Course syllabus - Supervised placement part 3 - Preschool Teachers

Objectives

The purpose of the course is to give the student the opportunity to develop and deepen their own understanding of and reflection on the educational activities in preschool. The course also aims to give the student the opportunity to independently plan, organise and lead the education based on their knowledge of the core education subjects, subject and preschool didactics to create a good learning environment in preschool.

Learning outcomes

On completion of the course, the student will be able to:

1. work and act according to the view of people, democracy and approach to knowledge expressed by society through the preschool curriculum
2. demonstrate in practice the multi-dimensional communicative skills which the preschool teacher profession requires
3. independently identify, select and evaluate the content and methods of the teaching, level of education and the organisation, based on specialised subject and preschool didactical knowledge and other influences.
4. independently plan, manage and organise teaching in preschool with conscious subject and preschool didactic considerations based on children's various experiences, needs and conditions and also use digital tools based on a critical approach
5. document, evaluate and assess how the education promotes children's play, learning, development and participation
6. evaluate and discuss their own teaching in relation to learning regarding sustainable development and interculturalism
7. foster relations to encourage collaboration and demonstrate awareness of its importance for creating meaning for children and developing the education
8. document and discuss the experiences of the preschool teacher role, reflect and analyse in order to complete their practical professional theory
9. demonstrate an in-depth and applied scholarly critical approach, skills in academic writing and have a good linguistic presentation

Course content

- Human, democratic approach to knowledge and view of sustainable development
- Curriculum for preschool
- Influencing factors in preschool
- Communicative skills
- Subject and preschool didactics, aesthetic learning processes
- Collaboration
- Evaluation and assessment of preschool activities
- Learning for sustainable development
- Interculturalism
- Documentation
- Digital tools
- Practical professional theory
- Academic writing

Specific requirements

150 credits from the Preschool teacher programme which includes
- 15 credits Preschool organisation, assignments and content,
- 7.5 credits Introduction to subject didactics in preschool,
- 7.5 credits Childhood from a historical and contemporary perspective,
- 7.5 credits Children's development and learning in preschool, part I,
- 7.5 credits To perceive the surrounding community, natural sciences and technical perspectives,
- 7.5 credits Aesthetics and aesthetic learning processes in preschool,
- 7.5 credits Mathematics in preschool,
- 7.5 credits Meeting children's languages in preschool,
- 15 credits Teaching and learning and didactics in preschool,
- 7.5 credits Children's development and learning in preschool, part II,
- 22.5 credits Qualitative preschool environments - specialised preschool educational and subject didactic perspectives,
- 7.5 credits Development and learning (preschool teachers),
- 7.5 credits Follow up and analysis of learning and development,
- 7.5 credits Placement 1 - preschool teacher, and
- 7.5 credits Placement 2 - preschool teacher.

Examination

VFU1, Placement, 10 credits, completed teaching practice and documentation in student book concerning learning outcomes 1-8, grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Written assignment, 4 credits, written assignment concerning learning outcomes 8 and 9, grades Fail (U) or Pass (G).
SEM2, Seminar, 1 credit, seminar with oral and/or written presentation concerning learning outcomes 8, grades Fail (U) or Pass (G)..

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Grade

Three-grade scale

Interim Regulations and Other Regulations

Compulsory attendance, at least 35 hours per week, is required during the placement. Documentation must be made in the Student handbook for placements, which is also the basis for examination. In the case of a placement which is not passed, only one new assessment instance is given.  Started placement implies started examination. Students who, without special reason, cancel their placement can fail the examination prematurely.
 
Students who are judged by the workplace (where the placement is located) to be obviously unsuitable for the education, may receive a fail grade before the course/component is completed. The same applies if, for any other reason, Mälardalen University becomes aware of specific reasons that indicate that the studies must be discontinued.
 
For further information, please see the directions in the Handbook for placements and the Student handbook for placements