(in Polish) CM4 - Early Childhood Education

General data

Course ID:	2300-GPTE-CM4-ECE
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	(unknown)
Name in Polish:	CM4 - Early Childhood Education
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Prerequisites (description):	(in Polish) Introducing students to psychological, pedagogical, sociological context on early childhood education; Improving students’ knowledge and skills to better understand contemporary perspectives on early childhood education in the changing society. Describe and compare different models of early childhood education in Europe and in the world.
Mode:	Classroom
Short description:	(in Polish) The selected subjects related to the social pedagogical context of understanding the role of child and childhood in the contemporary world: dimensions, changes, perspectives.
Full description:	(in Polish) TOPICS 1. Historical views of childhood – the nature of childhood and accepted practices for treating children 2. Theories of child development and different ideas/concepts of knowledge and learning - Cognitive/developmental models - Environmental-learning approaches, - Development in context (ecological approach) 3. Contemporary perspectives on early childhood education – constructivism, cognitivism, connectivism and social learning, design-based 4. Human capital arguments for investment in early childhood – sociological context. 5. Poverty discourse and children’s standards of living 6. Alternatives models of early childhood education and their socio-political and pedagogical context 7. Teachers’ models of teaching: -skilful follower -open to dialogue with students - reflective practitioner -transformation protagonist 8. The development of language, communication and literacy skills in early education context. 9. Building the thinking environment in early and elementary education. 10. Learning process outside kindergarten and elementary/ primary school. 11. Peer tutoring as a method of teaching and learning in groups and active learning. 12. Cooperative and collaborative learning - practical implementation 13. Monitoring children’s development and school achievements through formative assessment 14. Building relationship with parents in early childhood education. 15. Different models of early childhood education: San Miniato approach, Reggio Emilia (Italy), Kindergarten in Three Cultures ( Japan, China, USA), Scandinavian approach (Norway, Finland), Poland, Spain, UK. 16. Researches concerning early and elementary education - TIMSS, PIRLS, STARTING STRONG 17. Providing quality of early childhood education 18. Multidimensional approach to learning and inclusion in early childhood education 19. Interdisciplinary Teaching across Multiple Domains 20. Postmodernism, passion and potential for future childhoods
Bibliography:	(in Polish) E. Baines, P.Blatchford, P. Kutnick, Promoting Effective Group Work ine the Primary Classroom. A handbook for teachers and practitioners. Routledge, 2009 S. Bowkett, 100+ ideas for Teaching thinking skills. Continuum International Publishing Group 2007 A. Browne, Developing Language and Literacy 3-8. SAGE 2009 N. Yelland (Ed.), Critical Issues in Early Childhood Education, OUP 2005 N. Yelland (Ed.), Contemporary Perspectives on Early Childhood Education, Open University Press 2010 A. M. Hughes, V. Read, Building Positive Relationships with Parents of Young children , Routledge 2011 A. Pritchard, J.Woolard, Psychology for the Classroom: Constructivism and Social learning. Routledge 2010 R. Vasta, M. M. Haith, S.A. Miller, Child Psychology. The modern Science. J. Wiley&Sons, Inc 1999 S. Clarke, Active Learning through Formative Assessment. Hoddar Education
Learning outcomes:	(in Polish) Students: - Use historical and contemporary knowledge to identify the multidimensional aspects of child’s development and impact of educational process - Define, select and analyse several models of knowledge and learning - Identify a main social problems concerning child’s developmental possibilities and family background - Explain the role of early childhood educational experience in the school career and future life - Compare different teachers’ models of teaching and discuss their weaknesses and strengths - Use several methods supporting the development of children’s thinking and creativity - Organize an environment which supports children’s independent activities - Apply critical thinking about educational tradition and model - Cooperate with colleagues, teachers and co-workers - Apply a range of strategies to organize work in groups and peer tutoring - Monitor and assess children’s learning using different tools
Assessment methods and assessment criteria:	(in Polish) Activity during the course, students’ presentations, students essays based on professional literature analysis, diary of school/kindergarten experiences with one’s individual reflection written check-up in early childhood education course. Criteria of evaluation: - coherent presentation of thoughts - critical thinking - deeper knowledge on the theoretical basis - active participation 2 absences allowed in the semester During course 2 absences possible

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.