Pre-primary education pedagogy ERASMUS>PED28

COURSE LEARNING OUTCOMES

Upon completion of the course and confirmation of achieving the intended learning outcomes, the student:
1. Knows and applies terminology used in early childhood education, its sources, context, and applications within related academic disciplines; understands the place of early childhood pedagogy in the system of science and its subject-matter and methodological connections with other scientific disciplines; is familiar with the main developmental trends in early childhood education.
2. Knows and understands the processes related to the upbringing and education of children and pupils, with particular emphasis on early, middle, and late childhood phases, from an interdisciplinary perspective: psychological, pedagogical, axiological, and sociological.
3. Understands the role of the teacher in shaping the attitudes and behaviors of children or pupils.
4. Is able to use and integrate theoretical knowledge from early childhood pedagogy—including selected educational models and concepts—and related disciplines to analyze and interpret complex educational, upbringing, caregiving, and cultural issues, as well as human behavioral motives and patterns.
5. Can recognize and identify styles of upbringing in educational practice, point out their valuable features and potential risks to the child’s or pupil’s agency.
6. Is able to identify threatening situations in the school environment and create a supportive classroom climate.
7. Engages in reflection, including critical evaluation, regarding their own knowledge and skills in early childhood education and demonstrates the ability to learn and improve their pedagogical practice in this field.

CURRICULUM CONTENT REFERENCED TO LEARNING OUTCOMES

Lecture:
1. Foundations of early childhood education theory. In search of the identity of early childhood pedagogy as a sub-discipline—expansion or erosion of identity boundaries.
2. Characteristics of the implemented early childhood education model. Fundamental assumptions and general objectives.
3. Development of theory and practice of early childhood education in Poland and Europe.
4. Multilateral education and other educational strategies. Methods of supporting children's educational activity.
5. Early childhood education in the reformed education system. Core curriculum and early childhood education programs.

Self-study:
1. Preparation for classes (studying literature)
2. Preparation for assessment (presentation, paper, essay)
3. Other