Study Guide

Learning outcomes

The student is able to
- apply the legislation, recommendations, guidelines and ethical principles of early childhood education and care
- utilise the early childhood education and care plan as a document guiding education and care work
- describe their vocational and social pedagogical expertise and role as builders of a learning community
- promote and strengthen children’s sense of community and agency while understanding the importance of play and peer relationships

Teaching methods

The course is part of the qualification of an early childhood education social pedagogue (varhaiskasvatuksen sosionomi).

The lessons and workshops will take place online via Zoom. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education socionom / teacher. The first and the last lesson are compulsory.

The course includes individual, paired and small group assignments, working life cooperation, home study and knowledge sharing seminars. Instructions for the assignments will be available at Canvas workspace a week before the course start.

Learning materials and recommended literature

All materials will be available online.

- National Core Curriculum for Early Childhood Education and Care (2022):
https://www.oph.fi/sites/default/files/documents/National%20core%20curriculum%20for%20ECEC%202022.pdf
- Act of Early Childhood Education and Care (2018)
Unofficial Translation:
https://www.finlex.fi/en/laki/kaannokset/2018/en20180540.pdf
- Convention on the Rights of the Child https://www.unicef.org/child-rights-convention/convention-text#
- Finnish Education Evaluation Centre (FINEEC / KARVI) https://karvi.fi/en/early-childhood-education/
- EVERY DAY QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE: https://karvi.fi/app/uploads/2020/06/FINEEC_T1620.pdf
- GUIDELINES AND RECOMMENDATIONS FOR EVALUATING THE QUALITY OF EARLY CHILDHOOD EDUCATION AND CARE: https://karvi.fi/app/uploads/2019/03/FINEEC_Guidelines-and-recommendations_web.pdf

- Peter Moss and Pat Petrie. Education and social pedagogy: What relationship?. London Review of Education. Vol. 17(3):393-405. DOI: 10.18546/LRE.17.3.13
- Juha Hämäläinen and Lisbeth Eriksson, Social Pedagogy in Finland and Sweden: A comparative analysis, 2016, Pedagogia Social. Revista Interuniversitaria, 27, 71-93. http://dx.doi.org/10.7179/PSRI_2016.27.05
- Ryynänen, S., & Nivala, E. (2017). Empowerment or emancipation? Interpretations from Finland
and beyond. Pedagogía Social. Revista Interuniversitaria, 30, 33-46. DOI:10.7179/PSRI_2017.30.03.

Alternative completion methods of implementation

1) RECOGNITION OF PRIOR LEARNING
Any competence that corresponds to the learning outcomes of the course can be included in it through recognition and accreditation of prior learning. The starting point is competence-based thinking: what matters is your competence itself, not how and where you acquired it. The procedures for the recognition and accreditation of prior learning are Recognition of prior studies and Demonstration of competence.
Where to start:
At first you would need to go carefully through the objectives, contents and assignments of the course to evaluate if there would be some entity / several entities where you already have know-how and competence? If yes, think how you can demonstrate your competence (e.g. earlier certificates, individual essay, short research or development project at your workplace, report, portfolio). Within one week of the start of the course contact the responsible teacher kaisa.salminen@laurea.fi to arrange a Zoom meeting where we will discuss and identify your competence and agree on the method of demonstrating your competence.

OR

2) RECOGNITION OF WORK-BASED LEARNING
If you are working in ECEC at the same time that studying it would be possible to find an alternative way to complete the course or some part of it by recognizing what information and skills you can learn (or have already learned) at your workplace.
Where to start?
At first you would need to go carefully through the objectives, contents and assignments of the course to analyze if there would be some entity / several entities which you can learn at your work place?
If yes, think how you can learn those things in practice and how you can demonstrate your competence (e.g. essay, short research or development project at your workplace, report, portfolio).
Within one week of the start of the course contact the responsible teacher kaisa.salminen@laurea.fi to arrange a Zoom meeting where we will discuss and identify your work situation, general and personal goals and agree on the method of learning and demonstrating your competence.

Important dates

The course starts on
31.08.2023 12.30 - 15.30 online at Zoom.
You will get the Zoom link and more information one week before the course starts (by email).

Other online lessons:
14.09.2023 12.30 - 15.30
28.09.2023 12.30 - 15.30
4.10.2023 12.30 - 15.30
26.10.2023 12.30 - 15.30

In addition to the online lessons you will have meetings with your study peers online (you can set up the dates and times by yourself in connection with the assignment due dates).
All the course assignments need to be submitted by 30.11.2023.
The course evaluations will be done during December 2023.

Students workload

The scope of the course is 10 credits and means for the student 270 hours spent studying. It is important that you write down the due dates of the assignments in your calendar and reserve enough time to study the themes and issues. The course has both individual and group assignments and the modules rhythm the progress of the studies.

Content and scheduling

The course consists of three modules:
- Module 1 Basics and task of early childhood education (4 credits)
- Module 2: Social pedagogical expertise in early childhood education (3 credits)
- Module 3: Children's sense of community and agency (3 credits)

Grading scale

H-5

Evaluation methods and criteria

The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.

You demonstrate that you have met the learning outcomes set for the study unit/project by completing the tasks (e.g. project work, exercises, exams or demonstrations) according to the implementation plan. Instructions are given at the beginning of the study unit/project.

Various self-, peer and group evaluations or their combinations are used in evaluation.

In the difficulty levels of the evaluation framework, competence is described for levels H/1, 3 and 5. The resulting competence is assessed comprehensively. Good competence (3) also requires the achievement of satisfactory competence, and correspondingly, commendable competence (5) also requires the fulfillment of the evaluation criteria for satisfactory and good competence. If the competence does not fully reach a good level, but meets the criteria for a satisfactory level, a grade of 2 is assigned. Correspondingly, the student receives a grade of 4 if the competence is at a good level, but not yet commendable in all respects.

Evaluation criteria, fail (0)

All the tasks of the course must be successfully completed in order to receive a performance mark.

Evaluation criteria, satisfactory (1-2)

The student can
- consistently uses professional concepts and demonstrates familiarity with the knowledge base
- report and communicate professionally
- act independently, taking into account the operating environment
- takes responsibility for working with the customer and/or partner and responding to their needs
- describe the importance of their own activities for the success of the cooperation
- describe their competence in relation to the competence objectives of the Study

Evaluation criteria, good (3-4)

The student can
- critically evaluate information and justify their actions with the help of researched information
- present solutions to professional tasks using creativity
- promote professional cooperation and develop customer or partner relationships
- promotes the group's entrepreneurial and responsible working approach with its activities
- describe the development of one's own competence in relation to the competence objectives of the Study

Evaluation criteria, excellent (5)

The student can
- analyze the acquired information and draw conclusions and connect theoretical and experiential information to each other
- evaluate the applicability and effectiveness of the produced knowledge, skill or idea in other contexts
- anticipate the needs of the customer and/or partners
- evaluate and develop the group's entrepreneurial and responsible working approach
- evaluate the possibilities of utilizing skills and plan your own and the group's development

Learning outcomes

The student is able to
- describe the theoretical starting points of a child’s growth, development and learning and use methods that support them in accordance with the child’s needs
- apply the pedagogical understanding of early childhood education and care and the social pedagogical approach in their activities
- utilise the possibilities of pedagogical documentation in child-oriented activities
- plan, implement and evaluate pedagogical, creative, integrative and phenomenon-based activities

Teaching methods

The course is part of the qualification of an early childhood education and care social pedagogue (varhaiskasvatuksen sosionomi).The lessons and workshops will take place online via Zoom. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education social pedagogue.

The course includes individual, paired and small group assignments, working life cooperation, home study and knowledge sharing seminars. Instructions for the assignments will be available at Canvas workspace a week before the course start.

The course includes three modules:

1) Theoretical corner stones and methods of growth, development and learning (4 cr)
2) Application of pedagogical and social pedagogical understanding (1 cr)
3) Planning, implementation and evaluation of a child-oriented project (5 cr)

Learning materials and recommended literature

In the course's Canvas workspace, the materials and literature to be used are announced at the start of the course.

All materials will be available online.

Alternative completion methods of implementation

1) RECOGNITION OF PRIOR LEARNING
Any competence that corresponds to the learning outcomes of the course can be included in it through recognition and accreditation of prior learning. The starting point is competence-based thinking: what matters is your competence itself, not how and where you acquired it. The procedures for the recognition and accreditation of prior learning are Recognition of prior studies and Demonstration of competence.
Where to start:
At first you would need to go carefully through the objectives, contents and assignments of the course to evaluate if there would be some entity / several entities where you already have know-how and competence? If yes, think how you can demonstrate your competence (e.g. earlier certificates, individual essay, short research or development project at your workplace, report, portfolio). Within one week of the start of the course contact the responsible teacher henna.jalasmaki@laurea.fi to arrange a Zoom meeting where we will discuss and identify your competence and agree on the method of demonstrating your competence.

OR

2) RECOGNITION OF WORK-BASED LEARNING
If you are working in ECEC at the same time that studying it would be possible to find an alternative way to complete the course or some part of it by recognizing what information and skills you can learn (or have already learned) at your workplace.
Where to start?
At first you would need to go carefully through the objectives, contents and assignments of the course to analyze if there would be some entity / several entities which you can learn at your work place?
If yes, think how you can learn those things in practice and how you can demonstrate your competence (e.g. essay, short research or development project at your workplace, report, portfolio).
Within one week of the start of the course contact the responsible teacher henna.jalasmaki@laurea.fi to arrange a Zoom meeting where we will discuss and identify your work situation, general and personal goals and agree on the method of learning and demonstrating your competence.

Co-operation with working life and/or RDI

Students obtain their project place themselves from a private or municipal early childhood
education services or an open early childhood education service, such as club activities, residents' and playgrounds, open daycare centers and open early childhood education activities. You can also do the project at an internship or at your own workplace.

The student has the opportunity to plan a creative, integrative and phenomenon-based project (5 cr) related to the course with a pair in an operating environment that suits them in cooperation with a work life partner.

Important dates

The course starts on
24.10.2023 (14-17) online at Zoom. The first lesson is compulsory to everyone.

You will get the Zoom link and more information one week before the course starts (by email).

Other online lessons:
31.10.2023 (14-17)
6.11.2023 (14-17)
20.11.2023 (14-17)
13.12.2023 (14-17) project presentations, compulsory

In addition to the online lessons you will have meetings with your study peers online (you can set up the dates and times by yourself in connection with the assignment due dates).

Students workload

The scope of the course is 10 credits and means for the student 270 hours spent studying. It is important that you write down the due dates of the assignments in your calendar and reserve enough time to study the themes and issues. The course has both individual and group assignments and the modules rhythm the progress of the studies.

The structure of the course:
1) Theoretical corner stones and methods of growth, development and learning (4 cr)
2) Application of pedagogical and social pedagogical understanding (1 cr)
3) Planning, implementation and evaluation of a child-oriented project (5 cr)

In the third module of the course, it is good to reserve enough time for planning and implementing a child-oriented project.

Content and scheduling

The course is completed online by participating in the Zoom online meetings according to the schedule of the course and completing tasks related to the course. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education social pedagogue. The first and the last lesson are compulsory. Participation in the lectures is recommenced because the assignments and tasks are related to the topics of the lecture.

The study course consists of three entities, which involve online meetings via zoom, independent work, online assignments and project work. The course uses the Canvas workspace for communication and assignment feedback. Instructions for the assignments will be available at Canvas workspace a week before the course start. The study requires activity and commitment to interactive learning. In online meetings, the possibility to use a camera and a microphone is required.

Further information for students

Goals of the course:

After this course a student can

-describe the theoretical corner stones of the child's growth, development and learning and know how to use the methods that support them in accordance with the child's needs
- apply the pedagogical understanding of early childhood education and the social pedagogical approach in their activities
- utilize the possibilities of pedagogical documentation in child-oriented activities
- plan, implement and evaluate pedagogical, creative, integrative, phenomenon-based activities

Grading scale

H-5

Evaluation methods and criteria

The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.

You demonstrate that you have met the learning outcomes set for the study unit/project by completing the tasks (e.g. project work, exercises, exams or demonstrations) according to the implementation plan. Instructions are given at the beginning of the study unit/project.

Various self-, peer and group evaluations or their combinations are used in evaluation.

In the difficulty levels of the evaluation framework, competence is described for levels H/1, 3 and 5. The resulting competence is assessed comprehensively. Good competence (3) also requires the achievement of satisfactory competence, and correspondingly, commendable competence (5) also requires the fulfillment of the evaluation criteria for satisfactory and good competence. If the competence does not fully reach a good level, but meets the criteria for a satisfactory level, a grade of 2 is assigned. Correspondingly, the student receives a grade of 4 if the competence is at a good level, but not yet commendable in all respects.

Evaluation criteria, fail (0)

All the tasks of the course must be successfully completed in order to receive a performance mark.

Evaluation criteria, satisfactory (1-2)

The student can
- consistently uses professional concepts and demonstrates familiarity with the knowledge base
- report and communicate professionally
- act independently, taking into account the operating environment
- takes responsibility for working with the customer and/or partner and responding to their needs
- describe the importance of their own activities for the success of the cooperation
- describe their competence in relation to the competence objectives of the Study

Evaluation criteria, good (3-4)

The student can
- critically evaluate information and justify their actions with the help of researched information
- present solutions to professional tasks using creativity
- promote professional cooperation and develop customer or partner relationships
- promotes the group's entrepreneurial and responsible working approach with its activities
- describe the development of one's own competence in relation to the competence objectives of the Study

Evaluation criteria, excellent (5)

The student can
- analyze the acquired information and draw conclusions and connect theoretical and experiential information to each other
- evaluate the applicability and effectiveness of the produced knowledge, skill or idea in other contexts
- anticipate the needs of the customer and/or partners
- evaluate and develop the group's entrepreneurial and responsible working approach
- evaluate the possibilities of utilizing skills and plan your own and the group's development

Learning outcomes

The student is able to
- understand the principles of service design and co-creation in a social and health care system context
- identify future global and local social and health needs at the individual and community level
- recognise different current developments and innovations as well as emphatic co-creation possibilities in social and health care service design
- apply different service design and co-creation methods of client and patient empowerment within social and health care

Teaching methods

Empathic Service Design and Co-Creation in Social and Health Care course is conducted as project-based online studies between 25.10.2023-7.12.2023, including an online kick-off meeting and an online final seminar as well as 3 online workshops.

The course is completed in cooperation with thematically related Laurea project(s), details to be provided later.

The key competences to be developed are as follows:

The student is able to
- understand the principles of service design and co-creation in social and health care system context
- identify future global and local social and health needs at the individual and community level
- recognize different current developments and innovations as well as empathic co-creation possibilities in social and health care service design
- apply different service design and co-creation methods of client and patient empowerment within social and health care

The project may provide competence and credits for other modules as well.

Guidance sessions and communication practices are agreed on a project-specific basis.
Course feedback is gathered in Padlet at the end of the course.

Laurea reserves the right to make changes.

Learning materials and recommended literature

The source materials needed for the subject area of the project are selected separately after the project assignment.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

The course is completed in cooperation with thematically related Laurea project(s), details to be provided later.

Important dates

Project guidance is offered during the kick-off meeting and workshops and by email, as needed.

Forms of internationality

The study unit is suitable for exchange students. Also, Master level exchange students can apply.
The Master students' final product will be discussed to meet the needs of Master level requirements.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Content and scheduling

The course contents will be available in Canvas once the course starts.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education. Additionally, Master level students can also participate in the course.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."


The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of his/her actions for successful co-operation
- describe his/her competence in relation to the learning outcomes

"Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing." (Degree regulations.)

Learning outcomes

The student is able to
- describe human trafficking as a phenomenon and its different types
- identify and describe the characteristics of alleged victims of trafficking
- encounter the victims of human trafficking
- assist victims in the service system

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- describe human trafficking as a phenomenon and its different types
- identify and describe the characteristics of alleged victims of trafficking
- encounter the victims of human trafficking
- assist victims in the service system

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- acknowledge the needs for cultural and professional knowledge and skills in the intercultural and multidisciplinary working life
- gain more cultural competence and ability to use different methods for studying and working in intercultural environments and society
- develop different professional competencies from intercultural and multidisciplinary perspectives
- apply the principles of sustainable development in their personal and future working life

Teaching methods

In autumn 2023, this course is conducted with two Erasmus+ projects and includes a MOOC for 3 ECTS (Erasmus+ ILO project / Intercultural Learning Online) and a 2 ECTS research project related to Erasmus+ JeS (Joint eStories: Journeys from Fear to Fair). The course includes a kick off meeting (with all the necessary guidance), one (voluntary) guidance event online during the course and the final meeting, all attended via Zoom. Additional guidance via Canvas and email.

Thematically, the course focuses in autumn 2023 on both general intercultural competence development and European human rights awareness and promotion.

The student is able to
- acknowledge the needs for cultural and professional knowledge and skills in the intercultural and multidisciplinary working life
- gain more cultural competence and ability to use different methods for studying and working in intercultural environments and society
- develop different professional competencies from the intercultural and multidisciplinary point of view
- apply the principles of sustainable development in their personal and future working life

In this course, students will gain expertise on different innovative solutions and best practices aimed to promote intercultural and multidisciplinary professional competences. Students will be able to recognize the impact of globalization on holistic wellbeing and to increase their awareness of ethical knowledge, values and professional competences. Students are also able to recognize and apply different multidisciplinary ways in promoting their professional competences.

The course environment is CANVAS (opened in October).

Learning materials and recommended literature

The relevant course materials will be provided during the course.

Alternative completion methods of implementation

According to the degree regulations “all students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.” For further information visit Link.

Co-operation with working life and/or RDI

The course is conducted in co-operation with Erasmus+ projects ILO and JeS.

Important dates

The implementation schedule is visible to students in Pakki as implementation reservations. There is no exam in this course but instead tasks related to MOOC and the research project.

Forms of internationality

This multidisciplinary study unit is suitable for exchange students as well as Master students. The Master students' final ePortfolio will be discussed to meet the needs of Master level requirements.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Further information for students

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrolment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

For open UAS students, 15 places are reserved.

For Master students: 10 places are reserved (open UAS and regular).

Grading scale

Approved/Failed

Evaluation methods and criteria

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To pass student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner

“Students who have failed assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit.” (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. Urkund is used when assignments are checked.

Evaluation criteria, approved/failed

The approved course performance includes completing the MOOC and finalizing the required 2 ECTS JeS project research in an acceptable manner, as indicated in Canvas.

Learning outcomes

The student is able to
- understand the diverse situations and challenges faced by diverse families with children
- use various methods and means of family work
- apply knowledge of legislation associated with children & families

Teaching methods

Daytime learning:

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher, and working life or peer feedback may also be utilised.

Learning materials and recommended literature

The information on literature and other related materials will be provided later in Canvas.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning).The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

Course includes a field visit and a quest speaker from work life.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

The schedule of the course indicates the dates and times for student to be present. In case student is not able to attend the contact session student must inform teacher in advance and teacher may give compensatory assignment(s). The contact sessions support the learning and help student with the assignments of the course.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Content and scheduling

The course has five contact sessions of 3 x 45min. Additionally there is one work place visit of half a day. There are 5 assignments during this course. There is no final examination.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes


“Students who have failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. There are two(2) additional days during the course to submit assignments.

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- describe human trafficking as a phenomenon and its different types
- identify and describe the characteristics of alleged victims of trafficking
- encounter the victims of human trafficking
- assist victims in the service system

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- understand the principles of service design and co-creation in a social and health care system context
- identify future global and local social and health needs at the individual and community level
- recognise different current developments and innovations as well as emphatic co-creation possibilities in social and health care service design
- apply different service design and co-creation methods of client and patient empowerment within social and health care

Teaching methods

Empathic Service Design and Co-Creation in Social and Health Care course is conducted as project-based online studies between 25.10.2023-7.12.2023, including an online kick-off meeting and an online final seminar as well as 3 online workshops.

The course is completed in cooperation with thematically related Laurea project(s), details to be provided later.

The key competences to be developed are as follows:

The student is able to
- understand the principles of service design and co-creation in social and health care system context
- identify future global and local social and health needs at the individual and community level
- recognize different current developments and innovations as well as empathic co-creation possibilities in social and health care service design
- apply different service design and co-creation methods of client and patient empowerment within social and health care

The project may provide competence and credits for other modules as well.

Guidance sessions and communication practices are agreed on a project-specific basis.
Course feedback is gathered in Padlet at the end of the course.

Laurea reserves the right to make changes.

Learning materials and recommended literature

The source materials needed for the subject area of the project are selected separately after the project assignment.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

The course is completed in cooperation with thematically related Laurea project(s), details to be provided later.

Important dates

Project guidance is offered during the kick-off meeting and workshops and by email, as needed.

Forms of internationality

The study unit is suitable for exchange students. Also, Master level exchange students can apply.
The Master students' final product will be discussed to meet the needs of Master level requirements.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Content and scheduling

The course contents will be available in Canvas once the course starts.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education. Additionally, Master level students can also participate in the course.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."


The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner

PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of his/her actions for successful co-operation
- describe his/her competence in relation to the learning outcomes

"Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing." (Degree regulations.)

Learning outcomes

The student is able to
- acknowledge the needs for cultural and professional knowledge and skills in the intercultural and multidisciplinary working life
- gain more cultural competence and ability to use different methods for studying and working in intercultural environments and society
- develop different professional competencies from intercultural and multidisciplinary perspectives
- apply the principles of sustainable development in their personal and future working life

Teaching methods

In autumn 2023, this course is conducted with two Erasmus+ projects and includes a MOOC for 3 ECTS (Erasmus+ ILO project / Intercultural Learning Online) and a 2 ECTS research project related to Erasmus+ JeS (Joint eStories: Journeys from Fear to Fair). The course includes a kick off meeting (with all the necessary guidance), one (voluntary) guidance event online during the course and the final meeting, all attended via Zoom. Additional guidance via Canvas and email.

Thematically, the course focuses in autumn 2023 on both general intercultural competence development and European human rights awareness and promotion.

The student is able to
- acknowledge the needs for cultural and professional knowledge and skills in the intercultural and multidisciplinary working life
- gain more cultural competence and ability to use different methods for studying and working in intercultural environments and society
- develop different professional competencies from the intercultural and multidisciplinary point of view
- apply the principles of sustainable development in their personal and future working life

In this course, students will gain expertise on different innovative solutions and best practices aimed to promote intercultural and multidisciplinary professional competences. Students will be able to recognize the impact of globalization on holistic wellbeing and to increase their awareness of ethical knowledge, values and professional competences. Students are also able to recognize and apply different multidisciplinary ways in promoting their professional competences.

The course environment is CANVAS (opened in October).

Learning materials and recommended literature

The relevant course materials will be provided during the course.

Alternative completion methods of implementation

According to the degree regulations “all students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.” For further information visit Link.

Co-operation with working life and/or RDI

The course is conducted in co-operation with Erasmus+ projects ILO and JeS.

Important dates

The implementation schedule is visible to students in Pakki as implementation reservations. There is no exam in this course but instead tasks related to MOOC and the research project.

Forms of internationality

This multidisciplinary study unit is suitable for exchange students as well as Master students. The Master students' final ePortfolio will be discussed to meet the needs of Master level requirements.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Further information for students

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrolment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

For open UAS students, 15 places are reserved.

For Master students: 10 places are reserved (open UAS and regular).

Grading scale

Approved/Failed

Evaluation methods and criteria

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To pass student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner

“Students who have failed assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit.” (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. Urkund is used when assignments are checked.

Evaluation criteria, approved/failed

The approved course performance includes completing the MOOC and finalizing the required 2 ECTS JeS project research in an acceptable manner, as indicated in Canvas.

Learning outcomes

The student is able to
- understand the diverse situations and challenges faced by diverse families with children
- use various methods and means of family work
- apply knowledge of legislation associated with children & families

Teaching methods

Daytime learning:

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher, and working life or peer feedback may also be utilised.

Learning materials and recommended literature

The information on literature and other related materials will be provided later in Canvas.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning).The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

Course includes a field visit and a quest speaker from work life.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

The schedule of the course indicates the dates and times for student to be present. In case student is not able to attend the contact session student must inform teacher in advance and teacher may give compensatory assignment(s). The contact sessions support the learning and help student with the assignments of the course.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

Content and scheduling

The course has five contact sessions of 3 x 45min. Additionally there is one work place visit of half a day. There are 5 assignments during this course. There is no final examination.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes


“Students who have failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. There are two(2) additional days during the course to submit assignments.

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- describe the theoretical starting points of a child’s growth, development and learning and use methods that support them in accordance with the child’s needs
- apply the pedagogical understanding of early childhood education and care and the social pedagogical approach in their activities
- utilise the possibilities of pedagogical documentation in child-oriented activities
- plan, implement and evaluate pedagogical, creative, integrative and phenomenon-based activities

Teaching methods

The course is part of the qualification of an early childhood education and care social pedagogue (varhaiskasvatuksen sosionomi).The lessons and workshops will take place online via Zoom. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education social pedagogue.

The course includes individual, paired and small group assignments, working life cooperation, home study and knowledge sharing seminars. Instructions for the assignments will be available at Canvas workspace a week before the course start.

The course includes three modules:

1) Theoretical corner stones and methods of growth, development and learning (4 cr)
2) Application of pedagogical and social pedagogical understanding (1 cr)
3) Planning, implementation and evaluation of a child-oriented project (5 cr)

Learning materials and recommended literature

In the course's Canvas workspace, the materials and literature to be used are announced at the start of the course.

All materials will be available online.

Alternative completion methods of implementation

1) RECOGNITION OF PRIOR LEARNING
Any competence that corresponds to the learning outcomes of the course can be included in it through recognition and accreditation of prior learning. The starting point is competence-based thinking: what matters is your competence itself, not how and where you acquired it. The procedures for the recognition and accreditation of prior learning are Recognition of prior studies and Demonstration of competence.
Where to start:
At first you would need to go carefully through the objectives, contents and assignments of the course to evaluate if there would be some entity / several entities where you already have know-how and competence? If yes, think how you can demonstrate your competence (e.g. earlier certificates, individual essay, short research or development project at your workplace, report, portfolio). Within one week of the start of the course contact the responsible teacher henna.jalasmaki@laurea.fi to arrange a Zoom meeting where we will discuss and identify your competence and agree on the method of demonstrating your competence.

OR

2) RECOGNITION OF WORK-BASED LEARNING
If you are working in ECEC at the same time that studying it would be possible to find an alternative way to complete the course or some part of it by recognizing what information and skills you can learn (or have already learned) at your workplace.
Where to start?
At first you would need to go carefully through the objectives, contents and assignments of the course to analyze if there would be some entity / several entities which you can learn at your work place?
If yes, think how you can learn those things in practice and how you can demonstrate your competence (e.g. essay, short research or development project at your workplace, report, portfolio).
Within one week of the start of the course contact the responsible teacher henna.jalasmaki@laurea.fi to arrange a Zoom meeting where we will discuss and identify your work situation, general and personal goals and agree on the method of learning and demonstrating your competence.

Co-operation with working life and/or RDI

Students obtain their project place themselves from a private or municipal early childhood
education services or an open early childhood education service, such as club activities, residents' and playgrounds, open daycare centers and open early childhood education activities. You can also do the project at an internship or at your own workplace.

The student has the opportunity to plan a creative, integrative and phenomenon-based project (5 cr) related to the course with a pair in an operating environment that suits them in cooperation with a work life partner.

Important dates

The course starts on
24.10.2023 (14-17) online at Zoom. The first lesson is compulsory to everyone.

You will get the Zoom link and more information one week before the course starts (by email).

Other online lessons:
31.10.2023 (14-17)
6.11.2023 (14-17)
20.11.2023 (14-17)
13.12.2023 (14-17) project presentations, compulsory

In addition to the online lessons you will have meetings with your study peers online (you can set up the dates and times by yourself in connection with the assignment due dates).

Students workload

The scope of the course is 10 credits and means for the student 270 hours spent studying. It is important that you write down the due dates of the assignments in your calendar and reserve enough time to study the themes and issues. The course has both individual and group assignments and the modules rhythm the progress of the studies.

The structure of the course:
1) Theoretical corner stones and methods of growth, development and learning (4 cr)
2) Application of pedagogical and social pedagogical understanding (1 cr)
3) Planning, implementation and evaluation of a child-oriented project (5 cr)

In the third module of the course, it is good to reserve enough time for planning and implementing a child-oriented project.

Content and scheduling

The course is completed online by participating in the Zoom online meetings according to the schedule of the course and completing tasks related to the course. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education social pedagogue. The first and the last lesson are compulsory. Participation in the lectures is recommenced because the assignments and tasks are related to the topics of the lecture.

The study course consists of three entities, which involve online meetings via zoom, independent work, online assignments and project work. The course uses the Canvas workspace for communication and assignment feedback. Instructions for the assignments will be available at Canvas workspace a week before the course start. The study requires activity and commitment to interactive learning. In online meetings, the possibility to use a camera and a microphone is required.

Further information for students

Goals of the course:

After this course a student can

-describe the theoretical corner stones of the child's growth, development and learning and know how to use the methods that support them in accordance with the child's needs
- apply the pedagogical understanding of early childhood education and the social pedagogical approach in their activities
- utilize the possibilities of pedagogical documentation in child-oriented activities
- plan, implement and evaluate pedagogical, creative, integrative, phenomenon-based activities

Grading scale

H-5

Evaluation methods and criteria

The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.

You demonstrate that you have met the learning outcomes set for the study unit/project by completing the tasks (e.g. project work, exercises, exams or demonstrations) according to the implementation plan. Instructions are given at the beginning of the study unit/project.

Various self-, peer and group evaluations or their combinations are used in evaluation.

In the difficulty levels of the evaluation framework, competence is described for levels H/1, 3 and 5. The resulting competence is assessed comprehensively. Good competence (3) also requires the achievement of satisfactory competence, and correspondingly, commendable competence (5) also requires the fulfillment of the evaluation criteria for satisfactory and good competence. If the competence does not fully reach a good level, but meets the criteria for a satisfactory level, a grade of 2 is assigned. Correspondingly, the student receives a grade of 4 if the competence is at a good level, but not yet commendable in all respects.

Evaluation criteria, fail (0)

All the tasks of the course must be successfully completed in order to receive a performance mark.

Evaluation criteria, satisfactory (1-2)

The student can
- consistently uses professional concepts and demonstrates familiarity with the knowledge base
- report and communicate professionally
- act independently, taking into account the operating environment
- takes responsibility for working with the customer and/or partner and responding to their needs
- describe the importance of their own activities for the success of the cooperation
- describe their competence in relation to the competence objectives of the Study

Evaluation criteria, good (3-4)

The student can
- critically evaluate information and justify their actions with the help of researched information
- present solutions to professional tasks using creativity
- promote professional cooperation and develop customer or partner relationships
- promotes the group's entrepreneurial and responsible working approach with its activities
- describe the development of one's own competence in relation to the competence objectives of the Study

Evaluation criteria, excellent (5)

The student can
- analyze the acquired information and draw conclusions and connect theoretical and experiential information to each other
- evaluate the applicability and effectiveness of the produced knowledge, skill or idea in other contexts
- anticipate the needs of the customer and/or partners
- evaluate and develop the group's entrepreneurial and responsible working approach
- evaluate the possibilities of utilizing skills and plan your own and the group's development

Learning outcomes

The student is able to
- apply the legislation, recommendations, guidelines and ethical principles of early childhood education and care
- utilise the early childhood education and care plan as a document guiding education and care work
- describe their vocational and social pedagogical expertise and role as builders of a learning community
- promote and strengthen children’s sense of community and agency while understanding the importance of play and peer relationships

Teaching methods

The course is part of the qualification of an early childhood education social pedagogue (varhaiskasvatuksen sosionomi).

The lessons and workshops will take place online via Zoom. Attendance requirement at online lessons and workshops will be 80% / 100% to achieve the versatile theoretical and practical skills required for an early childhood education socionom / teacher. The first and the last lesson are compulsory.

The course includes individual, paired and small group assignments, working life cooperation, home study and knowledge sharing seminars. Instructions for the assignments will be available at Canvas workspace a week before the course start.

Learning materials and recommended literature

All materials will be available online.

- National Core Curriculum for Early Childhood Education and Care (2022):
https://www.oph.fi/sites/default/files/documents/National%20core%20curriculum%20for%20ECEC%202022.pdf
- Act of Early Childhood Education and Care (2018)
Unofficial Translation:
https://www.finlex.fi/en/laki/kaannokset/2018/en20180540.pdf
- Convention on the Rights of the Child https://www.unicef.org/child-rights-convention/convention-text#
- Finnish Education Evaluation Centre (FINEEC / KARVI) https://karvi.fi/en/early-childhood-education/
- EVERY DAY QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE: https://karvi.fi/app/uploads/2020/06/FINEEC_T1620.pdf
- GUIDELINES AND RECOMMENDATIONS FOR EVALUATING THE QUALITY OF EARLY CHILDHOOD EDUCATION AND CARE: https://karvi.fi/app/uploads/2019/03/FINEEC_Guidelines-and-recommendations_web.pdf

- Peter Moss and Pat Petrie. Education and social pedagogy: What relationship?. London Review of Education. Vol. 17(3):393-405. DOI: 10.18546/LRE.17.3.13
- Juha Hämäläinen and Lisbeth Eriksson, Social Pedagogy in Finland and Sweden: A comparative analysis, 2016, Pedagogia Social. Revista Interuniversitaria, 27, 71-93. http://dx.doi.org/10.7179/PSRI_2016.27.05
- Ryynänen, S., & Nivala, E. (2017). Empowerment or emancipation? Interpretations from Finland
and beyond. Pedagogía Social. Revista Interuniversitaria, 30, 33-46. DOI:10.7179/PSRI_2017.30.03.

Alternative completion methods of implementation

1) RECOGNITION OF PRIOR LEARNING
Any competence that corresponds to the learning outcomes of the course can be included in it through recognition and accreditation of prior learning. The starting point is competence-based thinking: what matters is your competence itself, not how and where you acquired it. The procedures for the recognition and accreditation of prior learning are Recognition of prior studies and Demonstration of competence.
Where to start:
At first you would need to go carefully through the objectives, contents and assignments of the course to evaluate if there would be some entity / several entities where you already have know-how and competence? If yes, think how you can demonstrate your competence (e.g. earlier certificates, individual essay, short research or development project at your workplace, report, portfolio). Within one week of the start of the course contact the responsible teacher kaisa.salminen@laurea.fi to arrange a Zoom meeting where we will discuss and identify your competence and agree on the method of demonstrating your competence.

OR

2) RECOGNITION OF WORK-BASED LEARNING
If you are working in ECEC at the same time that studying it would be possible to find an alternative way to complete the course or some part of it by recognizing what information and skills you can learn (or have already learned) at your workplace.
Where to start?
At first you would need to go carefully through the objectives, contents and assignments of the course to analyze if there would be some entity / several entities which you can learn at your work place?
If yes, think how you can learn those things in practice and how you can demonstrate your competence (e.g. essay, short research or development project at your workplace, report, portfolio).
Within one week of the start of the course contact the responsible teacher kaisa.salminen@laurea.fi to arrange a Zoom meeting where we will discuss and identify your work situation, general and personal goals and agree on the method of learning and demonstrating your competence.

Important dates

The course starts on
31.08.2023 12.30 - 15.30 online at Zoom.
You will get the Zoom link and more information one week before the course starts (by email).

Other online lessons:
14.09.2023 12.30 - 15.30
28.09.2023 12.30 - 15.30
4.10.2023 12.30 - 15.30
26.10.2023 12.30 - 15.30

In addition to the online lessons you will have meetings with your study peers online (you can set up the dates and times by yourself in connection with the assignment due dates).
All the course assignments need to be submitted by 30.11.2023.
The course evaluations will be done during December 2023.

Students workload

The scope of the course is 10 credits and means for the student 270 hours spent studying. It is important that you write down the due dates of the assignments in your calendar and reserve enough time to study the themes and issues. The course has both individual and group assignments and the modules rhythm the progress of the studies.

Content and scheduling

The course consists of three modules:
- Module 1 Basics and task of early childhood education (4 credits)
- Module 2: Social pedagogical expertise in early childhood education (3 credits)
- Module 3: Children's sense of community and agency (3 credits)

Grading scale

H-5

Evaluation methods and criteria

The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.

You demonstrate that you have met the learning outcomes set for the study unit/project by completing the tasks (e.g. project work, exercises, exams or demonstrations) according to the implementation plan. Instructions are given at the beginning of the study unit/project.

Various self-, peer and group evaluations or their combinations are used in evaluation.

In the difficulty levels of the evaluation framework, competence is described for levels H/1, 3 and 5. The resulting competence is assessed comprehensively. Good competence (3) also requires the achievement of satisfactory competence, and correspondingly, commendable competence (5) also requires the fulfillment of the evaluation criteria for satisfactory and good competence. If the competence does not fully reach a good level, but meets the criteria for a satisfactory level, a grade of 2 is assigned. Correspondingly, the student receives a grade of 4 if the competence is at a good level, but not yet commendable in all respects.

Evaluation criteria, fail (0)

All the tasks of the course must be successfully completed in order to receive a performance mark.

Evaluation criteria, satisfactory (1-2)

The student can
- consistently uses professional concepts and demonstrates familiarity with the knowledge base
- report and communicate professionally
- act independently, taking into account the operating environment
- takes responsibility for working with the customer and/or partner and responding to their needs
- describe the importance of their own activities for the success of the cooperation
- describe their competence in relation to the competence objectives of the Study

Evaluation criteria, good (3-4)

The student can
- critically evaluate information and justify their actions with the help of researched information
- present solutions to professional tasks using creativity
- promote professional cooperation and develop customer or partner relationships
- promotes the group's entrepreneurial and responsible working approach with its activities
- describe the development of one's own competence in relation to the competence objectives of the Study

Evaluation criteria, excellent (5)

The student can
- analyze the acquired information and draw conclusions and connect theoretical and experiential information to each other
- evaluate the applicability and effectiveness of the produced knowledge, skill or idea in other contexts
- anticipate the needs of the customer and/or partners
- evaluate and develop the group's entrepreneurial and responsible working approach
- evaluate the possibilities of utilizing skills and plan your own and the group's development

Learning outcomes

The student is able to
- describe human trafficking as a phenomenon and its different types
- identify and describe the characteristics of alleged victims of trafficking
- encounter the victims of human trafficking
- assist victims in the service system

Grading scale

Approved/Failed