Opinto-opas

Tavoitteet

• ymmärrät leikin ja leikkiympäristöjen merkityksen sekä leikin ohjaamisen lapsen hyvinvoinnin ja kehityksen perustana
• osaat havainnoida ja dokumentoida lapsen leikkiä
• osaat suunnitella, toteuttaa ja arvioida toimintaa alle ja yli kolmevuotiaille huomioiden lasten osallisuuden
• tunnet lapsiryhmän ohjaamisen periaatteita
• ymmärrät arkitoiminnan merkityksen lapsen hyvinvoinnin ja kehityksen tukemisessa

Sisältö

• leikki eri ikävaiheissa
• alle ja yli kolmevuotiaiden lasten toiminnan erityspiirteet
• lapsilähtöisen toiminnan suunnittelu ja ohjaaminen eri oppimisen alueilla
• kasvatuksen, opetuksen ja hoidon kokonaisuus, kokopäiväpedagogiikka, ohjausvuorovaikutus
• leikin havainnointi- ja dokumentointitavat

Oppimateriaalit

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

Opetusmenetelmät

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

Opiskelijan ajankäyttö ja kuormitus

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 11.3.2024
- Second submission 25.3.2024

Sisällön jaksotus

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

Mon 12.2.2024 10:15 - 14:30 (KP)
- Course info and study assignments
- Planning and tutoring child-oriented activities in different areas of learning
- Music & drama as pedagogical methods

Mon 19.2.2024 9:00 - 14:30
- Independent work on study assignment

Mon 26.2.2024 9:00 - 14:30 (TS)
- Play at different ages
- Literature as pedagogic method
- Creative exercises

Mon 4.3.2024 10:15 - 13:45 (KP)
- The combination of education, teaching and care, full-time pedagogy and tutoring interaction
- Discussion on reflection assignment

Mon 11.3.2024 9:30 - 12:00 (TS & KP)
- Reflection on study assignment videos, course end and feedback

Viestintäkanava ja lisätietoja

Presence in contact teaching is mandatory. In case of absence, compensative assignment must be completed (instructions in Itslearning). Max. absence is 50 % of the contact teaching.

Changes are possible.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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

Hylätty (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

Arviointikriteerit, tyydyttävä (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

Arviointikriteerit, hyvä (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

Arviointikriteerit, kiitettävä (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

Esitietovaatimukset

Valinnaiset asiakasryhmäkohtaiset opinnot voi aloittaa, kun opintoja on suoritettuna vähintään 60 opintopistettä. Opinnot suoritetaan kokonaisina moduuleina.

Varhaiskasvatuksen moduulit on vuoden 2025 alusta lähtien suoritettava järjestyksessä: ensin perusopinnot (1. moduuli) ja tämän jälkeen syventävät opinnot (2. moduuli). Tästä voidaan poiketa, jos se on opiskelijan HOPS:n näkökulmasta perusteltua ja opiskelijalla on aiempaa työkokemusta vähintään vuosi varhaiskasvatuksen työtehtävistä Suomessa tai aiempia korkeakoulutasoisia varhaiskasvatuksen opintoja, jotka on hyväksiluettu hänen opintoihinsa Turun AMK:ssa.