, self- evaluation and intra evaluation in cooperation with “support team” and the responsible professor. They complete the e-portfolio and learn ways of exploiting the next stages of the internship program also about their profession in the future. Finally, they elaborate the whole material of the internship at the kindergartens, such as “observation’s guides”, “activities guide” “activities diary” “reflecting diary” “case study” and studying the theory, they complete the final deliverables.
Keywords
early childhood pedagogy and practice
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
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
Description
Description • The course “Applied Preschool Pedagogy I” will be supported entirely electronically through the digital e-learning platform. • In the digital platform of the course, students will be fully informed about the program, content and the goals of the course. •Informing the students about the dates of meeting, lectures and the delivery of the assignments, etc., but also announcements for any changes during the semester will be made through e-learning, which offers the possibility of posting announcements and individually informing of each student via e-mail. • The delivery of the assignments will take place through the relevant field in the e-learning with predetermined delivery dates and times. • All the educational and supportive material of the course will be posted in the e-learning, the digital space of the course and will be available to the students the entire semester. •The communication with the students, apart from the announcements and the e-mail, will also take place from the discussion space that is available in the e-learning. During the teaching and the laboratory training of the students, the ICT will be systematically utilized. Specifically: • The seminars and the lectures are carried out with the use of video projectors and power points. •In many cases the seminars and lectures are supported by the presentation and analysis of video experts from the kindergarten classes and educational screenings. • The rooms where the seminars and lectures take place have an internet connection, which will be used in several cases by instructors to present resources and information from the internet. • In several cases the digital space of the course will be used for the completion of the questionnaires and feedback questions by the students.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures241.0
Seminars391.6
Laboratory Work170.7
Reading Assigment2008
Tutorial200.8
Internship2409.6
Other / Others602.4
Total60024
Student Assessment
Description
The evaluation concerns a series of parameters such as the consistency at the lessons and the compliance of the obligations, the cooperation with the professors and the kindergarten teachers and the quality of the deliverables. The gravity of the criteria and their contribution to the final grade are announced at the e-learning. The students’ presence is mandatory in all the activities/ parts of the course (at the lessons at the university and kindergartens). The student’s evaluation (formative and summative/final) includes individual and group essays. Specifically, the student’s grade is taken into account from the assessment of a variety of essays and deliverables.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Report (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
  • Έκθεση για άσκηση σε εξωτερικούς χώρους (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Επιλογές Συγγραμμάτων: Βιβλίο [59358407]: Οι Υποψήφιοι Εκπαιδευτικοί Παρατηρούν, Παρεμβαίνουν και Αναστοχάζονται, Αυγητίδου Σοφία (επιμ.), Τζεκάκη Μαριάννα (επιμ.), Τσάφος Βασίλης (επιμ.), Ανδρούσου Αλεξάνδρα, Γουργιώτου Έφη, Γρηγοριάδης Αθανάσιος, Κακανά Δόμνα-Μίκα, Κορτέση-Δαφέρμου Χαρά, Καμπεζά Μαρία, Μιχαλοπούλου Κατερίνα, Μπιρμπίλη Μαρία, Μπότσογλου Φένια, Παπανδρέου Μαρία, Ρεκαλίδου Γαλήνη, Σφυρόερα Μαρία Βιβλίο [86055781]: Η μέθοδος Project, L.G.Katz, S.C.Chard, Μ. Κόνσολας Πρόσθετο Διδακτικό Υλικό: Βιβλίο [73263044]: Early Childhood Pedagogical Play [electronic resource], Avis Ridgway / Gloria Qui?ones / Liang Li
Additional bibliography for study
Το επιπρόσθετο υλικό αναρτάται στην ιστοσελίδα του μαθήματος στο e-learning
Last Update
09-06-2022