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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
  • SOS22SM
    Sosionomi (AMK)
  • ZJA25KS
    Avoin AMK, sote
  • ZJA25KSSTVO
    Avoin 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
  • ZJA23SSSTVO
    Avoin AMK, sote, sosionomin täydentävät varhaiskasvatuksen opinnot
  • ZJA24KSMTV
    Avoin AMK, sote, Monialainen työskentely varhaiskasvatuksessa
  • ZJA24KSSTVO
    Avoin AMK, sote, sosionomin täydentävät varhaiskasvatuksen opinnot
  • SOS22SM
    Sosionomi (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
  • SOS21SM
    Sosionomi (AMK)
  • ZJA23KSSOV
    Avoin AMK, sote, Sosionomin täydentävät varhaiskasvatuksen opinnot
  • ZJA22SSSOV
    Avoin 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
  • SOS20SM
    Sosionomi (AMK)
  • ZJA22KSSOV
    Avoin 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).