Family-Based Collaboration and Bachelors of Social Services as Educators (5 cr)

Evaluation scale

H-5

Content scheduling

Teachers:
Kaija Penttala (KP)
Tiina Suni (TS)

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

Mon 18.3.2024 9:00 - 14:30 (TS)
- Course info and study assignments
- Values and ethics of ECEC
- The professional values of a Bachelor of Social Services in early childhood education
- Multi-professional and cross-sectoral collaboration

Mon 25.3.2024 10:15 - 13:45 (KP)
- Family-oriented forms of collaboration and dialogue
- Addressing difficult issues in challenging situations

Week 14: Independent work with learning assignments

Mon 8.4.2024 9:00 - 14:30 (TS)
- Guardians from different language and cultural backgrounds as educational partners
- Co-operation with multicultural and diverse families
- Course reflection and feedback

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

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.