Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Tanító- és Óvóképző Kar

Szervezet

TÓK Neveléstudományi Tanszék

Kód

KIDE24NA06A04

Cím

Play in Early Childhood Education 1

Tervezett félév

Őszi

ECTS

2

Nyelv

en

Oktatás célja

Knowledge of the basic facts, directions, and limits of the subject. Knowledge of the main context, theoretical framework and concepts related to the field of play in early childhood. Knowledge of methods regarding getting to know children, especially the techniques of observation. The student is aware of the crucial role of play in children’s development in early childhood. The student knows the characteristics and effects of teacher’s communication. Skills The student can apply the knowledge gained about the theoretical background of play in early childhood.  Also applies their knowledge to choose the appropriate environment and teaching methods in certain kindergarten groups, especially regarding supporting free play and directing play activities. The student is able to support children (from 3 to 7 years old) developing their personality, and supports children’s physical, social and cognitive development, especially from the aspect of play. Attitudes: Commitment to the methodology and techniques of supporting children between the age of 3 and 7 to gain experience and learn, especially from the aspect of free play and adult directed play. Accepts that the characteristics of preschool education are: child- and play-centred, inclusive and meets individual needs of children. Accepts the forms - especially free play - of expressing inner status. Seeks current Hungarian and international resources related to research and methodology of early childhood education. Autonomy and responsibility Responsibility for preschool-aged (from 3 to 7 ys.) children, group children and working in preschool settings. Responsibility for supporting the development of children’s personality and manages the supportive climate and environment of a preschool group.

Tantárgy tartalma

Definition of play, the benefits of play Theoretical approaches about play (e.g. ethological aspect, Piaget, Vigotsky, Winnicott) Play in the early years Types of play Social aspect of play Relationships between experience, feelings and play in early childhood Environmental factors Supporting play.

Számonkérés és értékelés

Exam, five-point evaluation

Irodalomjegyzék

Burghardt, G. M. (2012). Defining and Recognizing Play. In Nathan, P & Pellegrini, A. D. (eds.), The Oxford Handbook of the Development of Play. (pp. 1-18.). Oxford Handbooks Online, Oxford University Press. DOI: 10.1093/oxfordhb/9780195393002.013.0002 Else, P. (2014). Making Sense of Play. Supporting children in their play. Berkshire & New York: Open University Press, McGraw-Hill Education. Smith, P. K. (2010). Children and Play. Chichester: Wiley-Blackwell. Stanton-Chapman, T. L. (2015). Promoting positive peer interactions in the preschool classroom: The role and the responsibility of the teacher in supporting children’s sociodramatic play. Early Childhood Education Journal, 43(2), 99-107. DOI: 10.1007/s10643-014-0635-8

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