Study Guide

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 and care social pedagogue (varhaiskasvatuksen sosionomi).

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

- National Core Curriculum for Early Childhood Education and Care (2022): https://urly.fi/3vLb
- 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/

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

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

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.

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. Students can also do the project at an internship or at their own workplace.

Important dates

The course starts on
1.10.2024 (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:
7.10.2024 (14-17)
21.10.2024 (14-17)
5.11.2024 (14-17)
10.12.2024 (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. The assessment is based on Laurea's common evaluation criteria level II.

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