MM-Elementary Education in the Contemporary Theory and Practice

General data

Course ID:	2300-MM/PW-WKPW
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	MM-Elementary Education in the Contemporary Theory and Practice
Name in Polish:	MM - Współczesne koncepcje pedagogiki wczesnoszkolnej
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:	Polish
Type of course:	obligatory courses
Prerequisites (description):	The aim of the lecture is to present contemporary concepts of early childhood education in the perspective of the experience of selected European and world countries and to analyze Polish education in the context of research revealing various aspects of its functioning. The issue of the lecture will also focus on the main areas of changes that can be introduced in Polish early childhood education.
Mode:	Classroom
Short description:	The basic issues include the issues of contemporary theoretical concepts and practical solutions related to the interpretation of goals and tasks of early childhood education, different approaches to the organization of the learning process, teacher-student-parent cooperation and the local environment in improving the quality of elementary education.
Full description:	Specific issues The issues of lectures concentrate on the following topics: 1. Early childhood pedagogy - development perspectives in the light of changes in elementary education. 2. Early education teacher - educational partnership: school, parents, local environment 3. Various models of elementary education based on the experience of selected European countries and the USA 4. Psycholinguistic and sociolinguistic foundations of the child's language development 5. International PIRLS research (Progress in International Reading Literacy Study), TIMSS (Trends in Mathematics and Science Study) - educational conclusions resulting from the analysis of the results obtained for early childhood education. 6. Research on school achievements of children completing the first stage of education - analysis of research results and their pedagogical implications. 7 Contemporary concepts of the learning process and their psychological determinants (constructivism, cognitivism, conectivism) 8. Selected problems in the field of initial reading and writing - an interactive model of literacy. 9. Concepts of mathematical education - relational vs. instrumental approach. 10.Alternative concepts of early childhood education and their modern applications.
Bibliography:	(in Polish) - A. Brzezińska (red), Psychologiczne portrety człowieka. Praktyczna psychologia rozwojowa. GWP 2005; M. Głoskowska-Sołdatow, Motywacja do uczenia się uczniów w młodszym wieku szkolnym. ŻAK, 2016 - M. Dąbrowski,( Za) trudne, bo trzeba myśleć? O efektach nauczania matematyki na I etapie kształcenia. Warszawa 2013 - T. Garstka, Psychopedagogiczne mity. Jak zachować naukowy sceptycyzm w edukacji i wychowaniui, Warszawa 2016 - A. Gopnik, A. Meltzoff, P. Kuhl, Naukowiec w kołysce. Czego o umyśle uczą nas dzieci? - Media Rodzina 2004 D.Klus-Stańska, M. Szczepska-Pustkowska (red.), Pedagogika wczesnoszkolna – dyskursy, problemy, rozwiązania. WAiP Warszawa 2009 - D. Klus-Stańska (red.), (Anty) edukacja wczesnoszkolna. Impuls 2014 - D. Klus-Stańska, Paradygmaty dydaktyki. Myślenie teorią o praktyce. PWN 2018 - I. Kopaczyńska, Priorytety kształcenia wczesnoszkolnego w Polsce i Danii w świetle założeń programowych. W: Problemy Wczesnej Edukacji nr 1/2011 - I. Kopaczyńska, A. Nowak-Łojewska, Wymiary edukacji zintegrowanej. Impuls 2008 - E. Filipiak, Rozwijanie zdolności uczenia się. Z Wygotskim i Brunerem w tle. GWP 2012 - M. Dagiel, M. Żytko (red.), Szkolne rzeczywistości uczniów klas trzecich w środowisku wiejskim. CKE 2011 - J. Bonar, A. Buła (red.), Poznać zrozumieć, doświadczyć. Teoretyczne podstawy kształcenia nauczycieli wczesnej edukacji. Impuls 2011 - - J. Holt, Zamiast edukacji.Warunki do uczenia się przez działanie. Impuls 2007 - B. Śliwerski, Znaczenie kształcenia kompetencji krytycznych nauczycieli wczesnej edukacji w: J. Bonar, A. Buła (red.), Poznać zrozumieć, doświadczyć. Teoretyczne podstawy kształcenia nauczycieli wczesnej edukacji. Impuls 2011 - M. Wiśniewska-Kin, O rozdźwięku między kulturą edukacyjną w programach nauczania we wczesnej edukacji w Polsce i New Jersey (USA). W: Problemy Wczesnej Edukacji nr 1/2011 - M. Żytko, Edukacja językowa w szkole – między dążeniem do formalizacji schematu a refleksją nad uczestnictwem w zdarzeniach komunikacyjnych, rozdz. 12 w : red. D. Klus-Stańska, (Anty) edukacja wczesnoszkolna. Impuls 2014 - K. Konarzewski, K. Bulkowski (red.) TIMSS 2015. Wyniki międzynarodowego badania osiągnięć czwartoklasistów w matematyce i przyrodzie. IBE 2016 -- M. Żytko, B. Murawska, Badanie umiejętności podstawowych uczniów trzecich klas szkoły podstawowej. Uczeń, szkoła, dom. Warszawa 2012 -
Learning outcomes:	The student will be able to: Knowledge - characterize the main trends of discourses in early education - describe and analyze models of being a teacher and concepts of professional role - define the importance of critical thinking competences of early education teachers towards changes and educational reforms - characterize selected models of elementary education in European countries - list the most important features of contemporary concepts of the learning process - analyze the concepts of learning to read and write in the context of constructivism and an interactive approach - characterize the results of Polish and international research on the effectiveness of education at the first stage of education in the field of mathematics and exchange recommendations for educational practice Skills - give examples from transmission educational practice and constructivist approach to early childhood education - to indicate and illustrate with examples the most important conclusions resulting from research for early childhood education in the field of language and mathematics education - identify the most important directions of changes in Polish early childhood education - make a critical analysis of alternative concepts of early childhood education Social competence - discuss issues related to the issue of early education - exchange views in group interaction
Assessment methods and assessment criteria:	Written test summarizing the course: 16 topics divided into 4 groups of issues. The student chooses 2 issues from each group. He prepares a total of 8 topics. Assessment criteria: - compatibility of the text with the issues presented in thematic issues - logical and structured organisation of speech - problematic approach to issues, combining theoretical knowledge with practice - linguistic correctness (stylistic and spelling) The colloquium is descriptive and not test.

This course is not currently offered.

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