CM4 - Early Childhood Education

Informacje ogólne

Kod przedmiotu:	2300-GPTE-CM4-ECE
Kod Erasmus / ISCED:	(brak danych) / (brak danych)
Nazwa przedmiotu:	CM4 - Early Childhood Education
Jednostka:	Wydział Pedagogiczny
Grupy:
Punkty ECTS i inne:	(brak) Podstawowe informacje o zasadach przyporządkowania punktów ECTS: roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS; tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h; 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się; tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS; nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.
Język prowadzenia:	angielski
Rodzaj przedmiotu:	obowiązkowe
Założenia (opisowo):	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.
Tryb prowadzenia:	w sali
Skrócony opis:	The selected subjects related to the social pedagogical context of understanding the role of child and childhood in the contemporary world: dimensions, changes, perspectives.
Pełny opis:	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
Literatura:	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
Efekty uczenia się:	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
Metody i kryteria oceniania:	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

Przedmiot nie jest oferowany w żadnym z aktualnych cykli dydaktycznych.

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski.