Child and Childhood
30.0 ECTS creditsModule 1
Students acquire knowledge of the historical development of preschool and the theoretical perspectives on children and childhood that have influenced development. They increase their understanding of the subject by discussing and problematising the teaching consequences of the different perspectives, and study the main features of preschool core value implementation, illustrating through drama, roleplay etc the possible consequences of the implementation.
Module 2
Students acquire knowledge of the emergence, organisation and role of preschool, and learn about its mission and directives. Students discuss and problematise different views on gender, equality and diversity on the basis of their own experiences and relate these to possible consequences for preschool activities. To prepare students for their future professional presentations a component consists of documenting, presenting and explaining preschool with the help of digital tools.
Module 3
Students participate in the daily work at a preschool, observing and evaluating how activities are organised in relation to the curriculum and how the children are provided opportunities to influence and participate. Students develop skills in planning, implementing and evaluating activities designed to awaken interest and are based on curricular formulations of core values and democratic principles. Students practise conducting professional conversations with children, guardians and colleagues. Finally, students summarise their experiences and give an account of how these have affected their own professional development, and explain the meaning of the legislation on confidentiality and obligation to notify irregularities.
Module 4
Students present and problematise their experiences of module 3 and relate them to the curriculum, theories of child and childhood, preschool activities and the teaching profession. Students acquire knowledge of the theoretical perspectives and research relating to the teaching profession, and develop skills in seeking and using research articles and doctoral theses.
Students acquire knowledge of the historical development of preschool and the theoretical perspectives on children and childhood that have influenced development. They increase their understanding of the subject by discussing and problematising the teaching consequences of the different perspectives, and study the main features of preschool core value implementation, illustrating through drama, roleplay etc the possible consequences of the implementation.
Module 2
Students acquire knowledge of the emergence, organisation and role of preschool, and learn about its mission and directives. Students discuss and problematise different views on gender, equality and diversity on the basis of their own experiences and relate these to possible consequences for preschool activities. To prepare students for their future professional presentations a component consists of documenting, presenting and explaining preschool with the help of digital tools.
Module 3
Students participate in the daily work at a preschool, observing and evaluating how activities are organised in relation to the curriculum and how the children are provided opportunities to influence and participate. Students develop skills in planning, implementing and evaluating activities designed to awaken interest and are based on curricular formulations of core values and democratic principles. Students practise conducting professional conversations with children, guardians and colleagues. Finally, students summarise their experiences and give an account of how these have affected their own professional development, and explain the meaning of the legislation on confidentiality and obligation to notify irregularities.
Module 4
Students present and problematise their experiences of module 3 and relate them to the curriculum, theories of child and childhood, preschool activities and the teaching profession. Students acquire knowledge of the theoretical perspectives and research relating to the teaching profession, and develop skills in seeking and using research articles and doctoral theses.
Progressive specialisation:
G1N (has only upper‐secondary level entry requirements)
Education level:
Undergraduate level
Admission requirements:
General admission requirements and either field-specific eligibility A6 a (Natural Science 1b or 1a1+1a2, Civics 1b or 1a1+1a2) or field-specific eligibility 6a (English B, Natural Science A, Civics A)
Selection:
Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.
Course code:
LPGF08
The course is not included in the course offerings for the next period.