Early Childhood Education (undergraduate)

Pre-requisites: Developmental Psychology course

Course objectives: For students to understand the social, economic, political and theoretical approaches of preschool education and develop the implications of educational and psychological theories in the field of preschool education; to familiarize with the basic concepts and categories of preschool education theory and practice; to develop positive professional attitude in relation to areas and actors of preschool education, to develop team work competences.

Course description: The content is organized under the following themes: 1. Family and public education of preschool children (education as a social activity, family and out of family education, institutional preschool education in Serbia, diversification of preschool education; the relation between school and kindergarten); 2. Learning and development of preschool child in kindergarten (Modern research on brain development and learning in early ages; the wellbeing of the child; relationships as a initiator and the weft of learning and development; the structure of the program – the organizational structure and culture, the nature of interaction, the role of teacher); 3. Pedagogical documentation in kindergarten (approaches, purpose, monitoring and consultations with the children) Practical exercise: research with children, field research and presentation.

Learning Outcomes: Students are familiar with the reasons and characteristics of institutional ECE; they have professional approach to perceiving, interpreting, and critical reconsideration of ECE theory and practice; they can monitor the ECE program; they are familiar with the strategies of partnership development with family and school, as well as in educational process; understand the nature and functions of child`s play; understand the functions of documentation and know how to implement it; know how to discuss, present and collaborate in a team.

Literature/Reading:

• Donaldson, M. Um deteta, Beograd: Zavod za udžbenike i nastavna sredstva. str. 37-84, 97-105;
• Krnjaja, Ž.,Miškeljin, L.(2006). Od učenja ka podućavanju, AM Graf, Beograd, 27-45
• Marjanović A. Odabrani radovi u Predškolsko dete, 1987, br. 1-4, str. 11-27, 85-100, 147-169
• Pavlović-Breneselović, D. (1992). Položaj deteta u dečjem vrtiću i prvom razredu osnovne škole, Beograd, IPA, str.7-16
• Pavlović-Breneselović, D., Pavlovski, T.(2000). Partnerski odnos u vaspitanju, Beograd, IPA/CIP, str. 15-24, 180-182
• Pavlović Breneselović D., Krnjaja, Ž. (2012).Teorija dečjeg vrtića - Odabrane teme, hrestomatija, 75 str
• Pešić M., Pavlović D., Stokić L.(1989). Modeli različitih oblika predškolskog vaspitanja, IPA, Beograd, 1989, str. 4-16,39-47
• Pešić,M.(1985). Motivacija predškolske dece za učenje, Beograd, Prosvetni pregled, str. 29-47, 80-107.