MS1-Early school education

General data

Course ID:	2300-NZ1-MS1-EP-PW
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	MS1-Early school education
Name in Polish:	MS1-Pedagogika wczesnoszkolna
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 subject is to introduce students to the issues that are in the field of basic theoretical and empirical analysis of the pedagogical subdiscipline that is early school education. The topics of the lectures include: developmental needs of children in early school age and the possibility of satisfying them in a social institution which is a school, the role of a small children's teacher and related dilemmas, the importance of school cooperation with the child's family environment, the role of parents in education.
Mode:	Classroom
Short description:	The subject of the lecture includes the analysis of the specificity of early school education as a pedagogical subdiscipline, relations with pre-school pedagogy and the presentation of various approaches to the relationship between theory and practice, including teaching methodology. The topics discussed include: research issues and perspectives for early school education, early childhood pedagogy discourses, the most important developmental achievements of early school-aged children and the possibilities of their use in education, teacher's role and tasks, communication process in school and educational dialogue, characteristics of the process learning of children in early school age, image of school socialization, assessment of students' achievements supporting the learning process.
Full description:	Detailed thematic topics of the lecture include: 1. Early-school education - the subject of research and development perspectives in the light of changes in elementary education. - the subject of research on early school education - principled and deductive approach and dynamo-induction approach - relationship theory and educational practice - early school pedagogy in historical perspective 2. The development of a child at an early school age in the light of contemporary psychological concepts; 3. The role of the early education teacher. From communication to education. Educational thresholds in a primary school. -tasks of an early childhood teacher: development of competences, sense of competence, stimulation of activity, development of self-esteem. - individual teacher theories (ideologies) and educational practice - models of being a teacher - the specificity of the work of an early childhood teacher 4. Social weaknesses in the Polish early childhood education system: children from areas of poverty and cultural neglect; educational thresholds and overcoming them 5. The process of school socialization - socialization in sociological theories (functional-structural theories, conflict theory, interpretative approach) - socialization in psychological theories (behaviorism, humanistic theories, cognitive approach) 6. Conditions for the development of students' thinking in early childhood education - barriers to the development of thinking - the role of the teacher in developing children's thinking 7. Peer tutoring in elementary education and its importance in the learning process. - types of tutoring (the partner knows "more or" knows differently ") - the importance of peer tutoring in cognitive development of children 8. Reforms of early school education: core curricula, textbooks; the image of the world in school textbooks; gender and school textbooks 9. Developing language and mathematical skills of children in early childhood education: reading, writing, speaking; mathematical resourcefulness, solving typical and unusual tasks and problems 10. Getting to know students and assessing their school achievements - diagnosis and its importance for education. - the concept and functions of assessment - forming (formative) assessment and summative assessment - descriptive assessment in early education: chances and limitations.
Bibliography:	(in Polish) - red. D. Klus-Stańska, M. Szczepska-Pustkowska, Pedagogika Wczesnoszkolna– dyskursy, problemy, rozwiązania , WAiP 2009 - red. D. Klus-Stańska, (Anty) edukacja wczesnoszkolna , Impuls 2015 - red. A. Brzezińska, Psychologiczne portrety człowieka, GWP 2005 - Pedagogika w pokoju nauczycielskim (red. K. Kruszewski), WSiP 2000 - red. A. Brzezińska (i inni), 6 –latek w szkole. Rozwój i wspomaganie rozwoju. Wydawnictwo Humaniora 2014, - D. Wood, Jak dzieci uczą się i myślą? Społeczne konteksty rozwoju poznawczego. Rozdz. 1 Obrazy dzieciństwa i ich odbicie w nauczaniu - J. Hattie, Widoczne uczenie się dla nauczycieli. CEO 2015 - B. Śliwerski, Pedagogika dziecka. Studium pajdocentryzmu. GWP 2007 - R. Fisher, Uczymy jak myśleć. WSiP 1999 - A. Kalinowska, Pozwólmy dzieciom działać. - D. Klus-Stańska, Konstruowanie wiedzy w szkole. Wydawnictwo UWM 2000 - E Kochanowska, Wiedza osobista dziecka w refleksji i praktyce nauczycieli edukacji wczesnoszkolnej. Impuls 2018 - M. Dąbrowski, Pozwólmy dzieciom myśleć - M. Żytko, Pozwólmy dzieciom mówić i pisać - M. Wiśniewska-Kin, Dominacja a wyzwolenie.Wczesnoszkolny dyskurs podręcznikowy i dziecięcy. Łódź 2013
Learning outcomes:	Knowledge - describe the basic areas of research on early school education - characterize the discourses of early school education and their theoretical and practical context - describe selected concepts of early education in a historical perspective - present learning strategies for early school-aged children - describe the tasks of the early education teacher and the most important professional competences - describe the developmental achievements of early school-age children - present ways of getting to know and assess students' school achievements Skills - compare different concepts of early childhood education, indicate similarities and differences - give examples from school practice illustrating different approaches to early childhood education - justify the creation of specific educational situations to support pupils' activity and responsibility for the learning process - provide examples of educational situations in the area of mathematics and language education that support the development of thinking and cooperation in problem solving Social competence - cooperation in the group regarding the analysis of educational problems - creating a list of social entities supporting the quality of early school education and designing areas of joint activities
Assessment methods and assessment criteria:	Written test on the subject of the course. Students receive 16 issues divided into 4 groups of 4 topics in each, and they prepare during the written exam each subject, that is, a total of 4 topics. Assessment criteria: - compatibility of the text with the issues presented in thematic issues - logical and structured structure of speech - problematic approach to issues - linguistic correctness (stylistic and spelling)

This course is not currently offered.

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