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| PEDA0069-1 | Question and practice of young child education
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| Duration : | 30h Th |
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| Credits/ECTS : |
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| Holder(s) : | Florence Pirard |
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| Language : | French language |
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| Course contents : | The course aims to raise students' awareness of educative practices put into practice daily with young children in pre-primary school settings, the questions that they raise, and closely-related approaches to observation and analysis. The course will identify the educational direction of different pedagogical trends and action models likely to provide the basis for practice and educational projects for young children in contemporary pre-primary settings (Loczy, Cresas, approach based on the works of Malaguzzi, the work of the DECETT network, etc.). It positions educational questions and challenges in their historical and political-administrative context. The course encourages students to question what can be considered as evidence, to identify tensions and even contradictions inherent in the field, to analyse and understand the transformation of a sector where the educational dimension is today of ever increasing importance.
This is a prerequisite for the course on 'training of professionals in the field) (F. Pirard) organised in the same option and given in the second term. |
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| Course objective : | This course will enable students to:
- identify the main developmental challenges in terms of education in pre-school environments, beyond their economic and social function,
- develop their observational skills in relation to activities (games, care, etc.) of young children in their daily lives in pre-school settings based on a variety of material (video, photos, etc.) and to question the image of young children which emerges from this,
- analyse the conditions of pre-school settings which support the activity and contribute to the well-being of young children; to question how the relationship between childhood professionals and families evolve,
- question the organisational principles behind educational conditions in pre-school settings, based on different models of action and reference documents,
- communicate and share their points of view on educational situations with professionals in the sector.
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| Prerequisites : | none |
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| Workshops : | none |
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| Organization : | The course is based on different activities:
- thematic presentations,
- analysis of documents (articles, legal texts, psycho-pedagogical references, establishment projects, etc.).
- observations based on video and photographic material,
- interviews with professionals in the sector (in the context of a field visit).
The course will take place on Wednesday afternoons in the first term, from 4.15pm to 6.45pm, R52, Europe. 1st session: 29th September from 5.15pm to 6.45pm. No classes on Wednesday 27th October and 24th November.
The first session will be devoted to presenting the class and explaining the outline of the course. In partnership with Mélanie Deum (IFRES), time will be set aside to present the objectives of the portfolio requested of students and the support guide produced by the trainer.
Following sessions will successively cover the political-administrative context, the educational project, and finally the educational action models.
At the end of October-beginning of November, a visit to a crèche will be organised as an extension of the session on the educational project. This visit is compulsory. |
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| Written notes : | A reading portfolio will be made available to students. It will include articles, extracts from reference documents and a bibliography which will allow students to deepen their reflection, as well as summary notes compiled by the lecturer. Powerpoint presentations will subsequently be made available. |
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| Assessment : | Assessment will be conducted through an interview at the end of the course, based on a portfolio developed by the student through the activities proposed and submitted to the trainer by the 17th of December.
This portfolio will allow students to set out their relationship to the field of education of young children (motivation, experience, questions, etc.); to keep track of their thoughts and their analysis work.
This will show how each student's ideas evolve in relation to young children in pre-school settings and the educational conditions to be met.
This will demonstrate the student's skills in identifying and analysing an educational situation which they have identified through their reading, the analysis of reference documents, observations and interviews with professionals.
It will include a note, drafted by the student, addressed to the professionals which they have met (report containing the description of the situation, its analysis and the questions to which it led), showing their skills in sharing their points of view and their analysis with other actors in the field.
It will encourage students to take a critical approach not only to the situation in question but also to their own learning and approach to the field through self-assessment.
The trainer will make available to students a support tool for creating a portfolio.
Assessment criteria:
- respect for instructions given for creating the portfolio,
- precision and rigour in presenting the educational situation observed,
- relevance of the analysis, making reference to contextual elements of the situation observed and content presented during class,
- the relationship between theory and practice.
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| Contacts : | Florance Pirard, lecturer, contactable by preference by email florence.pirard@ulg.ac.be (office opposite the lift, B32, 2nd floor)
Pascale Camus, assistant, contactable by preference by email (office 2.1., b32, 2nd floor). |
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| Remarks : | On-line elements: support tool for creating the portfolio. |
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