School of Education
COURSE SYLLABUS
Play, Learning and Development in Early Childhood Education
Course code GI2121 Reg. No. 284/2007-514
Date of decision 8 November 2007
Decision-making body The School of Education Board
Valid from 22 January 2008
Language of instruction Swedish
Subject Education
Credits / ECTS credits 60
Level G
Specific level G1
Type of course This course is an orientation in the Teacher Training Programme.
Prerequisites This course is open to students who have been accepted to the Teacher Training Programme, with special emphasis on Play, Learning and Development in Early Childhood Education and have mainly passed course 1 and 2 of the General Field of Education.
Expected learning outcomes This course mainly focuses on the general view on learning in
preschools that originates in play and learning, care and education in a unity with the intent of enabling students to plan, conduct, document and assess their work.
Having completed the course students are expected to:
- present opinions about variations in actual conditions of children, childhood and living conditions, historically and socially
- present various connections between play and learning as well as care and education
- have knowledge about what it means to be a preschool teacher and reflect on this based on the guiding documents
- be able to describe children’s development and learning based on a general perspective and implement this knowledge in appropriate contexts
- utilise various documentation methods in order to identify
children’s play and learning in educational environments and be able to plan, conduct and assess the pedagogical work
- be able to plan and conduct pedagogical work in terms of drama, movement, art and music for young children - be able to deal with and problemise various work-ethical
dilemmas in terms of basic values
- discuss and problemise the relation between preschool and home based on central concepts
- problemise and present in an intensified study how the mission of the preschool may be implemented in thematic work
Course contents Sub course 1. About children, upbringing and living conditions, 15 ECTS credits
• the United Nations children's convention
• preschools from a historical- and social perspective
• perspectives on children and young people and various approaches to pedagogical practice
• children’s development from a general perspective
• a general view on play and learning, care and education Sub course 2. Preschools are meeting places for play, learning and development, 15 ECTS credits
• group processes and leadership in children’s groups and how the personal leadership may be adjusted to boys and girls in positive and ethical manners
• the possibilities of boys and girls to influence and participate in democratic processes
• planning of work that encourages imagination, play and creativity and how to adjust the educational environment to facilitate this
Sub course 3. Identifying learning, 15 ECTS credits
• thematic work methods
• methods and techniques for studies of and with children
• documentation
• preschool and home
• collaboration between preschool, leisure centres and school Sub course 4. Thematic/project work and integration, 15 ECTS credits
• planning, conduct, documentation, assessment and report of pedagogical/didactical thematic/project work in children’s groups
Sub course 1-3 include various expressive means for communication such as art, music and movement to a varying extent, comprising a total of 15 ECTS credits.
This course also includes a total of 15 ECTS credits of workplace training where the content of the course is related to pedagogical
practice. The importance of pedagogical meetings is emphasised and the students are offered the opportunity to test and re-evaluate their own work. This is achieved via active participation at the workplace.
Teaching methods Teaching mainly consists of lectures, seminars and exercises, written and verbal communication, as well as active participation at exercises and seminars. Field studies may occur. The amount of obligatory elements is presented further in the study guide and schedule.
The workplace training is conducted at a leisure centre.
Required reading See the end of the document.
Assessment methods The course is examined in the form of written and verbal examinations/presentations and active participation at seminars.
Detailed forms for each examination and grading criteria are presented in the study guide. The professional approach of the teacher students during the workplace training is assessed together with the responsible teacher at the workplace.
Type of grades One of the following grades is given: Väl godkänd, Godkänd or Underkänd (Pass with distinction, Pass or Fail).
The workplace training is awarded the following grades: Godkänd or Underkänd (Pass or Fail).
Credit overlap The course is equivalent to GIX211.
Study certificate Students who successfully complete the course will receive a course certificate upon request.
When the course starts, students may request to have their grades translated into the ECTS grading system.
Other information Responsible entity: School of Education, Department of Didactics
Any additional costs for tasks etc are paid for by the individual student.
Students who do not pass regular workplace training are only offered a second retrial.
Required reading
Author/ed. Title, publishing house, year Pages
In all sub courses:
Johansson, Eva Möten för lärande. Pedagogisk verksamhet för de yngsta barnen i förskolan, Myndigheten för skolutveckling, 2005
250
Johansson, Eva & Pramling Samuelsson, Ingrid (ed.)
Förskolan – barns första skola!, Studentlitteratur, 2003
192 National Agency for Education Allmänna råd och kommentarer - Kvalitet i förskolan,
Fritzes, 2005
45
National Agency for Education Allmänna råd och kommentarer för arbetet med att
främja likabehandling, Fritzes, 2006 33
National Agency for Education Överenskommet!
http://www.skolverket.se/publikationer?id=149 approx 50 Ministry of Education and Culture
Ministry of Education and Science
Jämställdhet i förskolan – metoder och möjligheter, Fritzes, 2006
Lpfö 98, Läroplan för förskolan, Fritzes förlag, 2006
46
12
Art, music, movement, drama:
Ahlqvist, I et al Rörelse i förskolan, Svenska gymnastikförbundet, 1990 48 Aronsson, Karin
Ericsson, Gunilla
Barns världar, barns bilder, Natur och kultur, 1997 Lära ute- upplevelser och lärande i naturen,
Friluftsfrämjandet, 2002
260 72
Grindberg, Tora & Langlo Jagtöien, Greta
Barn i rörelse, Studentlitteratur, 1998 147
Hägglund, Kent & Fredin, Kirsten Dramabok, Liber, 2001 77
Neuman, Sigrid Musik i livets början, Bergs förlag, 1987, Låneex 48
Wiklund, Ulla Den lydiga kreativiteten, Utbildningsradion, 2001 112
Sub course 1:
Barnombudsmannen Upp till 18. Barnombudsmannen, 2004 approx 150
Evenshaug, Oddbjørn & Hallen, Dag
Barn- och ungdomspsykologi, Studentlitteratur, 2001 (valda delar)
approx 350
Johansson, Eva & Pramling Samuelsson, Ingrid
”Att lära är nästan som att leka”. Lek och lärande i
förskola och skola, Liber, 2007 230
Pramling Samuelsson, Ingrid &
Sheridan, Sonja
Lärandets grogrund, Studentlitteratur, 2006
152 Sommer, Dion Barndomspsykologi. Utveckling i en förändrad värld,
Runa, 2005 (selection)
approx 200
Articles/compendium Provided by the school at prime cost
Sub course 2:
Doverborg, Elisabeth & Pramling, Ingrid
Mångfaldens pedagogiska möjligheter, Liber, 1995 156
Gren, Jenny Etik i pedagogiskt vardagsarbete, Liber, 2007 208
Lindqvist, Gunilla Lekens möjligheter. Om skapande lekpedagogik i förskola och skola, Studentlitteratur, 1996
162
Nelson, Anders & Svensson, Krister
Barn och leksaker i lek och lärande, Liber, 2005 150
Tullgren, Charlotte Den välreglerade friheten: att konstruera det lekande barnet, Malmö högskola, 2003
142
Vygotskij, Lev S Fantasi och kreativitet i barndomen, Daidalos, 1998 111 Williams, Pia När barn lär av varandra - samlärande i praktiken,
Liber, 2006
99
Öhman, Margareta Empati genom lek och språk, Liber, 2003 256
Articles/compendium Provided by the school at prime cost
Sub course 3-4:
Arnér, Elisabeth & Tellgren, Britt Barns syn på vuxna. Att komma nära barns perspektiv, Studentlitteratur, 2006
132
Doverborg, Elisabeth & Pramling, Ingrid
Att förstå barns tankar. Metodik för barnintervjuer, Liber, 2000
88
Kennedy, Birgitta Glasfåglar i molnen, HLS förlag, 2000 175
Karlsson, Marie et al Förskoleklassen – ett tionde skolår ?, Liber, 2006 170 Markström, Ann-Marie Utvecklingssamtalet – ett möte mellan hem och
institution, Skapande Vetande, 2006
63
Nordin-Hultman, Elisabeth Pedagogiska miljöer och barns subjektskapande, Liber, 2004
206
Sandberg, Anette & Vuorinen, Tuula
Hem och förskola. Samverkan i förändring, Liber, 2007 122
Åberg, Ann & Lenz Taguchi, Hillevi
Lyssnandets pedagogik – etik och demokrati i ett pedagogiskt arbete, Liber, 2005
150
Articles/compendium Provided by the school at prime cost
Reference literature:
Bengtsson, Hans & Svensson, Krister
Ansvar och sekretess i förskola, skola och fritidshem, Liber, 2006
307
Brodin, Marianne & Hylander, Ingrid
Att bli sig själv. Daniel Sterns teori i förskolans vardag, Liber, 1997
120
Lokken, Gunvor & Sobstad, Frode Observation och intervju i förskolan, Studentlitt. 1995 131
Orlenius, Kennert Värdegrunden – finns den?, Runa, 2001 223
