Approaches and strategies of a preschool pedagogue

Pre-requisites: Attended courses and passed exams in courses: Professional skills, Early childhood Education, Systems and programmes of early childhood education

Course objectives: Students will understand the role of preschool pedagogue in modern society and in theoretical educational context. Develop professional responsibility through critical approach according to their future professional role. Capacity building for the planning, developing and improving educational context and practice.

Course description: This applied course that is conducted through interactive lectures and practical work of students under the following themes: Initiating and supporting changes (Preschool pedagogue in modern societal and theoretical context of early childhood education, preschool pedagogue as an actor of change, preschool pedagogue profession as social practice - – relations between, on the one hand, societal changes, education policy and theoretical scientific accomplishment, and on the other hand, researchers, professionals in preschool institutions, family and children). Promoting and constructing the conditions for exercising the rights in early childhood education (the participatory relationships and partnerships with families, Collaborative, cooperative action among colleagues and other stakeholders, engagement and networking in local community); Developing and evaluating curriculum and programmes on the level of preschool Institutions (the ECEC program, the development plan of the institution and the annual plan of the institution, diversified ECEC programmes). Developing a reflexive approach to practice (Plan of Professional development, creating and designing professional development according to the issues of relevance to their own practice)

Learning Outcomes: Students have the basic skills of teamwork and a willingness to take responsibility for the process of initiating and supporting changes in the institution/community, knows how to design and create the program documents of institutions, act as a reflexive practitioner by questioning their own professional role in kindergarten practice