Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMelpomeni Kanatsouli
Course ID80003389

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

Registered students: 110
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
General Foundation
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
Specifically, it is aimed students: a. To get acquainted with the general considerations concerning issues of identity and diversity and the cultural diversity of modern societies. b. Understand how stereotypes function and are reproduced as well as their role in social categorization. c. To value and reflect on their own previous attitudes in relation to the recruitment and managing of diversity. d. To be aware of issues of managing diversity in the school environment,intercultural awareness and to have intercultural competence. e. To learn effective practices that promote the principles of intercultural education and democratic values in the school environment. f.Το develop criteria for evaluating a class and a school for their effectiveness in managing and including diversity.
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
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Education aims to support the acceptance and respect of each individual who has a different ethnocultural identity and to promote mutual interaction and communication starting in kindergarten as the first level school. The particular course highlights the historic role of the kindergarten in the education of children who derive from minority backgrounds. It also aims to approach the main characteristics of various minority groups in school education, including both the old and the newcomers in the Greek society. Theoretical and practical aspects of issues related to managing diversity in the school environment are being discussed such as prejudices and stereotypes among school community members (students, teachers, parents), multiple identities in the classroom, treatment of pupils who don’t know the dominant language, the curriculum, teaching and pedagogical methods, educational materials, national and religious celebrations in school, the role of educators and principals in promoting interculturalism in schools, the "opening" of a school and its cooperation with pupils' families and the local community, the promotion of democratic values and the development of a participatory culture in the school community.
intercultural education in the kindergarten, minority groups, managing cultural diversity, the role of educators, stereotypes, prejudices, democratic values, participatory culture, cultural sustainability
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Communication with students via e-mail. Use of the e-learning platform to post additional course material. Use of a computer and an overhead projector for ppt presentations and displaying digital material in class.
Course Organization
Reading Assigment381.5
Field trips and participation in conferences / seminars / activities150.6
Written assigments361.4
Student Assessment
Students' evaluation will include: (a) Written exams at the end of the semester. (b) Participation in activities during the course. (c) Writing an essay rated up to 30% of the final grade. Guidelines are posted on the course's online platform (elearning)
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative)
  • Oral Exams (Formative)
  • Written Exam with Problem Solving (Formative, Summative)
Course Bibliography (Eudoxus)
Τσιούμης, Κ. (2003). Ο Μικρός «άλλος». Μειονοτικές Ομάδες στην προσχολική εκπαίδευση. Θεσσαλονίκη: Ζυγός. Siraj-Blatchford, I.(2012). Τα πρώτα χρόνια της παιδικής ηλικίας θέτουν τα θεμέλια της φυλετικής ισότητας, Αθήνα: Επίκεντρο.
Additional bibliography for study
Αγγελίδης, Π. & Χατζησωτηρίου, Χ. (2013). Διαπολιτισμικός διάλογος στην εκπαίδευση. Αθήνα: Διάδραση. Βλαχάκη Μ. (2016). Η επίδραση των ιστοριών ζωής στον μετασχηματισμό των αντιλήψεων παιδιών σχολικής ηλικίας για τους μετανάστες, MuseumEdu, 3, 73-100. Διαθέσιμο: http://museumedulab.ece.uth.gr/main/sites/default/files/3.%20THE%20IMPACT%20OF%20LIFE%20HISTORIES%20ON%20THE%20TRANSFORMATION%20OF%20Vlachaki%20%20final_1.pdf Βλαχάκη Μ. & Μάγος Κ. (2015). H συμβολή της έρευνας δράσης στη δημιουργία μίας μουσειακής έκθεσης για τη μετανάστευση από παιδιά σχολικής ηλικίας, Hλεκτρονικό Περιοδικό Action Researcher in Education, 6, 25-47. Διαθέσιμο: http://www.actionresearch.gr/AR/ActionResearch_Vol6/i6p2.pdf Γκόβαρης, Χ. (2011). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Αθήνα: Διάδραση Γκόβαρης, Χ. (2013). Διδασκαλία και Μάθηση στο Διαπολιτισμικό Σχολείο. Αθήνα: Gutenberg. Γεωργογιάννης, Π. (2013). Κίνητρα, διαμεσολαβήσεις και επιδόσεις στην εκπαίδευση. Μια ερευνη τική προσέγγιση σε πολιτισμικά διαφορετικούς μαθητές. Αθήνα: Ίων. Coelho, E. (2007). Διδασκαλία και μάθηση στα πολυπολιτισμικά σχολεία, (επιμ. Μητακίδου, Σ. και Τρέσσου, Ε.). Θεσσαλονίκη: Επίκεντρο. Cummins, J. (1999), Ταυτότητες υπό διαπραγμάτευση, μτφρ. Αργύρη, Σ., Αθήνα: Gutenberg. Derman Sparks L. (2006) Καταπολεμώντας τις προκαταλήψεις. Παιδαγωγικά εργαλεία, (μτφρ.) Χουντουμάδη, Μόρφη, Αθήνα, Κέντρο Παιδαγωγικής και Καλλιτεχνικής Επιμόρφωσης «Σχεδία». Δημητριάδου, Κ. (2011). Πλαίσιο, ταυτότητα και ετερότητα στην κριτική διδασκαλία: μια μελέτη περίπτωσης από την εκπαίδευση των δασκάλων. Στο: Ν. Παπαδάκης & Ν. Χανιωτάκης (Επιμ.), «Εκπαίδευση – Κοινωνία – Πολιτική». Τιμητικός τόμος για τον Ιωάννη Ε. Πυργιωτάκη. Αθήνα: πεδίο (σσ. 812-827). Hollins, E. (2007). O πολιτισμός στη σχολική μάθηση. Αθήνα: Μεταίχμιο. Μάγος, Κ. (2010),«Καθρέφτες και παράθυρα, γέφυρες και σταυροδρόμια». Αξιολόγηση εκπαιδευτικού υλικού ως προς τη διαπολιτισμική του διάσταση. Στα Πρακτικά του 13ου Διεθνούς Συνεδρίου: «Διαπολιτισμική Εκπαίδευση.Ελληνικά ως Δεύτερη ή Ξένη Γλώσσα» (Πάτρα, 07-09/05/10), Κέντρο Διαπολιτισμικής Εκπαίδευσης, Πανεπιστήμιο Πατρών, 298- 309. Μπάρος, Β., Στεργίου, Λ., Χατζηδήμου, Κ. (2014). Ζητήματα Διαπολιτισμικής Παιδαγωγικής και Εκπαίδευσης. Αθήνα: Διάδραση. Νικολάου, Γ. (2011), Διαπολιτισμική διδακτική. Το νέο περιβάλλον – Βασικές αρχές. Αθήνα: Πεδίο. Παλαιολόγου, Ν. & Ευαγγέλου, Ο. (2011). Διαπολιτισμική Παιδαγωγική. Εκπαιδευτική πολιτική για παιδιά μεταναστών. Αθήνα: Πεδίο. Σκούρτου, E. (2011), H Διγλωσσία στο Σχολείο, Aθήνα: Gutenberg Τσοκαλίδου, Ρ. (2012). Χώρος για Δύο. Διγλωσσία και Εκπαίδευση. Θεσσαλονίκη: Ζυγός Τσοκαλίδου, Ρ. (2017). SIDAYES. Διγλωσσία και Διαγλωσσικότητα. Αθήνα: Gutenberg. Τριλίβα Σ., Αναγνωστοπούλου Τ., Χατζηνικολάου Σ. (2008), Ούτε καλύτερος, ούτε χειρότερος…απλά διαφορετικός, Αθήνα: Gutenberg. Τσιάκαλος, Γ. (2006). Απέναντι στα εργαστήρια του ρατσισμού. Αθήνα: Τυπωθήτω Ταίηλορ, Τ. (1997). Πολυπολιτισμικότητα, Αθήνα: Πόλις Ξενόγλωσση Banks, J. A. (2007). Educating Citizens in a Multicultural Society. 2nd edn, New York: Teachers College Press. Dimitriadou, C. & Efstathiou, M. (2012). Fostering Teachers' Intercultural Competency at School: the Outcomes of a Participatory Action Research Project. In N. Palaiologou & G. Dietz (Eds.), Mapping the Broad Field of Multicultural Education Worldwide. Towards the Development of a New Citizen (pp. 296-313). Newcastle upon Tyne: Cambridge Scholars Publishing. Goddard, T. J. & Hart, A. C. (2007). School leadership and equity: Canadian elements. School Leadership & Management, 27,1, pp. 7–20. Grant, A. and Portera, A. (Eds), Intercultural and Multicultural Education –Enhancing Global Interconnectedness, Routledge, New York, NY. Hidalgo, N., Siu,S.F., Epstein, J.L. (2004). Research on families, schools and communities: a Multicultural perspective. Στο J.A Βanks. & C.A. Banks (eds). Handbook of Research on Multicultural Education. San Francisco: CAWiley & Sons, pp. 631-655. Hajisoteriou, C. (2012). Listening to the winds of change: school leaders realizing intercultural education in Greek-Cypriot schools?, International Journal of Leadership in Education: Theory and Practice,15,3, pp. 311-329. Leeman,Y.A.M. (2003). School Leadership for Intercultural Education, Intercultural Education, 14, 1, 31-45. McGlynn, C. (2008). Leading integrated schools: a study of multicultural perspectives of Northern Irish principals. Journal of Peace Education, 5,1, pp.3–16. McCray, C., Wright, J. & Beachum, F. (2004) An analysis of secondary school principals’ perceptions of multicultural education, Education, 125, 1, pp. 111–120. Skrla, L. and Scheurich, J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33,3, pp. 235–259. Steinbach, M.(2010). Eux autres versus nous autres: adolescent students views on the integration of newcomers, Intercultural Education, 21,6, pp. 535- 547. Theoharis, G.(2007). Social justice educational leaders and resistance: toward a theory of social justice leadership. Educational Administration Quarterly, 43,2, 221-258. UNESCO (2009), Investing in Cultural Diversity and Intercultural Dialogue, UNESCO, Paris. Vlachaki, M. (2007). Crossing Cultures through the Intangible Heritage: an Educational Program about Migration in Greece. International Journal of Intangible Heritage, 2, 93-102, ICOM, The National Folk Museum of Korea. Διαθέσιμο: http://www.ijih.org/volumeMgr.ijih?cmd=volumeView&volNo=2#none Walker, A.(2005). Priorities, strategies and challenges. In: A. Walker, C. Dimmock, H. Stevenson, B. Bignold and D. Middlewood (eds). Effective Leadership in Multi-Ethnic Schools, (pp. 5–25). National College for School Leadership-Nottingham. Zembylas, M & Iasonos, S.(2010). Leadership styles and multicultural education approaches: an exploration of their relationship, International Journal of Leadership in Education: Theory & Practice,13, 2, pp. 163-183.
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