DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION
CURRICULUM 2014-2017
(approved by the faculty council 27.3.2014,
updated VAAM044, VAAM045 and VAAM051, VARS030, KTK0006, VARS034
faculty council 26.3.2015)
CONTENT
1.1 THE UNDERLYING PRINCIPLES AND AIMS OF THE DEGREE PROGRAMME IN
EARLY CHILDHOOD EDUCATION .......................................................................... 2
1.2
BACHELOR OF EDUCATION Pre-primary teacher training............................ 3
1.2.1
Scope and structure of the degree programme .................................... 3
1.3 COMPETENCE AIMS FOR BACHELOR'S DEGREE AND THEMES OF STUDY
MODULES ......................................................................................................... 5
1.4
STRUCTURE AND CONTENTS OF THE BACHELOR'S DEGREE .......................... 7
1.4.1
Language, communication and introductory studies 20 cr ..................... 7
1.4.2
Basic Studies in Education 25 cr ......................................................... 7
1.4.3
Subject studies in Early Childhood Education 50 cr (VKTAIN) ................. 9
1.4.4
Preparatory Studies in Professional Early Childhood and Pre-primary
Education 60 op (VAAKOK) ........................................................................... 12
1.5
MASTER OF EDUCATION 120 cr ............................................................... 17
1.5.1
Teachers' Pedagogical Studies .......................................................... 20
1.6 CONTENTS OF THE STUDY MODULES IN THE MASTER'S DEGREE PROGRAMME 20
1.6.1
Communication studies 5 cr ............................................................. 20
1.6.2
Advanced studies in Early Childhood Education 80 cr (VKTSYV) ........... 21
DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION,
CURRICULUM 2014-2017
1.1 THE UNDERLYING PRINCIPLES AND AIMS OF THE DEGREE
PROGRAMME IN EARLY CHILDHOOD EDUCATION
The basic value of the degree programme in Early Childhood Education is, through education,
research and societal service mission to promote the realisation of child welfare and children's
rights in early childhood education, and in a larger scope, children's living conditions and social
participation.
The aim of the degree programme is to to train well-qualified academic professionals,
pedagogical experts and researchers for the diversifying fields of education. In addition, the
aim is to give the students the theoretical and practical abilities to work in various positions in
the field of early childhood education.
The training supports the students' development into active, critical and ethically responsible
experts and researchers of childhood and early childhood education. The emphasis of the
training is on the mastery and constant upholding and development of the multidisciplinary
information basis of education.
The curriculum is based on the Government Decree on University Degrees (794/2004).
Students will complete the Bachelor of Arts (Education) (180 cr) and Master of Arts (Education)
(120 cr), major subject being Early Childhood Education. With full-time studies, it is possible to
complete the bachelor's degree in three years, and master's degree in two years. Master of
Arts (Education) is a basic degree which grants the students eligibility for postgraduate studies
that lead to licentiate and doctoral degrees.
Assessment of studies
The assessment of studies is based on the degree regulations of the University of Jyväskylä:
https://www.jyu.fi/opiskelu/degreereg. Basic studies in Education, subject and advanced
studies in Early Childhood Education, as well as preparatory studies in professional early
childhood and pre-primary education (60 cr), excluding teaching practice, are evaluated on the
numerical scale 0-5.
Basic studies in Education, subject and advanced studies in Early Childhood Education as well
as preparatory studies in professional early childhood and pre-primary education are assessed
separately on numerical scale 1-5. Master's thesis is not included in the average grade for
advanced studies. The title and grade of the Master's thesis will be mentioned on the degree
certificate.
Studies completed abroad in an appropriate exchange programmes will be fully recognised in
the Finnish university degree. In principle all the study modules in the Finnish curriculum,
excluding theses, can be substituted with studies completed abroad.
Teaching may also be given in English. The modes of study and teaching may, if necessary, be
altered during the validity period of this curriculum.
1.2 BACHELOR OF EDUCATION
Pre-primary teacher training
1.2.1
Scope and structure of the degree programme
The major subject in the Bachelor of Arts (Education) (180 cr) degree is Early Childhood
Education. The degree programme introduces students to the basics of early childhood
education, and gives them the skills they need in order to follow the development and
research of the discipline. The degree programme prepares the students for scientific thinking
and work, and for applying the acquired knowledge at work. 's degree forms the basis for
master's level studies.
75 cr of major subject studies in Early Childhood Education is required for the Bachelor degree.
Major subject studies consist of basic studies in Education (25 cr) and subject studies in Early
Childhood Education (50 cr), which includes Bachelor's Thesis (10 cr). Major subject studies
include 15 credits of teaching practice that develops the students' educational expertise.
In addition to the Bachelor degree, the student will be qualified as a kindergarten teacher. The
degree emphasises the professionalism of early childhood education, especially in the context
of daycare and pre-primary education. The training gives the students the theoretical and
practical abilities to work as educators, directors and teachers in daycare and pre-primary
education, as well as other areas of early childhood education.
The Bachelor of Arts (Education) degree includes 25 credits of minor subject studies, which
may consist of one basic studies module, or alternatively, other university studies. It is possible
to include e.g. language and communication studies, studies completed abroad, and career
studies in the minor subject studies.
Language, communication and introductory studies
Basic and advanced studies in early childhood education
Preparatory studies in professional early childhood and
pre-primary education
Minor subject or elective studies
20 cr
75 cr
60 cr
25 cr
Total 180 cr
The structure of the degree programme is introduced in more detail in Table 1.
Table 1.
CONTENTS AND STRUCTURE OF THE BACHELOR OF ARTS (EDUCATION) DEGREE (180 cr)
GENERAL STUDIES
MAJOR SUBJECT STUDIES IN EARLY CHILDHOOD EDUCATION
MINOR SUBJECT STUDIES
Language and communication
studies, introductory studies 20
cr
Basic studies in Education 25 cr
Subject studies 50 cr (VKTAIN)
KTKP010 Learning and Guidance 5 cr
KTKO101 Introduction to
University Studies 3 cr
KTKP020 Education, Society and Change 5
cr
VARA001 Play, Development and Learning 3 cr
VARA002 Sociology of Childhood 4 cr
VARA004 Interaction and Group Processes in Educational
Communities 2 cr
VARA016 Challenges in Welfare, Growing and Learning 3 cr
VARA017 Pedagogical Expertise and Leadership3 cr
KTKA010 Qualitative Research Methods 5 cr
KTKA020 Quantitative Research Methods 5 cr
VARA012 Bachelor's Thesis 10 cr
VARA013 Maturity Test
Preparatory studies in professional
early childhood and pre-primary
education 60 cr (VAAKOK)
KTKO103 Introduction to
Educational Sciences 2 cr
KTKO104 Information and
Communication Technology 3 cr
KTKO105 Introduction to
Statistical Research 2 cr
XYHK001 Interactional
Competence in the Educational
Field 4 cr
XRUK003/XRU0903 Svenska för
förskolepedagoger 3 cr / Swedish
for Educationalists
XENK002 Academic Reading and
Communication Skills 3 cr
KTKP030 Competence and Expertise 5 cr
KTKT040 Scientific Thinking and
Knowledge 5 cr
KTKP050 Interaction and Cooperation 5 cr
Supervised teaching practice that develops the students'
educational expertise
VARA018 Basic Teaching Practice7 cr
VARA019 Advanced Teaching Practice 8 cr
AND
Minor subject or elective studies 25
cr
1.3 COMPETENCE AIMS FOR BACHELOR'S DEGREE AND THEMES OF STUDY
MODULES
COMPETENCE AIMS
Knowledge
Students learn the philosophical, psychological and sociological basics of early childhood education. They
will be familiar with the development of small children and main learning theories. They will know the
social and cultural basis of childhood, and the main contents of the pedagogy of early childhood
education. They will understand work organisations and multiprofessionalism. Students will master the
terminology of education. They will know the main research traditions of early childhood education, and
the main methods of data collection. Students will identify their own conceptions of learning and
information. Students will know the legislation that guides their work, and the documents that guide
planning.
Skills
Students will identify their own conceptions of education. Students will be aware of the characteristics of
their own interaction. Students will have skills related to curricula and planning. Students will have the
skills to support a child's growth and development, and the skills to implement activity that is suitable for
various ages and different learners. Students will be prepared for the role of an investigative teacher,
and they will have the basic skills needed in writing a small-scale study. Students will able to analyse,
argue and critically reflect on both their own agency and that of their work community. Students will
identify and understand the significance of quality work.
Competence
Students will have the skills needed in keeping their knowledge up to date. The development of their
agency will be based on research information and evaluation. Students will be capable of
multiprofessional cooperation. They will be future-oriented. Students will be able to interact with
different kinds of children and adults, and give and receive feedback. They will be capable of making
value choices in education. Students will have the linguistic professionalism required in various
environments. They will also master the terminology used in the research of early childhood education.
Students will have the language skills required of an official, and know the concepts of early childhood
education in other languages as well.
The study modules are grouped under different themes. Themes are formed in such a manner, that
through them students will learn the profession, duties and operational environments of a kindergarten
teacher. With these themes the main contents of the degree programme are brought together into
multidisciplinary entities that share a common core.
Theme 1. Orientation to kindergarten teacher's work and its context
Students will be introduced to kindergarten teacher's work, and its value and information basis. They will
construct their basic knowledge of
• the basics of education
• children's growth, development, learning and growing environment
• Finnish childhood, daycare and education system
• early childhood education as a discipline, and the pedagogical basis of early childhood education
• arts and physical education.
Theme 2. Child-centered and planned directing of growth and learning
Students will be introduced to child-centered planning and implementing of activity. They will enhance
their knowledge of
• Early Childhood Education
• children's growth, development and learning
• the contents and policies of pre-primary education
• observation, planning, evaluation and directing
• teamwork and interactional skills
• arts and physical education and their pedagogy
Theme 3. Joint responsibility in constructing a good childhood
Students will understand the significance of joint responsibility in constructing a good childhood, and will
be able to act as a pedagogical experts of early childhood education. They will enhance their knowledge
of
• child-centered pedagogical agency
• comprehensive planning, evaluation and documentation
• family and educational partnership
• cooperative networks
• research process and scientific thinking especially from the point of view of early childhood
education
The main goal of teaching practice is to link theory and practice in such a manner that students gain an
experiential base for continuous learning and professional growth. The starting point is their individual
development and learning process, which is supported by the guidance in teaching practice, as well as
the themes of the programme with their contents and timings. In the teaching practices students acquire
skills for planning, implementing and evaluating the educational process from the viewpoint of a child's
needs, in cooperation with the entire work community. Students learn to work in multiprofessional work
communities as part of larger cooperative networks.
1.4 STRUCTURE AND CONTENTS OF THE BACHELOR'S DEGREE
1.4.1 Language, communication and introductory studies 20 cr
KTKO101 INTRODUCTION TO UNIVERSITY STUDIES AND DRAWING UP AN INDIVIDUAL STUDY PLAN
KTKO103 INTRODUCTION TO EDUCATIONAL SCIENCES
KTKO104 INFORMATION AND COMMUNICATION TECHNOLOGY
KTKO105 INTRODUCTION TO STATISTICAL RESEARCH
XYHK001 INTERACTIONAL COMPETENCE IN THE EDUCATIONAL FIELD
XRUK003/XRU0903 SWEDISH FOR EDUCATIONALISTS / WRITTEN, SPOKEN 3 cr
XENK002 ACADEMIC READING AND COMMUNICATION SKILLS
1.4.2
-
Basic Studies in Education 25 cr
On completion of Basic Studies in Education students will:
have a clear conception of pedagogical phenomena from different theoretical and practical viewpoints
identify their experiences, conceptions, feeling and modes of action in interaction
be able to explore the construction of expertise in the educational field
be able to analyse educational phenomena scientifically
KTKP010 LEARNING AND GUIDANCE
Learning outcomes:
On completion of this course students will be able to
- examine life-long learning and guidance in various situations and
consider their own experiences with the help of scientific concepts
- identify central viewpoints in scientific research on the study of learning
(different conceptions of learning, their ideas and pedagogical
consequences)
- see the range and diversity of learning environments
- examine learning environments and processes from the learner’s
viewpoint
- analyse the principles and practices of differentiated teaching
- use different learning assessment methods
KTKP020 EDUCATION, SOCIETY AND CHANGE
Learning outcomes:
Upon completion of this course students will be able to
- recognise how education manifests itself, on the one hand, as a
component of social structures and practices, and on the other hand, as a
force changing these structures and practices
-
-
examine the cultural, economic, political and social phenomena
associated with the socialisation process, as well as educational and
training institutions, by making use of concepts and theories in
educational sociology
identify the social phenomena related to childhood, adolescence and
adulthood, and the changes that have taken or are taking place in them
KTKP030 COMPETENCE AND EXPERTISE
Learning outcomes:
Upon completion of this course students will
- be able to identify various viewpoints into the study of expertise
- be able to describe expertise as a phenomenon with the help of
scientific concepts
- be able to critically examine their own views of professionalism, and
enhance them from the point of view of research
- identify their role as active constructors of expertise
- have basic knowledge of of the progress of children's socio-emotional
and cognitive development, and the development of their personality
- recognise children's individual characteristics and differences in
temperament
- be able to construct a basis for educational thinking based on
knowledge of children
- support a child's development
- be able to examine environments of early childhood education from the
point of view of child welfare
KTKP040 SCIENTIFIC THINKING AND KNOWLEDGE
Learning outcomes:
Upon completion of this course students will be able to
- identify the principles underlying everyday thinking and scientific
thinking, and the differences between them
- examine basic epistemological and gnoseological assumptions
underlying research studies
- evaluate their own beliefs about knowledge and reality
- describe the main methodological lines and various research lines in
educational research
- pick out the central information from research studies and interpret it
- construct their own expertise on the basis of research studies and
carrying out research
KTKP050 INTERACTION AND COOPERATION
Learning outcomes:
Competence and cooperation is a phenomenon that studies people in relations
to each other. On completion of this course students will be able to
- observe different interactional situations, analyse them from selected
viewpoints and examine the feelings aroused by them in themselves
- listen to others and express themselves articulately
- examine the individual as a group member and the construction of
group dynamics and sense of community
- apply their interactional understanding and skills in conflict situations
1.4.3 Subject studies in Early Childhood Education 50 cr (VKTAIN)
The subject studies of Early Childhood Education broaden and deepen the knowledge, skills and
competence acquired from the basic studies. Upon completion of subject studies in Early Childhood
Education students will
-
understand the main theories of children's development and learning
comprehend the social and cultural basis of childhood and early childhood education
be able to base their own agency on children's rights and factors related to child welfare
understand group phenomena in work communities, and have the interactional skills required at
work
have mastered the terminology used in the research of early childhood education
be able to acquire, evaluate and apply scientific knowledge of early childhood education
be familiar with the main research traditions and data acquisition methods of early childhood
education, and be able, under instruction, to write a small-scale scientific study
be able to plan, implement and evaluate action that aims to comprehensively support a child's
growth and learning
be able to evaluate and reflect their own theory-in-use of directing children and adults
VARA001
PLAY, DEVELOPMENT AND LEARNING
Learning outcomes:
Upon completion of the course students will
- know the main theories of development
- be able to apply theories of development to the construction of their
own theory-in-use, and to the different questions of learning and
directing
- be familiar with the main theories of play, and the developmental
phases of play
- understand the importance of play in children's the development and
learning, and in the interaction between children
VARA002
SOCIOLOGY OF CHILDHOOD
Learning outcomes:
Upon completion of the course students will be able to
- understand the basis and concepts of sociology of childhood
- examine the phenomena related to childhood as part of social change,
and understand their significance in children's lives
- collect relevant information from scientific articles and apply it to the
examination of childhood and changes in childhood
- define the characteristics of modern childhood, and apply their
knowledge of sociology to their expertise of early childhood education
VARA004
INTERACTION AND GROUP PROCESSES IN AN EDUCATIONAL COMMUNITY
Learning outcomes:
Upon completion of the course students will
- will have enhanced their self-knowledge and interactional skills
- understand phenomena of group dynamics
- be able to examine work community as a developing
organisation
- recognise the relation between the workings of an organisation
and the welfare of a work community
VARA016
CHALLENGES IN WELFARE, GROWTH AND LEARNING
Learning outcomes:
Upon completion of the course students will
- have basic knowledge of children's psychological welfare and mental
health, as well as problems in abnormal development and learning
- be able to examine the challenges in child welfare, development and
learning from the point of view of individual and environmental factors,
and interaction
- be able to recognise children's typical challenges in welfare,
development and learning, and be able to support children
VARA017
PEDAGOGICAL EXPERTISE AND LEADERSHIP
Learning outcomes: Upon completion of the course students will be able to
- analyse the idea of professionalism in early childhood education, and
know the various factors that affect the development of professionalism
on both individual and community level, and understand the importance
of multifaceted evaluation and feedback in this process
- recognise the basic responsibilities of pedagogical leadership and the
challenges in early childhood education
- examine the development of a work community, development of
pedagogical work, and leading them from various points of view
- identify the philosophical and theoretical basis of their own pedagogical
agency, and derive from them the principles that direct their educational
work
- develop their pedagogical expertise through reflection, evaluation and
cooperation with other agents
Research method studies in subject studies 10 cr
Research method studies are divided into the basics of quantitative and qualitative research. The study
modules introduce main research methods of the field, and focus especially on the practice of collecting
research material. The study modules give the methodological skills for completing bachelor's thesis.
•
•
KTKA010 Qualitative Research Methods 5 cr
KTKA020 Quantitative Research Methods 5 cr
Bachelor's thesis studies 10 cr
Bachelor's Thesis studies are made up of small-group studying and independent work. The guidance and
supervision included in these studies is intended to support the student in completing a Bachelor's Thesis
or proseminar study. Students are recommended and encouraged to choose the topic of their Bachelor's
Thesis from among the faculty's areas of strength or on-going research projects.
VARA012
PROSEMINAR AND BACHELOR'S THESIS
Learning outcomes:
Upon completion of the course students will be able to
retrieve and apply scientific literature related to the topic of their
-
research
understand the research process and the different phases of research
apply methods of scientific research in retrieving and analysing data
write small-scale scientific study
draw up a research report following the principles of scientific
communication
argue their own choices and evaluate those of others in scientific
discussion
VARA013 MATURITY TEST
SUPERVISED TEACHING PRACTICE THAT DEVELOPS EDUCATIONAL EXPERTISE
VARA018
BASIC TEACHING PRACTICE
Learning outcomes:
Upon completion of the course students will be able to
- identify children's different growing environments, different operational
environments of daycare, and the multifaceted characteristics of a
kindergarten teacher's work
- observe and recognise the significance and promote a child's
development, individuality and peer group
- observe, plan, implement and evaluate pedagogical action
- understand the importance and contents of long and short term
planning
- identify the underlying thought and agency models philosophy,
developmental psychology and learning theory in education
- work in constructive interaction with children and members of the
workteam
- reflect upon their professional development
VARA019
ADVANCED TEACHING PRACTICE
Learning outcomes:
Upon completion of the course students will be able to
- use the physical, psychological, social and societal factors of the early
childhood education environment as a starting point of pedagogical
planning and agency
- plan, implement and evaluate activity, in which the goal is
comprehensiveness and pedagogical continuum, supporting children's
growth and learning, and educational partnership
- deepen and make use of their pedagogical expertise as a team member
- understand the responsibility of a kindergarten teacher in the upholding
of pedagogical discourse in a multiprofessional work community, and be
able to direct pedagogical development work
- evaluate and deepen their own theory-in-use through constant
reflecting with the help of their theoretical and practical knowledge
1.4.4 Preparatory Studies in Professional Early Childhood and Pre-primary Education 60 op
(VAAKOK)
Upon completion of the preparatory studies in professional early childhood and pre-primary education
students will
- know the legislation that guides their work, and the documents and ethical principles that guide
planning
- be able to apply the main developmental and learning theories in their educational work
- be familiar with the main contents of early childhood pedagogy and recognise their significance
to a child's growth
- understand the significance of arts and physical education to the equitable development, growth
and learning of a child
- understand the significance of play as main activity of children, and be able to use play as
educational activity
- be able to plan, implement and evaluate activity together with children and work community,
and to integrate various contents into their activity
- be able to work in educational cooperation with parents and other cooperative partners
- be able to reflect on and develop their own activity as well as that of their work community
Pedagogical content studies in early childhood and pre-primary education
VAAM033
Ethical Basis of Early Childhood Education
VAAM023
Child-centered Pedagogy
VAAM034
Multicultural Education and Teaching
VAAM003
Evaluation of Learning Readiness and Special Support
in Early Childhood Education
VAAM044
VAAM045
VAAM050
VAAM006
VAAM051
VAAM052
VAAM053
Pedagogy of Pre-primary Education
Primary Education
Linguistic Development and First Language
Nature and Environment
Mathematics
Science and Technology Education
Media culture
2 cr
7 cr
2 cr
5 op
5 cr
2 cr
3 cr
3 cr
2 cr
2 cr
2 cr
Pedagogy of arts and physical education
VAAM011
Art Education
VAAM012
Music Education
VAAM013
Physical Education
VAAM016
Drama Education
VAAM014
Children's Literature
VAAM054
Arts and Physical Education in Primary Education
3 cr
4 cr
3 cr
2 cr
3 cr
4 cr
Cooperative networks in early childhood education
VAAM028
Educational Partnership
VAAM055
Multiprofessional Work Community
3 cr
3 cr
PEDAGOGICAL CONTENT STUDIES IN EARLY CHILDHOOD AND PRE-PRIMARY EDUCATION
VAAM033
ETHICAL BASIS OF EARLY CHILDHOOD EDUCATION
Learning outcome:
Upon completion of the course students will
- be familiar with the basic concepts of ethics and the theories of the
discipline
- be able to consider the moral and ethical questions of early childhood
education
- be able to define the ethical basis for the implementation of early
childhood education
- be able to examine the principles of professional ethics and construct a
professional value basis
VAAM023
CHILD-CENTERED PEDAGOGY
Learning outcomes:
Upon completion of the course students will
- understand a small child and be familiar with their world
- know the concepts of child-centered pedagogy, as well as the various
methods and pedagogical principles of early childhood education
- deepen their knowledge of the significance of play as the main activity
of children, and in a child's development, construction of peer relations
and learning
- understand the importance of basic care and daily schedule in relation
to the children's well-being, and as a pedagogical starting point
- observe children using various methods of observation
- be able to plan activity for small groups, direct children's play and play
as a pedagogical method applying the principles of child-centered
pedagogy
- be able to evaluate the planned and implemented activity, and use their
evaluation as a tool in their own professional growth, and apply what
they have learned in new situations
- know the most common children's diseases, and have basic skills in first
aid
VAAM034 MULTICULTURAL EDUCATION AND TEACHING
Learning outcomes:
Upon completion of the course students will
- be able to examine education and daycare from the point of view of
multicultural children, and be able to work with multicultural children
- be able to plan and implement activity that promotes equality and is
culturally relevant
- be familiar with the basic concepts of multicultural teaching and
education
- be able to make multicultural education and teaching the starting point
of their work
VAAM003
EVALUATION OF LEARNING READINESS AND SPECIAL SUPPORT IN EARLY CHILDHOOD
EDUCATION
Learning outcomes:
Upon completion of the course students will
- know the evaluation process of learning and school readiness, and the
planning of individualised teaching, and the options for starting school
- know the evaluation methods, practices and basis for the need for
special support, and the programmes of special support
- understand the challenges of learning and the starting points and
possibilities of supporting children
- understand the significance of contextuality, child- and familycenteredness, multidisciplinarity and multiprofessionalism in evaluation,
planning and implementing special support
- know the processes and principles of planning special support for early
childhood education and pre-primary education
VAAM044 PRE-PRIMARY PEDAGOGY
Learning outcomes:
Upon completion of the course students will
- know the documents that direct pre-primary education, and the special
characteristics of the learning and teaching a child in pre-primary
education
- be able to direct the learning process of a child in pre-primary education
(observation, planning, directing and evaluation)
- be able to develop the curriculum as a process
VAAM045 PRIMARY EDUCATION
Learning outcomes:
Upon completion of the course students will
- be familiar with the curriculum for 1st and 2nd grades in primary
education
- be able to examine the curriculum process as a continuum for early
childhood, pre-primary and primary education
VAAM050
LINGUISTIC DEVELOPMENT AND FIRST LANGUAGE
Learning outcomes:
Upon completion of the course students will
- have know the basics of normal linguistic development of a child,
linguistic awareness and teaching first language on pre-primary level
- be able to support a child's linguistic development with various
methods, and have the knowledge needed in first language teaching on
pre-primary level as well as teaching Finnish as a second language
VAAM006
NATURE AND ENVIRONMENT
Learning outcomes:
Upon completion of the course students will
- will know the goals, contents and methods of education for sustainable
living, especially in early childhood education
- be able to plan, implement and evaluate education for sustainable living
in both natural and cultural environments
- be able to use and apply the aforementioned knowledge and skills in
the implementing of education for sustainable living in early childhood
education
VAAM051
MATHEMATICS
Learning outcomes:
Upon completion of the course students will
- know the basics of the development of a child's early mathematical
thinking and mathematical concepts
- know the factors that affect mathematical learning difficulties
- be able to evaluate and direct the developing of children's mathematical
skills and abilities, and prevent learning difficulties
- be able to pedagogically utilise the learning environments of early
childhood education and support a child's mathematical development
VAAM052 SCIENCE AND TECHNOLOGY EDUCATION
Learning outcomes:
Upon completion of this course students will
- have the knowledge and skills needed in directing children's activity that
is investigative, innovative and oriented in problem-solving, as well as
directing the development of their thinking
- be able to apply playfulness and methods based on observation,
experiment and learning by doing in their work
VAAM053 MEDIA CULTURE
Learning outcomes:
Upon completion of this course students will
- be familiar with current children's media culture
- be familiar with the content of different media and how it is produced
- be able to direct the development of children's media reading skills
PEDAGOGY OF ARTS AND PHYSICAL EDUCATION
VAAM011
ART EDUCATION
Learning outcomes:
Upon completion of the course students will
- know the essential expression methods of art, and be able to apply them
when planning activity suitable for early childhood education
- be able to identify the characteristics of early artistic expression and be
familiar with its development
- be able to analyse and evaluate art and its phenomena in a manner
suitable for early childhood education
VAAM012
MUSIC EDUCATION
Learning outcomes:
Upon completion of the course students will
- be familiar with children's musical development and expression
- understand the significance of music and music education as part of a
child's overall development
- know the main methods of music pedagogy, and how to apply them in
early childhood education
- be able to plan, implement and evaluate musical activity with children
- be encouraged to create a musical learning environment for and with
children
- be familiar with the basics of ecological voice control as a part of the
voice ergonomics of a kindergarten teacher's work, be able to apply the
basic principles of ecological voice control
- know the basics of reading music
VAAM013
PHYSICAL EDUCATION
Learning outcomes:
Upon completion of the course students will
- be familiar with the development of children's motor skills and the goals
of physical education
- know the contents of the guidelines for physical education
- be able to observe the development of a child's motor skills
- know the methods of directing physical education
- be able to plan and direct physical exercise for children both indoors and
outdoors
- understand the significance of sports and physical education in children's
welfare
- be able to create an operational environment for children that facilitates
physical education
VAAM016 DRAMA EDUCATION
Learning outcomes:
Upon completion of the course students will
- be familiar with the theoretical points of view of drama education
- recognise their own expression skills and be familiar with the methods of
drama education
- plan, direct and evaluate the use of drama in early childhood education
VAAM014
CHILDREN'S LITERATURE
Learning outcomes:
Upon completion of the course students will
- be familiar with the various genres of children's literature
- be familiar with the basics of the research of children's literature
- be able to implement literary education in manner in keeping with the
child's age and level of development
VAAM054 ARTS AND PSYCIAL EDUCATION IN PRE-PRIMARY EDUCATION
Learning outcomes:
Upon completion of the course students will
- understand the significance of arts and physical education to the
equitable development, growth and learning of a child
- be able to apply and integrate the contents and methods of arts, music,
physical education and children's literature in pre-primary education
COOPERATIVE NETWORKS IN EARLY CHILDHOOD EDUCATION
VAAM028 EDUCATIONAL PARTNERSHIP
Learning outcomes:
Upon completion of the course students will
- be familiar with the basis and methods of educational cooperation and
partnership implemented with parents
- recognise different kinds of families and their challenges in the modern
world
- understand the everyday life of families and parenthood, and
understand their significance to the construction of a child's well-being
- will be able to examine educational partnership from the point of view
of families, daycare and child, and be able to implement educational
cooperation and encountering different kinds of parents
VAAM055 MULTIPROFESSIONAL COOPERATION
Learning outcomes:
Upon completion of the course students will
- understand the basics of multiprofessional cooperation
- be familiar with The Child Welfare Act
- be familiar with the main services system for children and families
- recognise their own expertise, and be able to work in various
multiprofessional networks together with other experts as well as
children and families
1.5 MASTER OF EDUCATION 120 cr
The scope of the Master of Arts (Education) degree is 120 credits, and the major subject for students is
Early Childhood Education. The goal of the degree programme is to give students the theoretical and
practical skills required in the work of an expert in the research, evaluation and development of early
childhood education. The training prepares students for work as pedagogical leaders and experts in the
teaching and training in the field. Students also learn the necessary skills for further academic studies.
Master's degree studies are based on the Bachelor's degree studies, in which subject studies must be
completed with the minimum grade of good. Master's degree studies include advanced studies in Early
Childhood Development, which are divided into content studies in Early Childhood Education, supervised
teaching practice that develops the students' educational expertise, research method studies and thesis
studies. The scope of advanced studies is 80 credits, which includes Master's Thesis (30 cr). The
completion of teacher's pedagogical studies that were a part of the Bachelor's degree may be included in
the advanced studies of the major subject.
The scope of the supervised teaching practice that develops the students' educational expertise is 10
credits. The goal of the teaching practice is to support the content choices of the students' major subject
studies and to enhance their educational expertise. The teaching practice may be completed in various
tasks and operational environments, following the plan approved by the unit.
Master's degree includes 35 credits of minor subject studies. These can consist of subject studies in one
subject, or basics studies and other university studies. Studies in Special Education (40 cr) may be
included in the master's degree as a minor subject. Subject studies in Education/Adult Education or
pedagogical studies of adult education (APO) can also be included in the master's degree as a minor
subject, however, it is recommended that students choose the minor subject from other disciplines.
COMPETENCE AIMS FOR THE MASTER'S DEGREE
Knowledge
Students understand the main phenomena in early childhood education, as well as the concepts and
methods of their own discipline, and are able to base their own independent thinking, development and
research on them. Students are familiar with the latest research knowledge in their field, and are able to
use it in the critical analysis of the main questions of related fields, and their connections to early
childhood education. Students have constructed the information basis for deepening their own
professional expertise.
Skills
Students acquire versatile skills in problem solving required for research and/or development work in
producing new information and methods and combining information from various fields. Students have
the skills necessary for deepening their critical thinking. Students are capable of leading and directing
pedagogical processes. They have command of the scientific communication in their own field of
expertise.
Competence
Students are capable of independently producing and applying new information in their own field of
expertise. They can operate as pedagogical experts and be responsible for gathering further information
and methods in their own field of expertise. Students are able to lead, evaluate and develop early
childhood educational work in versatile environments. They have the skills required for participating in
the social debate in their own field of expertise. They are capable of international communication and
interaction. They have the skills needed for continuous learning and development, and for further
scientific studies.
Table 2.
STRUCTURE OF THE MASTER OF ARTS (EDUCATION) DEGREE (120 CR)
COMMUNICATION
STUDIES 5 cr
ADVANCED STUDIES IN EARLY CHILDHOOD EDUCATION 80 cr
(VKTSYV)
MINOR SUBJECT
STUDIES 35 cr
Content studies 20 cr
XKVK004 Research
Communication in
Early Childhood
Education 3 cr
(Master's level)
XPVK003
Interactional
Competence for
Experts in Early
Childhood Education
2 cr (Master's level)
Study module common to all (5 cr):
VARS030 Expertise and Leading an Organisation 5 cr
Subject studies
35 cr
OR
Three study modules of the following (15 cr):
Leadership and development
VARS031 Pedagogical Leadership and Quality Management
5cr
KTKS150 Educator's Ethics and Ethics in Education 5 cr
Children and childhood
VARS032 Multicultural Childhood 5 cr
VARS033 Institutions of Childhood 5 cr
VARS034 Children's Action and Agency 5 cr
VARS035 Risk and Protective Factors of Development
and Early Support 5 cr
EDUS330 Inclusive education and participation in the early
years 5 cr
Early childhood education pedagogy
VARS002 Living Curriculum 5 cr
VARS005 Play as Children's Culture and Learning Eovironment
5 cr
VARS036 Pedagogical Operational Enviroments 5 cr
VARS037 Documentation 5 cr
Teaching Practice 10 op
VARS012 Expertise in Early Childhood Education: Teaching
Practice 10 cr
Research Method Studies in Advanced Studies 10 cr
KTKS010–KTKS029 Qualitative Research methods
KTKS030–KTKS049 Quantitative Research Methods
Thesis Studies 40 cr
VARS014 Thesis Seminar I 5 cr
VARS015 Thesis Seminar II 5 cr
VARS016Master's Thesis 30 cr
VARS017 Maturity Test
Basic studies
25 cr and
10 cr other
university studies
1.5.1 Teachers' Pedagogical Studies
The scope of teachers' pedagogical studies is 60 credits, and they are included in the major subject
studies of Early Childhood Education. 35 credits of the pedagogical studies is included in the Bachelor's
Degree, which also qualifies students as kindergarten teachers, and 25 credits are included in the
Master's degree.
On completion of the studies students will be qualified as teachers. The prerequisite for this is Master's
degree. Other prerequisites for qualifications, such as mastery of the subject taught, vary from one
institution to the other (see Decree on the qualifications for teachers).
1.6 CONTENTS OF THE STUDY MODULES IN THE MASTER'S DEGREE PROGRAMME
1.6.1 Communication studies 5 cr
XKVK004 RESEARCH COMMUNICATION IN EARLY CHILDHOOD EDUCATION (Master's level)
Learning outcomes:
Upon completion of the course students will be able to
- apply the skills and knowledge acquired during in the writing of their
Master's Thesis
- write their thesis in such a manner that its character and purpose, as
well as structure and content follow the guidelines set by the
department
- give and receive feedback on their own text
XPVK003 INTERACTIONAL SKILLS FOR EXPERTS IN EARLY CHILDHOOD EDUCATION (Master's level)
Learning outcomes:
Upon completion of the course students will be able to
- recognise the interactional skills required in the work of a pedagogical
expert, and develop their interactional competence
- understand the significance of interaction in problem solving, decision
making and interaction in multiprofessional and multicultural teams
- understand the significance of interaction and interactional competence
in promoting well-being at work, and recognise the main factors related
to well-being in the interaction of a work community
1.6.2
Advanced studies in Early Childhood Education 80 cr (VKTSYV)
Upon completion of advanced studies students will
- be able to understand the phenomena of early childhood education through scientific concepts
and base their knowledge and understanding on current and internationally recognised research
information
- be able to recognise and solve research and development problems in the field of early
childhood education based on research information, with due regard for the ethical and social
impact of the solutions
- acquire the skills and expertise required in the support and direction of the learning and
development that takes place in educational institutions
- be able to report on a dataset independently following scientific conventions, and write a
research study on a topic from the field of early childhood education
- have command of the skills necessary for oral and written communication, and be capable of
international interaction in their own field of expertise
- have the necessary skills to undertake further scientific studies
Content studies 20 cr
The aim of the advanced content studies is to enhance the students' competence in developing early
childhood education and teaching. The students obtain the skills needed in working as initiators and
leaders in development processes implement in various multiprofessional teams. Students adopt an
investigative working method, and strengthen their identities as developers. Students may include 5
credits of other advanced studies offered by the Faculty of Education in the elective advanced content
studies section of their individual study plans.
Study module common to all:
VARS030 EXPERTISE AND LEADING AN ORGANISATION (ped.)
Learning outcomes:
Upon completion of the course students will
- be able to define and clarify their developing expert's identity in the
changing contexts of working life
- be familiar with various theories of leadership and the latest approaches
to leadership
- be familiar with the guidance system of early childhood education, and
various forms of guidance (legislation, documents and ethical guidelines)
- be able to draw up an individual study plan for their own advanced
studies
KTK0006 STUDIES IN EDUCATIONAL ADMINISTRATION (ped.)
Learning outcomes:
Upon completion of the course students will be able to
- describe legislation related to education
- apply the legislation relevant to the teaching position corresponding to
their own level of education
- use the Finlex programme
Elective content studies (three courses required)
VARS031 PEDAGOGICAL LEADERSHIP AND QUALITY MANAGEMENT(ped.)
Learning outcomes:
Upon completion of the course students will
- be familiar with the main concepts and theories of pedagogical
leadership and factors related to pedagogical development, basic
concepts of quality management and implementation process
- be able to analyse the contents and challenges of pedagogical leadership
in an educational community
- be able to evaluate and develop early childhood education work, and to
direct the pedagogical action and learning of educational teams
KTKS150 EDUCATOR'S ETHICS AND ETHICAL EDUCATION (ped.)
2Learning outcomes: Upon completion of the course students will be able to
- define the main concepts, theoretical viewpoints and principles of an
educator's professional ethics,
- examine human rights and the underlying principles, and apply them to
ethically sustainable education
- evaluate various approaches to ethical education and apply them to
their own work
- critically evaluate their own principles of professional ethics and main
values as well as their own understanding of educatorship
VARS032
MULTICULTURAL CHILDHOOD (ped.)
Learning outcomes:
Upon completion of the course students will be able to
- identify multicultural phenomena related to childhood
- analyse multiculturalism using theoretical concepts
- recognise and evaluate their own actions and their significance in
pedagogical situations and work communities
- apply their knowledge to multicultural education
VARS033 CHILDHOOD INSTITUTIONS (ped.)
Learning outcomes:
Upon completion of the course students will
- understand the theoretical basis and concepts of the research on
childhood institutions
- be able to critically examine various childhood institutions
- understand the significance of childhood institutions to the formation of
childhood in society
- be able to apply their knowledge to the development of early childhood
education institutions and children's position in them
VARS034 CHILDREN'S ACTION AND AGENCY (ped.)
Learning outcomes:
Upon completion of the course students will
- understand the concepts related to the study of children's social world
- be able to examine the phenomena of childhood and the relations
between the phenomena
- understand the significance of children's actions and agency as part of
the construction of childhood
- be familiar with the latest research knowledge in the field and be able to
apply it in their own educational expertise
EDUS330 INCLUSIVE EDUCATION AND PARTICIPATION IN THE EARLY YEARS (ped.)
Learning outcomes:
Upon completion of the course students will be able to
- master the theoretical concepts of inclusive approach and participation
in early childhood education
- know the basic themes in organizing and evaluating inclusive early
education services
- apply this knowledge in carrying out pedagogical leadership tasks
VARS035 RISK AND PROTECTIVE FACTORS OF DEVELOPMENT AND EARLY SUPPORT (ped.)
Learning outcomes:
Upon completion of the course students will be able to
- analyse the main mechanisms, which have effect on children´s
development and their interaction
- know the main theoretical concepts of development, developmental risk
factors and early identification and support
- evaluate the principles and tools of how to support children´s
development
- know the ways of early intervention through the scientific concepts
- make a plan how to support children´s development
VARS002
LIVING CURRICULUM (ped.)
Learning outcomes:
Upon completion of the course student will
- be familiar with theories of curriculum, especially from the point of
view of drawing up a curriculum, and leading a curriculum process
- be able to apply this knowledge from various points of view (plans per
child, group, unit, commune)
- be able, as a pedagogical expert, to lead and direct the curriculum
process and take responsibility for developing early childhood
education
VARS005
PLAY AS CHILDREN'S CULTURE AND LEARNING ENVIRONMENT (ped.
Learning outcomes:
Upon completion of the course students will be able to
- interpret and evaluate theories of play and research studies on play
- analyse play as both children's own activity and content, and a method
of early childhood education
- observe, analyse, direct and study play
- observe and analyse children's play culture
VARS036 PEDAGOGICAL OPERATIONAL ENVIRONMENTS (ped.)
Learning outcomes:
Upon completion of the course students will
- have command of the theoretical basis and concepts related to
pedagogical operational environments
- understand the significance of pedagogical operational environment to
the quality of early childhood education
- be able to analyse the construction of pedagogical operational
environments as both communal and social action
- be able to apply their skills to developing pedagogical operational
environments
VARS037 DOCUMENTATION (ped.)
Learning outcomes:
Upon completion of the course students will be able to
- understand the significance of documentation to early education
institutions, children and childhood, and parents and legal guardians
- analytically examine various documentation practices
- examine and analyse and the relations between documentation and
evaluation
- analyse the professional requirements and challenges of documentation
Teaching practice 10 cr
VARS012
TEACHING PRACTICE: Expertise in early childhood education
Learning outcomes:
Upon completion of the course students will
- be familiar with adult learning
- be able to teach and direct adults
- have the abilities needed for developmental work in early childhood
education and be familiar with the administration in early childhood
education
- have developed their own teaching philosophy and enhanced their
expertise in the field of early childhood education
Research method studies in advanced studies 10 cr
Students enhance their knowledge of research methods, and have the command of research methods
required for Master's Thesis. Students are offered various courses in qualitative, quantitative as well as
theoretical and historical methods. Students choose three courses, including minimum one from
qualitative research methods, and one from quantitative research methods. The third course in research
methods is elective.
Students may also make arrangements with their thesis instructor, that a written report on a research
method that supports the writing of their master's thesis will be recognised as one of the required
courses.
Master's Thesis studies 40 cr
Thesis studies consist of studying in small groups and independent work. The guidance and supervision
included in these studies is intended to support the student in producing the Master's Thesis.
Students are recommended and encouraged to choose the topic of their Master's Thesis from among the
faculty's areas of strengths and on-going research (https://www.jyu.fi/edu/en/research). Students'
progress with the thesis is helped if they concentrate their content studies in line with these areas of
strength and time their research method studies to coincide with thesis seminars.
VARS014 THESIS SEMINAR I
Learning outcomes:
Upon completion of the course students will be able to
- independently retrieve information relevant to the phenomenon they
are researching
- limit the phenomenon under investigation and define the theoretical
and conceptual starting points of their thesis
- define and present their research questions or problems so that their
thesis falls within the faculty's area of strength
- draw up a research plan
- participate in scientific discussion and argumentation
VARS015 THESIS SEMINAR II
Learning outcomes:
Upon completion of the course students will be able to
- implement and argue the methodological choices of their thesis in line
with their theoretical and conceptual basis
- produce a written report of the study
- participate in scientific discussion
VARS016 MASTER'S THESIS
Learning outcomes:
Upon completion of the study module students will
- be capable of producing an empirical or theoretical research study on a
topic in the educational sciences
have the skills required for scientific thinking, applying research methods
and scientific communication
VARS017 MATURITY TEST (for Master's Degree Programme)
Learning outcomes:
In the Maturity Test students demonstrate
- that they have a thorough grasp of the content areas of their Master's
thesis and are able to present them concisely
- that they have mastery of the basic structure of a research study
abstract and of academic writing