Early Childhood Education Activities and Tutoring Children (5 cr)

Evaluation scale

H-5

Content scheduling

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 pedagogical 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

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 11.3.2024
- Second submission 25.3.2024

Qualifications

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

The modules in early childhood education must be completed in order: first the basic studies (Module 1) and then the advanced studies (Module 2). Exceptions can be made if it is justified from the perspective of the student’s personal study plan (HOPS) and the student has at least one year of work experience in early childhood education tasks in Finland or previous higher education studies in early childhood education that have been accredited in their studies at Turku University of Applied Sciences.

Further information

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.