Course Syllabus

Semester & Location:	Fall 2022 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Study Tours:	Western Denmark Helsinki, Finland
Major Disciplines:	Child Development, Education/Educational Studies, Human Development
Prerequisite:	Bring a physical copy of your criminal clearance with you to Copenhagen from the U.S. (or your country of citizenship).
Faculty Members:	Nanna Duchêne (current students please contact via the Canvas Inbox)
Program Contact:	psy.cns@dis.dk
Time & Place:	Monday, 8.30-11.25, classroom V23-301

 

Course Description

This course focuses on central ideas and practices when working with children and youth in educational and social contexts in Scandinavia. It addresses the contemporary issues facing professionals working with children and youth, as well as how education, upbringing and care in Scandinavian countries differ from approaches in the rest of the world. Class discussions are addressed through the lenses of public policy, educational theories, and practitioner perspectives.

In class you will investigate burning issues such as how to include children’s and youths’ perspectives on their own lives, and how to implement values such as trust, freedom, independence and solidarity in families, schools and general education in a Scandinavian contexts. In class you will gain an insight into topics such as pros and cons of free play, the role of nature in childhood development and general education, the focus on group work and collaboration in schools, the views of childhood and youth in Scandinavian film and literature, family and social politics, and diversity and cultural differences in an educational and social context amongst other.

Overall, this course will focus on theories and practices related to early childhood education and care (ECEC), up through public school and adolescence (children ages 0-16) and High Schools.   A foundation for the course is exploring the theories for each topic presented, and then consider how to apply them to professional practice when working with children and youth in a variety of capacities.   The experiences and observations from study tours and field studies, as well as cases and video observations will be integrated into discussions to highlight the connections between theory and practice. 

Learning Objectives

By the end of this course students in this class will...

• Identify the main characteristics of a Nordic pedagogical approach to childhood development and education as it is understood within a larger international context.

• Apply the terms and concepts discussed in class to hands-on experiences and observations from field studies, study tour visits, and practical examples.

• Analyze how approaches to childhood, care-taking and education can be challenged from a cross-cultural perspective.

• Creatively and critically evaluate how Nordic perspectives can be used to investigate policies, pedagogies, and cultural structures related to education in the US and abroad.

• Engage with the course material based on their own interdisciplinary perspectives, both individually as an active participant in the course, as well as cooperatively with peers.

• practice active participation as seen in a Scandinavian context

Faculty

Nanna Duchene: Master of Arts (Ma. Ed. Phil.) in Philosophy of Education 2012 from Aarhus University Denmark.  Associated Professor at University College South within disciplines: Philosophy of Education, General Education and Children with special needs. Several years of experience as Editor of Journals on Education. With DIS since 2021. Teaches the subjects: 'Childhood Development and Education - general and practicum' and 'Learning in Scandinavian Classrooms'.

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 (during the short trip  first study tour).

Field Studies

During the semester we will be visiting a Nature Center, Kindergarten, School and High School.

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 a program 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

• Destination: Odense and Billund (Lego-House)
• 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

• Destination: Helsinki
• Purpose: Gain an insight into Finnish education and Culture and 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 2 week before departure along with your responsibilities and itinerary for the week.

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 pedagogical and didactical tools will be used, which the group will reflect upon, 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. Teaching strategies can include peer led discussions, group work, cooperative exercises etc. 

For more specific details see below 'Active participation and engagement'. 

Expectations of the Students

You are expected to:

• Complete readings or other assigned materials prior to each class.
• Demonstrate engagement, responsibility, and independence.
• Contribute to an open, respectful, and encouraging class environment where all members of the class community participate actively and thoughtfully.
• Navigate Canvas to find Assignment Guidelines and Syllabus information throughout the semester.

 

Evaluation

Students will be evaluated throughout the term using a variety of methods.  All students are expected to actively participate in class, which will form part of their grading.  Students will also be required to complete various individual or group assignments throughout the term.

Absence from class will only be excused in serious situations but informing your faculty regarding your attendance is always necessary. Unexcused absences include travelling or an absence that has not been discussed with the faculty.

Assignment	Due	Percent
Active participation and engagement, including a participatory activity in class	Ongoing	25%
Assignment A (reflection on an observation from CCW)	See Calendar	20%
Assignment B (Academic Presentations and activity for long study tour)	See Calendar	25%
Assignment C (Final Synthesis Paper and Presentations)	See Calendar	30%
Total		100%

Active participation and engagement. In Scandinavia most teachers base their didactical decisions on the believe that when students experience an influence on the teaching, that is what (content) and how (methods) and with who they might be working together with (organization), it increases their engagement or motivation to participate, and they experience having a more active role. 

At the same time, it also means that the teacher expects and encourage the students to be actively co-determining in their own learning process, that they participate in class discussions, that they provide input in the form of questions to the teacher and peers, that they seek to have an impact on teaching methods, teaching content and overall  curriculum design, and last but not least: that they support everybody's feeling of belonging to a community in the classroom.

As a part of the assessment of active participation and engagement, the study groups are to plan and execute a participatory activity for the class within the topic of that day’s class. The goal of this activity is for you to gain experience with how to initiate exercises if active participation and active acquisition of knowledge are required.

Please note that since this course has its center around Scandinavian pedagogy active participation and engagement as described above counts more than usual.

In The first (A) assignment (Reflections on an observation) you are to reflect on an observation from the short study tour and your immediate thoughts on differences and similarities between Danish and American views on Child Development and Education. This is an individual and written assignment.

The second (B) assignment (Academic Presentations in long tour) is a blended learning product. Prior to the study tour to Helsinki, you and your study group will investigate an academic topic related to the Finnish view of children's development, school, education in general and culture. This topic is presented in the form of a video for the class in advance of leaving for Finland. In Class the week before we leave for Finland, the study group must initiate a participatory activity for the class that relate to your academic subject.

In the third (D) assignment (Final Synthesis Paper and Presentation) you and a co-writer choose a research question. This question you are to answer by use of relevant theory from the semester and practical experiences from study tours, field trips and/or practicum sites. The assignment includes a presentation for the class and an end of semester showcase.

Readings

There is no textbook for this class. However, for background readings these 2 books can be recommended: Hygum, Eric and Peter Møller Pederson (2014): Early Childhood Education- Values and practices in Denmark (Hans Reitzels Forlag & You're welcome. An introduction to the Danish Folkeskole. UP (2021). Årgang 82, Nr.2.

The texts for this course can be found in 'Modules' through Canvas. In Calender you can see which text to prepare for each class. Note that some of the text mentioned below will be optional.

• Bowlby, J. (1988). Chapter 7: The role of attachment in personality development. A secure base: Parent-child attachment and healthy human development, 119-136.
• Brogaard-Clausen and Ringsmose (2017): The Professional Identity of the Danish Pedagogue: Historical Root in an Education with Focus on Democracy, Creativity, Dannelse and a ‘Childhood Logic’. In: Nordic Social Pedagogical Approach to Early Years
• 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. 
• 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.
• Due, Pernille et al. (2019):Trends in high life satisfaction among adolescents in five Nordic countries 2002– 2014. Nordic Welfare Research. Årgang 4, nr. 2-2019, s. 54–66.
• Hedegaard-Sørensen, Lotte and Sine penthin Grumløse (2021): …But it is a completely different school - The status of inclusion in the Danish Folkeskole in a learning-focused school policy (p.74-82). You’re welcome. An introduction to the Danish Folkeskole. UP Nr.2.
• Horst, Christian & Thomas Gitz‐Johansen (2010): Education of ethnic minority children in Denmark: monocultural hegemony and counter positions, Intercultural Education, 137-151.
• Hygum, Erik (2010): To be or not to be – the child as a human being. In: Erik Hygum and Peter Møller Pedersen: Early Childhood Education - Values and Practices in Denmark. Hans Reitzels Forlag.
• Højholt, Charlotte (2018): Children’s perspectives and learning communities: Hedegaard (Ed.):Children, Childhood, and Everyday Life: Children’s Perspectives, 2nd Edition, 2018 (p.93-111).
• Jensen, B.B. & Schnack, K. (1994). Action Competence as an Educational Challenge. I: K. Schnack (red.), Action and action competence as key concepts in critical pedagogy (s. 5-18 af 214 s.). Royal Danish School of Educational Studies.
• Kragh-Müller, Grethe and Rebecca Isbell (2017): Chapter 8. Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United State. In:  C. Ringsmose, G. Kragh-Müller (eds.), Nordic Social Pedagogical Approach to Early Years, International Perspectives on Early Childhood Education and Development.
• Laet, Britt De (2017): How are Danes raising happy children? Comenius Journal, 2017. Nr. 26. (p. 44-47)
  McNess, EM. (2009). Danish values, the foundation of the Folkeskole. Revue Internationale d'Education de Sèvres, 50, (p.99 - 111).
• Laursen, Per Fibæk (2021): The Authentic teacher (p.51-65). In: UP (2021). You're welcome. An introduction to the Danish Folkeskole. Årgang 82, Nr.2
• Ministry of Children and Education (2022): Early Childhood Education and Care system. The Danish ECEC System & Primary and Lower Secondary Education. The Folkeskole, private schools and more.
• Ministry of Children and Education (2022): Ministerial directions for Sex Education
• Oetingen, A. von (2021): Terrible Play. Terrible pedagogy [Pissedårlig pædagogik]. Reitzels forlag, Copenhagen
• Oettingen, Alexander von: Didaktik and Citizenship - principles for a didactic on citizenship (p. 17-28). In: UP (2021). You're welcome. An introduction to the Danish Folkeskole. UP Nr.2
• Sandseter, Ellen and Olav Lysklett: Chapter 7. Outdoor Education in the Nordic Region. In:  C. Ringsmose, G. Kragh-Müller (eds.), Nordic Social Pedagogical Approach to Early Years, International Perspectives on Early Childhood Education and Development 
• The national wellbeing survey amongst Danish children and youth (2022).
• Volmari: Basic education in the Nordic region. similar values. Different politics.
• Wagner, J. T. (2006). An outsider’s perspective. Childhoods and early education in the Nordic countries. W: J. Einarsdottir. JT Wagner (red.), Nordic childhoods and early education, 289-306.
• Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments (second edition).  New York,
• Winther-Lindqvist, D. A. (2017). The role of play in Danish childcare. Nordic social pedagogical approach to early years(pp. 95-114). Springer, Cham.

 

Academic Regulations

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

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

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