MS1-Specialisation Module - The basics of work in preschool and school

obligatory courses

The module exam is a practical verification of knowledge, skills and social competences that have been introduced and tested in the following subjects that form the module content:

Polish for teachers, Mathematics for teachers, Science and technology for teachers, Literature for children, Activating methods in kindergarten and school, Method of design in kindergarten and school.

Designing, testing and presenting educational aid / educational toys for children in early education, which is multifunctional, integrates children's knowledge and skills is a form of verification of knowledge, skills and social competences in a practical context, important in the process of professional preparation for teachers.

THE MODULE EXAM IS DIVIDED INTO FOUR PARTS:

1. the first part includes the design and implementation of educational aid / toys for pre-school or early-school children. The project should contain 5 educational situations in which this help can be used to work with children. This is your own work done in diads (pairs) or triples of any matching students;

2. the second part is also the students' own work, consisting in 'testing' the designed educational aid / toys in working with children in at least 1 educational situation freely chosen from 5 designed and gathering children's opinions on the educational aid / toy used;

3. as part of the third part, students prepare a detailed description of educational aid / toys taking into account the elements listed below and send them to the module's coordinator by the given date:

 name and short description of the aid / toy

 addressees (including age, level of development of children, individual / group work opportunity)

 educational goals / contents that can be implemented with the help / toy

 using the aid / toy (including areas of child activity, multifunctionality)

 assessment of technical aids / toys (including safety, technology of execution, aesthetics)

 results and conclusions from testing the aid / toy

4. the fourth part - oral - takes place in the presence of the Examination Commission and involves the presentation of educational aid / toys and the analysis of the experience of its use in working with children (see criteria below). The knowledge and skills of the subjects that make up the module should be used in the narrative.

Learning outcomes:

Knowledge

 Has knowledge of the basic problems of grammar and Polish language culture.

 Has knowledge about the principles of selection and use of children's literature in pedagogical work.

 He knows selected items from literature for children, has knowledge about the genesis of this literature of its semantic and formal features.

 Knows and understands basic mathematical concepts in the field of algebra and geometry and the possibilities of their practical application.

 Has knowledge about the use of mathematical methods and tools in everyday situations, in particular problem-solving strategies.

 Has basic knowledge about the achievements of modern science and technology, in particular in the field of natural sciences.

 He knows different ways of introducing young children to the world of science, taking into account their capabilities and cognitive needs in the process of constructing knowledge, developing their interests, shaping a critical attitude towards information as a result of using different sources of knowledge.

 He knows selected methods that stimulate social, language, mathematical, physical, physical, artistic and musical activities of pre-school and early-school children, including the assumptions of the project method.

 Has knowledge about different ways of assessing children's school achievements at the first stage of education, with particular emphasis on formative assessment, supporting the learning process.

 Has knowledge that allows for broadly understood cooperation with the children's social environment, their parents, institutions and specialists to support the development and education of students

Skills

 Is able to consciously choose language resources in the communication process.

 Is able to use children's literature in practice, adapt the choice of reading to the development needs and interests of children

 Is able to apply mathematical knowledge and reasoning to solve problems and practical tasks.

 Is able to conduct simple mathematical reasoning - both deterministic and probabilistic.

 Is able to use different models and representations of mathematical objects when solving tasks and problems.

 Recognizes the relationship and application of mathematical reasoning in other fields of science.

 Is able to explain the mechanism of the emergence of selected natural phenomena, recognizes their causes and effects in human life

 Can design classes in kindergarten and school, adapting them to the diverse educational needs of children

 Consciously and intentionally choose activating methods for the design of classes, referring to the objectives of pre-school and first-stage education as well as development opportunities and needs of children.

 Is able to plan and organize educational projects in kindergarten and school.

 Is able to use school assessment to motivate and activate children's education

 Is able to use the elements of formative assessment in supporting the learning process in children at the first stage of school education

 He knows the strategies of establishing partnerships with parents of children, including and engaging them in cooperation for the development of a child in kindergarten and school

Social competence

 He cares about the culture of language he or she uses.

 Promotes valuable literature items for children among parents and encourages them to read together with their children.

 Is aware of the changes taking place in the natural and mathematical sciences and feels the need to develop his knowledge about the world.

 Is aware of the intentional use of various mathematical tools and the need to solve problems in cooperation

 Understands the need to support cognitive independence and activity of children in the process of constructing knowledge and developing skills.

 Professional and personal conduct is guided by ethical and professional principles and high, positive expectations, focused on the child's success

ASSESSMENT CRITERIA

 The level of reflection and critical analysis in the description of educational aid / toys (the use of theoretical knowledge in the field of cognitive and socio-emotional development of a child in kindergarten and school as well as pre-school and early school education)

 Level of involvement of children and the opportunity to develop their interests / deepen their knowledge through the use of educational aid / toys (reference to knowledge and skills acquired during classes of module

 Psychological and pedagogical insight of the student in the interpretation of the behavior of the child / children while working with a given educational aid / toy

 Originality, development appeal of designed educational aid / toys

 Culture of language and linguistic correctness of the created expression