Early Education and Day Care Services (10 cr)

Objectives (course unit)

1. Early Childhood Educator
Students
- deepen and clarify own pedagogical awareness and can apply own perceptions in practical situations
- understand the meaning of pedagogical relationship
- can apply child orientation and child participation in own work
- recognize and question own beliefs, values, and attitudes concerning childhood, parenthood, and professionalism
2. Theoretical Principles of Early Childhood Education
Students
- can apply key principles and values of early childhood education
- know the main objectives of early childhood education and the documents governing it
- understand the learning and development process of a child
- can explain and justify own decisions and the principles of own work
- recognize the characteristics of children’s culture and community and can use them in own work
3. Education and Pedagogy
Students
- can support and guide a child in the different stages of growth, development, and learning
- can observe and assess the development and needs of a child
- can plan, implement and evaluate pedagogically meaningful activities for children
- can guide a child individually and in a group taking key pedagogical principles into account
- recognize the meaning of care, upbringing, and education in a child’s everyday life
- know the most important contents and methods of early childhood education
- can plan and construct a meaningful growth and learning environment for a child
- can support and promote a child’s spontaneous play and guide it if necessary
4. Environment and Basic Task of Day Care
Students
- know and can apply documents and legislation governing early education and day care
- can take the basic task of day care into account in own work and in the development of own work
- know and understand the different forms of day care
5. Multi-professional Networking and Educational Partnership
Students
- know the basic principles of educational partnership
- can initiate and maintain educational partnership in the different stages and situations of a child’s development
- can help to consolidate the different growth environments of a child
- can assess the need for early support and know what early intervention is
- understand the principles of multi-professional networking and can apply them in own work

Content (course unit)

- The values and philosophical basis of early childhood education
· The role of early childhood education in sóciety
· Alternative pedagogies
· Theories and concepts of children’s learning
- Support of children’s growth and learning
· Child participation and belongingness in early childhood education
· Pedagogical activities: observation, planning, guidance, documentation and assessment
· The child’s individual Early Childhood Education and care Plan
· Transversal competencies and learning areas
· Learning environments of early Childhood Education and care
·The importance of children’s play, plays as a source of learning, play theories
· Challenging educational situations
· Different forms of Early Childhood Education and care
· Evaluation and development of operations in Early Childhood Education and care
· Cooperation with guardians and multidisciplinary cooperation

Assessment criteria, satisfactory (1-2) (course unit)

Can identify and define phenomena related to the field and basic concepts and theory.

Assessment criteria, good (3-4) (course unit)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Location and time

Opetus lähiopetuksena koululla.
ke 15.9. klo 9-16
to 16.9. klo 9-12
ke 13.10. klo 13-16
ti 16.11. klo 9-16
ke 17.11. klo 9-16
to 18.11. klo 9-16
pe 19.11. klo 9-16
ke 15.12. klo 9-16
to 16.12. klo 9-12

Exam schedules

Ei ole.

Assessment methods and criteria

Kontaktiopetuksessa on pakollinen läsnäolo.

Ennakkotehtävä, yksilötehtävä (hyv/täyd)
Leikkiposteri pareittain (hyv/täyd)
Arviointitehtävä, yksilötehtävä (1-5)
”osaamisaukkojen täydentäminen" -paritehtävä (1-5)
Lukupiiritehtävä, ryhmä (hyv/täyd)

Assessment scale

0-5

Teaching methods

Luennot, ryhmätyöt, itsenäiset tehtävät, ks. opintojakson Moodle.

Learning materials

Moodlessa.

Student workload

Yhteensä 10 op = 270 h, josta 45 h kontaktiopetusta, itsenäinen osuus 225 h.

Completion alternatives

Ei ole.

Practical training and working life cooperation

Työelämävierailijat ja opitun soveltaminen omassa työssä.

International connections

Ei ole.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Osaa tunnistaa ja määritellä alaan liittyvät ilmiöt ja peruskäsitteistön sekä teorian.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Jäsentynyt kokonaisuus. Jäsentää alaan liittyvien ilmiöiden ja käsitteiden väliset suhteet. Osaa soveltaa käsitteitä ja teoriaa jäsentyneesti. Osaa perustella omaa kokemuksten ja näkemysten reflektointia suhteessa teoriaan.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Ymmärtää laaja-alaisia kokonaisuuksia ja niiden välisiä suhteita. Analysoi teoriaa ja käytäntöjä sekä ilmiöiden välisiä suhteita. Yhdistää pedagogista osaamista ammatilliseen kontekstiin. Luova, kehittävä, innovatiivinen ja/tai persoonallinen ote.