Child Development in Scandinavia

Fall 2017

Copenhagen

3 Credits

Core Class

Study Tour: Helsinki, Finland

Co-Requisite: Child Development in Scandinavia Practicum

Major Disciplines: Child Development, Education/Educational Studies

Faculty: Heidi Vikkelsø Nielsen (heidivikkelsoe@hotmail.com)

Program Director: Maja Sbahi Biehl, msb@dis.dk, Vestergade 10A-24

Program Assistant: Colleen Kolb, cko@dis.dk, Vestergade 10A-24  

 

Mondays – 10:00-13:00

Room: Nørregade 7, Staircase A, Floor 2, Room 3 (N7-A23)

 

Course Description:

This course focuses on the central aspects of early childhood development in Scandinavia (children ages zero to ten). It addresses the contemporary issues facing professionals working with young children, as well as how services for children in Scandinavian countries differ from approaches in the rest of the world. Class discussions are addressed through the lenses of public policy, current research, and practitioner perspectives.

Burning issues such as the pros and cons of free play, attachment to primary but also secondary caregivers, school readiness versus social pedagogy and gender stereotypes in childhood will serve as the foundation for class discussions, practicum, and field studies. These approaches will also be integrated by using a long study tour to Finland as a case study, within the global context of child development.

Overall, this course will employ two perspectives on childhood – that of early education, as well as early school-aged children.  A foundation for the course is exploring the theories for each topic presented, and then applying them to professional practice when working with children in a variety of capacities.  As such, a co-requisite for this course is the course “Child Development in Scandinavia Practicum”, where students will complete 45-55 hours at a Danish children’s institution or school.  The experiences and observations from practicum will be integrated into discussions in order to highlight the connections between theory and practice. 

  

Objectives:

 Students in this class will:

• Identify, discuss, and analyze theories covered in class
• Cooperate and draw from the perspectives of peers in group discussions and group work
• Apply core concepts from class to practice
• Analyze practicum experiences, field studies and study tours, and draw connections between these and the academic topics presented in class
• Experience and reflect upon what it means to embody teaching and learning, and link these experiences to working with children
• Discuss and challenge views on childhood, care taking and education from both cultural-historical and educational perspectives.

 

Awards:

Academic Excellence Award

Each semester we recognize one outstanding student from the Child Development and Diversity Program with an Award of Academic Excellence. It is reserved for a student who has distinguished him- or herself through diligence, commitment, academic performance, and ideally a student who contributes to a good, collaborative learning environment in class.

 

Class Representatives:

Each semester DIS looks for class representatives to become an official spokesperson for their class, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester. Class representatives will meet with the course faculty 2-3 times during the semester and will also be responsible for helping the class do midterm evaluations.

 

Course Components

1. Required Texts

Texts for this course can be found online through Canvas.  Texts listed under the ‘Course Schedule’ are expected to be read prior to the specific class.

 

2. Approach to teaching

The class will be seen as a community of learners, who have the opportunity to share interests and learn from one another. The academic content and the socialization among students and teacher are integrally connected, and we use discussions of group dynamics in the class as an element of academic learning. 

A class will be planned based on theory and research articles you have read prior to the class. We will bring in different pedagogical and didactical tools, which we will reflect upon as a group, and you will be asked to bring back ideas, thoughts and reflections from practicum, field studies and everyday life and link these experiences with theory and research discussed in class. Teaching strategies can include peer led discussions, group work, cooperative exercises etc.

 

3. Expectations of the students

You are expected to:

• Consider everyone as valued and equal members of the class community, who treat each other with respect, acknowledgement, politeness, openness and care – an environment that is believed to promote learning
• Be creative and open minded
• Reflect and think independently, bring in ideas and thoughts during each class through discussions, individual- and group work
• Show engagement, participation, contribution and responsibility.
• Demonstrate academic rigor, active listening and punctuality
• Draw upon interactions and observations from daily life in Denmark and practicum to the theory, research, and practice
• Work independently and be active in group work
• Complete readings prior to each class

 

4. Field study

The field study will include a visit of common interest for this class. The idea is to have a shared experience that will both examine the previous learned and bring in new experiences and day life in the area around educating and working with children.

 

• September 15 + 27 September: Potential Field studies

 

5. Study Tours

Core Course week and study tours are an integral part of the core course and the aim is to build the bridge between theory from classes to practice in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short study tour during Core Course Week and a long study tour to Finland.

While on a program study tour, DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.

Travel policies:

You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office.   

 

Core Course week/Short Tour: September 11-16

• Purpose: Gain a more in-depth understanding of pedagogy and education outside of Copenhagen. The visits will be integrated into the academic content of the course.   
• Orientation: Activities and visits will be presented the week before departure along with your responsibilities and itinerary for the week.

 

Long Study Tour: October 8-13

• Purpose: Explore the programs designed for children in Finland to investigate what the contributing factors are for one of the highest evaluated education systems in the world.
• Orientation: Activities and visits will be presented the week before departure along with your responsibilities and itinerary for the week.

 

Assignments and Evaluation

Methods of Evaluation	Due date	Percentage of grade
Attendance	Ongoing	10%
Participation and Engagement	Ongoing	10%
Strange Situation Reflection	September 20	15%
Long study tour cultural presentations	October 8	5%
Long study tour academic presentations	October 9-12	20%
Gender photo exercise	November 20	5%
Final presentation proposal	November 28, 10 AM	10%
Final Presentations	November 29 December 4 December 6	25%
Total		100%

 

To be eligible for a passing grade in this class, you must complete all of the assigned work.

Attendance (10%)

Attendance is mandatory for all scheduled classes and field studies. This grade includes presence in class, being on time, and handing in assignments on time. The final attendance grade will build on the following system presented below: 

Behavior	Points deducted out of 100
Excused late class	2 points
Unexcused late	5 points
Excused absence	10 points
Unexcused absense	15 points
Late assignments	5% for each late day (submission will receive an F if it is more than 1 week late)

Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absences include travelling or absence that has not been discussed with the faculty.  Regardless of whether lateness is excused or unexcused, it is still disruptive to  the class and you miss out on relevant information.

BE AWARE:  Missing one class day for this course is the equivalent of missing TWO classes for any other courses at DIS (because this course only meets once a week). 

If you miss multiple classes, the Department of Academic Support will be notified to follow-up with you and make sure that all is well.  In the case of multiple absences, you will need to provide a doctor’s note.

 Assignment Submission:

• Assignments are submitted via Canvas unless otherwise noted. It is your own responsibility to check if assignments are correctly uploaded. If you have any internet or computer trouble we expect you to contact us and make arrangements for handing in the paper.
• If no time specification is given, a due date means handing in the specific date before midnight.

 

Participation and engagement (10%)

You are expected to complete the required readings prior to each class, and also to engage in class and group discussions. Active participation also includes showing interest and a well prepared attitude towards the subject and a respectful attitude towards the class environment and faculty. To achieve a high participation grade you will have to contribute to class discussions often, raising your hand and be attentive towards contributing to the flow of the class. It is seen as a sign of academic strength to take chances with contributions - even if this means having your thoughts challenged by the faculty or peers.

The grade will take into account:

• Active and verbal participation in class discussions, group work and field studies.
• Engagement during study tours; asking good questions and paying attention (also when it becomes hard).

Some students feel less comfortable speaking up continuously during class time and you can approach your faculty about this if you would like to show your engagement and participation in other ways.

 

Strange Situation Reflection (15%)

In the beginning of the semester, you will reflect on your first experiences in Denmark by outlining an example of an observation or experience in an educational setting in Denmark where you felt surprised, uncomfortable or were challenged to reconsider preconceived ideas from your experience with the American (or your home country’s) care and education systems. You will analyze the experience through theory and show your understanding of it through both written work and through a visualization.

 

Long study tour cultural presentations (5%)

Prior to the study tour to Helsinki you will have investigated one cultural topic with your group which you will present to your peers during a walking tour when we arrive.

 

Long study tour academic presentations (20%)

Prior to the study tour to Helsinki you will have investigated one academic topic related to childhood, education and care in Finland. You will present this topic along with your group on an assigned time slot during the study tour.

 

Gender photo exercise (5%)

Prior to one of the classes you will have a photo exercise, where you will be asked to take one or more photos of situations or observations that resemble stereotypes among children.

 

Final Presentation Proposal (10%)

As a proposal for your Final Presentation you will hand in a written document that outlines the overall ideas, theory and message that can be expected in the presentation.

 

Final Presentations (25%)

At the end of the semester you will give a presentation to your faculty as well as a group of peers. This presentation will take the format of an imaginary future work situation where you will use your knowledge from your study abroad experience in Denmark. The presentation will sum up your biggest take away points from the course and give a suggestion on how and why this should be applied to practice.

 

Policies

Disability and resource statement:  Any student who has a need for accommodation based on the impact of a disability should contact acadsupp@dis.dk to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes. This course will not use testing as an evaluation tool, but there will be written assignments as well as more creative forms of assessment. 

Academic Honesty: Plagiarism and Violating the Rules of an Assignment
DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.  Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software.  See the Academic Handbook for more information, or ask your instructor if you have questions.

 

Use of laptops or phones in class: 

Computers are allowed in class for note-taking purposes or other use that supports the class or personal learning. Using laptops for private means, such as social media, emails or internet surfing, will have a negative impact on your participation grade. Phones are expected to be turned off and kept away during classes. You are also expected to keep phones away on study tours during visits and meals. Make sure you have other ways to take notes.

 

Faculty Information:

Heidi Vikkelsø Nielsen

heidivikkelsoe@hotmail.com

Cand. Pæd - Master in Educational studies (DPU, Aarhus University, 2014). BA School Teacher, (Blaagaard Seminarium, 2004). School teacher 2004-2011, union representative 2005-2011. Teaching vulnerable, bilingual teenagers in extracurricular topics at Ungdomsskolen (2011-2013). Volunteer counselor at the children’s phone, Børns Vilkår (2012-2013). Student assistant in a research project on the Danish dagpleje (home care) at Aarhus University (2013). Member of the ad hoc group across researchers and practitioners called “community teachers”, focusing on inventing “the community Didaktik” as a tool to prevent school bullying. With DIS since 2013.

 

 

 

 

Wednesday, August 23   8.30-12.00	Program Orientation   8:30-10:00:  All CDD students Room:  V23-301   10:00-12:00:  Break into groups by core class Room: N7-C23 ·         Social Activities, meeting your peers and faculty! ·         Syllabus hunt   Required readings and preparation: ·         Syllabus for “Child Development in Scandinavia” and “Child Development in Scandinavia Practicum” as well as the “Assignment Guidelines” for the two courses.  ·         Note down questions you may have related to the courses in general
Thursday, August 24	Practicum Orientation Location: Osramhuset 10.00-14.00  Topics to be covered:   ·         Expectations, syllabus, papers, class reps etc. (Syllabus Hunt) ·         Danish and American cultural differences:  professional and personal ·         Receive Practicum Placement   14:00-15:00 Practicum Social Required Readings and preparation: ·         Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education.  Information Age Publishing.  ISBN: 978-1593113506 (324p.) ·         Kragh-Müller, G. (2017). The key characteristics of Danish/Nordic child care culture Nordic social pedagogical approach to early years (pp. 3-23): Springer ·         Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902. doi: 10.1126/science.1128898   Potential but not required readings: ·         Jenkins, R. (2011).  “Chapter 8: ‘Holding the Hand of Every Child’:  Civil enculturation”.  Being Danish:  Paradoxes of Identity in Everyday Life.  Copenhagen, Denmark:  Museum Tusculanum Press, 2011.  173-202 ·         Ploug, N. (2011). The Nordic child care regime — History, development and challenges. Children and Youth Services Review, 34(3), 517-522. doi: 10.1016/j.childyouth.2011.10.019
Monday, August 28 Class 1 10:00-13:00	Nordic Approaches to Childhood Topics to be covered:   ·         How is the welfare state of Denmark set up to take care of and educate children ·         What is the Nordic concept of ‘a good childhood’? ·         What curricular themes are the Danish early childhood care and education based on? ·         The pedagogue   Required Readings and preparation: ·         Læreplanstemaer (curricular themes) ·         Brostrøm, S. (2006). Care and Education: Towards a New Paradigm in Early Childhood Education. Child Youth Care Forum. ·         Broström, S., Jensen, A. S., & Hansen, O. H. (2017). Values in Danish early childhood education and care Nordic social pedagogical approach to early years (pp. 25-41): Springer. ·         Clausen, S. B., & Ringsmose, C. (2017). The professional identity of the Danish pedagogue : historical root in an education with focus on democracy, creativity, dannelse and a "childhood logic" Nordic social pedagogical approach to early years (pp. 237-252): Springer.
Monday, September 4 Class 2 10:00-13:00  + Short Tour Orientation	Practicum class, look at your practicum syllabus
CORE COURSE WEEK
September 11	Leave for Study Tour
September 12	On Study Tour
September 13	Return from Study Tour
September 14	Practicum Day
September 15	Workshops and Copenhagen Visits (TBA) NOTE: Practicum Advising will take place in the afternoon. For program: see practicum syllabus + information on Canvas.
Monday, September 18 Class 3 10:00-13:00	Social Pedagogy vs. School Readiness – A Nordic Perspective on Child Development Topics to be covered:      ·         What is the concept of "Child Development" seen in a Scandinavian context? ·         What seems to be values embedded in a Nordic child care tradition compared to other countries'? ·         Info: Advising preparation #2   Required Readings and preparation: ·         Look through the Assignment Guidelines for Advising Preparation #2 and see if you have any questions ·         Hedegaard, M. (2009). Children’s development from a cultural–historical approach:  Children’s activity in everyday local settings as foundation for their development. Mind, Culture and Activity, 16(1), 64–81. ·         Ringsmose, C., & Clausen, S. B. (2017). Comparative perspectives on early childhood : choices and values Nordic social pedagogical approach to early years (pp. 73-92): Springer. ·         Pramling, N., Doverborg, E., & Samuelsson, I. P. (2017). Re-metaphorizing teaching and learning in early childhood education beyond the instruction – social fostering divide Nordic social pedagogical approach to early years (pp. 73-92): Springer.
Monday, September 25 Class 4 10:05-13:00	Children's Relationships with Caregivers and Peers Topics to be covered:   ·         What are crucial aspects in the relationships caregivers/professionals create with children? ·         What influence does peer relationships have on their well being and learning? ·         Questions for Advising Preparation #2? ·         Info: study tour presentations ·         Creating groups for study tour presentations   Required Readings and preparation ·         Look through your Assignment Guidelines: do you have questions for Study tour presentations and your Advising Preparation #2? ·         Kragh-Müller, G., & Isbell, R. (2011). Children's perspectives on their everyday lives in child care in two cultures : Denmark and the United States. Early Childhood Education Journal, 2011(39), 17-27. ·         Sondergaard, D. M. (2012). Bullying and Social Exclusion Anxiety in Schools. British Journal of Sociology of Education, 33(3), 355-372. doi:10.1080/01425692.2012.662824 ·         Bowlby, J. (2005). A secure base : clinical applications of attachment theory (New ed. ed.). London: Routledge. Chapt. 1 ·         Hattie, J. (2009). Visible learning : a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Pp. 118-119, 102-107 (teacher-student relationship + classroom influences) ·         Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444.   Potential but not required readings: ·         Stern, D. (2004).  The present moment in psychotherapy and everyday life.  Chapter 6 ·         Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14(3), 213-231. doi:10.1080/14616734.2012.672262
Monday, October 2 Class 5 10:00-13:00	Finland  Topics to be covered:   ·         Comparing Finnish and Danish approaches to education ·         Why is Finland interesting seen from an educational point of view? ·         Academic and cultural presentation research:  group work preparation for study tour presentations ·         Study tour information ·         Info: Activity Planning Worksheet ·         Questions for study tour presentations?   Required Readings and preparation: ·         Look through the Assignment Guidelines: Do you have questions for the Activity Planning Worksheet? ·         Andersen, F. Ø. (2010). Danish and Finnish PISA results in a comparative, qualitative perspective: How can the stable and distinct differences between the Danish and Finnish PISA results be explained? Educational Assessment, Evaluation and Accountability, 22(2), 159-175. doi:10.1007/s11092-010-9095-x   Potential readings for study tour presentations ·         Fonsén, E., Vlasov, J. (2017). Leading pedagogical quality in the context of Finnish Child Care ·         Kalliala, M. (2014). Look at me! Does the adult thruly see and respond to the child in Finnish day-care centers? Department of Teacher Education, Faculty of Behavioral Sciences, University of Helsinki. Helsinki, Finland. Understanding the under 3s and the implications for education. Routledge ·         OECD. (2006). New OECD publications, July to September 2006. OECD Observer(257), pp. 318-324. ·         Egelund, N., & Ministerråd, N. (2012). Northern lights on PISA 2009 (p. 138-152 - Finland, 193-209 - conclusion) ·         http://www.europarl.europa.eu/RegData/etudes/etudes/join/2013/495867/IPOL-CULT_ET(2013)495867(ANN01)_EN.pdf pp. 5-19 ·         Dorf, H., Reimer, D., & Rasmussen, J. (2012). Who becomes a teacher - and why? Teacher recruitment in Denmark in a Nordic comparative perspective Research, Policy and Practice in Teacher Education in Europe (pp. 15). Lodz: University of Lodz. ·         Rasmussen, J., & Dorf, H. (2009). Quality in Teacher Education. Paper presented at the Teacher Education Policy in Europe (TEPE), Umeå University, Sweden. ·         Sintonen, S., Ohls O., Kumpulainen K. & Lipponen L. (2015).Mobile Learning and the Playing Child. Playful Learning Center. Helsinki University, Department of Teacher Education. ·         http://www.oph.fi/english/education_system/early_childhood_education ·         https://www.jyu.fi/sport/en/faculty/Congress/ciapse2/symposium_pages/Tarkka_Finnishcurriculumfromearlychildhoodthroughprimaryschool.pdf ·         https://www.vox.com/2015/3/25/8288495/finland-education-subjects ·         http://www.straitstimes.com/singapore/education/finn-fun ·         http://www.oph.fi/download/170048_key_figures_on_early_childhood_and_basic_education_in_finland.pdf
October 8-13	LONG STUDY TOUR:  FINLAND
Sunday	Cultural presentations due
Monday	Academic presentations
Tuesday	Academic presentations
Wednesday	Academic presentations
Thursday	Academic presentations
Friday
Monday, October 16 Class 6 10:05-13:00	Practicum class, see practicum syllabus
Monday, October 23 Class 7 10:00-13:00	Children with Special Needs in Denmark Topics to be covered: ·         Special needs in the Danish education system ·         Neuro-pedagogy approach to working with children with special needs ·         Understanding children's motives- child centerdness ·         How assumptions affect actions in pedagogical practices ·         Inclusion – Looking at children´s participation and influence in societal practices ·         Info on Advising Preparation #3   Required Readings: ·         Look through your Assignment Guidelines: Do you have questions for Advising Preparation #3? ·         Højholt, C. & Kousholt, D. (2015) Children participating and developing agency in and across various social practices. DPU. Aarhus University. Copenhagen.  ·         Larsen, M, R. (2012) A Paradox of Inclusion. Administrative Procedures and Children´s perspectives on Difficulties in School. In: Children, Childhood and Everyday life, pages 143-60.  ·         https://www.european-agency.org/country-information/denmark/national-overview/special-needs-education-within-the-education-system  ·         http://eng.hejlskov.se/low-arousal-approach/   Potential but not required readings: ·         Hedegaard, M. (2009) Cultural-Historical perspective on Early Childhood Education: Children’s Activity in Everyday Local Settings as Foundation for Their Development. Mind, Culture and Activity. Routledge.
October 28-November 5	Optional Tours/Break: No class
Monday, November 6 Class 8 10:05-13:00	Children's Play and Nature in Early Childhood Topics to be covered:   ·         Why should children spend their time outdoors? ·         What are Danish views on – and approaches to - children and nature? ·         What is risky play - and how risky should it get? ·         Play and learning ·         Information on Gender Photo Exercise ·         Information on Final Presentation Proposal + Final Presentation   Required Readings and preparation: ·         Look through the Assignment Guidelines: Do you have questions for the Gender Photo Exercise, Final Presentation Proposal or Final Presentation? ·         Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. B. H., & Bundy, A. (2010). Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety. Contemporary Issues in Early Childhood, 11(3), 263-277. doi:10.2304/ciec.2010.11.3.263 ·         Broström, S. (2017). A dynamic learning concept in early years' education: a possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3-15. doi:10.1080/09669760.2016.1270196 ·         Änggård, Eva (2010).  Making use of “nature” in an outdoor preschool:  Classroom, home and fairyland.  Children, Youth and Environments, 20 (1), 4 – 25. ·         Williams-Siegfredsen, J. (2012).  Understanding the Danish forest school approach. New York, NY:  Routledge. Introduction, Chapter 2   Potential readings and websites to look at: ·         http://www.childrenandnature.org/ ·         https://rethinkingchildhood.com/ ·         http://www.atoddlerinthetrees.com/ ·         Williams-Siegfredsen, J. (2012).  Understanding the Danish forest school approach. New York, NY:  Routledge. Introduction, Chapters 1 and 6
Monday, November 13 Class 9 10:05-13:00	Significance of Play and Socioemotional Learning  Topics to be covered: ·         Children´s neuroaffective development ·         Significance of play and development of social skills ·         Inclusion in groups of children ·         Free play vs. adult supported play   Required Readings and preparation: ·         Hart, S. (2016 ) Inclusion, Play and Empathy- Neuroaffective Development in Children´s Groups. Pages: TBA ·         Berk, L.E., Mann, T.D., and Ogan, A.T. (2006). Make-Believe Play. Wellspring for Development of Self-Regulation. In D.G. Singer, R.M. Golinkoff and K.<Hirsch- Pasek (Eds.) Play=Learning: How Play Motivates and Enchances Children´s Cognitive and Social- Emotional Growth. Oxford University Press. ·         Panksepp, J. (2008). PLAY, ADHD and the Construction of the Social Brain: Should the First Class each Day Be Recess? American Jornal of Play, 1(1): 55-79 ·         Vygotsky, L.S. (1978). Mind in Society: The Development of higher Psychological Processes. Cambridge, MA: Harvard University Press.    Potential but not required readings: ·         Hoffmann, J & Russ, S. (2012) Pretend Play, Creativity and Emotion Regulation in Children. In: Psychology of Aesthetics, Creativity and the Arts. 2012. Vol. 6. No. 2, 175-184. ·         http://brainworldmagazine.com/dr-jaak-panksepp-the-importance-of-play/
Monday, November 20 Class 10 10:05-13:00	Children and Gender  Topics to be covered:   ·         Impact of gender roles and gender stereotypes on children and their developmental potential   Required Readings and preparation: ·         Take 1-3 photos of gender stereotypes among children that you come across in daily life and upload in the designated folder in Canvas (eg. Look into a store with children’s clothes or toys or see if there are gender stereotypes you come across at your practicum site) ·         Chick, Kay A., Heilman-Houser, R, & Hunter, M. (2002): The Impact of Child Care on Gender Role Development and Gender Stereotypes ·         King, B. M., & Regan, P. (2014). Gender Identity and Gender Roles Human Sexuality Today (8th Edition) (pp. 201-223): MyPsychLab. ·         Hattie, J. (2009). Visible learning : a synthesis of over 800 meta-analyses relating to achievement. London: Routledge, pp. 55-57 ·         http://www.bbc.com/news/world-europe-14038419  ·         https://news.byu.edu/news/disney-princesses-not-brave-enough   Potential but not required readings: ·         Paechter, C. (2007). Being boys being girls : learning masculinities and femininities. Maidenhead, Berkshire: Open University Press., (students in nursery practicums pp. 42-59), (students in kindergartens read pp. 60-75), (students in schools read pp. 76-91). ·         MacNaughton, G. (1997). Who's Got the Power? Rethinking gender equity strategies in early childhood. International Journal of Early Years Education, 5(1), 57-66. doi:10.1080/0966976970050106 ·         http://www.nationalgeographic.com/magazine/2017/01/children-explain-how-gender-affects-their-lives/?utm_source=Facebook&utm_medium=Social&utm_content=link_fb20161217ngm-9lives&utm_campaign=Content&sf47146315=1
Optional Travel Break: Nov. 22-26	No class
Monday, November 27 Class 11 10:05-13:00	Wrap Up + Review   Reminder: due date for practicum time sheets (TBA)
Wednesday, November 29 Class 12 8.30-12.30	Final presentations
Monday, December 4 10:05-13:00	Final presentations
Wednesday, December 6  9.00-13.00 + 14.00-16.00	Final presentations Class Social

Reading List

Änggård, Eva (2010).  Making use of “nature” in an outdoor preschool:  Classroom, home and fairyland.  Children, Youth and Environments, 20 (1), 4 – 25.

Andersen, F. Ø. (2010). Danish and Finnish PISA results in a comparative, qualitative perspective: How can the stable and distinct differences between the Danish and Finnish PISA results be explained? Educational Assessment, Evaluation and Accountability, 22(2), 159-175. doi: 10.1007/s11092-010-9095-x

Berk, L.E., Mann, T.D., and Ogan, A.T. (2006). Make-Believe Play. Wellspring for Development of Self-Regulation. In D.G. Singer, R.M. Golinkoff and K.<Hirsch- Pasek (Eds.) Play=Learning: How Play Motivates and Enchances Children´s Cognitive and Social- Emotional Growth. Oxford University Press.

Bowlby, J. (2005). A secure base : clinical applications of attachment theory (New ed. ed.). London: Routledge.

Brostrom, S. (2006). Care and Education: Towards a New Paradigm in Early Childhood Education. Child Youth Care Forum.

Broström, S. (2017). A dynamic learning concept in early years' education: a possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3-15. doi:10.1080/09669760.2016.1270196

Broström, S., Jensen, A. S., & Hansen, O. H. (2017). Values in Danish early childhood education and care Nordic social pedagogical approach to early years (pp. 25-41): Springer.

Chick, Kay A., Heilman-Houser, R, & Hunter, M. (2002): The Impact of Child Care on Gender Role Development and Gender Stereotypes

Clausen, S. B., & Ringsmose, C. (2017). The professional identity of the Danish pedagogue : historical root in an education with focus on democracy, creativity, dannelse and a "childhood logic" Nordic social pedagogical approach to early years (pp. 237-252): Springer.

Hart, S. (2016 ) Inclusion, Play and Empathy- Neuroaffective Development in Children´s Groups. Pages: TBA

Hattie, J. (2009). Visible learning : a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902. doi: 10.1126/science.1128898

Hedegaard, M. (2009). Children’s development from a cultural–historical approach:  Children’s activity in everyday local settings as foundation for their development. Mind, Culture and Activity, 16(1), 64–81.

Hoffmann, J & Russ, S. (2012) Pretend Play, Creativity and Emotion Regulation in Children. In: Psychology of Aesthetics, Creativity and the Arts. 2012. Vol. 6. No. 2, 175-184.

Højholt, C. & Kousholt, D. (2015) Children participating and developing agency in and across various social practices. DPU. Aarhus University. Copenhagen.

Jenkins, R. (2011).  “Chapter 8:  ‘Holding the Hand of Every Child’:  Civil enculturation”.  Being Danish:  Paradoxes of Identity in Everyday Life.  Copenhagen, Denmark:  Museum Tusculanum Press, 2011.  Pp. 173-202 

King, B. M., & Regan, P. (2014). Gender Identity and Gender Roles Human Sexuality Today (8th Edition) (pp. 201-223): MyPsychLab.

Kragh-Müller, G. (2017). The key characteristics of Danish/Nordic child care culture Nordic social pedagogical approach to early years (pp. 3-23): Springer.

Kragh-Müller, G., & Isbell, R. (2011). Children's perspectives on their everyday lives in child care in two cultures : Denmark and the United States. Early Childhood Education Journal, 2011(39), 17-27.

Larsen, M, R. (2012) A Paradox of Inclusion. Administrative Procedures and Children´s perspectives on Difficulties in School. In: Children, Childhood and Everyday life, pages 143-60. 

MacNaughton, G. (1997). Who's Got the Power? Rethinking gender equity strategies in early childhood. International Journal of Early Years Education, 5(1), 57-66. doi:10.1080/0966976970050106

Paechter, C. (2007). Being boys being girls : learning masculinities and femininities. Maidenhead, Berkshire: Open University Press.

Panksepp, J. (2008). PLAY, ADHD and the Construction of the Social Brain: Should the First Class each Day Be Recess? American Jornal of Play, 1(1): 55-79

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444.

Ploug, N. (2011). The Nordic child care regime — History, development and challenges. Children and Youth Services Review, 34(3), 517-522. doi: 10.1016/j.childyouth.2011.10.019

Pramling, N., Doverborg, E., & Samuelsson, I. P. (2017). Re-metaphorizing teaching and learning in early childhood education beyond the instruction – social fostering divide Nordic social pedagogical approach to early years (pp. 73-92): Springer.

Ringsmose, C., & Clausen, S. B. (2017). Comparative perspectives on early childhood : choices and values Nordic social pedagogical approach to early years (pp. 73-92): Springer.

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14(3), 213-231. doi:10.1080/14616734.2012.672262

Sondergaard, D. M. (2012). Bullying and Social Exclusion Anxiety in Schools. British Journal of Sociology of Education, 33(3), 355-372. doi:10.1080/01425692.2012.662824

Stern, D. (2004).  The present moment in psychotherapy and everyday life.  Chapter 6, p. 13

Vygotsky, L.S. (1978). Mind in Society: The Development of higher Psychological Processes. Cambridge, MA: Harvard University Press. 

Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education.  Information Age Publishing.  ISBN: 978-1593113506 (324p.)

Williams-Siegfredsen, J. (2012).  Understanding the Danish forest school approach. New York, NY:  Routledge.

Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. B. H., & Bundy, A. (2010). Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety. Contemporary Issues in Early Childhood, 11(3), 263-277.

 

Suggested readings for Finland presentations group work: 

Fonsén, E., Vlasov, J. (2017). Leading pedagogical quality in the context of Finnish Child Care

Kalliala, M. (2014). Look at me! Does the adult thruly see and respond to the child in Finnish day-care centers? Department of Teacher Education, Faculty of Behavioral Sciences, University of Helsinki. Helsinki, Finland. Understanding the under 3s and the implications for education. Routledge

OECD. (2006). New OECD publications, July to September 2006. OECD Observer(257), pp. 318-324.

Egelund, N., & Ministerråd, N. (2012). Northern lights on PISA 2009 (p. 138-152 - Finland, 193-209 - conclusion)

http://www.europarl.europa.eu/RegData/etudes/etudes/join/2013/495867/IPOL-CULT_ET(2013)495867(ANN01)_EN.pdf pp. 5-19

Dorf, H., Reimer, D., & Rasmussen, J. (2012). Who becomes a teacher - and why? Teacher recruitment in Denmark in a Nordic comparative perspective Research, Policy and Practice in Teacher Education in Europe (pp. 15). Lodz: University of Lodz.

Rasmussen, J., & Dorf, H. (2009). Quality in Teacher Education. Paper presented at the Teacher Education Policy in Europe (TEPE), Umeå University, Sweden.

Sintonen, S., Ohls O., Kumpulainen K. & Lipponen L. (2015).Mobile Learning and the Playing Child. Playful Learning Center. Helsinki University, Department of Teacher Education.

http://www.oph.fi/english/education_system/early_childhood_education

https://www.jyu.fi/sport/en/faculty/Congress/ciapse2/symposium_pages/Tarkka_Finnishcurriculumfromearlychildhoodthroughprimaryschool.pdf

https://www.vox.com/2015/3/25/8288495/finland-education-subjects

http://www.straitstimes.com/singapore/education/finn-fun

http://www.oph.fi/download/170048_key_figures_on_early_childhood_and_basic_education_in_finland.pdf

 

Websites

http://www.childrenandnature.org/

https://rethinkingchildhood.com/

http://www.atoddlerinthetrees.com/

http://www.bbc.com/news/world-europe-14038419 

https://news.byu.edu/news/disney-princesses-not-brave-enough

http://www.nationalgeographic.com/magazine/2017/01/children-explain-how-gender-affects-their-lives/?utm_source=Facebook&utm_medium=Social&utm_content=link_fb20161217ngm-9lives&utm_campaign=Content&sf47146315=1

https://www.european-agency.org/country-information/denmark/national-overview/special-needs-education-within-the-education-system 

http://eng.hejlskov.se/low-arousal-approach/

http://brainworldmagazine.com/dr-jaak-panksepp-the-importance-of-play/

 

Scanned/written/translated materials

Læreplanstemaer (curricular themes), word document