Question and practice of young child education

Duration

30h Th, 10h Pr

Number of credits

Lecturer

Marie Housen, Florence Pirard

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This course aims to raise students' awareness of the educational practices implemented in everyday work with young children in early childhood education and care (ECEC) services, of the questions these practices raise, and of the closely related processes of observation and analysis.

It introduces students to the educational orientations underpinning various pedagogical traditions and models of practice that may inform contemporary practices and educational projects in ECEC services, including Lóczy, CRESAS, approaches drawing on Malaguzzi's work, and the work of the DECET network. It also situates the sector's educational questions and challenges within their historical, political, and administrative contexts.

The course encourages students to question what may be taken for granted, to identify tensions and even contradictions inherent in the field, and to analyse and understand the transformations taking place in a sector in which the educational dimension is becoming increasingly prominent.

Learning outcomes of the learning unit

By the end of the course, students will be able to:

• identify the main issues involved in the development of the educational, economic, and social functions of ECEC services;
  
  
• develop their ability to observe young children's activities in everyday situations within ECEC services, including play and care routines, using a range of materials such as videos and photographs, and to critically examine the image of the young child that emerges from these observations;
  
  
• distinguish observable elements from the interpretations formulated about them and consider multiple interpretative hypotheses;
  
  
• analyse the conditions of provision that support children's activities and contribute to their well-being in ECEC settings;
  
  
• examine the relationships established between early childhood professionals and families;
  
  
• examine the principles of practice that shape educational conditions in ECEC services, drawing on different models of practice and reference documents;
  
  
• connect the analysis of educational situations with the theoretical and practice-based resources used throughout the course;
  
  
• adopt a reflective perspective on the development of their own representations and understanding of the ECEC field.
  
  

Prerequisite knowledge and skills

none

Planned learning activities and teaching methods

Throughout the proposed learning activities, each student progressively develops a report documenting changes in their perspectives on:

• the criteria or indicators used to determine whether a young child is doing well;
  
  
• the educational conditions to be provided within the professional setting of an ECEC centre;
  
  
• a key issue in the education and care of young children before the start of compulsory education.

• thematic lectures;
  
  
• analysis of academic and professional documents, regulatory texts, psychopedagogical frameworks, and educational projects;
  
  
• observation and analysis of situations using video and photographic materials;
  
  
• discussions with professionals and researchers in the field;
  
  
• an introduction to an ECEC service through a compulsory site visit;
  
  
• three seminar sessions devoted to the detailed examination of a filmed situation, the critical review of an initial analysis, and the development of formative peer feedback.
  
  

Mode of delivery (face to face, distance learning, hybrid learning)

Blended learning


Further information:

Teaching is delivered primarily in person, with an online space (eCampus) used for course resources and assignments. Some sessions may nevertheless be delivered synchronously online, depending on the guest speakers involved.

The course is taught during the second semester, on Thursdays from 4.30 p.m. to 7.30 p.m. Students are expected to attend in the room specified in CELCAT.

Three in-person seminar sessions are integrated into the course. They successively support students in the detailed examination of a filmed situation, the critical review of an initial analysis, and the development of formative peer feedback. Dates are provided in CELCAT and in the detailed course schedule available on eCampus.

The course combines a range of activities:

• thematic lectures;
  
  
• analysis of documents, including academic articles, legislation, psychopedagogical frameworks, and educational projects;
  
  
• observation using video and photographic materials;
  
  
• discussions with professionals in the field, particularly as part of a compulsory visit to an ECEC service.
  
  

Course materials and recommended or required readings

Platform(s) used for course materials:
- eCampus
- Microsoft Teams


Further information:

A reading pack is made available to students. It includes academic articles, excerpts from key reference documents, a bibliography for further study, and summary notes prepared by the teaching team.

Some readings are compulsory. PowerPoint presentations will be made available after each session. All materials can be accessed online through the eCampus platform.

Instructions relating to preparatory work, the interim assignment, peer-feedback activities, and the final report are also made available on eCampus.

Exam(s) in session

Any session

- In-person

written exam

- Remote

written exam

Written work / report


Further information:

Additional information The final report must be submitted via eCampus by 10.00 a.m. on 17 May 2027 for the first examination period and by 10.00 a.m. on 16 August 2027 for the second examination period.

Assessment is based on a report developed by each student throughout the course activities. The report draws on and analyses a range of resources, including readings available on eCampus, written observations, videos and photographs, activities completed as part of the seminars, and data collected during a visit to an ECEC service through an interview and an observation.

The report enables students to demonstrate their understanding of the field of early childhood education and care, including their motivations, experiences, and questions, and to document their reflections and theory-informed analysis. It should show how each student's perspectives on the care of children outside their family and on the educational conditions to be provided in an ECEC service have developed over the course of the unit.

Through a self-assessment process, students are encouraged to adopt a reflective perspective not only on the situation analysed but also on their own learning and understanding of the field.

The teaching team will provide students with guidance materials to support the completion of this assignment.

Assessment criteria

• compliance with the assignment requirements;
  
  
• clarity and formal quality of the work;
  
  
• precision and rigour;
  
  
• relevance and depth of analysis;
  
  
• grounding of the analysis in observable evidence;
  
  
• integration of theoretical and practice-based resources;
  
  
• the student's reflective positioning.
  
  

Work placement(s)

Ten hours of practical work are devoted to learning about an ECEC service. These activities include reading the service's educational project, preparing for an interview and a site visit, conducting the interview and observation during the period specified in the course schedule, and analysing the data collected in relation to the issues addressed in the course.

Organisational remarks and main changes to the course

On-line elements (e-campus): support tool to carry out this work.

Contacts

Florence Pirard, Professor, contactable by preference by email florence.pirard@uliege.be (B33, bureau 2/30, 2nd floor)

Marie Housen, assistant, contactable by preference by email marie.housen@uliege.be (B33, office 2/29, 2nd floor)

Krystel Ciura, assistant, contactable by preference by email krystel.ciura@uliege.be (B33, office 2/29, 2nd floor)

Christophe Genette, assistant, contactable by preference by mail christophe.genette@uliege.be (B33, office 2/29, 2nd floor)

Jasna Vorgic, secretary, jasna.vorgic@uliege.be

Association of one or more MOOCs