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Early Childhood and Pre-primary Pedagogy
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Summary of the Profile
General Description: Objective(s) of a study programme: To prepare a university-educated, responsible, competent preschool and social pedagogue who has a broad theoretical concept of childhood education, creatively interprets cultural traditions, can organize high-quality preschool and preschool children's education, and can provide social pedagogy help for all age groups , act in the context of globalization, social diversity, and new technologies, create and implement innovations in children's education, develop partnerships with family, professional and other communities. Learning outcomes:
1. Know and apply the most advanced philosophical, sociological, psychological, and educational science concepts and theories of child education and learning and will interpret educational activities from an interdisciplinary perspective. 2. Will be able to critically assess and realize the educational and cultural values of the nation and the European Community, the priorities of the implementation of education policy, the experience of the most advanced countries, the principles of humanistic, democratic, and civil society , sustainable development, scientific and technological achievements in the group of learners and community. 3. Will be able to identify relevant problems in the field of Children Support, preschool and preschool education and child and family support, collect, analyze, and systematize research data, rely on modern educational and psychological scientific achievements, educational research methods, and adopt effective practices related to the education of preschool and pre-school age children decisions. 4. Will be able to create integral programs for preschool education and educational assistance, oriented to different educational models, to the needs of families, to the diversity of children and their academic results, and to follow the principles of program quality management. 5. Will be able to create educational environments for preschool and preschool and children of various ages needing educational support to develop the basics of health, social, communication, cognitive, and artistic competencies in an integrated manner. 6. Will be able to reflect, plan, and organize an open preschool and preschool education process based on evidence of children's achievements, with respect for the child, parental involvement, dialogical interaction, and create situations for individual and group education of children. 7. When educating children of preschool and preschool age and providing socio-pedagogical assistance to all children, will be able to take into account their age capabilities, motivation, educational
achievements, and needs, learning style, linguistic diversity, the experience of those who came from abroad, family culture, social situation, education contexts, to provide professional educational support and feedback to children and parents. 8. Will be able to apply child education and learning strategies based on modern scientific and didactic achievements, achievement evaluation and self-evaluation methods, and new information and communication technologies. 9. Will be able to strengthen the national, civic, and cultural identity necessary for professional activity in the context of globalization, participate in the processes of social and educational change, argue decisions for specialists and non-specialists, communicate in native and foreign languages (not lower than C1 level), apply modern communication technologies. 10. Will be able to act, learn, assume the role of a leader in cooperative groups, providing educational assistance to the child in teams, social partnerships with family, coordinate project activities and participate in institutional, professional, and local community networks. 11. Will have a strongly expressed professional identity, professional motivation for creative self-expression and lifelong learning, social responsibility, and tolerance for diversity. 12. Will be able to learn independently, reflect on their educational activities and their results, create and implement innovations in the field of preschool and preschool education, and solve the problems of academic assistance and support for all age groups, taking responsibility for the impact of their professional activities and their results on the well-being of children and their education, cultural, for the reduction of social and educational exclusion. Activities of teaching and learning: Knowledge transfer and application methodologies are applicable during interactive lectures, seminars, practical activities, independent individual, and teamwork:
Active understanding, information processing, linking already acquired and new knowledge and experience, clearly understanding the learning goal and being oriented towards it, planning, acting, evaluating and reflecting on the learning process, progress and achievements, written works, discussions, debates, case studies, analyses, projects, problem-based learning, educational trips, role-playing games, presentations and discussions of works (assignments, reports and others), collegial assessment, expert method, video and audio conferences, video and audio lectures, module distance learning, texts analysis, commenting on texts, scientific discussion, heuristic conversation, logical proofs, interpretation and evaluation of educational ideas, demonstration of visual material, case analysis, simulation exercises, reflection, analysis of video material, quiz, creative tasks, role- playing games, self- and other-knowledge tasks, Venn diagram, thematic debates and reports, search for information sources, selection, systematization, information search in databases, independent study of scientific and methodical literature, document analysis, critical reflection of studied literature. Methodologies of the ability to act and self-assess based on learner reflection: Mind, Concept, Concept Mapping, Brainstorming, Essay Writing, Mind, Concept Mapping, Collaborative Group Work, Pair Tasks, Experiential, reflexive learning: visits to educational institutions, reflection diaries, analysis of educational aid cases and observation and reflection of activity situations, comment and discussion of filmed patients; practical work - selection and application of educational ideas and tools, reflection on their effectiveness, assessment of children's needs and achievements, exercises in creating programs, practices in developing plans, linking acquired and new knowledge and experience, organizing children's activities with the assistance of a mentor, working in pairs with a mentor, working independently,
organization of fairs of educational ideas, reflection of practitioners, etc. Inquiry-based learning: qualitative research (content analysis, thematic analysis, ethnographic, action research, case study, and narrative inquiry) methodology, data collection, and analysis. Preparing a project in a collaborative group, preparing coursework, and preparing a bachelor's thesis. Methods of assessment of learning achievements: Knowledge transfer and application methodologies are applicable during interactive lectures, seminars, practical activities, independent individual, and teamwork: Active understanding, information processing, linking already acquired and new knowledge and experience, clearly understanding the learning goal and being oriented towards it, planning, acting, evaluating and reflecting on the learning process, progress and achievements, written works, discussions, debates, case studies, analyses, projects, problem-based learning, educational trips, role-playing games, presentations and discussions of works (assignments, reports and others), collegial assessment, expert method, video and audio conferences, video and audio lectures, module distance learning, texts analysis, commenting on texts, scientific discussion, heuristic conversation, logical proofs, interpretation and evaluation of educational ideas, demonstration of visual material, case analysis, simulation exercises, reflection, analysis of video material, quiz, creative tasks, role- playing games, self- and other-knowledge tasks, Venn diagram, thematic debates and reports, search for information sources, selection, systematization, information search in databases, independent study of scientific and methodical literature, document analysis, critical reflection of studied literature. Methodologies of the ability to act and self-assess based on learner reflection: Mind, Concept, Concept Mapping, Brainstorming, Essay Writing, Mind,
Concept Mapping, Collaborative Group Work, Pair Tasks, Experiential, reflexive learning: visits to educational institutions, reflection diaries, analysis of educational aid cases and observation and reflection of activity situations, comment and discussion of filmed patients; practical work - selection and application of educational ideas and tools, reflection on their effectiveness, assessment of children's needs and achievements, exercises in creating programs, practices in developing plans, linking acquired and new knowledge and experience, organizing children's activities with the assistance of a mentor, working in pairs with a mentor, working independently, organization of fairs of educational ideas, reflection of practitioners, etc. Inquiry-based learning: qualitative research (content analysis, thematic analysis, ethnographic, action research, case study, and narrative inquiry) methodology, data collection, and analysis. Preparing a project in a collaborative group, composing coursework, and scheduling a bachelor's thesis. Framework: Study subjects (modules), practical training.
