Supporting Human Development and LearningLaajuus (5 cr)
Code: SOSS2027
Credits
5 op
Responsible person
- Timo Hintikka
- Tuomas Lallukka
Objective
The course provides the basic capabilities for structuring and observing diversity in the growth, development and learning of children under school age, recognising the related individual variation and guidance-related special needs as well as applying evidence-based pedagogical methods in a child-centred way.
After completing the course, you know theoretical perspectives and concepts related to development and learning and can apply their contents in the individual description of a child’s functional capacity.
After completing the course, you are also able to structure different forms of growth and learning support from a professional perspective and engage in multi-expertise dialogue with families and other professionals.
Content
The conceptual framework of the course consists of legislation governing early childhood education and support for development and learning, basics of the early childhood education plan and preschool education plan as well as a work approach based on the inclusion principle and resource-oriented thinking.
The course examines diversity in the growth, development and learning of children under school age and related individual variation. In addition, we examine the development and support of children with mental disabilities, linguistic difficulties, sensory impairment, autism spectrum disorders, ADHD and social-emotional difficulties from the perspective of early childhood education. The methodological perspectives include the three-step support model, communication methods used to supplement and replace speech as well as structured guidance.
Qualifications
The student is capable of applying the basics of early childhood education or family work in practice, structuring their most central operating environments as well as recognising the basics of the care, growth and development of a child under school age. The student has practical experience of operating in early childhood education or family work environments, e.g. through practical training or work experience.
Assessment criteria, satisfactory (1)
Adequate 1
After the course, the student knows special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can name the most common forms of pedagogical support. The student is also able to plan activities taking support needs and forms into account. The student recognises the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Satisfactory 2
After the course, the student can name special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe the most common forms of pedagogical support. The student is also able to plan activities taking the children’s support needs into account. The student can describe the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Assessment criteria, good (3)
Good 3
After the course, the student can recognise and describe special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can examine the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Very good 4
After the course, the student can recognise and structure special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them well in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can consider the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Assessment criteria, excellent (5)
After the course, the student can recognise, structure and analyse special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them diversely in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative and structured manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can also compare the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Further information
Course participation requires that you have a smooth internet connection and a microphone and video connection in order to participate in the online teaching.
This course is part of the qualification of early childhood education and social pedagogy (total 60 cr).
Enrollment
18.11.2024 - 09.01.2025
Timing
10.03.2025 - 19.05.2025
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Online learning
Unit
School of Health and Social Studies
Teaching languages
- Finnish
Seats
20 - 40
Degree programmes
- Bachelor's Degree Programme in Social Services
Teachers
- Tuomas Lallukka
- Anniina Berg
Teacher in charge
Anniina Berg
Groups
-
SOS22SMSosionomi (AMK)
-
ZJA25KSAvoin AMK, sote
-
ZJA25KSSTVOAvoin AMK, sote, sosionomin täydentävät varhaiskasvatuksen opinnot
Objectives
The course provides the basic capabilities for structuring and observing diversity in the growth, development and learning of children under school age, recognising the related individual variation and guidance-related special needs as well as applying evidence-based pedagogical methods in a child-centred way.
After completing the course, you know theoretical perspectives and concepts related to development and learning and can apply their contents in the individual description of a child’s functional capacity.
After completing the course, you are also able to structure different forms of growth and learning support from a professional perspective and engage in multi-expertise dialogue with families and other professionals.
Content
The conceptual framework of the course consists of legislation governing early childhood education and support for development and learning, basics of the early childhood education plan and preschool education plan as well as a work approach based on the inclusion principle and resource-oriented thinking.
The course examines diversity in the growth, development and learning of children under school age and related individual variation. In addition, we examine the development and support of children with mental disabilities, linguistic difficulties, sensory impairment, autism spectrum disorders, ADHD and social-emotional difficulties from the perspective of early childhood education. The methodological perspectives include the three-step support model, communication methods used to supplement and replace speech as well as structured guidance.
Time and location
The course will take place between April and May 2025. The lessons will be held as scheduled webinars. The lessons will not be recorded.
Learning materials and recommended literature
Pihlaja, P. & Viitala, R. Varhaiserityiskasvatus. 2018. PS-kustannus.
Sandberg, E. (2021).Pedagoginen tuki varhaiskasvatuksessa ja esiopetuksessa.PS-kustannus.
Heiskanen, N. & Syrjämäki, M. (2022) Pienet tuetut askeleet. Varhaiskasvatuksen uudistuva tuki ja kehittyvät käytännöt. PS-Kustannus.
Teaching methods
Webinar meetings, participation requires a working camera and microphone
Independent study of the content and literature of the course
Learning task
If you use artificial intelligence in your assignments, please include a verbal description of how, to what extent and where you have used it.
Practical training and working life connections
The sessions will be taught by learning and development support experts from the world of work.
Exam dates and retake possibilities
There is no exam.
The due date for the coursework and the dates for re-submission of failed assignments can be found in the moodle.
Alternative completion methods
If you have previous university-level studies related to supporting the development and learning of 0-7 year olds, you can apply for a substitute course through eAhot.
If you have at least 12 months of work experience in early childhood education and care working with children with special needs, you can apply for a partial replacement.
Student workload
The 135h of student work is divided as follows:
25 h webinar teaching and preparation
50h literature study
60h learning assignment
Further information for students
The course is assessed numerically. The overall grade for the course is based on the grade of the written assignment.
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 1
After the course, the student knows special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can name the most common forms of pedagogical support. The student is also able to plan activities taking support needs and forms into account. The student recognises the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Satisfactory 2
After the course, the student can name special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe the most common forms of pedagogical support. The student is also able to plan activities taking the children’s support needs into account. The student can describe the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, good (3-4)
Good 3
After the course, the student can recognise and describe special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can examine the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Very good 4
After the course, the student can recognise and structure special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them well in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can consider the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, excellent (5)
After the course, the student can recognise, structure and analyse special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them diversely in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative and structured manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can also compare the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Prerequisites
The student is capable of applying the basics of early childhood education or family work in practice, structuring their most central operating environments as well as recognising the basics of the care, growth and development of a child under school age. The student has practical experience of operating in early childhood education or family work environments, e.g. through practical training or work experience.
Further information
Course participation requires that you have a smooth internet connection and a microphone and video connection in order to participate in the online teaching.
This course is part of the qualification of early childhood education and social pedagogy (total 60 cr).
Enrollment
20.11.2023 - 04.01.2024
Timing
11.03.2024 - 20.05.2024
Number of ECTS credits allocated
5 op
Virtual portion
5 op
Mode of delivery
Online learning
Unit
School of Health and Social Studies
Campus
Lutakko Campus
Teaching languages
- Finnish
Seats
0 - 25
Degree programmes
- Bachelor's Degree Programme in Social Services
Teachers
- Tuomas Lallukka
- Anniina Berg
Teacher in charge
Tuomas Lallukka
Groups
-
ZJA23SSSTVOAvoin AMK, sote, sosionomin täydentävät varhaiskasvatuksen opinnot
-
ZJA24KSMTVAvoin AMK, sote, Monialainen työskentely varhaiskasvatuksessa
-
ZJA24KSSTVOAvoin AMK, sote, sosionomin täydentävät varhaiskasvatuksen opinnot
-
SOS22SMSosionomi (AMK)
Objectives
The course provides the basic capabilities for structuring and observing diversity in the growth, development and learning of children under school age, recognising the related individual variation and guidance-related special needs as well as applying evidence-based pedagogical methods in a child-centred way.
After completing the course, you know theoretical perspectives and concepts related to development and learning and can apply their contents in the individual description of a child’s functional capacity.
After completing the course, you are also able to structure different forms of growth and learning support from a professional perspective and engage in multi-expertise dialogue with families and other professionals.
Content
The conceptual framework of the course consists of legislation governing early childhood education and support for development and learning, basics of the early childhood education plan and preschool education plan as well as a work approach based on the inclusion principle and resource-oriented thinking.
The course examines diversity in the growth, development and learning of children under school age and related individual variation. In addition, we examine the development and support of children with mental disabilities, linguistic difficulties, sensory impairment, autism spectrum disorders, ADHD and social-emotional difficulties from the perspective of early childhood education. The methodological perspectives include the three-step support model, communication methods used to supplement and replace speech as well as structured guidance.
Learning materials and recommended literature
Pihlaja, P. & Viitala, R. Varhaiserityiskasvatus. 2018. PS-kustannus
Heiskanen, N. (toim.) 2022. Pienet tuetut askeleet. Ps-kustannus.
Teaching methods
Etäopetus
Oppimistehtävät
Further information for students
Avoin AMK:
Sosionomin täydentävät varhaiskasvatuksen opinnot: 10 paikkaa
Monialainen työskentely varhaiskasvatuksessa-opintokokonaisuus: 10 paikkaa
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 1
After the course, the student knows special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can name the most common forms of pedagogical support. The student is also able to plan activities taking support needs and forms into account. The student recognises the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Satisfactory 2
After the course, the student can name special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe the most common forms of pedagogical support. The student is also able to plan activities taking the children’s support needs into account. The student can describe the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, good (3-4)
Good 3
After the course, the student can recognise and describe special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can examine the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Very good 4
After the course, the student can recognise and structure special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them well in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can consider the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, excellent (5)
After the course, the student can recognise, structure and analyse special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them diversely in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative and structured manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can also compare the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Prerequisites
The student is capable of applying the basics of early childhood education or family work in practice, structuring their most central operating environments as well as recognising the basics of the care, growth and development of a child under school age. The student has practical experience of operating in early childhood education or family work environments, e.g. through practical training or work experience.
Further information
Course participation requires that you have a smooth internet connection and a microphone and video connection in order to participate in the online teaching.
This course is part of the qualification of early childhood education and social pedagogy (total 60 cr).
Enrollment
01.11.2022 - 05.01.2023
Timing
27.03.2023 - 19.05.2023
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Health and Social Studies
Campus
Lutakko Campus
Teaching languages
- Finnish
Seats
0 - 35
Degree programmes
- Bachelor's Degree Programme in Social Services
Teachers
- Tuomas Lallukka
- Anniina Berg
Teacher in charge
Jenni Koivumäki
Groups
-
SOS21SMSosionomi (AMK)
-
ZJA23KSSOVAvoin AMK, sote, Sosionomin täydentävät varhaiskasvatuksen opinnot
-
ZJA22SSSOVAvoin AMK, sote,Sosionomin täydentävät varhaiskasvatuksen opinnot
Objectives
The course provides the basic capabilities for structuring and observing diversity in the growth, development and learning of children under school age, recognising the related individual variation and guidance-related special needs as well as applying evidence-based pedagogical methods in a child-centred way.
After completing the course, you know theoretical perspectives and concepts related to development and learning and can apply their contents in the individual description of a child’s functional capacity.
After completing the course, you are also able to structure different forms of growth and learning support from a professional perspective and engage in multi-expertise dialogue with families and other professionals.
Content
The conceptual framework of the course consists of legislation governing early childhood education and support for development and learning, basics of the early childhood education plan and preschool education plan as well as a work approach based on the inclusion principle and resource-oriented thinking.
The course examines diversity in the growth, development and learning of children under school age and related individual variation. In addition, we examine the development and support of children with mental disabilities, linguistic difficulties, sensory impairment, autism spectrum disorders, ADHD and social-emotional difficulties from the perspective of early childhood education. The methodological perspectives include the three-step support model, communication methods used to supplement and replace speech as well as structured guidance.
Learning materials and recommended literature
Pihlaja, P. & Viitala, R. Varhaiserityiskasvatus. 2018. PS-kustannus.
Sandberg, E. (2021).Pedagoginen tuki varhaiskasvatuksessa ja esiopetuksessa.PS-kustannus.
Varhaiskasvatuslaki
Varhaiskasvatussuunnitelman perusteet
Esiopetuksen opetussuunnitelman perusteet
Teaching methods
Luennot, vierailijat, toiminnalliset case-ryhmätyöt, tehtävät, haastattelut, essee
Student workload
135 tuntia opiskeljan työtä
Luennot 20 tuntia
Tehtävät, haastattelu ja essee 110 tuntia
Itsearviointi ja palaute 5 tuntia
Further information for students
Avoin AMK, sosionomin täydentävät opinnot 10 - niille, joilla on jo sosionomi (AMK) tutkinto
Case-ryhmätyö, haastattelu, essee
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 1
After the course, the student knows special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can name the most common forms of pedagogical support. The student is also able to plan activities taking support needs and forms into account. The student recognises the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Satisfactory 2
After the course, the student can name special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe the most common forms of pedagogical support. The student is also able to plan activities taking the children’s support needs into account. The student can describe the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, good (3-4)
Good 3
After the course, the student can recognise and describe special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can examine the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Very good 4
After the course, the student can recognise and structure special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them well in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can consider the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, excellent (5)
After the course, the student can recognise, structure and analyse special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them diversely in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative and structured manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can also compare the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Prerequisites
The student is capable of applying the basics of early childhood education or family work in practice, structuring their most central operating environments as well as recognising the basics of the care, growth and development of a child under school age. The student has practical experience of operating in early childhood education or family work environments, e.g. through practical training or work experience.
Further information
Course participation requires that you have a smooth internet connection and a microphone and video connection in order to participate in the online teaching.
This course is part of the qualification of early childhood education and social pedagogy (total 60 cr).
Enrollment
01.11.2021 - 09.01.2022
Timing
28.03.2022 - 20.05.2022
Number of ECTS credits allocated
5 op
Mode of delivery
Face-to-face
Unit
School of Health and Social Studies
Campus
Lutakko Campus
Teaching languages
- Finnish
Seats
15 - 15
Degree programmes
- Bachelor's Degree Programme in Social Services
Teachers
- Jenni Koivumäki
Teacher in charge
Timo Hintikka
Groups
-
SOS20SMSosionomi (AMK)
-
ZJA22KSSOVAvoin AMK, sote, Sosionomin varhaiskasvatuksen opinnot
Objectives
The course provides the basic capabilities for structuring and observing diversity in the growth, development and learning of children under school age, recognising the related individual variation and guidance-related special needs as well as applying evidence-based pedagogical methods in a child-centred way.
After completing the course, you know theoretical perspectives and concepts related to development and learning and can apply their contents in the individual description of a child’s functional capacity.
After completing the course, you are also able to structure different forms of growth and learning support from a professional perspective and engage in multi-expertise dialogue with families and other professionals.
Content
The conceptual framework of the course consists of legislation governing early childhood education and support for development and learning, basics of the early childhood education plan and preschool education plan as well as a work approach based on the inclusion principle and resource-oriented thinking.
The course examines diversity in the growth, development and learning of children under school age and related individual variation. In addition, we examine the development and support of children with mental disabilities, linguistic difficulties, sensory impairment, autism spectrum disorders, ADHD and social-emotional difficulties from the perspective of early childhood education. The methodological perspectives include the three-step support model, communication methods used to supplement and replace speech as well as structured guidance.
Learning materials and recommended literature
Pihlaja, P. & Viitala, R. (toim.) 2018. Varhaiserityiskasvatus. PS-kustannus.
Kontaktiopetuksessa esillä oleva materiaali.
Teaching methods
Opintojakso perustuu flipped learning -ajatteluun, jossa opiskelija valmistautuu kontaktiopetukseen annetun ennakkomateriaalin pohjalta. Kontaktiopiskelussa sisältöjä työstetään ja jäsennetään yhdessä mm. alustusten, ryhmätehtävien ja keskustelujen avulla.
Practical training and working life connections
Vierailijaluennot ja tutustumiskäynnit mahdollisuuksien mukaan.
Student workload
Itsenäinen työskentely 120h
Kontaktiopetus 15h
Further information for students
Avoin AMK 10, niille, joilla on jo sosionomi AMK tutkinto (ei ilmoittautujia, joten siirretty nämä 10 paikkaa col-puolelle).
CampusOnline 5
Evaluation scale
0-5
Evaluation criteria, satisfactory (1-2)
Adequate 1
After the course, the student knows special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can name the most common forms of pedagogical support. The student is also able to plan activities taking support needs and forms into account. The student recognises the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Satisfactory 2
After the course, the student can name special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe the most common forms of pedagogical support. The student is also able to plan activities taking the children’s support needs into account. The student can describe the benefits of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, good (3-4)
Good 3
After the course, the student can recognise and describe special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can examine the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Very good 4
After the course, the student can recognise and structure special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them well in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can consider the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Evaluation criteria, excellent (5)
After the course, the student can recognise, structure and analyse special characteristics of the growth, development and learning of a child under school age and their support needs from the perspectives of everyday activity and participation. The student knows support needs and concepts related to different disabilities and developmental problems and can use them diversely in both professional interaction and in describing the functional capacity of children.
After the course, the student can describe in an illustrative and structured manner the most common forms of pedagogical support and assess their applicability in a child-centred way. The student is also able to plan child-centred activities taking support needs and forms into account. The student can also compare the benefits and usability of different methods from the perspective of the support needs of the child. The student is capable of utilising a resource-oriented work approach, the inclusion principle and their prior experiences and competence in understanding their work as well as the perspective of the child and their family.
Prerequisites
The student is capable of applying the basics of early childhood education or family work in practice, structuring their most central operating environments as well as recognising the basics of the care, growth and development of a child under school age. The student has practical experience of operating in early childhood education or family work environments, e.g. through practical training or work experience.
Further information
Course participation requires that you have a smooth internet connection and a microphone and video connection in order to participate in the online teaching.
This course is part of the qualification of early childhood education and social pedagogy (total 60 cr).