CURRICULUM AND PLANNING FOR TEACHING IN THE KINDERGARTEN
| Title | ΑΝΑΛΥΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΚΑI ΕΚΠΑΙΔΕΥΤΙΚΗ ΔΙΑΔΙΚΑΣΙΑ ΣΤΟ ΝΗΠΙΑΓΩΓΕΙΟ / CURRICULUM AND PLANNING FOR TEACHING IN THE KINDERGARTEN |
| Code | ΕΠ.2.044 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Maria Papandreou |
| Common | No |
| Status | Active |
| Course ID | 80003417 |
| Academic Year | 2023 – 2024 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600229399
|
Class Schedule
| Building | Education Blue |
| Floor | Basement |
| Hall | ΑΙΘΟΥΣΑ ΥΠΟΓΕΙΟ ΛΥΟΜΕΝΟ 1 (171) |
| Calendar | Monday 16:00 to 18:30 |
Course Type 2021
Specialization / Direction
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
- e-Study Guide https://qa.auth.gr/en/class/1/600229399
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=6716
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Students who complete successfully the course demands will be able to:
• Recognize the contemporary curricula design approaches
• Discern the main principles and the structural elements of diverse Curricula and the pedagogical approaches influence them
• Identify the models of contemporary early childhood curricula
• Reflect upon diverse early childhood curricula
• Plan learning and teaching in Kindergarten taking in to account the national curricula and children’s needs, both individually and in groups
- design everyday curricula according to the principles of differentiated teaching
- propose ways of making use of children's diversity (learning profiles) when designing the educational processe
- organise the learning environment in such a way as to encourage children's self-direction and their natural inclination to explore and solve problems
- analyse and interpret educational processes using appropriate theoretical tools
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
- 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 course consists of two main parts.
The first examines key issues related to curriculum frameworks:
- Key terms and meanings, classifications and models of curriculum design
- Principles of early childhood curriculum design and factors influencing it today
- Models of early childhood curricula and how contemporary pedagogical approaches influence them.
- Structural elements of curricula: objectives, content, teaching methods and assessment methods.
- Characteristics of contemporary early childhood curricula, their theoretical frameworks and structural elements.
The second part examines issues related to curriculum planning in kindergarten. Specifically, factors that influence teaching objectives and activities such as children's interests, prior knowledge, needs and current kindergarten curricula objectives are discussed.
Finally, the following issues are also explored
- The idea of an emergent curriculum
- Appropriate teaching strategies and pedagogical practices to meet individual and group needs
- The programme flow (sequence of learning experiences): assessment processes, design & implementation, feedback-reflection, evaluation.
Keywords
Curriculum, models, planning, assessment for learning, emergent curriculum
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
- Papers & official documents
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
Description
The course and the related activities are supported by the e-learning platform
Powerpoint presentations, supportive materials uploaded to moodle e-learning, videos, e-mail communication
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ||
| Reading Assigment | 55 | 2.2 | ✓ | ✓ | |
| Written assigments | 56 | 2.2 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
Αssignments: reading papers and answering questions, curricula analysis, critical reflection on various case studies like an interview with a teacher or a group discussion in a kindergarten, data collection and analysis etc. The evaluation standards are described clearly in the course webpage and the first class meeting.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Oral Exams (Formative, Summative)
- Performance / Staging (Formative, Summative)
- εκπόνηση project (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Βιβλίο [68377835]: Αναλυτικά Προγράμματα Προσχολικής και Πρώτης Σχολικής Ηλικίας, McLachlan Claire, Fleer Marilyn, Edwards Susan, Παπανδρέου Μαρία (επιμ.)
Βιβλίο [94689492]: Αναδυόμενο Πρόγραμμα και Παιδαγωγική Τεκμηρίωση στην Προσχολική Εκπαίδευση, Stacey Susan,επιστ.επιμ. Ευαγγέλου Δήμητρα
Βιβλίο [41958305]: Αναλυτικό πρόγραμμα: Θεωρητικές προσεγγίσεις και εκπαιδευτικοί προσανατολισμοί, Βασίλης Τσάφος
Βιβλίο [94689492]: Αναδυόμενο Πρόγραμμα και Παιδαγωγική Τεκμηρίωση στην Προσχολική Εκπαίδευση, Stacey Susan,επιστ.επιμ. Ευαγγέλου Δήμητρα
Additional bibliography for study
Εκπαιδευτικό υλικό που αναρτάται στην ιστοσελίδα του μαθήματος
Τα παρακάτω είναι ενδεικτικά
Βιβλίο [91681116]: International Handbook of Early Childhood Education [electronic resource], Marilyn Fleer / Bert van Oers
ΙΕΠ-ΥΠΑΙΠΘ (2022). Πρόγραµµα Σπουδών για την Προσχολική Εκπαίδευση. ΕΣΠΑ 2014-2020, Επιχειρησιακό Πρόγραµµα: Ανάπτυξη Ανθρώπινου Δυναµικού, Εκπαίδευση και Δια Βίου Μάθηση. Ανακτήθηκε από http://iep.edu.gr/el/nea-ps-provoli o
ΙΕΠ-ΥΠΑΙΠΘ (2014α). Πρόγραµµα Σπουδών Νηπιαγωγείου (αναθεωρηµένη έκδοση). "Νέο Σχολείο" ΕΣΠΑ 2007-2013, Επιχειρησιακό Πρόγραµµα: Εκπαίδευση και Δια Βίου Μάθηση. Ανακτήθηκε από http://repository.edulll.gr/edulll/retrieve/7058/1947_
ΙΕΠ-ΥΠΑΙΠΘ (2014β). Οδηγός εκπαιδευτικού για το πρόγραµµα σπουδών του νηπιαγωγείου. "Νέο Σχολείο" ΕΣΠΑ 2007-2013, Επιχειρησιακό Πρόγραµµα: Εκπαίδευση και Δια Βίου Μάθηση. Ανακτήθηκε από http://iep.edu.gr/images/IEP/EPISTIMONIKI_YPIRESIA/Epist_Monades/A_Kyklos/ Proshol_Agogi_nea/2019/odigos_ekpaideytikou.pdf o Παιδαγωγικό Ινστιτούτο-
ΥΠΑΙΠΘ. (2003). Διαθεµατικό ενιαίο πλαίσιο προγραµµάτων σπουδών για το νηπιαγωγείο (ΔΕΠΠΣ). Ανακτήθηκε από http://www.pischools.gr/programs/depps/
Σφυροέρα, Μ. 2002. Διαθεματική προσέγγιση της γνώσης. Σειρά Κλειδιά και Αντικλείδια, www.kleidiakaiantikleidia.net.
Δαφέρμου, Χ., Κουλούρη, Π. & Μπασαγιάννη Ε. Οδηγός νηπιαγωγού: Εκπαιδευτικοί σχεδιασμοί –δημιουργικά περιβάλλοντα μάθησης. Αθήνα: ΟΕΔΒ.
Προγράμματα σπουδών Νηπιαγωγείου από διάφορες χώρες (π.χ Αυστραλία, Νέα Ζηλανδία, Αγγλία, Σκωτία, Καναδάς, κλπ)
Last Update
19-04-2024
