Early Education
| Structure Type: | Study unit |
|---|---|
| Code: | SSAA0405 |
| Type: | Compulsory / Professional Studies |
| Curriculum: | S-SA 2010V |
| Level: | Bachelor of Social Services |
| Credits: | 2 cr |
| Responsible Teacher: | Kaminen, Merja |
| Language of Instruction: | Finnish |
Courses
| Impl. | Group(s) | Study Time | Teacher(s) | Language | Enrolment |
|---|---|---|---|---|---|
| 1 | S-SA-1VK | 2011-03-07 – 2011-04-29 | Merja Kaminen | Finnish | 2011-02-14 – 2011-03-13 |
Learning Outcomes
The student gets acquainted with the policies and principles relating to the development and guidance of early childhood education in a national level, communal level and in the level of individual day-care centre. The student is able to rationalize the significance of child-based activity in routine day-care and as a part of the child’s life. The student knows how to evaluate early childhood education from the starting point of education companionship and supporting parenthood.
Student's Workload
The work load altogether 52 h of which26 contact hours and 26 hours of independent study.
Prerequisites / Recommended Optional Courses
No previous studies required.
Contents
Basics of the plan for early childhood education as a working tool. Observations of a child as an individual and a child in a group. Significance of play. Interaction between an adult and a child and between children. Child-based activity and education companionship. Fairy tales as a method for listening to a child. Different pedagogical tendencies.
Recommended or Required Reading and Other Learning Resources/Tools
Varhaiskasvatussuunnitelman perusteet. 2005. http://www.thl.fi/thl-client/pdfs/7eef5448-e8a3-4887-ab97-19719ea74066 Varhaiskasvatuksen valtakunnalliset linjaukset. http://pre20031103.stm.fi/suomi/pao/varhais2/kasvatus.pdf Pedagogiikan palikat. Johdatus varhaiskasvatukseen ja kehitykseen. Toim. Aili Helenius ja Riitta Korhonen. Oppimateriaalit. WSOY. 2008. Varhaiskasvatuksen teoriasuuntauksia. Toim. Kirsti Karila, Jarmo Kinos ja Jorma Virtanen. 2001. Pages: 1-85.PS-kustannus. 2001 Lecture material.
Mode of Delivery / Planned Learning Activities and Teaching Methods
Lectures, demonstrations, group work, creative methods, study visit.
Assessment Criteria
Grade 5
The student knows how to give reasons to the significance of child-based activity in early childhood education. The student is capable of developing early childhood education and of interpreting the behaviour and thinking of children by observing them as individuals or in a group. The student has the ability to evaluate different play situations and to support the play from the viewpoint of learning. The student knows how to evaluate early childhood education from the foundations of education companionship and supporting parenthood.
Grade 3-4
The student knows how to apply child-based activity in early childhood education. The student is capable of analysing early childhood education and of comparing the interaction between children by observing them. The student is capable of using his knowledge in different play situations and enrich the play of children as individuals or in a group. The student has an ability to solve conflicts that occur in the education companionship.
Grade 1-2
The student recognizes the significance of child-based activity in early childhood education. The student is capable of describing different situations in children’s behaviour and thinking by observing the actions and behaviour of children. The student remembers the significance of play as a part of the child’s habit to act and think. The student understands the significance of supporting education companionship and parenting in early childhood education.
Assessment Methods
Participating in exercises, assessment or examination. Numeric evaluation.