Supporting Human Development and Learning (SOSS2027)

Supporting Human Development and Learning, 5 cr - SOSS2027

Supporting Human Development and Learning (SOSS2027-3001), 28.03.2022 – 20.05.2022,
5 cr (SOS20SM, ...) — Face-to-face + -
Language of instruction

Finnish

Timing

28.03.2022 - 20.05.2022

Lecturer(s)

Jenni Koivumäki

Planned learning activities, teaching methods and guidance

Opintojakso perustuu flipped learning -ajatteluun, jossa opiskelija valmistautuu kontaktiopetukseen annetun ennakkomateriaalin pohjalta. Kontaktiopiskelussa sisältöjä työstetään ja jäsennetään yhdessä mm. alustusten, ryhmätehtävien ja keskustelujen avulla. (not translated)

Learning materials and recommended literature

Pihlaja, P. & Viitala, R. (toim.) 2018. Varhaiserityiskasvatus. PS-kustannus.
Kontaktiopetuksessa esillä oleva materiaali. (not translated)

Working life cooperation

Vierailijaluennot ja tutustumiskäynnit mahdollisuuksien mukaan. (not translated)

Campus

Lutakko Campus

Learning assignments and student workload

Itsenäinen työskentely 120h
Kontaktiopetus 15h (not translated)

Enrollment

01.11.2021 - 09.01.2022
Groups
- SOS20SM
- ZJA22KSSOV
Seats

15 - 15

Assessment methods

Avoin AMK 10, niille, joilla on jo sosionomi AMK tutkinto (ei ilmoittautujia, joten siirretty nämä 10 paikkaa col-puolelle).

CampusOnline 5 (not translated)

Degree Programme

Bachelor's Degree Programme in Social Services

Mode of delivery

Face-to-face

Unit

School of Health and Social Studies
Supporting Human Development and Learning (SOSS2027-3002), 27.03.2023 – 31.07.2023,
5 cr (SOS21SM) — Face-to-face + -
Language of instruction

Finnish

Timing

27.03.2023 - 31.07.2023

Lecturer(s)

Jenni Koivumäki

Planned learning activities, teaching methods and guidance

Luennot, vierailijat, toiminnalliset case-ryhmätyöt, tehtävät, haastattelut, essee (not translated)

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 (not translated)

Campus

Lutakko Campus

Learning assignments and student workload

135 tuntia opiskeljan työtä
Luennot 20 tuntia
Tehtävät, haastattelu ja essee 110 tuntia
Itsearviointi ja palaute 5 tuntia (not translated)

Enrollment

01.11.2022 - 05.01.2023
Groups
- SOS21SM
Seats

0 - 35

Assessment methods

Case-ryhmätyö, haastattelu, essee (not translated)

Degree Programme

Bachelor's Degree Programme in Social Services

Mode of delivery

Face-to-face

Unit

School of Health and Social Studies

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.

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.

The course is implemented in the form of online teaching.

The student may apply for accreditation based on corresponding competence acquired either in previous studies or in working life following the accreditation practices described in the study guide.

The student may also suggest completing the course through studification, in which case the student’s work tasks must include working with children who require special support, their individual guidance and guidance planning.

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).

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.

0-5

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.

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.

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.

Supporting Human Development and Learning, 5 cr - SOSS2027

Upcoming implementations