Course Syllabus

Child Development and Education in Scandinavia B

Semester & Location:	Spring 2020 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Core Course Study Tours:	Helsinki, Finland
Corequisite Course:	Child Development in Scandinavia Practicum
Major Disciplines:	Child Development, Education/Educational Studies, Human Development
Faculty Members:	Heidi Vikkelsø Nielsen - heidi.nielsen@dis.dk
Program Director:	Neringa B. Vendelbo - nb@dis.dk
Program Assistant:	Julia Magnuson - jma@dis.dk
Time & Place:	Mondays 10.05 - 13.00,  N7-C24

Description of Course

This course focuses on the central aspects of childhood and education in Scandinavia. It addresses the contemporary issues facing professionals working with 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 childhood and nature 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 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. 

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 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 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 semester. Class representatives will meet with the faculty 2-3 times during the semester and will also be responsible for helping the class do midterm evaluations. 

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

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 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. 

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
• Use Assignment Guidelines and Syllabus independently and be able to find relevant information on own initiative
• Work independently and be active in group work
• Complete readings prior to each class
  

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 in Denmark during Core Course Week and a long study tour to 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.   

Core Course Week & Short Tour: February 3 to 7

• Purpose: Gain a more in-depth understanding of childhood, care 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: March 15 to 20

• 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.
• Orientation: Activities and visits will be presented the week before departure along with your responsibilities and itinerary for the week.

Practicum

Students in this course are required to take the Child Development and Education in Scandinavia Practicum class as a co-requisite. Students will be placed in a Danish institution or school for 45-55 hours during the semester, where they will work directly with children. 

Please see the Practicum syllabus for more details.

Evaluation

Grading

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.

Methods of Evaluation	Due date	Percentage of grade
Attendance	Ongoing	10%
Participation and Engagement + Long Study Tour Cultural Presentations	Ongoing   Cultural presentations: during long tour	10%
Academic Worksheets	Worksheet A:  Worksheet B:	40%
Long Study Tour Academic Presentations	Done in Copenhagen Sunday March 15 before study tour	20%
Final Presentation	Proposal:  Presentation: Sign up for: ·         Wednesday  ·         Monday  ·         Wednesday	20%
Total		100%

 

Participation

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.

Use of Laptops or Phones

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 tours during visits and meals. Make sure you have other ways to take notes.

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 harder to engage).
• Respectful attitude to faculty and peers - also regarding use of electronic devices

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. 

 

Attendance

Attendance is mandatory for all scheduled classes, study tours and field studies. This grade includes presence, being on time, and uploading/presenting assignments on time. Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absence includes personal 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.

The final attendance grade will build on the system presented below, and please note that attendance is graded this harshly due to the fact that the course only meets once a week.

Deduction of attendance grade

Unattended with notice	10%
Unattended with unexcused reasoning (e.g. personal travelling)	15%
Unattended without notice	20%
Late without notice	10%
Late with notice	5%
Late submissions without notice. If a submission is more than one day late, the instructor may grade it further down.	5%
Late submissions with notice – if arrangements are made with instructor	0%

Assignment Submission

Assignments are submitted via Canvas unless otherwise noted. It is your own responsibility to check if assignments are correctly uploaded. If you experience any issues uploading your assignments you are expected to contact the instructor and make arrangements for handing in the submission. 

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

Readings

Readings can be found on Canvas, online . You are required to complete the readings listed in the Course Schedule prior to that class day. 

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