Course Syllabus

Child Development: Theory and Practice

Semester & Location:	Summer 2019 - DIS Copenhagen
Type & Credits:	Summer Course - 4 credits
Study Tour:	Helsinki, Finland
Major Disciplines:	Child Development, Education/Educational Studies, Human Development
Faculty Members:	Heidi Vikkelsø Nielsen - heidi.nielsen@dis.dk
Program Director:	Neringa Vendelbo - nb@dis.dk
Program Assistant:	Shannon Schooley - sks@dis.dk
Time & Place:	Time: see course calendar Place: Nørregade 7 - A23

Description of Course

This course takes departure in Scandinavian care, pedagogy, and teaching methods with a practicum immersion experience. By drawing on relevant research related to children, childhood, learning and well-being, you gain insight into the challenges and possibilities present when growing up in a social welfare society. This knowledge is translated to engage with children to understand Danish pedagogy in a hands-on context.

Learning Objectives

By the end of this course 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 tour, 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 multiple perspectives.

Faculty

Heidi Vikkelsø Nielsen

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.

 

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 course. Class representatives will meet with the course faculty a few times and are responsible for raising any concerns the group of students may have.

 

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 students have read prior to the class. Different teaching methods will be used, and students are invited to link theory and practice in the course.

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 theoretical concepts when interacting with children and professionals.
• Use Assignment Guidelines and Syllabus independently and be able to find relevant information on own initiative
• Work independently but also being active in group work
• Complete readings prior to each class
  

Study Tour

The study tour is an integrated part of the 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 a 5 day study tour to Helsinki, Finland.

While on study tour, DIS will provide accommodation, transportation to and from destinations, 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.   

Purpose:

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

Evaluation

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 as well as taking a lot of initiative and showing engagement and leadership skills during the practicum visits. 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, practicum and field studies.
• Engagement during study tour practicum; asking good questions and paying attention (also when it becomes harder to engage) taking initiative and being a positive and engaged role model to the children in the practicum.

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. 

Grading

To be eligible for a passing grade in the course, you must complete all of the assigned work. If nothing else is mentioned, an assignment is due before midnight on the mentioned date.

Methods of Evaluation	Due	Percent
Attendance	Ongoing	10%
Participation and Engagement,	Ongoing	10%
Academic Worksheet	Thursday July 11th, before midnight	25%
Study Tour Cultural Presentations	Monday July 15th during walking tour	5%
Study Tour Academic Presentations	Tuesday July 16th	25%
Activity Planning and Execution	Tuesday July 23rd + during practicum	25%
Total		100%

All detailed information about assignments can be found in the Assignment Guidelines document on Canvas in the "Modules" folder. It is the responsibility of the student to search out information about the assignments and the requirements for them well before assignments are due.

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 you are expected to contact the instructor and make arrangements for handing in the submission. 

Additional Policies

Attendance

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 or absence is excused or unexcused, it is still disruptive to the class and you miss out on relevant information. Late or missed classes will effect your attendance grade.

Late Assignments

It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work have to be completed in order to pass the class. Assignments that are submitted late will effect your attendance grade.

Further information about assignments can be found in the Assignment Guideline document, uploaded on Canvas.

 

Use of Laptops and 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 during your practicum visits and on study tour during visits and meals. Make sure you arrange other note-taking tools.

Confidentiality

Confidentiality: Please note that you must respect confidentiality at your site, so it is forbidden to put names of institutions, children, parents or staff in assignments or on the internet or discuss any cases outside of the core class community. 

DIS has the following guidelines for students regarding taking images of children while they are at their practicum site, field study, or study tour visit, which distinguishes between academic use and private use.

DIS students may not take any images or videos of children for their own private use, including publishing on social media. DIS students may potentially take images of children for academic use if all of the following conditions are met:

• They receive approval from the practicum site, field study, or study tour visits before taking any images or videos
• No children are identifiable in the images or videos
• Images or videos are only of children in a group setting, where the situation is the subject of the image rather than any individual children
• The images and videos are only used for in-class presentations, or for assignments submitted online to a password-protected online learning management system (i.e. Canvas at DIS, or the relevant system at your home school)

Readings

Texts for this course can be found online through Canvas. Details about texts can be found in the course calendar and readings are expected to be read prior to the specific class.

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

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Attendance
• Coursework, Exams, and Final Grade Reports

DIS - Study Abroad in Scandinavia - www.DISaborad.orgLinks to an external site.