Supporting Human Development and Learning (5 cr)

Evaluation scale

0-5

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.

Location and time

The course will take place between September and november 2025. The lessons will be held as scheduled webinars. The lessons will not be recorded.

Materials

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.

Employer connections

The sessions will be taught by learning and development support experts from the world of work.

Exam schedules

There is no exam.
The due date for the coursework is just before last webinar and the dates for re-submission of failed assignments can be found in the moodle.

Completion alternatives

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
40h learning assignment
20h preparation to presentation

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.

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.

Further information

The course is assessed numerically. The overall grade for the course is based on the grade of the written assignment.