Education for All Developmental Early Childhood Education Guidelines of International Masterâ€™s Degree Program Moscow City University of Psychology and Education, Russia University of Oulu, Kajaani University Consortium, Finland
Education for All Developmental Early Childhood Education
Background Moscow International Educational Forum 2008: 35 countries, representatives of UNESCO, UNICEF and other international organizations and scientists: â€œEarly childhood is a vital stage in development of a human personality. A huge potential of this age may be unveiled only by organizing appropriate early childhood education. The future of nations, regions and countries largely depends on how the goals of the global program Education for All are achieved.â€? Highly educated workforce, which is able to create optimal activities and environments for child development is an essential condition for the quality of provision. There is a need for developmentally oriented and inclusive early childhood education and care, which is lacking in many approaches to professional development of early education staff.
Theoretical points of departure Evidence from follow up studies: high quality education has long standing developmental effects (INVESTMENT!!) What is high quality education? E.g. ABECEDARIAN project - 1 hour daily individual interaction of each child with an adult from very early age (games, puzzles, riddles,etc.) What if adults play? - early start with children from poor families (compensation) Evidence from brain science (Effects of play on brain development) - executive function (self-regulation, memory, holistic perception) is best developed in creative play Evidence from modern alternative educational approaches (”tools of mind”/Bodrova&Leong/, ”narrative learning”/Bruner/, ”playworld”/Lindqvist/, ”play-based learning 4-8 years”/van Oers/) All use Vygotsky’s ideas!!! Advanced play = most effective learning activity in early
Developmental Early Childhood Education Guidelines of International Masterâ€™s Degree Program
The aim of this program is to integrate developmental science and professional development at an advanced level and promote the development of learning potential and creativity of young children.
Objectives Promotion of culturally appropriate developmental transitions of all children. Professional mastery of developmentally appropriate dialogic educational methods (coconstruction & co-creation of educational environments). Integration of Masterâ€™s Degree studentsâ€™ learning of scientific, professional and practical thinking in all study units. Diversity, equal opportunities and inclusion. Provision of equal opportunities to all children and families based on their needs. Promotion of the idea of pedagogical creativity.
Key features of pedagogical approach Student centred, practice centred learning immersed in concrete pedagogical reality Reversed proceeding in learning theoretical concepts (from practical problems to theoretical concepts). All study phases integrate educational practice, research studies and theoretical study. Reflection and joint analysis based on video observations of practical work is an essential part of learning. The students have responsibility to organize developmental environments, record and analyse qualitative changes in childrenâ€™s development.
Timing and admission A two-year program (120 ECTS). Each academic year is divided into two terms. Each term will include a weekâ€™s face-to-face meeting, 1-2 online discussions, independent reading, individual practical work in the field and written assignments. Admission criteria and requirements are decided on national level on the basis of national regulations. A minimum requirement is that all students have passed and are rewarded a relevant undergraduate degree or equivalent (Bachelor degree). At least 2 years work experience in the field of ECE is recommended. The program will be conducted in English.
Working group Irina Burlakova, Pentti Hakkarainen, Milda Bredikyte, Marina Egorova, Elena Yaglovskaya, Tatiana Kuzmishina, Hilkka Munter, Raija Pirttimaa, Nikolai Veresov, Elena Zinchenko
Published on Oct 13, 2010