Supporting Children's Inclusive Growth and Development in Pre-primary and Early Primary EducationLaajuus (6 cr)

Objective

After completing the course, the student (will be able to) - identifies the contextual factors of pre-primary and early primary education and pedagogy - identifies the main individual (e.g. temperament, motivation, self concept, self regulation) and social environmental (teacher-child interaction, child’s peer relationship) factors - is able to assess children’s learning readiness and learning skills, and identifies needs for special support and relating factors and processes - is able to apply education and developmental psychology knowledge in teacher profession and have readiness to multiprofessional collaboration and co-operation with parents/guardians

Content

The basics of pre-primary and early primary curriculum, child development and learning in the sociocultural context of preprimary and early primary education. Different pedagogical approaches (teaching styles, play as pedagogical phenomena, thematic learning, integrative instruction). The assessment and curriculum design in individual and collective levels. Supporting child well-being. Early special education. Multiprofessional collaboration and co-operation with parents/guardians.

Materials

T. Aro & M-L. Laakso (toim.) 2013. Taaperosta taitavaksi toimijaksi. Itsesäätelytaitojen kehitys ja tukeminen. Ojala, M. 2020. Perusteita ja haasteita varhaiskasvatuksen, esiopetuksen ja koulun alun kehittämiselle erityisesti lapsen oppimisen ja kehittymisen näkökulmasta (soveltuvin osin) Supplementary e-articles and literature.

Further information

Offering data: Early childhood teachers and class teacher education, special class teacher education (ERLO), class teacher education and students who have obtained the study right to study pre-primary and early primary education studies as a minor subject. Campus: Joensuu

Execution methods

Distance lectures, classroom teaching small-group instruction.

Accomplishment methods

Study methods: Distance lectures 42 hrs, small group teaching 14 hrs and study circle assignment 18 hrs and distance examination 2 hrs. Independent work 86 hrs. Evaluation criteria: Active participation in small-group instruction pass-fail, study circle assignment pass-fail and exam 0–5.