Course Syllabus

Early Childhood:  Nordic Traditions in Education and Parenting 

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Preparing for a political demonstration about early childhood in Copenhagen:

"Children Want Abundant Intimacy" - "Children Want Reasonable Staffing"

Semester & Location:

Summer Session 1 2021 - DIS Copenhagen

Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Child Development, Educational Studies, Human Development

Faculty Members:

Jennifer Duncan-Bendix

Program Director:

Neringa Bigailaité Vesterbo, nb@dis.dk

Time & Place:

*See Course Schedule below, Room TBA

 

Description of Course

The earliest years of a child’s life play a foundational role in the opportunities, experiences, and relationships they develop as adults.  This course will investigate the key elements of how both parents and professionals contribute to children’s socialization and development – and how those practices translate into larger cultural contexts within a social welfare society. Exploration of concepts like parental leave, attachment, play, and nature, occurs through hands-on experiences in childcare settings, and interactions with parents. 

This course will also introduce students to qualitative research methods and ethnographic field research.  The topics for the course, as well as the assignments, will take departure in extended site visits to public family spaces, child care institutions, and interviews with parents, staff, or other relevant professionals.  Students will collect their observations in a logbook, and reflect on the core concepts as related to the readings and class discussions. 

 

Learning Objectives

By the end of this course, students will engage with 4 main themes;

  • Early Childhood Education and Care (ECEC):

Identify and analyze the main characteristics that distinguish Nordic practices in early childhood

  • Qualitative Research Methods

Experience and evaluate methods for conducting and interpreting observations, as well as documenting processes of investigation

  • Personal Learning

Learn to appreciate ‘the uncomfortable’ as a sign of learning when your own views on childhood, caretaking, and education are challenged from a cross-cultural perspective.

  • Peer Collaboration

Gain experience in the mutual benefits and challenges that can result from strong cooperation with professional colleagues

 

Faculty

Jennifer Duncan-Bendix

MA. Dagtilbuds- og Indskolings Didaktik – Early Childhood Education and Curriculum Studies (Aarhus University, 2014). BA (Early Childhood Development and Education, University of Connecticut, 2006). External Lecturer, Aarhus University (Fall 2016). Assistant Program Director, Child Development and Diversity (2014 – Present).  DIS Program Coordinator (2011-2014). Pædagog in International and Danish communities in Copenhagen (2008-2010). DIS CDD Program Assistant (2007-2008). With DIS since 2007.

 

Readings

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.

  • Babbie, E. R. (2007). The practice of social research. Belmont, CA: Thomson Wadsworth.

  • Disa Bergnehr & Asta Cekaite (2018). Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct, International Journal of Early Years Education, 26:3, 312-331

  • Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902. 

  • 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 Activity16(1), 64–81.

  • Jensen A.S. (2018) Educare: Practitioners’ Views on Care, Upbringing and Teaching. In: Johansson E., Emilson A., Puroila AM. (eds) Values Education in Early Childhood Settings. International Perspectives on Early Childhood Education and Development, vol 23. Springer, Cham

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

  • Larrivee, B. (2008). Meeting the Challenge of Preparing Reflective Practitioners. New Educator, 4(2), 87-106.

  • Merriam, S. (1998). “Chapter 5: Being a Careful Observer”. Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers. ( Pp. 94-111)

  • Moss, P. (2012). Caring and Learning Together: Exploring the relationship between parental leave and early childhood education and care. European Journal of Education. 47. 10.1111/ejed.12003.
  • 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.
  • Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the origins of cultural cognition. The Behavioral and brain sciences, 28 5, 675-91; discussion 691-735

  • Winther-Lindqvist, D. (2017). The Role of Play in Danish Child Care, in: Nordic social pedagogical approach to early years(pp. 73-92): Springer.

  • Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments (second edition).  New York, NY:  Read Chapter 1, pages 6 – 17 and Chapter 5, 55-70

  • Cohen, L. M., & Manion, L. l. & Morrison, K.(2007). Research methods in education, 6.

  • 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.

Field Studies

Field studies for this course take place in the form of extended site visits - both to public family spaces in and around Copenhagen, as well as visits to specific childcare institutions (nurseries and preschools) to meet with children and professionals.  Students will use the site visits as opportunities to collect observations and field notes to form the basis of their assignments.  See the Course Calendar for meeting times and locations.

Guest Lecturers

At certain points in the course, guest lecturers may be invited to provide their experience and expertise on select topics being covered in class.

Approach to Teaching

My motivation for teaching is based on my deep love for the field of early childhood, and the enthusiasm I have for translating this passion into personal learning outcomes for each student. 

I hope to set the stage for a range of topics, but also expect much of the course to be driven by students’ individual backgrounds and interests.  Classes are designed through a combination of lectures, group activities, and chances for individual reflection – but the common requirement is a sense of curiosity and flexibility.  We will experiment with various methods of teaching and learning, as well as ways for maintaining a respectful and collaborative class community.

Expectations of the Students

A basic expectation for this course is that you continually demonstrate your curiosity and openness – both towards the academic content, but also in relation to your peers and the class dynamics.  You are expected to:

  • Balance independent investigation with your contribution to group work
  • Take responsibility for the learning of the class as a whole (be prepared to contribute personally but make space for others as well)
  • Use Syllabus and Assignment Guidelines independently – find relevant information on your own initiative
  • Complete the designated readings before each class, and come prepared with any clarifying questions
  • Be willing to experiment and be creative – especially in relation to sharing ideas, or trying new things (class activities, field studies, discussions, etc.)

Evaluation

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

Grading

Assignment

Percent

Attendance

10%

Participation

10%

Qualitative Journal:  Submission A

20%

Qualitative Journal:  Submission B

20%
Qualitative Journal:  Submission C 20%

Final Presentation

20%

 

Attendance (10%)

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

Behavior

Points deducted out of 100

Excused late class

2 points

Unexcused late

5 points

Excused absence

10 points

Unexcused absence

15 points

Late assignments

5 points for each late day (submission will receive an F if it is more than 1 week late)

These point deductions are applied to classes, but ALSO field studies or other course-related activities.

Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absences include traveling or an 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.

Participation (10%)

You are expected to complete the required readings prior to each class, and 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, peers and faculty. To achieve a high participation grade (and to accommodate both introvert and extrovert students) you will have to contribute to class discussions often, both in class and through Canvas.

In class contributions:

  • Active and verbal participation in class discussions, group work and field studies.
  • Engagement during field studies and site visits; asking good questions and paying attention (also when it becomes hard, everyone is tired and things feel slow).
  • Being attentive towards supporting the flow of the class
  • Sharing connections and ideas during group work (in an individual dialogue/smaller setting)
  • Active support and facilitation of other students’ contributions (listening skills, open-minded, and supportive)

Canvas discussions:

  • Uploading reflections or comments on Canvas – including related articles or materials you find elsewhere
  • Actively commenting on peer uploads or other contributions

Qualitative Journal:  Submissions A-C (20% each)

Objectives:

  • Develop a solid foundation of the main course concepts
  • Select relevant material from readings and course materials
  • Practice observation techniques and qualitative note-taking
  • Track your own reflections and learning process

Three times during the course you will submit an edited compilation of your notes and reflections related to various aspects of the course.  Each submission will have targeted questions related to the readings, core concepts, observations at site visits, reflections on experiences or qualitative methods themselves, and interview data.  These submissions will incorporate in-class activities, and serve as the foundation for your final presentation.

Entries are submitted as a word document (which you will copy/paste from the Journal Worksheet file under Assignments).  Each targeted question will have a corresponding word count – note that the submissions are meant to be short and precise!  You will often be encouraged to reply in bullet points. Consider the following writing strategy:

  1. Brainstorm, take notes, use doodles, drawings in your own journal.
  2. Read through with fresh eyes, copy over relevant material to the worksheet document. Edit. Check spelling etc.
  3. Cut down and work with specific phrasing. Is this understandable to the reader?
  4. Double check that you are within the word limit (word count does not include the questions/tasks presented).
  5. If quoting: remember a page reference

Final Presentation (20%)

The final assignment for this course will summarize your thoughts and findings from your academic exploration into a self-chosen topic or theme.  It can be done individually or in groups, and will summarize your chosen theme, the data you have collected during site visits, as well as a brief data analysis and connection to academic sources. 

Policies

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.

Policy on late papers

Late papers will be accepted, but your grade for the paper will be reduced by half a grade for each day that it is late. 

Use of laptops or phones in class

Computers and smartphones are allowed in class PURELY for class related activities. Other uses such as Facebook, emails or internet use that is not class related will have a negative impact on your participation grade. Texting/SMS'ing etc. during class will have a negative impact on your participation grade.  You are also expected to keep phones away during field studies or social events. Make sure you have other ways to take notes.

Confidentiality

Please note that you must respect confidentiality at each of our site visits, so it is forbidden to put names of institutions, children, parents or staff in assignments or on the internet. In order to take photos of children (please note U.N. Conventions on Children’s Rights), staff members or parents, students must ask for permission from the institution and must confirm with course instructors. The use of photos for anything must be confirmed by faculty or leader of the site visit.

Academic Regulations  

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

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

Course Summary:

Date Details Due