6510.22 - The Transition from Pre-School to Primary-School and Time-Leisure-Centers I

6510.22

The Transition from Pre-School to Primary-School and Time-Leisure-Centers I

15

None

The purpose for the course is for the students to acquire professional knowledge and theoretical foundation for the work within the pre-school and the transition from pre-school to primary school and leisure-time-centres. They will get an insight into the pedagogue’s field of expertise.

• Laws and policies concerning the pre-school, primary school, and leisure-time-centers area • The transition between pre-school and primary school /time-leisure-centers. • The pedagogy of - change and transition – building bridges - and transitional objects • Parental collaboration • The start of primary school • Learning and developmental growth • Socialization and well-being • Play and learning • The learning environment • The praxis in time-leisure-centers • The cross-professional co-operation between pedagogues and primary-school teachers • The pedagogues’ responsibilities in pre-schools and primary schools

Lectures, participating and reflecting groupwork/assignments. Fieldwork, group presentations, guidance and evaluation. The students read assigned litterature and other materials and litterature they themselfes find. Indivudual assignments, group assignments and writing logbook, which will be submittet at a deadline on a online portfolio.

On completion of the course, the student should be able to: • Critically describe what distinguishes the pre-schools, primary schools and the leissure-time-centers area as a field of research, based on relevant laws and policies within the field. • Describe and analyse fundamental theories about learning and development in regard to pre-school and the transition from pre-school to primary school/time-leisure-centers in- a professional discussion. • Analyze how children are shaped, cultured and socialized regarding the transitional adversity that they go through with emphasis on the transition from pre-school to primary-school/time-leisure-centers. • Be capable of entering and organizeing collaboration with others and be able to analyse cross-professional co-operation, how attitudes, working methods and the pedagogues/teachers individual responsebility affects possibility for childrens development, learning and well-being. • Be able to intertwine and reflect on pedagogical themes and responsibilities in praxis with a theoretical foundation, which emphasises on well-being, learning and development.

Written paper

External

7-

The reading list will be handed out at the beginning of the course

Sonja Olsen