LEARNING AND TEACHING IN EARLY CHILDHOOD EDUCATION
| Title | ΜΑΘΗΣΗ ΚΑΙ ΔΙΔΑΣΚΑΛΙΑ ΣΤΟ ΝΗΠΙΑΓΩΓΕΙΟ / LEARNING AND TEACHING IN EARLY CHILDHOOD EDUCATION |
| Code | ΥΒ.1.014 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Maria Papandreou |
| Common | No |
| Status | Active |
| Course ID | 80003390 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600229434
|
Class Schedule
| Building | Παιδαγωγική Σχολή (Πύργος) |
| Floor | Ισόγειο |
| Hall | ΜΕΓΑΛΗ ΙΣΟΓΕΙΟΥ (174) |
| Calendar | Mercoledì 11:00 to 13:30 |
Course Type 2021
Specific Foundation
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/1/600229434
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=6882
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
By successfully completing all the learning activities of the course, students will be able to:
- Recognize the various factors that contribute to the formation of particular attributes of each child and the importance of all of these features to the process of learning and teaching in the early years.
- Recognise that children are capable and come to school with their own knowledge and interests which are shaped in and out of school
- Recognise children's different languages and enhance them in the educational process
- Recognise children's right to express their views and take decisions
- Enhance children's meaningful participation by capitalising on their diversity
- Select tools and strategies to identify the funds of knowledge and interests of children in a classroom
- Choose activities that foster initiative, exploration, curiosity and problem-solving
- Analyse and interpret learning and teaching 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
- 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)
This course examines issues related to learning and teaching in childhood in the light of sociocultural theory.
The course is organised into three units. In the first unit, the focus is on understanding the range of resources that children bring to school. It begins by looking at the child who learns and develops in a particular sociocultural context, focusing on the impact of family, school and society. In this light, particular features of preschool children are considered, such as their different experiences and knowledge, interests and preferences, all of which reflect aspects of diversity while influencing the process of learning and teaching.
In the second unit, the focus shifts to the communicative aspect of learning and the multimodal nature of communication as it is currently shaped. In this unit, children's semiotic activity is examined, focusing on four primary 'languages' (modes of communication) that dominate the everyday communicative landscape of young children's lives, that is, body language, symbolic play, drawing activity and construction play.
In the third unit of the course, the concept of participation in childhood is examined from a Rights perspective, building on what has been studied in the previous units. The different views on children's right to express their opinions and participate in decision-making on issues that concern them, to take responsibility and to be involved in the educational process with concentration and enthusiasm are discussed. The Reggio Emilia school approach is presented, as well as other models that advocate participatory learning in ECE practice.
Through illustrative examples, we discuss how children's voices are heard and taken into account in the classroom, but also how they are overlooked or marginalised. Strategies are presented that enable children to express themselves multimodally, share their knowledge and interests with others and use them in the educational process.
Keywords
Socio-cultural Theory, Student Diversity, Funds of Knowledge, Interests, Communication, Children's languages, Participatory learning
Educational Material Types
- Slide presentations
- Book
- papers
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
Supporting lectures with presentations (ppt), communication with students, dissemination of educational material (notes, articles to be studied, instructions for assignments, etc.) on the course website. Αnalysis of film and video footage from the educational process in kindergarten classrooms
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ||
| Fieldwork | 11 | 0.4 | ✓ | ✓ | |
| Reading Assigment | 55 | 2.2 | ✓ | ✓ | |
| Written assigments | 40 | 1.6 | ✓ | ✓ | |
| Exams | 5 | 0.2 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
The evaluation process takes place during the whole semester and includes: A. a sequence of assignments: reading papers and answering questions, critical reflection on various case studies like an interview with a child or a group discussion in a kindergarten, data collection and analysis etc, and B. examination tests. The evaluation standards are described clearly in the course webpage (e-learning) and the first class meeting.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Επιλογές Συγγραμμάτων:
Βιβλίο [94691001]: ΣΥΜΜΕΤΟΧΙΚΗ ΜΑΘΗΣΗ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΚΑΙ ΠΡΩΤΗ ΣΧΟΛΙΚΗ ΗΛΙΚΙΑ, ΠΑΠΑΝΔΡΕΟΥ ΜΑΡΙΑ, Θεσ/νικη: Εκδόσεις Σοφία.
Βιβλίο [22051]: Reggio Emilia: Οι χίλιες γλώσσες των παιδιών προσχολικής ηλικίας, Edwards Carolyn,Gandini Lella,Forman George,Κουτσουβάνου Ευγενία, Βεργιοπούλου Αθηνά. Αθήνα:Πατάκης
Πρόσθετο Διδακτικό Υλικό:
Βιβλίο [91681116]: International Handbook of Early Childhood Education [electronic resource], Marilyn Fleer / Bert van Oers
Additional bibliography for study
Εκπαιδευτικό υλικό στην ιστοσελίδα του μαθήματος (παρουσιάσεις από τα μαθήματα, άρθρα, σημειώσεις κλπ)
Τα παρακάτω είναι ενδεικτικά
Πρόγραμμα Σπουδών Νηπιαγωγείου, Α΄ μέρος. (2011). Στο Ψηφιακό Σχολείο, Α. Προγράμματα Σπουδών. 2. Συμπληρωματικά προς τα Ισχύοντα Προγράμματα Σπουδών, Επιστημονικό Πεδίο: Προσχολική - Πρώτη Σχολική Ηλικία
http://ebooks.edu.gr/info/newps/%CE%A0%CF%81%CE%BF%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20-%20%CE%A0%CF%81%CF%8E%CF%84%CE%B7%20%CE%A3%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20%CE%97%CE%BB%CE%B9%CE%BA%CE%AF%CE%B1/1%CE%BF%20%CE%9C%CE%AD%CF%81%CE%BF%CF%82.pdf
Οδηγός για Νηπιαγωγείο. (2011). Στο Ψηφιακό Σχολείο, 2. Συμπληρωματικά προς τα Ισχύοντα Προγράμματα Σπουδών Β. Οδηγοί για τον εκπαιδευτικό http://ebooks.edu.gr/info/newps/%CE%A0%CF%81%CE%BF%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20-%20%CE%A0%CF%81%CF%8E%CF%84%CE%B7%20%CE%A3%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%20%CE%97%CE%BB%CE%B9%CE%BA%CE%AF%CE%B1/%CE%9F%CE%B4%CE%B7%CE%B3%CF%8C%CF%82%20%CE%B3%CE%B9%CE%B1%20%CE%9D%CE%B7%CF%80%CE%B9%CE%B1%CE%B3%CF%89%CE%B3%CE%B5%CE%AF%CE%BF.pdf
• Α. Ανδρούσου. Κίνητρο στη εκπαίδευση. www.kleidiakaiantikleidia.net
• Birbili, M & Tsitouridou, M. 2008. Identifying children’s interests and planning learning experiences: challenging some taken for granted views. In P.G. Grotewell & Y. M. Burton, Early Childhood Education: Issues and Developments (143-156). Nova science Publishers, Inc.
• Παπανδρέου, Μ. (2011). Σημειωτικές διαδικασίες στο νηπιαγωγείο και ανάπτυξη μαθηματικών δραστηριοτήτων με νόημα για τα παιδιά. In Ν. Stellakis & M. Efstathiadou (Eds), Proceedings of the OMEP European conference Cyprus: Perspectives of creativity and learning in early childhood" (pp. 618-627). ISBN: 978-9963-7377-0-3. http://www.omep.com.cy/images/media/assetfile/conference_proceegins.pdf
• Παπανδρέου, Μ. Σιαμπάνη, Ε. & Δούμου, Σ. (2011). Η σημασία της σχεδιαστικής δραστηριότητας στο Νηπιαγωγείο: Αλληλεπιδράσεις νηπίων κατά την επίλυση ενός προβλήματος μέσω του σχεδίου Σύγχρονο Νηπιαγωγείο, 83, 118-126.
• Σ. Αυγητίδου. 2001. Το παιχνίδι: σύγχρονες ερευνητικές και διδακτικές προσεγγίσεις. Αθήνα: Τυποθήτω, Γιώργος Δάρδανος.
• S. Wright. 2007. Young children’s meaning-making through drawing and telling. Australian Journal of Early Childhood, V 32, N 4, 37-48
• Κaren Bellous. Looking at the Trees around Us Spring 2004 ECRP Vol. 6 No. 1 http://ecrp.uiuc.edu/index.html
• Yvonne Kogan. 2003. A Study of Bones. ECRP Vol. 5 No. 1. http://ecrp.uiuc.edu
Last Update
19-04-2024
