Study Guide

Evaluation scale

H-5

Objective

• you know how to support children’s motor skills and physical activity comprehensively
• you know how to use music and musical elements in activities
• you understand the importance of fairy tales, rhymes and drama for children’s learning
• you are able to support children’s mathematical thinking
• you master the basics of art education

Content

• children’s literature, musical and linguistic working methods, art education, physical exercise and exploration, mathematical skills and environmental education, the use of media
• pedagogical documentation
• different pedagogical focuses in the implementation of early childhood education (e.g., physical exercise, music, nature)

Materials

Karvonen, P., Ukkonen-Mikkola, T., Fenyvesi, K., Salonen, M., Erkkilä, P., Laine, E., Storgård, E. (2022). Playful learning in early childhood education in Finland. Otava Publishing Company Ltd.

Karlsson, L. (2014) Storycrafting - The key to the dialogical sharing culture. Jyväskylä: PS-kustannus.

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Completion alternatives

If you have a Finnish degree in early childhood education (practical nurse / specialization in the field of children or young people) and at least two years working experience from Finnish early childhood education, you have a possibility to complete the course by recognition. In this case, please contact the responsible teacher for further details.

Student workload

Lectures 1 ECT
Children's literature assignment (pair work) 1,5 ECTS
Learning assignment on planning, implementing and evaluating pedagogical activities (pair work), 2 ECTS
Reflection assignment 0,5 ECTS

Assessment criteria, approved/failed

Approved:
Student has participated in contact teaching and completed all learning assignments in adequate level.

Approved level:
• you know how to support children’s motor skills and physical activities
• you know how to use music and musical elements in activities
• you understand the importance of fairy tales, rhymes and drama for children’s learning
• you are able to support children’s mathematical thinking

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Mondays, weeks 46-50.
Teaching in English at Salo campus.

Mon 11.11.2024 9:30 - 14:30 (Tiina)
Course info and study assignments
Planning, implementing and evaluating pedagogical activities, full-time pedagogy as a working method in ECEC
Physical exercise in ECEC

Mon 18.11.2024 9:30 - 14:30 (Noora)
Children’s literature and linguistic working methods
Visit to Salo library

Mon 25.11.2024 9:30 - 14:30 (Noora)
Music and art as pedagogical methods
Use of media

Mon 2.12.2024 9:30 - 14:30 (Tiina)
Mathematical skills, outdoor pedagogy and environmental education
Literature assignment presentations

Mon 9.12.2024 9:30 - 14:30 (Noora & Tiina)
Pedagogical activities in two groups
Course wrap-up and reflection

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

All the learning assignments must be completed in order to pass the course. All learning assignments and the whole course is evaluated on scale approved / failed.

Assessment criteria, fail (0)

Failed:
Student has not participated in contact teaching and has failed to complete the learning assignments.

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you know how to support children’s motor skills and physical activity comprehensively
• you know how to use music and musical elements in activities
• you understand the importance of fairy tales, rhymes and drama for children’s learning
• you are able to support children’s mathematical thinking
• you master the basics of art education

Content

• children’s literature, musical and linguistic working methods, art education, physical exercise and exploration, mathematical skills and environmental education, the use of media
• pedagogical documentation
• different pedagogical focuses in the implementation of early childhood education (e.g., physical exercise, music, nature)

Evaluation scale

Hyväksytty/Hylätty

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you know how to support children’s motor skills and physical activity comprehensively
• you know how to use music and musical elements in activities
• you understand the importance of fairy tales, rhymes and drama for children’s learning
• you are able to support children’s mathematical thinking
• you master the basics of art education

Content

• children’s literature, musical and linguistic working methods, art education, physical exercise and exploration, mathematical skills and environmental education, the use of media
• pedagogical documentation
• different pedagogical focuses in the implementation of early childhood education (e.g., physical exercise, music, nature)

Evaluation scale

Hyväksytty/Hylätty

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you know how to support children’s motor skills and physical activity comprehensively
• you know how to use music and musical elements in activities
• you understand the importance of fairy tales, rhymes and drama for children’s learning
• you are able to support children’s mathematical thinking
• you master the basics of art education

Content

• children’s literature, musical and linguistic working methods, art education, physical exercise and exploration, mathematical skills and environmental education, the use of media
• pedagogical documentation
• different pedagogical focuses in the implementation of early childhood education (e.g., physical exercise, music, nature)

Evaluation scale

Hyväksytty/Hylätty

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are able to analyse creativity theoretically and as part of humanity
• you are familiar with the meanings of and reasons for creative activities in client work
• you have experientially learnt various creative and action-based methods that can be used in social services
• you know how to use your creativity and resources in client work
• you know how to use creative and action-based working methods when working with different clients

Content

• the concepts of creativity and action-based methods
• creative expression, interactive and mindfulness exercises with the help of different methods (e.g., visual expression, verbal art, music)
• tutoring creative activities, its planning, implementation and assessment

Materials

EXAM:
Laitinen, Liisa 2017. Vaikuttavaa? Taiteen hyvinvointivaikutusten tarkastelua. Turun ammattikorkeakoulun tutkimuksia 46.
https://julkaisut.turkuamk.fi/isbn9789522166166.pdf

Karjalainen, Anna Liisa 2019. Luovan toiminnan työtavat. Jyväskylä: PS-Kustannus.
OR

Csikszentmihaly, M. 2008. Flow: The Psychology of Optimal Experience Chapters 1-7

Content scheduling

Teaching on Mondays from 15:00 to 18:00, weeks 35-44

The language of instruction of the course is Finnish, but the course assignments and the exam can also be completed in English.

The teaching will primarily take place in person. Attendance is mandatory. The learning platform is Itselearning, where you can find teaching materials and assignments. We will meet at the beginning of each session in classroom ICT_B2043.

Monday, 2.9, 15:00-18:00
Course introduction, common matters and rules, getting to know the group, foundations of functionality (Ristseppä)

Monday, 9.9, 15:00-18:00

Theory of creativity, art-based methods for promoting well-being, and related practical exercises (KP)
Monday, 16.9, 15:00-18:00
Theory on xxx and exercises
Analysis of the literary assignment (Ristseppä)

Monday, 23.9, 15:00-18:00
Analysis of practical exercises, methods of positive psychology (KP)

Monday, 30.9, 15:00-18:00
Exam and reflection (HR) 30.9. 15:00-18:00

Wednesday, 13.11. 12:00-14:00
Re-exam ICT-Omega (KP)

Evaluation scale

H-5

Materials

Teacher's materials in itslearning, only in Finnish.

For the exam, the student can also read literature supporting the topic, available only in Finnish.

In English supporting material:

Who's Afraid of AAC? The UK Guide to Augmentative and Alternative Communication
Alison Battye
2018

Teaching methods

Online studies, videolectures, independent exercises, exam.

Exam schedules

Nonstop. You can do test, when you have studied the course.
You can do the test as many times you like. You need to have 80 % of the answers right, then the test is accepted. There is four parts in the test.

International connections

The goal of the course is to get students interested about the topic and to actively search information. It is not possible to teach everything about this topic in one course, but the course guides students to seek information from reliable sources and advises a good attitude - everyone has the right to communicate and there are many ways to do so.

The competences for this course are:

Initiative skills = the student is able to tell about different AAC methods in the workplace, showing a model to others.

Creativity = the student knows how to use different methods creatively with individual customers, the student develops the readiness to think differently, the student has a good attitude to experiment and the courage to interact.

Teamwork = the student knows how to cooperate in a multiprofessional team and knows its importance when, for example, applying for communication guidance.

Critical thinking = the student knows how to put himself in the customer's position, the student is able to question many prevailing practices, the student understands the importance of communication and interaction for everyone, including non-speaking (essential language) people.

Network skills = the student knows how to seek advice from multiprofessional networks and organizations, the student knows who to contact when student needs more information.

Completion alternatives

Not available.

Student workload

The course is independent course, you can study it at anytime. You have time to 31.12. to study the course. If you have questions about the course, you can contact to avoinamk@turkuamk.fi

The scope of the course is 1 credit, i.e. 27 hours of student work.

Start: info, reading, links, video (1 min), about 1 h
Services: reading, links, video (6 min), assignment, about 2 h
AAC: video (3 min), observation, task, reflection, about 15 min
Easy language: reading, assignments, articles for the exam, about 8.5 hours
Assisted: videos (several, choose a few, 1 h), task, video (2 min), about 1 h
Tools: task, about 1 hour
Symbols: reading, links, task, about 1.25 h
Writing: reading, videos (2 min, 2 min), drawing by yourself, about 15 min
Subjects: reading, video (5 min), about 30 min
Unassisted: reading, assignments, about 30 min
Signs: video (2 min, 2 min, 14 min, 3 min, 4 min), task, video (6 min), about 3 h
Haptics: reading, task, about 30 min
Essential language: reading, video (2 min), about 15 min
Exam: duration 80 min, reading of materials, learning, 7 h

Assessment criteria, approved/failed

80 % answers right

Content scheduling

Nonstop course, in autumn semester from August to December, in spring semester January to July. Online studies, videolectures, independent exercises, exam.

The goal of the course is to get students interested about the topic and to actively search information. It is not possible to teach everything about this topic in one course, but the course guides students to seek information from reliable sources and advises a good attitude - everyone has the right to communicate and there are many ways to do so.

The competences for this course are:

Initiative skills = the student is able to tell about different AAC methods in the workplace, showing a model to others.

Creativity = the student knows how to use different methods creatively with individual customers, the student develops the readiness to think differently, the student has a good attitude to experiment and the courage to interact.

Teamwork = the student knows how to cooperate in a multiprofessional team and knows its importance when, for example, applying for communication guidance.

Critical thinking = the student knows how to put himself in the customer's position, the student is able to question many prevailing practices, the student understands the importance of communication and interaction for everyone, including non-speaking (essential language) people.

Network skills = the student knows how to seek advice from multiprofessional networks and organizations, the student knows who to contact when student needs more information.

Further information

Course do not have open discussions. Questions about the course you can send to avoinamk@turkuamk.fi

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Accepted - Not accepted. The accepted course includes all four tests done and accepted. Assessments will be documented in Peppi after you have finished all the exams, and it will take some time, at least they will be recorded at the end of the second week of next month.

Materials

Teacher's materials in itslearning, only in Finnish.

For the exam, the student can also read literature supporting the topic, available only in Finnish.

In English supporting material:

Who's Afraid of AAC? The UK Guide to Augmentative and Alternative Communication
Alison Battye
2018

Teaching methods

Online studies, videolectures, independent exercises, exam.

Exam schedules

Nonstop. You can do test, when you have studied the course.
You can do the test as many times you like. You need to have 80 % of the answers right, then the test is accepted. There is four parts in the test.

International connections

The goal of the course is to get students interested about the topic and to actively search information. It is not possible to teach everything about this topic in one course, but the course guides students to seek information from reliable sources and advises a good attitude - everyone has the right to communicate and there are many ways to do so.

The competences for this course are:

Initiative skills = the student is able to tell about different AAC methods in the workplace, showing a model to others.

Creativity = the student knows how to use different methods creatively with individual customers, the student develops the readiness to think differently, the student has a good attitude to experiment and the courage to interact.

Teamwork = the student knows how to cooperate in a multiprofessional team and knows its importance when, for example, applying for communication guidance.

Critical thinking = the student knows how to put himself in the customer's position, the student is able to question many prevailing practices, the student understands the importance of communication and interaction for everyone, including non-speaking (essential language) people.

Network skills = the student knows how to seek advice from multiprofessional networks and organizations, the student knows who to contact when student needs more information.

Completion alternatives

Not available.

Student workload

The course is independent course, you can study it at anytime. You have time to 31.12. to study the course. If you have questions about the course, you can contact to avoinamk@turkuamk.fi

The scope of the course is 1 credit, i.e. 27 hours of student work.

Start: info, reading, links, video (1 min), about 1 h
Services: reading, links, video (6 min), assignment, about 2 h
AAC: video (3 min), observation, task, reflection, about 15 min
Easy language: reading, assignments, articles for the exam, about 8.5 hours
Assisted: videos (several, choose a few, 1 h), task, video (2 min), about 1 h
Tools: task, about 1 hour
Symbols: reading, links, task, about 1.25 h
Writing: reading, videos (2 min, 2 min), drawing by yourself, about 15 min
Subjects: reading, video (5 min), about 30 min
Unassisted: reading, assignments, about 30 min
Signs: video (2 min, 2 min, 14 min, 3 min, 4 min), task, video (6 min), about 3 h
Haptics: reading, task, about 30 min
Essential language: reading, video (2 min), about 15 min
Exam: duration 80 min, reading of materials, learning, 7 h

Assessment criteria, approved/failed

80 % answers right

Content scheduling

Nonstop course, in autumn semester from August to December, in spring semester January to July.

Further information

Course do not have open discussions. Questions about the course you can send to avoinamk@turkuamk.fi

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Accepted - Not accepted. Accepted course includes all four tests done and accepted. Study record markings are added in register approximately once in month.

Objective

• you know how to operate as a student in Turku University of Applied Sciences, and you have sufficient higher education studies and working life skills
• you integrate into your study community
• you are able to evaluate your actions and take responsibility for your learning
• you are familiar with the curriculum of the Bachelor of Social Services degree, the competence requirements for Bachelors of Social Services, and the operating environments of and qualification criteria for social and education service professionals
• you can express yourself in writing and use different text types appropriately
• you understand the significance of internationality in your field

Content

• the facilities, systems and instructions of Turku University of Applied Sciences (incl. the degree regulations and safety instructions), the Digistartti course
• team building, the rules of your study group and being a member of a work and study community
• studying skills and innovation pedagogy
• the competence requirements for Bachelors of Social Services and the qualification criteria for social and education service professionals
• preparation of your personal study plan (PSP), the significance of your choices with respect to your career plan and development discussions with your tutor teacher
• working on your portfolio

Evaluation scale

H-5

Objective

• you know how to operate as a student in Turku University of Applied Sciences, and you have sufficient higher education studies and working life skills
• you integrate into your study community
• you are able to evaluate your actions and take responsibility for your learning
• you are familiar with the curriculum of the Bachelor of Social Services degree, the competence requirements for Bachelors of Social Services, and the operating environments of and qualification criteria for social and education service professionals
• you can express yourself in writing and use different text types appropriately
• you understand the significance of internationality in your field

Content

• the facilities, systems and instructions of Turku University of Applied Sciences (incl. the degree regulations and safety instructions), the Digistartti course
• team building, the rules of your study group and being a member of a work and study community
• studying skills and innovation pedagogy
• the competence requirements for Bachelors of Social Services and the qualification criteria for social and education service professionals
• preparation of your personal study plan (PSP), the significance of your choices with respect to your career plan and development discussions with your tutor teacher
• working on your portfolio

Evaluation scale

Hyväksytty/Hylätty

Objective

• you know how to operate as a student in Turku University of Applied Sciences, and you have sufficient higher education studies and working life skills
• you integrate into your study community
• you are able to evaluate your actions and take responsibility for your learning
• you are familiar with the curriculum of the Bachelor of Social Services degree, the competence requirements for Bachelors of Social Services, and the operating environments of and qualification criteria for social and education service professionals
• you can express yourself in writing and use different text types appropriately
• you understand the significance of internationality in your field

Content

• the facilities, systems and instructions of Turku University of Applied Sciences (incl. the degree regulations and safety instructions), the Digistartti course
• team building, the rules of your study group and being a member of a work and study community
• studying skills and innovation pedagogy
• the competence requirements for Bachelors of Social Services and the qualification criteria for social and education service professionals
• preparation of your personal study plan (PSP), the significance of your choices with respect to your career plan and development discussions with your tutor teacher
• working on your portfolio

Materials

Materials in itslearning
Individual search for materials

Exam schedules

Group Exam Spring 2025
Individual Exam retake Spring 2025

International connections

Group based learning
Individual reflection
Lectures

Student workload

Lectures and meetings (mandatory participation) 2 ECTS
Individual assignments 1 ECTS

Assessment criteria, approved/failed

Criteria for approved course
- Student is capable of operate in TUAS systems and understands students role and responsibilities in own studies.
- Student shows understanding of professional work, competences and qualifications of Bachelor of Social Services
- Student knows the basic skills of referencing and academic writing
- All assignments and compensative assignments returned and approved

Content scheduling

This course runs in itselearning under the name Basecamp


Orientation days 19.-21.8.2024 (Salo) + 29.-30.8.2024 (Turku):

mon 19.8. klo 10-16: Salo IoT

tue 20.8. klo 9-16: Salon IoT

wed 21.8. klo 9-16: Salo IoT

Thu 29.8. klo 09-16: Turku, Educity

Fri 30.8. klo 09-14: Turku, Educity



Bachelor of Social Services’ Professional Development 1 (BOSS 1)

Partisipation to BOSS meetings is mandatory. Compensative assignment are given for absence.

wed 11.9. klo 09.30-15.00 BOSS 1: Common study matters, ISP discussion instructions, Competences and qualifications
- 14.15-15.00 FSHS

wed 9.10. 9.30-15.00 Essay instructions and other

wed 13.11. klo 13.30-15.00 Optional meeting, mandatory for late comers

wed 18.12. 12.30-16.00 Enrollments for Spring 2025 and seasonal program and greetings


Spring 2025 (updated later):

Spring 2025 Study info; info: applying for training placements; individual assignment

Spring 2025 Portfolio presentations, Finishing spring semester

In addition to BOSS 1 (2 ETCS) all students in PSOSS24EN enroll and partisipate in TE00CP60-3003 International Students Orientation 101 (1 ETCS) in first semester.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Participation in campus day programs
Tutor discussions
Essay and assignments
Exam
Digistart

Objective

• you know how to operate as a student in Turku University of Applied Sciences, and you have sufficient higher education studies and working life skills
• you integrate into your study community
• you are able to evaluate your actions and take responsibility for your learning
• you are familiar with the curriculum of the Bachelor of Social Services degree, the competence requirements for Bachelors of Social Services, and the operating environments of and qualification criteria for social and education service professionals
• you can express yourself in writing and use different text types appropriately
• you understand the significance of internationality in your field

Content

• the facilities, systems and instructions of Turku University of Applied Sciences (incl. the degree regulations and safety instructions), the Digistartti course
• team building, the rules of your study group and being a member of a work and study community
• studying skills and innovation pedagogy
• the competence requirements for Bachelors of Social Services and the qualification criteria for social and education service professionals
• preparation of your personal study plan (PSP), the significance of your choices with respect to your career plan and development discussions with your tutor teacher
• working on your portfolio

Evaluation scale

Hyväksytty/Hylätty

Objective

• you know how to operate as a student in Turku University of Applied Sciences, and you have sufficient higher education studies and working life skills
• you integrate into your study community
• you are able to evaluate your actions and take responsibility for your learning
• you are familiar with the curriculum of the Bachelor of Social Services degree, the competence requirements for Bachelors of Social Services, and the operating environments of and qualification criteria for social and education service professionals
• you can express yourself in writing and use different text types appropriately
• you understand the significance of internationality in your field

Content

• the facilities, systems and instructions of Turku University of Applied Sciences (incl. the degree regulations and safety instructions), the Digistartti course
• team building, the rules of your study group and being a member of a work and study community
• studying skills and innovation pedagogy
• the competence requirements for Bachelors of Social Services and the qualification criteria for social and education service professionals
• preparation of your personal study plan (PSP), the significance of your choices with respect to your career plan and development discussions with your tutor teacher
• working on your portfolio

Evaluation scale

Hyväksytty/Hylätty

Objective

• you strengthen your identity as a social and education service professional, you develop your self-knowledge, thinking skills and self-reflection skills, and you identify your strengths, competences and development needs
• you take care of your well-being and that of your study community
• you are able to update your personal study plan

Content

• strengthening of your self-knowledge
• life management skills and well-being in studies
• updating your personal study plan and development discussions with your tutor teacher

Evaluation scale

Hyväksytty/Hylätty

Objective

• you strengthen your identity as a social and education service professional, you develop your self-knowledge, thinking skills and self-reflection skills, and you identify your strengths, competences and development needs
• you take care of your well-being and that of your study community
• you are able to update your personal study plan

Content

• strengthening of your self-knowledge
• life management skills and well-being in studies
• updating your personal study plan and development discussions with your tutor teacher

Evaluation scale

Hyväksytty/Hylätty

Objective

• you strengthen your identity as a social and education service professional, you develop your self-knowledge, thinking skills and self-reflection skills, and you identify your strengths, competences and development needs
• you take care of your well-being and that of your study community
• you are able to update your personal study plan

Content

• strengthening of your self-knowledge
• life management skills and well-being in studies
• updating your personal study plan and development discussions with your tutor teacher

Materials

All materials on itslearning

Teaching methods

Group work
Learning assignments

International connections

Independent work
Group based learning

Student workload

Meetings and assignments 1 ETCS

Assessment criteria, approved/failed

Approved course:
- student participates in meetings
- student is able to plan and discuss personal studies
- student is able to reflect personal skills and own well-being

Content scheduling

Teachers:
Kaija Penttala
Olli Toivonen

BOSS 2 meetings in Salo Campus:

Mandatory participation, compensative assigments if absent

AUTUMN 2024

10.9. klo 13.00-14.30 BOSS2 meeting

27.11. klo 12.30-14.00 BOSS 2

18.12. klo 12.30-14.00 BOSS 2 Seasonal program together with PSOSS22EN and PSOSS24EN

Note that Client Work Training course meetings are on the same dates!

SPRING 2025 schedule is published later




Themes for the meetings are visible in itslearning

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assignment approved / failed
Participation in meetings or compensative

Assessment criteria, fail (0)

Failed course:
- student does not participate in meetings
- student does not return given assignments or fails to meet their targets

Objective

• you strengthen your identity as a social and education service professional, you develop your self-knowledge, thinking skills and self-reflection skills, and you identify your strengths, competences and development needs
• you take care of your well-being and that of your study community
• you are able to update your personal study plan

Content

• strengthening of your self-knowledge
• life management skills and well-being in studies
• updating your personal study plan and development discussions with your tutor teacher

Evaluation scale

Hyväksytty/Hylätty

Objective

• you complete your studies
• you know your strengths, competences and development needs
• you know how to enhance your employment abilities and advertise your expertise
• you know the rules of working life and are able to follow them
• you are aware of further and continuing education opportunities

Content

• development discussions with your tutor teacher
• the process of graduation
• reflective work on your portfolio
• innovation competences and self-assessment
• career planning and job search

Evaluation scale

Hyväksytty/Hylätty

Objective

• you complete your studies
• you know your strengths, competences and development needs
• you know how to enhance your employment abilities and advertise your expertise
• you know the rules of working life and are able to follow them
• you are aware of further and continuing education opportunities

Content

• development discussions with your tutor teacher
• the process of graduation
• reflective work on your portfolio
• innovation competences and self-assessment
• career planning and job search

Evaluation scale

Hyväksytty/Hylätty

Objective

• you complete your studies
• you know your strengths, competences and development needs
• you know how to enhance your employment abilities and advertise your expertise
• you know the rules of working life and are able to follow them
• you are aware of further and continuing education opportunities

Content

• development discussions with your tutor teacher
• the process of graduation
• reflective work on your portfolio
• innovation competences and self-assessment
• career planning and job search

Teaching methods

Group learning
Individual assignments

Exam schedules

Portfolio at the end of studies
Assignments

Student workload

Assignments and meetings 1 ETCS

Assessment criteria, approved/failed

Approved course:
- student shows understanding of future work opportunities and is able to plan own career
- Student is able to plan study process in the end of studies
- Student understand the process in graduation from TUAS
- Student is able to reflect own learning and studies, skills in career planning and work life and present it to other students and/or teacher

Content scheduling

This course runs in itslearning Basecamp

Mandatory partisipation, compensative assigments if absent

17.9. klo 12.30-16.00 BOSS 3
18.12. klo 9.30-14.00 BOSS 3 (12.30-14.00 Joint program with 23EN)

Spring 2025
2 Meeting, schedule later

Fall 2025
1-2 Meetings

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assignment approved / failed
Partisipation in meetings or compensative

Objective

• you complete your studies
• you know your strengths, competences and development needs
• you know how to enhance your employment abilities and advertise your expertise
• you know the rules of working life and are able to follow them
• you are aware of further and continuing education opportunities

Content

• development discussions with your tutor teacher
• the process of graduation
• reflective work on your portfolio
• innovation competences and self-assessment
• career planning and job search

Evaluation scale

Hyväksytty/Hylätty

Evaluation scale

Hyväksytty/Hylätty

Objective

• you establish your approach to work that supports children and their families
• you know your role in multi-professional work with children and families
• you understand the importance of documentation in child protection
• you know how to promote your well-being at work

Content

• positive recognition
• supportive education and care
• restriction decisions in child protection
• documentation of client work
• vicarious traumatisation and work fatigue

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you establish your approach to work that supports children and their families
• you know your role in multi-professional work with children and families
• you understand the importance of documentation in child protection
• you know how to promote your well-being at work

Content

• positive recognition
• supportive education and care
• restriction decisions in child protection
• documentation of client work
• vicarious traumatisation and work fatigue

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

H-5

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Teaching methods

Individual learning
Group discussions

International connections

Individual learning
Group discussions

Student workload

Assignments and reporting 1 ETCS
Learning in training place (workhours) 9 ETCS

Assessment criteria, approved/failed

Approved report
- Student shows understanding of operating environment and is able to place it in service system
- Student is able to present client group and their needs based on theory and practice. Applied work methods in the workplace are presented.
- Student is able to plan and instruct a client group
- Student is able to reflect ethical dimensions of client work

Content scheduling

Teachers:
Kaija Penttala
Olli Toivonen

Training period: Weeks 45-51

NOTE! Itslearning Basecamp for PSOSS23EN is use for Client work training

10.9. 14.30-16.00 Training info
- Training plans (returned to its 4 weeks before the training begins) and other documents (criminal record extract)
- Practical training instructions and assignments. Reporting.
- Sun Harkka

27.11. 14.15-15.45 Mid training meeting

18.12. 08.30-10.00 Training feedback and reflection

Note! BOSS 2 meetings are on the same dates

Further information

This course runs in Basecamp (itslearning)

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Practical training report Approved/Fail
Work hours confirmed in Sun Harkka
Evaluations in Sun Harkka Approved

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling clients
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Project internship in customer work, you can start Customer work internship.

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Evaluation scale

Hyväksytty/Hylätty

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Materials

Links to literature is in itslearning.

Exam schedules

Evaluation of the course is approved / failed based on the tasks

Student workload

5 credit = 135 hours work

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

All the tasks has to be answered. When you receive the right answer, comment and reflect your own answer. Return all the tasks not later than 22.12.2024.

Objective

· you develop your expertise in social and education services
· you internalise the values that guide social and education services, as well as the principles of professional ethics and sustainability
· you master service counselling and apply a preventive and solution-oriented approach to your work
· you know how to use various client work methods in individual and group counselling
· you are able to plan, implement, document and evaluate the phases of a goal-oriented client process in a client-oriented manner
· you are able work as a social and education service expert in multi-professional teams and networks

Content

· working as a social service professional at a workplace you have chosen based on your personal study plan
· observing, counselling and supporting clients, paying attention to social inclusion
· working as a member of a work team and community
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· developing the operating culture of the training place in collaboration with the other employees

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Internship in demanding client work / immediate management, you can start Internship in expanded competence.

Objective

· you develop your expertise in social and education services
· you internalise the values that guide social and education services, as well as the principles of professional ethics and sustainability
· you master service counselling and apply a preventive and solution-oriented approach to your work
· you know how to use various client work methods in individual and group counselling
· you are able to plan, implement, document and evaluate the phases of a goal-oriented client process in a client-oriented manner
· you are able work as a social and education service expert in multi-professional teams and networks

Content

· working as a social service professional at a workplace you have chosen based on your personal study plan
· observing, counselling and supporting clients, paying attention to social inclusion
· working as a member of a work team and community
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· developing the operating culture of the training place in collaboration with the other employees

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Internship in demanding client work / immediate management, you can start Internship in expanded competence.

Objective

• you know how to plan, implement and evaluate an action-based project in your work with young people
• you understand the action-based methods used in work with young people

Content

• various ways of counselling and tutoring
• using action-based methods with young people
• planning, implementation and evaluation of an action-based project with a group of young people

Evaluation scale

Hyväksytty/Hylätty

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you can identify a person in crisis and their need for help
• you are familiar with the basics of short-term crisis intervention models
• you know how to act supportively with a seriously traumatised person as part of a multi-professional team

Content

• short-term crisis interventions and their implementation
• the support process for seriously traumatised people
• the symptoms of post-traumatic stress disorder and helping people who suffer from

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Evaluation scale

H-5

Objective

• as a Bachelor of Social Services student, you understand the basic task and meaning of your training position as part of the service system
• you are able to work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
• you understand the relation between the special needs of a client group and the development of the competence of the work community
• you understand the overall meaning of multi-professional work, and you participate in multi-professional and multi-sectoral collaboration
• you familiarise yourself with work community management and work to promote occupational well-being and safety in your training place
• you are able to apply theoretical knowledge on demanding client work, work community activities and management
• you know how to promote the fulfilment of ethical and sustainability principles and apply them to your own actions

Content

· a practical training period in demanding client work or as a first-line manager in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· active participation in and familiarising yourself with the client operating environment, services and multi-professional work
· use of various information systems in your work and the documentation of client work

Evaluation scale

H-5

Qualifications

The internships are completed in order: When you have completed Client work internship, you can start Internship in demanding client work / immediate management.

Objective

• as a Bachelor of Social Services student, you understand the basic task and meaning of your training position as part of the service system
• you are able to work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
• you understand the relation between the special needs of a client group and the development of the competence of the work community
• you understand the overall meaning of multi-professional work, and you participate in multi-professional and multi-sectoral collaboration
• you familiarise yourself with work community management and work to promote occupational well-being and safety in your training place
• you are able to apply theoretical knowledge on demanding client work, work community activities and management
• you know how to promote the fulfilment of ethical and sustainability principles and apply them to your own actions

Content

· a practical training period in demanding client work or as a first-line manager in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· active participation in and familiarising yourself with the client operating environment, services and multi-professional work
· use of various information systems in your work and the documentation of client work

Teaching methods

Individual learning
Group discussions

International connections

Individual learning
Group discussions

Student workload

Assignments and reporting 1 ETCS
Learning in training place (workhours) 9 ETCS

Assessment criteria, approved/failed

Approved report:
- Student understands understand the basic task and meaning of your training position as part of the service system
- Student can work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
- Student is able to present the client group theoretically and understands the special needs of a client group and the development of the competence of the work community
- Student understands the meaning of multi-professional work in training placement and can explain the benefits of multi-professional work.
- Student is able to locate factors of well-being and workplace safety, and is familiarises with management in workplace.
- Student is able to apply theoretical knowledge on demanding client work, work community activities and management
- Student promotes the fulfilment of ethical and sustainability principles and apply them to your own actions

Content scheduling

Kaija Penttala
Olli Toivonen

Training period: Weeks 45-51

NOTE! Itslearning Basecamp for PSOSS23EN is use for Demanding Client work training

Students attending Demanding Client Work Training in 2024:

Meetings as in Client Work Training

10.9. 14.30-16.00 Training info
- Training plans (returned to its 4 weeks before training begins) and other documents (criminal record extract)
- Practical training instructions and assignments. Reporting.
- Sun Harkka

27.11. 14.15-15.45 Mid training meeting

18.12. 08.30-10.00 Training feedback and reflection

Note! BOSS 2 meetings are on the same dates

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Practical training report Approved/Fail
Work hours confirmed in Sun Harkka
Evaluations in Sun Harkka Approved

Assessment criteria, fail (0)

Failed:
Student fails to meet the standards of approved reporting

Qualifications

The internships are completed in order: When you have completed Client work internship, you can start Internship in demanding client work / immediate management.

Objective

• as a Bachelor of Social Services student, you understand the basic task and meaning of your training position as part of the service system
• you are able to work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
• you understand the relation between the special needs of a client group and the development of the competence of the work community
• you understand the overall meaning of multi-professional work, and you participate in multi-professional and multi-sectoral collaboration
• you familiarise yourself with work community management and work to promote occupational well-being and safety in your training place
• you are able to apply theoretical knowledge on demanding client work, work community activities and management
• you know how to promote the fulfilment of ethical and sustainability principles and apply them to your own actions

Content

· a practical training period in demanding client work or as a first-line manager in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· active participation in and familiarising yourself with the client operating environment, services and multi-professional work
· use of various information systems in your work and the documentation of client work

Assessment criteria, approved/failed

Approved training and report:
- Student understands understand the basic task and meaning of your training position as part of the service system
- Student can work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
- Student is able to present the client group theoretically and understands the special needs of a client group and the development of the competence of the work community
- Student understands the meaning of multi-professional work in training placement and can explain the benefits of multi-professional work.
- Student is able to locate factors of well-being and workplace safety, and is familiarises with management in workplace.
- Student is able to apply theoretical knowledge on demanding client work, work community activities and management
- Student promotes the fulfilment of ethical and sustainability principles and apply them to your own actions

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Customer work internship, you can start Internship in demanding customer work / immediate management.

Objective

• as a Bachelor of Social Services student, you understand the basic task and meaning of your training position as part of the service system
• you are able to work responsibly and in a client-oriented way in counselling, advice or management roles in social and education services
• you understand the relation between the special needs of a client group and the development of the competence of the work community
• you understand the overall meaning of multi-professional work, and you participate in multi-professional and multi-sectoral collaboration
• you familiarise yourself with work community management and work to promote occupational well-being and safety in your training place
• you are able to apply theoretical knowledge on demanding client work, work community activities and management
• you know how to promote the fulfilment of ethical and sustainability principles and apply them to your own actions

Content

· a practical training period in demanding client work or as a first-line manager in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· active participation in and familiarising yourself with the client operating environment, services and multi-professional work
· use of various information systems in your work and the documentation of client work

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Customer work internship, you can start Internship in demanding customer work / immediate management.

Objective

• you understand the importance of play, play environments and tutoring play for children’s well-being and development
• you know how to observe and document children’s play
• you are able to plan, implement and evaluate activities for children under or over three years, paying attention to children’s participation
• you are familiar with principles of tutoring a group of children
• you understand the importance of everyday routines in supporting children’s well-being and development

Content

• play at different ages
• the special characteristics of the activities of children under and over three years
• planning and tutoring child-oriented activities in different areas of learning
• the combination of education, teaching and care, full-time pedagogy and tutoring interaction
• methods of observing and documenting play

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the importance of play, play environments and tutoring play for children’s well-being and development
• you know how to observe and document children’s play
• you are able to plan, implement and evaluate activities for children under or over three years, paying attention to children’s participation
• you are familiar with principles of tutoring a group of children
• you understand the importance of everyday routines in supporting children’s well-being and development

Content

• play at different ages
• the special characteristics of the activities of children under and over three years
• planning and tutoring child-oriented activities in different areas of learning
• the combination of education, teaching and care, full-time pedagogy and tutoring interaction
• methods of observing and documenting play

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the importance of play, play environments and tutoring play for children’s well-being and development
• you know how to observe and document children’s play
• you are able to plan, implement and evaluate activities for children under or over three years, paying attention to children’s participation
• you are familiar with principles of tutoring a group of children
• you understand the importance of everyday routines in supporting children’s well-being and development

Content

• play at different ages
• the special characteristics of the activities of children under and over three years
• planning and tutoring child-oriented activities in different areas of learning
• the combination of education, teaching and care, full-time pedagogy and tutoring interaction
• methods of observing and documenting play

Materials

Backman-Norda, P., Staffansb, E. & Nybackc , M-H. 2023. The storycrafting method: A systematic review. Journal of Early Childhood Education Research Volume 12, Issue 2, 2023, 34–50
https://doi.org/10.58955/jecer.v12i2.117886

Gallagher, J. & Sayre, N.E. 2014. Movement and Music: Developing Activities for Young Children. NJ: Pearson Publishing.

Karlsson, L. (2003). Sadutus: avain osallistavaan toimintakulttuuriin. (Opetus 2000). PS-kustannus.

Karlsson, L. (2014) Storycrafting - The key to the dialogical sharing culture. Jyväskylä: PS-kustannus.

Karvonen, P., Ukkonen-Mikkola, T., Fenyvesi, K., Salonen, M., Erkkilä, P., Laine, E., Storgård, E. (2022). Playful learning in early childhood education in Finland. Otava Publishing Company Ltd.

Ruokonen, I., Tervaniemi, M. & Reunamo, J. (2021): The significance of music in early childhood education and care of toddlers in Finland: an extensive observational study, Music Education Research, DOI: 10.1080/14613808.2021.1965564
https://doi.org/10.1080/14613808.2021.1965564

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Student workload

Contact teaching and reflection assignment 1,5 ECTS
Study assignment in pairs: planning, implementing, evaluating and reporting pedagogic activity in daycare 3,5 ECTS
- First submission 20.3.2025
- Second submission 3.4.2025

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Thursdays, weeks 7-11
Teaching in English at Salo campus

Thu 13.2.2025, 9:30 - 14:30 (Noora & Tiina)
- Course info and study assignments
- Planning and tutoring child-oriented activities in different areas of learning
- Music & drama as pedagogical methods

Thu 20.2.2025, 9:30 - 14:30
- Independent work on study assignment

Thu 27.2.2025, 9:30 - 14:30 (Tiina)
- Play at different ages
- Literature as pedagogic method
- Creative exercises

Thu 6.3.2025, 9:30 - 14:30 (Noora)
- The combination of education, teaching and care, full-time pedagogy
- Interaction in guiding children

Thu 13.3.2025, 9:30 - 13:30 (Tiina & Noora)
- Reflection on study assignment videos
- Course end and feedback

Changes are possible.

Further information

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

H-5

Assessment methods and criteria

Study assignment in pairs: planning, implementing, evaluating and reporting pedagogic activity in daycare, including video + reflection (F-5)

Assessment criteria, fail (0)

Student:
- has not understanding on the importance of play, play environments and tutoring play for children’s well-being and development
- does not knows how to observe and document children’s play
- is not able to plan, implement and evaluate activities for children under or over three years or paying attention to children’s participation
- has not understanding on principles of tutoring a group of children
- noes not understand the basics of the importance of everyday routines in supporting children’s well-being and development
- has not participated in contact teaching according to the requirements
- has not completed all the learning assignments of the course

Assessment criteria, satisfactory (1-2)

Student:
- understands the importance of play, play environments and tutoring play for children’s well-being and development in basic level
- is achieving to gain understanding on observing and documenting children’s play in basic level
- is able to plan, implement and evaluate some activities for children under or over three years, paying some attention to children’s participation
- has some basic level understanding on principles of tutoring a group of children
- understands the basics of the importance of everyday routines in supporting children’s well-being and development

Assessment criteria, good (3-4)

Student:
- understands the importance of play, play environments and tutoring play for children’s well-being and development
- knows the basic strategies of observing and documenting children’s play
- is able to plan, implement and evaluate activities for children under or over three years, paying some attention to children’s participation
- is familiar with the basic principles of tutoring a group of children
- understands the importance of everyday routines in supporting children’s well-being and development

Assessment criteria, excellent (5)

Student:
- understands deeply the importance of play, play environments and tutoring play for children’s well-being and development
- knows how to observe and document children’s play on several perspectives and in multiple ways
- is able to plan, implement and evaluate activities for children under or over three years, paying close attention to children’s participation
- has deep understanding on principles of tutoring a group of children
- understands the importance of everyday routines in supporting children’s well-being and development and is able to evaluate pedagogic activities on this perspective

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Evaluation scale

H-5

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Evaluation scale

H-5

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Materials

Course.material will be available in the learning environment. No material costs for the students.

Teaching methods

Contact teaching, Online learning, Independent work, group work, source-critical information retrieval, peer assessment, self-assessment and reflection

Exam schedules

No final exam, the course assessment is based on the graded assignments implemented partly independently, partly on campus. All course assignments need to be passed to get the final course grade (0-5).
The date for the written skills test retake will be informed at the start of the course.

International connections

Enhancing skills in the following areas: work-oriented communication, digital learning, team work, reflection, self-assessment, sustainable development (theme incorporated within the course material).

Completion alternatives

-

Student workload

- Lessons and homework. 26h
- Preparation and presentation of an oral presentation 15 h
- Written skills test and preparation for it 10h
- Learning assignments in itslearning 30 h

Workload 3 ECTS = approx. 81 hours of student work

Content scheduling

The course introduction lesson is held in Zoom. The link will be provided later to the enrolled course participants. Most of the lessons are held on campus. The detailed lesson programme will be available in itslearning course space.at the start of the course.

Course content:

• Personal learning goals and needs, language level, studies and professional profile
• Communication needed in professional situations
• Professional vocabulary
• Field-related topics; texts and discussion (early childhood education and social welfare)
• Reading, understanding and reflecting on field-related articles
• Spoken presentation
• Self-reflection

Further information

Itslearning messaging is used for course specific communication. For urgent messages, please contact via email. Additional support and guidance can be arranged as online meetings if necessary.

Evaluation scale

H-5

Assessment methods and criteria

The entire course is assessed on a scale of 0-5 based on task-based evaluation. The following learning activities are completed and evaluated as indicated below. The weight of assignment-specific assessments in the final course grade is presented as percentages in parentheses.

Assessed on a scale of 0-5 (the average of the task evaluations below contributes to 80% of the overall grade):
- Group presentation on a field-specific topic (individual assessment)
- Learning report, which includes reporting on the oral and written comprehension of the topic-specific material
- Written skills test on campus on 18.11.

Assessed as Pass/ Fail (20% of the overall grade):
- Personal language profile and individual learning objectives
- Professional vocabulary assignment in groups
- Final reflection
- Active participation

Additionally, there are some non-assessed homework assignments to support learning.
Feedback and assessment: teacher's feedback, peer feedback, self-assessment. All course work must be completed and passed.

Assessment criteria, fail (0)

The student does not complete the course or the course assignments have not been completed in accordance with the instructions (e.g. using artificial intelligence contrary to the instructions). Course assignments have not been submitted or the course completion is incomplete.

Assessment criteria, satisfactory (1-2)

The student's production is inconsistent and sometimes hard to follow. However, the student knows the basic, most central vocabulary of their field, and can use it in their speech and writing. There are mistakes in the student's production related to structure and vocabulary, which influence the understandability. The message is conveyed in both spoken and written production despite the mistakes. The student does not participate very actively to the teaching. However, all the required assignments are submitted.

Assessment criteria, good (3-4)

The student's language use is appropriate, logical, clear and mostly fluent. Their speech and writing is easy to follow. The student knows professional vocabulary and can use it to their advantage in writing. Mistakes might occur from time to time in both speech and writing, but they do not affect the understandability. The student has followed instructions in their productions and their performance is professional. The student also participates actively to teaching and interactional situations. The required assignments are submitted and done well.

Assessment criteria, excellent (5)

The student's language use is versatile, skilled, appropriate and incisive in both written and spoken productions. Their speech and writing is pleasant to follow. Their knowledge of the professional vocabulary is excellent and they can routinely use it to their advantage in their productions. The student is a skilled participant in interactional situations and is excited to participate in them. Both their spoken and written productions consist of diverse structures. The student has been an active participant on the course and their productions show an excellent readiness to use language.

Objective

• you are able to identify the special needs of children in foster care
• you learn ways to work with traumatised children
• you understand the therapeutic benefits of everyday routines in the life of children in foster care
• you know how to work with children using different working methods

Content

• the well-being of children in foster care, children’s needs, parent-infant bonding disorders and traumas
• therapeutic foster care
• neuropsychiatric challenges

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are able to identify the special needs of children in foster care
• you learn ways to work with traumatised children
• you understand the therapeutic benefits of everyday routines in the life of children in foster care
• you know how to work with children using different working methods

Content

• the well-being of children in foster care, children’s needs, parent-infant bonding disorders and traumas
• therapeutic foster care
• neuropsychiatric challenges

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the process of planning and establishing a social and education service business
• you master the basics of business development
• you have knowledge of local social and education service businesses
• you participate in the development of social and education service business

Content

• the stages of establishing a business and the basic information an entrepreneur needs
• the business idea, business concept and business plan
• productisation and product development
• networking and collaboration with local social and education service businesses
• the development of your entrepreneurship or a collaborative product development project with a business partner

Evaluation scale

Hyväksytty/Hylätty

Objective

• you understand the importance of educational collaboration with children’s guardians
• you are familiar with the ethical principles and values of early childhood education
• you are familiar with principles of multi-professional collaboration and are able to apply them in your work
• you strengthen your cultural competence

Content

• family-oriented forms of collaboration and dialogue
• addressing difficult issues in challenging situations
• multi-professional and multi-sectoral collaboration
• the professional identity of a Bachelor of Social Services in early childhood education
• values and ethics in tutoring practices and the day care operating culture
• guardians from different language and cultural backgrounds as educational partners

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the importance of educational collaboration with children’s guardians
• you are familiar with the ethical principles and values of early childhood education
• you are familiar with principles of multi-professional collaboration and are able to apply them in your work
• you strengthen your cultural competence

Content

• family-oriented forms of collaboration and dialogue
• addressing difficult issues in challenging situations
• multi-professional and multi-sectoral collaboration
• the professional identity of a Bachelor of Social Services in early childhood education
• values and ethics in tutoring practices and the day care operating culture
• guardians from different language and cultural backgrounds as educational partners

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the importance of educational collaboration with children’s guardians
• you are familiar with the ethical principles and values of early childhood education
• you are familiar with principles of multi-professional collaboration and are able to apply them in your work
• you strengthen your cultural competence

Content

• family-oriented forms of collaboration and dialogue
• addressing difficult issues in challenging situations
• multi-professional and multi-sectoral collaboration
• the professional identity of a Bachelor of Social Services in early childhood education
• values and ethics in tutoring practices and the day care operating culture
• guardians from different language and cultural backgrounds as educational partners

Materials

National Core Curriculum for ECEC, Finnish National Agency for Education, 2022

Ojala, M. 2010. Developing multicultural early childhood education in a Finnish context. International Journal of Child Care and Education Policy , vol. 4 , no. 1 , pp. 13-22. https://doi.org/10.1007/2288-6729-4-1-13

Murphy et al. 2021. Partnership with families in early childhood education: Exploratory study. Australasian Journal of Early Childhood Volume 46, Issue 1, March 2021, Pages 93-106 https://doi.org/10.1177/1836939120979067

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Student workload

Theoretical essay, individual work, 2,5 ECTS
Learning assignment (discussion with parents) in pairs, reflection on discussion as individual work & contact teaching 1,5 ECTS
Childhood collage, individual work 1 ECTS

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Thursdays, weeks 12-15
Teaching in English at Salo campus

Thu 20.3.2025, 9:30 - 14:30 (Tiina)
- Course info and study assignments
- Values and ethics of ECEC
- The professional values of social pedagogue in early childhood education
- Multi-professional and cross-sectoral collaboration

Thu 27.3.2025, 9:30 - 14:30 (Noora)
- Family-oriented forms of collaboration and dialogue
- Addressing difficult issues in challenging situations

Thu 3.4.2025, 9:30 - 14:30 (Tiina)
- Guardians from different language and cultural backgrounds as educational partners
- Co-operation with multicultural and diverse families
- Childhood collage presentations

Thu 10.4.2025, 9:30 - 14:30 (Noora)
- Operating culture of ECEC, social pedagogue as a part of the working community
- Course reflection and feedback

Changes are possible.

Further information

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

H-5

Assessment methods and criteria

Theoretical essay, individual work (F-5)
- first submission deadline 17.4.2025
- second submission deadline 1.5.2025

Assessment criteria, fail (0)

Student:
- has no understanding on the importance of educational collaboration with children’s guardians
- is not familiar with the ethical principles and values of early childhood education
- is not familiar with principles of multi-professional collaboration
- has no understanding on cultural competences
- has not participated in contact teaching according to the requirements
- has not completed all the learning assignments of the course

Assessment criteria, satisfactory (1-2)

Student:
- has some understanding on the importance of educational collaboration with children’s guardians
- is familiar with the ethical principles and values of early childhood education in basic level
- is familiar with some principles of multi-professional collaboration
- has some understanding on cultural competence

Assessment criteria, good (3-4)

Student:
- has understanding on the importance of educational collaboration with children’s guardians
- is familiar with the ethical principles and values of early childhood education
- is familiar with principles of multi-professional collaboration and is able to apply them in practice
- has some understanding on cultural competences

Assessment criteria, excellent (5)

Student:
- has deep understanding on the importance of educational collaboration with children’s guardians and is able to implement this in practice
- is closely familiar with the ethical principles and values of early childhood education and is able to reflect and evaluate his own activities on this perspective
- is closely familiar with principles of multi-professional collaboration and is able to apply them in practice
- has deep understanding on cultural competences and multicultural pedagogic environments

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

The objective of the course is to give the student basic knowledge in Finnish language at the CEFR level A1.
The student is able to use most important expressions in common everyday situations.

Content

After passing the course the student is able to
- tell about his or her life, hobbies and studies orally and in written
- Manage short discussions in common everyday situations
- ask questions and make suggestions, requests and denials
- read short texts and gain information from e.g. instructions and schedules.

Materials

Material provided by teacher in Itslearning course platform

Teaching methods

The course uses creative language learning methods. The aim is to encourage you to speak Finnish without fear of making mistakes.

Exam schedules

To pass this course you have to do all the given homeworks and take part in "Show your skills" day (mandatory attendance).

International connections

Working on the lessons, in Itslearning-platform, in groups and independently.

Student workload

5 credits means totally 135 h of work for the student
Compulsory attendance for 60% of lessons.

Content scheduling

Lessons at IoT Campus, Salo, from week 40 to week 48 according to the timetable.

The aim of the course is to learn basic knowledge of Finnish focusing on the student´s practical language of everyday life and student's own study field.

The course consists of lessons, distance learning, independent learning, assignments in the learning platform Itslearning and "Show your skills day". You will find the instructions for the assignments in Itslearning.

The aim of the course is to learn basic knowledge in Finnish language at the CEFR level A1.2.

You are able to use most important expressions in common everyday situations. After passing the course you are able to

- tell about your life and studies orally
- manage short phrases and discussions in everyday situations
- understand some basic structures in Finnish language
- ask simple questions and answer them

Further information

Teacher: Riia Lamminmäki, MA
riia.lamminmaki@turkuamk.fi

Evaluation scale

H-5

Assessment methods and criteria

The course is assessed on a scale of 0 to 5. Grade is influenced by learning tasks completed during the course.
Only tasks returned according to the schedule qualify for highest grade. If your assignments are not completed during the course, register for the next implementation.

Assessment criteria, fail (0)

The student has not achieved the objectives of the course and has not done assignments. The student has participated in the group's study with little or no involvement. The student recognizes and can use only a few concepts in the course subject and does not know how to apply what they have learned. The student will not be able to take advantage of the feedback they receive.

Assessment criteria, satisfactory (1-2)

The student has achieved the objectives of the course avoidably. The student recognizes and can use the concepts and language of the subject area of the course. He understands the prerequisites for the development of skills. Students are able to make limited use of the feedback they receive.

Assessment criteria, good (3-4)

The student has achieved the objectives of the course well, although the knowledge and skills still need to be developed. The student is able to use the concepts and language of the subject area of the course well. Students are able to take advantage of the feedback they receive.

Assessment criteria, excellent (5)

The student has achieved the objectives of the course commendably. The student has commendable mastery of the concepts of the subject area of the course. Students have the skills to apply what they have learned in studies and working life situations. The student is able to analyze the skills and language skills required in the field and studies and the development of their own skills. Students are able to take advantage of the feedback they receive.

Objective

The objective of the course is to give the student intermediate level knowledge in Finnish language at the CEFR level B1.
The student is able to maintain interaction in quite a wide range of communication situations. The student is able to communicate familiar things and to express oneself also in some unforeseen situations.

Content

After passing the course the student is able to
- understand clearly spoken common language when the subject relates to familiar things such as work, school or leisure
- discuss topics that he/she is interested in and topics that are related to everyday life and current affairs
- describe experiences and events, as well as dreams and goals
- justify and explain, at least briefly, his/her own opinions and plans
- write unified text on familiar topics e.g. in letters, stories and messages
- use a fairly wide everyday vocabulary and some common phrases and idioms

Materials

Acquire the course book:
Gehring, S. & Heinzmann, S. 2023. Suomen mestari. Suomen kielen oppikirja aikuisille. 6. painos. Helsinki: Finn Lectura.

https://finnlectura.fi/oppimateriaalit/suomi-toisena-kielena/suomen-mestari/uudistettu-suomen-mestari-1/#suomen-mestari-1-uudistettu

Students must obtain the book for use either in print or digital.

In addition, the learning material includes:
- Websites covering the subjects of the course
- Teacher's own material.

You will find other course material on the Itslearning.

Teaching methods

The course uses creative language learning methods. The aim is to encourage you to speak Finnish without fear of making mistakes.

International connections

Lessons, oneline lessons, working independently on Itslearning platform, group work, pair work.

Student workload

5 credits = 135 h of student's work
Compulsory attendance for 60% of lessons.

To pass this course you have to do all the given homeworks, word tests and take part in "Show your skills" day (mandatory attendance).

Content scheduling

Lessons at IoT Campus, Salo from week 35 to 44.

The focus of the course is on understanding the spoken language. The course focuses on speech comprehension and speaking in real everyday situations. The aim is to give you the courage to communicate in Finnish in everyday life.

The vocabulary exercises are related to early childhood education.

Further information

Prerequisite: completion of the Finnish 2 course.

Teacher: Riia Lamminmäki, MA
riia.lamminmaki@turkuamk.fi

Evaluation scale

H-5

Assessment methods and criteria

The course is assessed on a scale of 0 to 5. Grade is influenced by learning tasks completed during the course.
Only tasks returned according to the schedule qualify for full points. If your assignments are not completed during the course, register for the next implementation.

Assessment criteria, fail (0)

The student has not achieved the objectives of the course and has not done assignments. The student has participated in the group's study with little or no involvement. The student recognizes and can use only a few concepts in the course subject and does not know how to apply what they have learned. The student will not be able to take advantage of the feedback they receive.

Assessment criteria, satisfactory (1-2)

The student has achieved the objectives of the course avoidably. The student recognizes and can use the concepts and language of the subject area of the course. He understands the prerequisites for the development of skills. Students are able to make limited use of the feedback they receive.

Assessment criteria, good (3-4)

The student has achieved the objectives of the course well, although the knowledge and skills still need to be developed. The student is able to use the concepts and language of the subject area of the course well. Students are able to take advantage of the feedback they receive.

Assessment criteria, excellent (5)

The student has achieved the objectives of the course commendably. The student has commendable mastery of the concepts of the subject area of the course. Students have the skills to apply what they have learned in studies and working life situations. The student is able to analyze the skills and language skills required in the field and studies and the development of their own skills. Students are able to take advantage of the feedback they receive.

Qualifications

Participation in the course requires at least proficiency level A2 in Finnish.

Objective

The student is able to act in a purposeful way in communicating and interacting in working life situations. He/she is able to take into consideration the receiver, the situation and the demands of the field and to communicate in an analytical, understandable and convincing manner.
The student is able and willing to develop his/her skills in the Finnish language and communication as part of his/her professional competence.

Content

Students know how to
-interpret the professional texts in their own field as part of information literacy skills and use their skills in new, different situations (for instance, text analysis and summary)
-write factual, consistent and understandable texts (for instance, small scale studies, reports, essays, professional presentations using source material) and to give references to sources according to given instructions (the basics of research communication)
-use up-to-date tools as support for their own linguistic ability in proof-reading (central contents in correcting language and text)
-act in a professional way in the verbal communication situations in working life, and to prepare for diverse speaking situations in a purposeful way (i.e. with the help of situation analysis and analysis plan)
-express themselves clearly using visual aids and by using language appropriate to the situation
-assess their own communication skills (the language and structure of spoken and written language, factors affecting readability and understandability, the effectiveness of the message)and to give and receive constructive criticism

Evaluation scale

H-5

Objective

The student is able to act in a purposeful way in communicating and interacting in working life situations. He/she is able to take into consideration the receiver, the situation and the demands of the field and to communicate in an analytical, understandable and convincing manner.
The student is able and willing to develop his/her skills in the Finnish language and communication as part of his/her professional competence.

Content

Students know how to
-interpret the professional texts in their own field as part of information literacy skills and use their skills in new, different situations (for instance, text analysis and summary)
-write factual, consistent and understandable texts (for instance, small scale studies, reports, essays, professional presentations using source material) and to give references to sources according to given instructions (the basics of research communication)
-use up-to-date tools as support for their own linguistic ability in proof-reading (central contents in correcting language and text)
-act in a professional way in the verbal communication situations in working life, and to prepare for diverse speaking situations in a purposeful way (i.e. with the help of situation analysis and analysis plan)
-express themselves clearly using visual aids and by using language appropriate to the situation
-assess their own communication skills (the language and structure of spoken and written language, factors affecting readability and understandability, the effectiveness of the message)and to give and receive constructive criticism

Evaluation scale

H-5

Objective

The student is able to act in a purposeful way in communicating and interacting in working life situations. He/she is able to take into consideration the receiver, the situation and the demands of the field and to communicate in an analytical, understandable and convincing manner.
The student is able and willing to develop his/her skills in the Finnish language and communication as part of his/her professional competence.

Content

Students know how to
-interpret the professional texts in their own field as part of information literacy skills and use their skills in new, different situations (for instance, text analysis and summary)
-write factual, consistent and understandable texts (for instance, small scale studies, reports, essays, professional presentations using source material) and to give references to sources according to given instructions (the basics of research communication)
-use up-to-date tools as support for their own linguistic ability in proof-reading (central contents in correcting language and text)
-act in a professional way in the verbal communication situations in working life, and to prepare for diverse speaking situations in a purposeful way (i.e. with the help of situation analysis and analysis plan)
-express themselves clearly using visual aids and by using language appropriate to the situation
-assess their own communication skills (the language and structure of spoken and written language, factors affecting readability and understandability, the effectiveness of the message)and to give and receive constructive criticism

Teaching methods

individual and group work

Exam schedules

There is no exam in this course. Assessment is based on assignments.

Student workload

3 credits = 80 hrs student work

learning assignments:
- presenting yourself in Finnish - video assignment (individual)
- Finnish culture - group presentation
- learning the culture - essay (individual)

Content scheduling

Course meetings in SALO IOT Campus and independent work days on Mondays during weeks 36 - 43

Timetable

2.9. at 9.30 - 14.30
9.9. at 9.30 - 14.30
16.9. at 9.30 - 14.30
23.9. independent learning, no classes on campus
30.9. independent learning, no classes on campus
7.10. at 9.30 - 14.30 presentations
14.10. independent learning, no classes on campus
21.10. at 9.30 - 15.30 presentations

DL for essays is 29.11.

Content:
- introduction to Finnish culture
-comparing the cultures
-cultural learning process
-introduction to Finnish language
-easy Finnish and everyday phrases

Further information

Course info can be found in ITS learning space of the course.

Evaluation scale

H-5

Assessment methods and criteria

- Video self-presentation: accepted - fail
- essay: accepted - fail
- group project:0 - 5

Assessment criteria, fail (0)

The student has performed poorly in the course. One or more assignments have been rejected or left undone. The student has not participated in the group project at all or very little.

Assessment criteria, satisfactory (1-2)

The student has completed all the required assignments, but they barely correspond to the target level of the course. The student has participated in meetings and the group project only a little.

Assessment criteria, good (3-4)

The student has actively participated actively in the course's face-to-face teaching and completed the tasks well, achieving the goals. The student has actively participated in group work.

Assessment criteria, excellent (5)

The student has participated very actively in face-to-face meetings and group work . He / She has completed the the assignments commendably and creatively.

Evaluation scale

Hyväksytty/Hylätty

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Materials

Information about learning materials available in ITS learning space of the course.

Exam schedules

The course is completed with assignments. There is no exam.

Student workload

5 ects = 135 hours student work

Teaching hours in campus 36 hours AND independent work (assignments)

Assignments
1) Work community skills (individual work): assessment accepted / fail
2) Labor legislation (pair work):assessment accepted / fail
3) Work community report (group work 2 ects): assessment 0 - 5

Content scheduling

In autumn semester during weeks 36 - 44 in SALO IOT Campus

NOTE! The course starts on 4.9. in Salo campus.

Orientation: objectives,course timetable, contents and assignments
4.9.at 9.30 - 14.00 Orientation: objectives,course timetable, contents and assignments; organization and culture, organizational skills and roles (PM)
18.9. at 9.30 - 14.30 Organizational communication (PM)
19.9. at 12.00 - 15.30 Basics of management (ML)
23.9. at 9.30 - 14.00 Legislation and responsibilities (ML)
2.10. Independent work, no lectures
9.10. at 9.30 - 11.30 Legislation assignments (ML) + independent work at 12.00-14.30
16.10. Independent work, no lectures
24.10.at 9.30 - 14.30 Presentations (ML, PM)
30.10. independent work, no lectures
Deadline for reports is 1.11.2024

Further information

ITSlearning space of the course

Evaluation scale

H-5

Assessment methods and criteria

Lectures, group work and independent work ( 2 ects)
Attendance is mandatory at the start of the study course and during the assignment breakdown classes.

Assignments (3 ects)
1) Work community skills assignment (individual assignment), assessment: accepted / fail
2) Labor legislation assignment (pair assignment), assessment: accepted / fail
3) Work community report (group assignment 2 credits), assessment: 0 - 5

Assessment criteria, fail (0)

Student
- does not know the basics of first-line management and work community
- does not understand the importance of work community skills
- is not familiar with the labor legislation governing first-line management
- has not worked actively as a member of a small group
- has not taken part in the task breakdown classes
- has not returned all assignments or the assignments are significantly incomplete


One or more of the above criteria is fulfilled.

Assessment criteria, satisfactory (1-2)

Student
- has insufficient knowledge of the basics of first-line management and the work community
- understands only to a limited extent the meaning of work community skills
- has only superficially familiarized himself with the labor legislation governing first-line management
- has participated in small group work, but there is room for improvement in terms of activity and responsibility
- has not actively participated in the task breakdown classes
- some task or tasks are incomplete

Assessment criteria, good (3-4)

Student
- knows well the basics of first-line management and the work community
- understands well the importance of work community skills
- knows well the labor legislation governing first-line management and understands how it is applied
- has acted actively and responsibly for small group work
- has actively participated in the task breakdown classes
- all tasks have been done well, following the criteria and showing a good understanding of the contents of the course

Assessment criteria, excellent (5)

Student
- knows and knows how to apply the basics of first-line management and work community
- commendably understands the importance of work community skills and knows how to apply knowledge
- has a commendable knowledge of and knows how to apply the labor legislation governing first-line management
- has actively and responsibly promoted small group work while taking others into account
- has actively participated in the task breakdown classes
- all tasks have been done excellently in compliance with the criteria and showing the ability to analyze and apply the contents of the course in depth

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Materials

Lecture materials
Scientific articles in English

Materials in Finnish, optional:
- Heiskanen, N. 2022. Pienet tuetut askeleet.
- Siiskonen, T., Aro, T., Ahonen, T. & Ketonen, R. (toim.). 2003. Joko se puhuu? Kielenkehityksen vaikeudet varhaislapsuudessa.
- Aro, T. & Laakso, M-L. (toim.). 2011. Taaperosta taitavaksi toimijaksi - Itsesäätelytaitojen kehitys ja tukeminen.
- Lundàn, A. & Suoninen, E. 2006. Haasteellisen lapsen kohtaaminen. Kasvatus 37 (5), 453 - 462

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Student workload

Contact teaching and interview assignment 3 ECTS
Learning assignment 2 ECTS

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Mondays, weeks 36-40.
Teaching in English at Salo campus.

Mon 2.9.2024 9:30 - 13:30 (Tiina & Noora)
Course info and study assignments
Inclusion and early support in Early Childhood Education and Care (ECEC)
Planning support measures in ECEC

Mon 9.9.2024 9:30 - 13:30 (Tiina)
Cooperation with the guardians in support measures
Cross-sectoral cooperation

Mon 16.9.2024 9:30 - 13:30 (Tiina)
Supporting children’s emotional skills and social development

Mon 23.9.2024 9:30-14:30 (Noora)
Supporting language and linguistic abilities
Exercises on supportive measures

Mon 30.9.2024 9:30 - 13:30 (Tiina & Noora)
Presentations on interview assignment
Course wrap-up and reflection

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

H-5

Assessment methods and criteria

Learning assignment (F-5)
- first submission 7.10.2024
- second submission 21.10.2024

Interview assignment is evaluated on scale approved / failed.
All the assignments must be completed to pass the course.

Assessment criteria, fail (0)

Student does not achieve the criteria of level 1.
Student has not participated in contact teaching according to the requirements.
Student has not completed all the learning assignments of the course.

Assessment criteria, satisfactory (1-2)

• you understand the basic concept of inclusive early childhood education
• you understand some of the characteristics of children’s development
• you have some understanding on how to support children in social and psychological problems
• you understand in some level the importance of early support
• you know at some extend how to plan support measure with the day care team and guardians

Assessment criteria, good (3-4)

• you understand well the basic concept of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you have proper understanding on how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children
• you know how to plan support measure with the day care team and guardians

Assessment criteria, excellent (5)

• you understand deeply the concept of inclusive early childhood education
• you understand all the characteristics of children’s development and their variation
• you have deep understanding on how to support children in social and psychological problems and you can apply this knowledge in practice
• you understand in deep level the importance of early support for the overall well-being of children
• you know how to plan support measure with the day care team and guardians and are able to plan, implement and evaluate the actions from the perspective of your professional role

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you know how to create a professional interaction and collaboration relationship that supports the customer’s participation
· you are able to counsel and support different kinds of clients in their everyday life in a goal-oriented and ethical way
· you are able to describe and evaluate the phases of the client process and develop your work based on it
· you are able to pay attention to the uniqueness of every individual and take correct action in situations with clients that involve conflicting values

Content

· the implementation of and reflection on your client work guidance process
· applying your approach, working methods and tools in counselling work
· supervision of work to support your counselling process ethical reflection

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you know how to create a professional interaction and collaboration relationship that supports the customer’s participation
· you are able to counsel and support different kinds of clients in their everyday life in a goal-oriented and ethical way
· you are able to describe and evaluate the phases of the client process and develop your work based on it
· you are able to pay attention to the uniqueness of every individual and take correct action in situations with clients that involve conflicting values

Content

· the implementation of and reflection on your client work guidance process
· applying your approach, working methods and tools in counselling work
· supervision of work to support your counselling process ethical reflection

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with counselling theory and different perspectives on counselling
• you know how to counsel different clients and client groups systematically and in a goal-oriented way
• you know how to apply different counselling approaches and methods

Content

• counselling as a basic work method of social service professionals
• a solution- and resource-oriented approach
• a systemic approach
• motivating clients to change with the help of motivating discussion
• counselling in electric environments

Evaluation scale

H-5

Objective

• you are familiar with counselling theory and different perspectives on counselling
• you know how to counsel different clients and client groups systematically and in a goal-oriented way
• you know how to apply different counselling approaches and methods

Content

• counselling as a basic work method of social service professionals
• a solution- and resource-oriented approach
• a systemic approach
• motivating clients to change with the help of motivating discussion
• counselling in electric environments

Evaluation scale

H-5

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Evaluation scale

H-5

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Evaluation scale

H-5

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Materials

Information skills -course: Library's Information and Research Guides, https://libguides.turkuamk.fi/informationandresearchguides

Exam material:

Bhattacherjee, A. (2012) Social Science Research: Principles, Methods, and Practices.
Online: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=oa_textbooks.

Chapters 1-8 and 16

Teaching methods

- Participation in online and onsite teaching
- Study assignments
- Exam

Exam schedules

Exam
First retake exam
Second retake exam

International connections

- Online and onsite teaching
- Group work
- Individual work

Student workload

- Individual study assignments
- Exam

Content scheduling

Thu 5.9.24 on 9.30 - 12.30 / AL
Thu 12.9.24 on 9.30 - 12.30 / AL, HA
Thu 26.9.24 on 9.30 - 12.30 / AL, HA
Thu 3.10.24 on 9.30 - 12.30 / TS
Thu on 24.10. 24 on 9.30 - 12.30 / TS
Thu 31.10.24 on 9.00 - 11.00 / TS
Fri 8.11.24 on 13.00 - 15.00 Exam / AL, TS

Evaluation scale

H-5

Assessment methods and criteria

Basics of Research 2 cr:
- Study Assignment: pass / fail
- Exam: 1-5, 0 = failed, 5 = excellent

The final grade of the course is based on the exam grade.

Information Technology 2 cr:
- Assessment: approved / failed
- Criteria for approval: all exercises must be completed succesfully.

Info skills online course 1 cr:
- Assessment: passed / failed

Assessment criteria, fail (0)

- information technology: you are not able to use information technology required in your UAS studies and working life in basic level or use some required tools
- information search: you have not acquired the basic knowledge of key domestic and international information sources, and you have not developed information search skills
- research orientation: you are not familiar with some basic themes of research activities and are not able to use research data related to your field

Assessment criteria, satisfactory (1-2)

- information technology: you know how to use information technology required in your UAS studies and working life in basic level and use some required tools
- information search: you have basic knowledge of key domestic and international information sources, and you have developed some information search skills
- research orientation: you are familiar with some basic themes of research activities and know in basic level how to use research data related to your field

Assessment criteria, good (3-4)

- information technology: you know how to use information technology required in your UAS studies and working life
- information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
- research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Assessment criteria, excellent (5)

- information technology: you know how to use information technology required in your UAS studies and working life, you are able to work fluently with required software
- information search: you have deep knowledge of key domestic and international information sources, and you have developed independent information search skills
- research orientation: you are familiar with the basics of research activities in deeper level and know how to use research data related to your field. You have deeper understanding on research process and activities on your field. You are able to interpret and analyse research reports.

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Evaluation scale

H-5

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Materials

Exam material:
Lectures +
Lifespan development: a psychological perspective. 2019. Lally, M. & Valentine-French, S., Second edition. E-book available at http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf

Chapter 1: Introduction to Lifespan Development, p. 9-24
Chapter 4: Early Childhood, p. 115-163
Chapter 6: Adolescence, p. 215-245
Chapter 8: Middle Adulthood, p. 307-370
Chapter 9: Late adulthood, p. 371-438

Exam schedules

Course exam 10.12.2024 at 10.15 - 12:00.
Re-examinations will be held in January 2025.

Content scheduling

Tuesdays Weeks 44-50

Week 44
Tue 29.10.2024
10.15 -11.15 Course info and introduction to lifespan development (KP)
12.15 -15.30 Holistic development: biosocial, cognitive and psychosocial processes. (KP)

Week 45
Tue 5.11.2024
10.15 - 14.00 Childhood (KP)
14.00 - 15.30 Group work (teachers present)

Week 46
Tue 12.11.2024
9.30 - 11.00 Group work
12.00 - 15.00 Adolescence (NA)

Week 47
Tue 19.11.2024
9.15 - 12.00 Adulthood (NA)
13.00 - 14.30 Group work (teachers present)

Week 48
Tue 26.11.2024
9.15 - 12.00 Late Adulthood (NA)
13.00 - 14:30 Group work

Week 49
Independent work

Week 50
10.12.2024
10.15 - 12.00 Course exam (KP)
13.00 - 15.30 Group presentations on study assignment (KP & NA)

Kindly be advised that attendance at all group meetings is mandatory. While one absence due to illness or other valid reasons is permissible, in such instances, the student is required to coordinate with either the group or the teacher to arrange additional tasks to make up for the missed session.

Evaluation scale

H-5

Assessment criteria, fail (0)

Student has not gained understanding on individual and environmental factors that affect people’s growth, development and education, developmental tasks of different life phases or theories on education, development and learning.

Assessment criteria, satisfactory (1-2)

Student has some understanding on individual and environmental factors that affect people’s growth, development and education.
Student has some understanding on developmental tasks of different life phases. Student is able to find some connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has some understanding on theories on education, development and learning.

Assessment criteria, good (3-4)

Student has understanding on individual and environmental factors that affect people’s growth, development and education.
Student has understanding on developmental tasks of different life phases. Student is able to find connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has understanding on theories on education, development and learning and is able to find connections between these aspects.

Assessment criteria, excellent (5)

Student has deep understanding on individual and environmental factors that affect people’s growth, development and education.
Student has deeper understanding on developmental tasks of different life phases. Student is able to find connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has deep understanding on theories on education, development and learning and is able to find connections between these aspects.

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you are familiar with societal, social and individual processes behind ageing and factors that affect them, and you are able to inform various operators about the life situations and needs of the elderly to support their decision making
• you are familiar with the legislation and ethical principles concerning this area of social work, and you know how to apply them in your work
• you know the ways of organising and producing services and how they are controlled and supervised in the public, private and third sectors
• you understand the importance of living and operating environments in ageing and everyday life
• you know how to use preventive work and early support approaches and are able to identify protective and risk factors to well-being
• you know how to support the social inclusion and impact opportunities of the elderly

Content

· ageing as an individual, societal and cultural phenomenon
· the services for the elderly and the ways they are produced
· the social security for the elderly, systematic assessment of service needs and service counselling
· the changes in ageing, functional capacity and resources, assessment of functional capacity and identifying early support needs
· supporting life at home, supporting independent and community-based activities and supporting impact making
· social networks, informal care and special issues of ageing

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with various operating environments and methods of nature- and environment-based activities
• you are familiar with nature-based counselling and client work, and the principles of respecting the environment that guide them
• you understand the meaning of nature in supporting well-being, and you are aware of your own relationship with nature
• you know how to plan, implement and assess nature- and environment-based activities in a client-based and goal-oriented way

Content

• the health and welfare effects of nature
• the operating environments of nature- and environment-based activities
• different nature- and environment-based activities, mindfulness skills in relation to nature
• activities in a natural environment, experiences and adventures in various environments
• taking care of nature as a therapeutic activity

Materials

All materials in itslearning

Teaching methods

Individual study
Small group work
Lectures (in english)
Learning assignments (instructions and retunr both in english and finnish)

International connections

Activity based learning

Student workload

Lectures and independent work 2 ECTS
Assignments 3 ECTS

Assessment criteria, approved/failed

Criteria for approved accomplishment of the course:
- participation in teaching
- completing and passing the study assignments
- achieving the following competence objectives in sufficient level:
• you are familiar with operating environments and methods of nature- and environment-based activities
• you are familiar with nature-based counselling and client work, and the principles of respecting the environment that guide them
• you understand the meaning of nature in supporting well-being
• you are aware of your own relationship with nature
• you know how to plan, implement and assess nature- and environment-based activities in a client-based and goal-oriented way

Criteria for failed grade:
- participation in teaching is missing or
- study assignments are failed or
- student does not achieve the above mentioned competence objectives in sufficient level

Content scheduling

Responsible teacher / Vastuuopettaja: Olli Toivonen

This course is in english. assignment instructions and return can be made in english or finnish

Course schedule (see also in Peppi):

Mon 26.8.2024 15:00 - 18:00 Course start: independent work on pre-assignment.
Mon 2.9.2024 15:00 - 18:00 Course info, discussion on pre-assignment and lecture on nature-based activities and nature well-being (Olli Toivonen, Noora Ahvenjärvi)
Mon 9.9.2024 15:00 - 18:00 Different environments and methods & adventure activities (OT)
Mon 16.9.2024 15:00 - 18:00 Nature materials (OT, NA)
Mon 23.9.2024 15.00-18.00 Independent/group work on study assignments
Mon 30.9.2024 15:00 - 18:00 Study assignment implementation: nature-oriented activities in small groups (location: Ispoinen) (OT, NA)
Mon 7.10.2024 15.00-18.00 Independent/group work: excursion to nature-based animal-assisted activities and report on the visit
Mon 14.10.2024 15:00 - 18:00 Independent work: excursion to nature-based animal-assisted activities and report on the visit
Mon 21.10.2024 15:00 - 18:00 Nature well-being in practice (short hike in nature) (NA)
Mon 28.10.2024 15:00 - 18:00 City adventure (OT, NA)

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Evaluation of the course: approved / failed

100% participation in teaching (one absence can be compensated with assignments)

Assignments: All study assignments must be submitted and approved according to the course timetable. All study assignments are evaluated on scale approved / failed. Approved accomplishment: all the required perspectives are included in the assignment and the length of the assignment meets the minimum length mentioned in the assignment.

Assignments of the course (can change before start of the course):
1) pre-assignment
2) reflective learning diary
3) nature-based activity plan & implementation of the plan for small group
4) excursion visit to animal-assisted activities and report on the visit
5) nature- or environment-based activity plan targeted at a certain customer group

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are familiar with the legislation concerning early childhood education and the related service system
• you are familiar with the early childhood education plan and understand its meaning
• you know the central goals of early childhood education and have an understanding of early childhood education as children’s growth environment
• you know the learning and development process of children
• you know the competence requirements for a Bachelor of Social Services in early childhood education

Content

• the legislation concerning early childhood education and the Convention on the Rights of the Child
• the development of early childhood education and its roles in society
• the overall structure of early childhood education services
• the national core curriculum for early childhood education and care and the early childhood education plan
• the development of children under school age

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the legislation concerning early childhood education and the related service system
• you are familiar with the early childhood education plan and understand its meaning
• you know the central goals of early childhood education and have an understanding of early childhood education as children’s growth environment
• you know the learning and development process of children
• you know the competence requirements for a Bachelor of Social Services in early childhood education

Content

• the legislation concerning early childhood education and the Convention on the Rights of the Child
• the development of early childhood education and its roles in society
• the overall structure of early childhood education services
• the national core curriculum for early childhood education and care and the early childhood education plan
• the development of children under school age

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the legislation concerning early childhood education and the related service system
• you are familiar with the early childhood education plan and understand its meaning
• you know the central goals of early childhood education and have an understanding of early childhood education as children’s growth environment
• you know the learning and development process of children
• you know the competence requirements for a Bachelor of Social Services in early childhood education

Content

• the legislation concerning early childhood education and the Convention on the Rights of the Child
• the development of early childhood education and its roles in society
• the overall structure of early childhood education services
• the national core curriculum for early childhood education and care and the early childhood education plan
• the development of children under school age

Materials

National core curriculum for ECEC in Finland
The Act on Early Childhood Education and Care in Finland
Teaching materials

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Completion alternatives

If you have a Finnish degree on educational field and at least two years working experience from Finnish early childhood education, you have a possibility to complete the course by recognition. In this case, please contact the responsible teacher for further details.

Student workload

Learning diary in pair work 4 ECTS
Observation assignment and participation in contact teaching 1 ECTS

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Thursdays, weeks 3-6
Teaching in English at Salo campus

Thu 16.1.2025, 9:30 - 14:30 (Tiina & Noora)
- Course info & study assignments
- Introduction to early childhood education: The central goals of early childhood education
- The legislation concerning early childhood education and the related service system
- The competence requirements for a social pedagogue in early childhood education

Thu 23.1.2025 9:30 - 14:30 (Noora)
- The development of children under school age

Thu 30.1.2025, 9:30 - 14:30 (Tiina)
- The national core curriculum for early childhood education and care and the early childhood education plan
- Early childhood education as children’s learning environment

Thu 6.2.2025, 9:30 - 12:00 (Noora)
- Discussion on learning diary and observation assignment
- Course feedback

Changes are possible.

Further information

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

H-5

Assessment methods and criteria

Learning diary in pair work (F-5)
- first submission deadline 13.2.2025
- second submission deadline 27.2.2025

Assessment criteria, fail (0)

Student:
- is not sufficiently familiar with the legislation governing early childhood education and care and the early childhood education service system in Finland.
- does not sufficiently know the basics of the Early Childhood Education Plan and understand its significance in early childhood education.
- does not know the key goals, objectives or basic task of early childhood education and is not familiar with early childhood education as a child's growth environment.
- does not sufficiently know the learning and development process of the child.
- has not participated in contact teaching according to the requirements
- has not completed all the learning assignments of the course

Assessment criteria, satisfactory (1-2)

Student:
- has some knowledge of the legislation governing early childhood education and care and the early childhood education service system in Finland.
- has some knowledge of the basics of the early childhood education plan and some understanding of its significance in early childhood education.
- knows some of the key goals, objectives and basic tasks of early childhood education and is slightly familiar with early childhood education as a child's growth environment.
- knows a little bit about the child's learning and development process.

Assessment criteria, good (3-4)

Student
- is familiar with the legislation governing early childhood education and care and the early childhood education service system in Finland.
- knows the basics of the early childhood education plan and understands its significance in early childhood education.
- knows the key goals, objectives and basic task of early childhood education and becomes familiar with early childhood education as a child's growth environment.
- knows the child's learning and development process.

Assessment criteria, excellent (5)

Student:
- is well acquainted with the legislation governing early childhood education and care and the early childhood education service system in Finland.
- is well acquainted with the basics of the early childhood education plan and understands its significance and applicability in early childhood education.
- knows well the key goals, objectives and basic task of early childhood education and understands the significance of early childhood education as a child's growth environment.
- knows well the child's learning and development process.

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the responsibility of society in promoting citizens’ well-being, and organising social and early childhood education services
• you know how public and private services are produced and developed
• you have an understanding of quality control in social welfare and early childhood education
• you have an overall idea of the significance of entrepreneurship in social and education services

Content

• the organisation of public services and different ways of producing them
• the operational and financial planning of public and private services
• the basics of quality control in social and early childhood education services
• social service professionals as entrepreneurs in social and early childhood education services

Materials

The Act on Organising Health Care and Social Welfare Services (612/2021)
Social Welfare Act (1301/2014)
The Act on Surveillance of Social and Health Care Services (741/2023)
https://valvira.fi. National Supervisory Authority for Welfare and Health.

Teaching methods

Conversational lectures
Group assignment
Exam

Exam schedules

Exam 29.11. 9.00 - 12.00

Student workload

Lectures 1 cr
Group assignment 1 cr
Exam 3 cr

Content scheduling

Learning events on weeks 43-50

25.10.24 on 9.30 - 12.30 AM Startup and introduction for the study unit / AL
1.11.24 on 9.30 - 12.30 AM Organization and production of social and education services / ML
8.11.24 on 9.30 - 12.30 AM Standards and monitoring of the social and education services. Group learning task, check. / AL
22.11.24 on 9.30 - 12.30 AM Entrepreneurship / ML
29.11.24 on 9.30 - 12.30 AM Exam
13.12.24 on 9.30 - 12.30 AM Presentations for the group learning tasks and feedback for the exam / AL, ML

Evaluation scale

H-5

Assessment criteria, fail (0)

You have insufficient knowledge on the responsibility of society in promoting social and early childhood education services.

You have not internalised the basic structure of producing public and private services. You can´t mention by name the legislation concerning the services.

You don´t have satisfactory understanding of quality control in social welfare and early childhood education services.

You can´t describe an overall idea of the significance of entrepreneurship in social and education services.

Assessment criteria, satisfactory (1-2)

You have basic knowledge of the responsibility of society in promoting social and early childhood education services.

You have internalised and you can satisfactory name the basic structure of producing public and private services. You can mention by name the legislation concerning the services.

You have satisfactory understanding of quality control in social welfare and early childhood education services. You can describe the basic idea of quality control.

You have an overall idea and you can name the basic elements of entrepreneurship in social and early childhood education services.

Assessment criteria, good (3-4)

You have good knowledge of the responsibility of society in promoting social and early childhood education services.

You can clearly name the basic structure of producing public and private services. You know the content of the legislation concerning the services.

You have a distinct understanding of quality control in social welfare and early childhood education services. It is easy for you to point out quality risks.

You have a distinct idea and you can name crucial elements of entrepreneurship in social and early childhood educational services.

Assessment criteria, excellent (5)

You have inclusive knowledge of the responsibility of society in promoting social and early childhood education services.

You have many-sided outlook on the structure of producing public and private services. You know the content and some details of the legislation concerning the services.

You have a comprehensive understanding of quality control in social welfare and early childhood education services. It is easy for you to point out and analyse quality risks.

You have a justified idea and you can name crucial elements of entrepreneurship in social and early childhood educational services.

Objective

• you are familiar with the responsibility of society in promoting citizens’ well-being, and organising social and early childhood education services
• you know how public and private services are produced and developed
• you have an understanding of quality control in social welfare and early childhood education
• you have an overall idea of the significance of entrepreneurship in social and education services

Content

• the organisation of public services and different ways of producing them
• the operational and financial planning of public and private services
• the basics of quality control in social and early childhood education services
• social service professionals as entrepreneurs in social and early childhood education services

Evaluation scale

H-5