Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter
CoordinatorEvangelia Papadopoulou
Course ID80003421

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

Registered students: 220
OrientationAttendance TypeSemesterYearECTS
CoreSchool Practices7424

Class Information
Academic Year2023 – 2024
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours12
Class ID
Course Type 2021
Skills Development
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Required Courses
General Prerequisites
Students should have successfully completed the course EARLY CHILDHOOD PEDAGOGY AND PRACTICE I.
Learning Outcomes
Upon successful completion of the course, students are expected to have developed specialized pedagogical, teaching, research, and scientific reasoning concerning different fields in their studies (for instance Science, Mathematics, Arts, and Music). They are also expected to be able to identify commonalities between different fields of knowledge and their particularities as well as to interrelate them, in order to create appropriate learning and social environments for preschool children.
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)
For the academic year 2022-2023, students mainly attend and approach four consecutive disciplines/scientific fields, as follows: a) Arts, Mathematics, Music, and Science. Specifically, in Arts, students, after getting to know the basic principles of art learning, practice in the design of teaching activities while familiarizing themselves with modern teaching approaches to Arts for preschoolers. In Mathematics, they develop knowledge and experiences about the teaching of a mathematical field and the way it can be approached didactically. They also familiarize themselves with mathematical activities and supporting material of the field and are engaged in the design of activities based on the contemporary didactics of mathematics. In Music, through the critical view of music-music/pedagogical theory and practice, as well as through the triptych of listening, performing, and creating, students are engaged in the design, implementation, and evaluation of basic units of preschool music education such as a) communication, musical-sound explorations and familiarization with the properties of sound and musical concepts, b) voice and singing. In Science, students approach basic theoretical principles, tools, and strategies of the Didactics of Science in kindergarten as well as practice the design, implementation, and evaluation of teaching activities related to the approach of concepts and phenomena from the natural world for preschoolers. In particular, the course develops sequentially in three (3) phases for each subject, with distinct learning objectives and results: Phase A: observation, design, and implementation of learning experiences in a scientific object • Students attend lectures and seminars by the tutors of the subjects / scientific fields, in order to be aware of the special ways of targeted observation and approach of children in each framework. They use the experience of their Internship in the 6th semester incorporating the new information for their observations and making adaptations to the new classroom environment. • Undertake to design, implement as educators and evaluate with alternative approache specific learning activities, free and organized, to help children to enrich their experiences in the respective topics related to the above subjects / scientific fields. They adjust the content of their activities according to the needs and interests of the children and the classroom conditions. In this process they get to know and manage the new group and the conditions of the kindergarten classroom, taking into account the different needs of the children, the basic pedagogical principles and approaches, and the curriculum of the kindergarten. • During their preparation, they adopt professional practices as they search for information in scientific books and other sources, collaborate with the class teacher, create material that will serve their pedagogical goals, use tools such as drawing forms, keeping a diary of activities, and reflection, etc., for the evaluation of the educational process for small and large groups. They also collaborate with the class teacher. • They develop possibilities for wider pedagogical wondering through opportunities for reflection in relation to teaching and learning. Phase B: Investigation of actions with a combination of scientific fields With the experience of observation, design, and implementation of learning experiences in two scientific fields and the utilization of the material of their recordings, interdisciplinary actions are investigated and implemented in a combination of these fields. Interdisciplinary connections or extensions between different cognitive areas are systematically sought. The correlations, compositions, and generalizations that lead to the holistic approach to knowledge are strengthened. Phase C: feedback-reflection-writing deliverables The students develop and apply reflection, self-assessment, and peer-assessment procedures for teaching and learning at individual and group levels, utilizing the theory of each scientific field. They utilize the theory and compose individual and final deliverables as they process all their material and experiences from their Internship in kindergartens.
early childhood, pedagogy, practice, arts, mathematics, music, science
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • Multimedia
  • 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
The full supportive educational material of the course (e.g., presentations, scientific papers, links to the suggested network, assignments’ instructions) is posted on the digital e-learning platform where students’ assignments are also posted. Communication with the students is conducted via the same platform as well as by e-mail.
Course Organization
Reading Assigment2008
Written assigments602.4
Student Assessment
Αt the end of each subject students are required to submit individual deliverables for each one. That is, four (4) deliverables, as follows:one for every module (Pedagogy of Physical Space, Art, Music and Environmental Education) and one more for cross-thematic teaching interventions. Therefor students are required to submit in total five (5) individual deliverables.
Student Assessment methods
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Θεοδωρίδης, Ν. (2020). Φίλοι Μουσικόφιλοι: Μουσικοπαιδαγωγικό πρόγραμμα για παιδιά προσχολικής και πρωτοσχολικής ηλικίας. Το βιβλίο του εκπαιδευτικού-εμψυχωτή. Θεσσαλονίκη: Ελληνική ένωση για τη Μουσική Εκπαίδευση. Ραβάνης, Κ. (1999). Οι Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση: Διδακτική και Γνωστική Προσέγγιση. Αθήνα: Τυπωθήτω. Καλεσοπούλου, Δ. (Επιμ.) (2011). Παιδί και εκπαίδευση στο μουσείο: Θεωρητικές αφετηρίες, παιδαγωγικές πρακτικές. Αθήνα: Πατάκης Τζεκάκη, Μ. (2010). Μαθηματική Εκπαίδευση για την προσχολική και πρώτη σχολική ηλικία. Θεσσαλονίκη: Εκδόσεις Ζυγός. Leavy, P. (2020) (Λέτσιου Μ. επιμ.). Η καλλιτεχνική δημιουργία ως μέθοδος: Έρευνα μέσω της τέχνης. Αθήνα: Gutenberg. Παντελιάδου, Σ. & Αργυρόπουλος, Β. (2011). Ειδική Αγωγή- Από την έρευνα στη διδακτική πράξη. Αθήνα: Πεδίο
Additional bibliography for study
Ανδρούτσος, Π. (2012). Μέθοδοι διδασκαλίας της μουσικής. Παρουσίαση και κριτική θεώρηση των μεθόδων Orff και Dalcroze. Αθήνα: Orpheus. Γκανά, Γ., Ζησοπούλου, Ε., Θεοδωρίδης, Ν., Καραχάλιου, Α., Κοκκίδου, Μ., & Χατζηκαμάρη, Π. (Ελάτε να Παίξουμε). (2004). Το Σχολείο–Εργαστήρι Τέχνης και Δημιουργίας. Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Τμήμα Νεοελληνικών Σπουδών, Ίδρυμα Μανόλη Τριανταφυλλίδη. Γρηγορίου, Μ. (2004). Μουσική για παιδιά και για έξυπνους μεγάλους. Αθήνα: Νεφέλη. Δογάνη, Κ. (2012). Η μουσική στην προσχολική ηλικία. Aλληλεπίδραση παιδιού - παιδαγωγού. Αθήνα: Gutenberg. ΙΕΠ-ΥΠΑΙΠΘ (2021). 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 Καραδήμου-Λιάτσου, Π. (2001). Από την ακοή στην ακρόαση. Αθήνα: Edition Orpheus. Καραδήμου-Λιάτσου, Π. (2003). Η μουσικοπαιδαγωγική τον 20ό αιώνα: Οι σημαντικότερες απόψεις για την Προσχολική Ηλικία. Αθήνα: Edition Orpheus. Κοκκίδου, Μ. (2014). Η Εμψύχωση στη Διδασκαλία-Μάθηση. Το σχολείο της χαράς και της καρδιάς. Αθήνα: Fagottobooks. Κοκκίδου, Μ. (2015). Διδακτική της μουσικής: Νέες προκλήσεις, νέοι ορίζοντες. Αθήνα: εκδόσεις fagotto books. Παπαδοπούλου, Ε. (2012). Κανονικότητες: Μία διδακτική παρέμβαση για την ανάπτυξη ικανοτήτων αναγνώρισης κανονικοτήτων σε παιδιά προσχολικής ηλικίας. Παιδαγωγική Επιθεώρηση, 53, 123-138. Διαθέσιμο στο https://ojs.lib.uom.gr/index.php/paidagogiki/issue/view/472/showToc Delserieys, A., Impedovo, M. A., Fragkiadaki, G., & Kampeza, M. (2017). Using drawings to explore preschool children’s ideas about shadow formation. Review of Science, Mathematics and ICT Education, 11(1), 55-69. Fleer, M. (2019). Scientific Playworlds: A Model of Teaching Science in Play-Based Settings. Research in Science Education 49, 1257–1278. https://doi.org/10.1007/s11165- 017-9653-z Fragkiadaki, G., Armeni, A., Zioga, S., & Ravanis, K. (2021). Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation. Journal of Childhood, Education & Society, 2(3), 220-234. Fragkiadaki, G., Fleer, M., & Ravanis, K. (2019). A cultural-historical study of the development of children’s scientific thinking about clouds in everyday life. Research in Science Education, 49(6), 1523-1545. O’connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early Childhood Science Education from 0 to 6: A Literature Review. Education Sciences, 11(4), 178. Papadopoulou, E. (2020). Recognizing pattern rules in an early childhood classroom: the role of manipulatives. Educational Journal of the University of Patras UNESCO Chair, 7(2), 58-69. https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/3377/3580 Radford, L. (2010). Layers of generality and types of generalization in pattern activities, PNA 4 (2), 37-62.
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