Question and practice of young child education

Duration

30h Th, 10h Pr

Number of credits

Lecturer

Florence Pirard

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The course aims to raise students' awareness of educational practice led daily with young children in ECEC services, the questions that they raise, and closely-related approaches to observation and analysis. The course will identify the educational directions of different pedagogical trends and action models likely to provide the basis for practice and educational projects for young children in contemporary ECEC services (Loczy, Cresas, approach based on Malaguzzi's works, the work of the DECET network, etc.). It situates 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.

Learning outcomes of the learning unit

This course will give students opportunities to:

• identify the main developmental challenges in terms of education in childcare services and have a better understanding of the different fonctions of a ECEC service (educational, economic and social),
• develop their observational skills in relation to activities (play, care, etc.) of young children in their daily lives in ECEC services based on a variety of material (video, photos, etc.) and to question the image of young children that emerges from this,
• analyse the conditions of ECEC services 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 ECEC services, based on different models of action and reference documents.

Prerequisite knowledge and skills

none

Planned learning activities and teaching methods

Through the proposed activities, each student elaborates a eportfolio in which he documents the evolution of his representations about :

• his image of the young child who feels well,
• the educational conditions set up in ECEC services,
• the educational specificities/issues in early years education

Through the proposed activities, each student elaborates a eportfolio in which he documents the evolution of his representations about :

• his image of the young child who feels well,
• the educational conditions set up in ECEC services,
• the educational specificities/issues in early years education

Mode of delivery (face-to-face ; distance-learning)

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 picture material,
• interviews with professionals in the sector (in the context of a field visit).

Recommended or required readings

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. Course material on line.

Assessment methods and criteria

Assessment will be based on a eportfolio developed by each student through the activities proposed (see learning activities) and a group report including the shared analysis of a filmed situation.
The eportfolio will allow students to set out their understanding of the field of education of young children (motivation, experience, questions, etc.), to document their thoughts and their analysis work according to the literature. This will show how each student's ideas evolve in relation to young children in ECEC services and the educational conditions to be met.
The group report demonstrate the student's skills in identifying and co-analysing an educational situation which they have identified through their reading, the analysis of reference documents, observations and interviews with professionals. It will point out the student's competence to discuss learning outcomes with peers and present them.
These works 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 propose students a support tool to elaborate a portfolio.
Assessment criteria:

• respect for instructions given for creating the portfolio (including collaborative work),
• precision and rigour in presenting the educational situation observed,
• relevance of the analysis of the situation observed making reference to contextual elements and content presented during class,
• relationship between theory and practice.

Work placement(s)

10h of practical work will be centred on the discovery of a ECEC service  : reading the educational project, preparing an interview and a visit, analysing gathered data connected to relevant topics.

Organizational remarks

On-line elements (e-campus): support tool to elaborate the portfolio.

Contacts

Florence Pirard, lecturer, contactable by preference by email florence.pirard@ulg.ac.be (office opposite the lift, B32, 2nd floor)
Marie Housen, assistant, contactable by preference by email marie.housen@ulg.ac.be (B32, 2nd floor, office 2.1, 2° étage)
Jasna Vorgic, secrétaire (B32, office 2.4b 2nd floor) jasna.vorgic@ulg.ac.be

Florence Pirard, lecturer, contactable by preference by email florence.pirard@ulg.ac.be (office opposite the lift, B32, 2nd floor)
Marie Housen, assistant, contactable by preference by email marie.housen@ulg.ac.be (B32, 2nd floor, office 2.1, 2° étage)
Jasna Vorgic, secrétaire (B32, office 2.4b 2nd floor) jasna.vorgic@ulg.ac.be