NEOFIT RILSKI SOUTH-WEST UNIVERSITY BLAGOEVGRAD BULGARIA FACULTY OF PEDAGOGY DEPARTMENT OF PRE-PRIMARY AND PRIMARY EDUCATION PROGRAM DESCRIPTION

Transcription

1 NEOFIT RILSKI SOUTH-WEST UNIVERSITY BLAGOEVGRAD BULGARIA FACULTY OF PEDAGOGY DEPARTMENT OF PRE-PRIMARY AND PRIMARY EDUCATION PROGRAM DESCRIPTION MASTER S PROGRAM PRE-PRIMARY AND PRIMARY EDUCATION Field of higher education: Professional area: Degree level: Professional qualification: Period of education: Form of education: 1. Pedagogical sciences 1.2. Pedagogy/ Education Master s degree pedagogue, pre-primary and primary teacher Two semesters Full-time/ Part-time EDUCATIONAL GOALS The master s program is designed for students with basic knowledge and skills in the field of education and pedagogical sciences. It aims at: widening the understanding of basic concepts and current trends in modern education and in particular in pre-primary and primary education; sharpening the key skills and competencies for adequate pedagogical interactions and management of the educational process in pre-primary and primary schools; providing skills and opportunities for curricular analysis and adaptation of different educational technologies; developing originality and students own teaching styles in their interaction with 3-11 year-old children. The study involves some conceptual and technological aspects of scientific research. Students acquire skills for the selection and implementation of different methods and techniques for diagnostics, psycho-prophylactics, social work and prevention. An important part of the training is the development of specific skills and competences for problem solving, consulting and prevention work with pre-primary and primary school children. Students are given instructions how to encourage and develop children s activities and communication within a wide scale of contexts and situations. The program aims at providing opportunities for students individual development and self improvement. It stimulates creativity, critical thinking, originality and initiative. PROGRAM STRUCTURE The curriculum and syllabi are developed according to the requirements of the higher education policies in Bulgaria. The study lasts 2 (two) semesters. The curriculum provides 60 ECTS CR. The ECTS credits are divided equally in the two semesters according to the State requirements (article 44а of the Law for change and complement of the Law for higher education State Journal, vol. 48/ and Regulation 21 from for application of system for credit transfer in higher educational institutions State Journal, vol. 89/ ). Pre-primary and primary education page 1 Version 2012

2 The program structure provides compulsory, elective and facultative courses. The compulsory courses offer a profound knowledge and specific competences in both theoretical and practical areas of the study. The elective courses widen the general and basic knowledge and help students to acquire more specific information and professional skills. The facultative courses enable students to acquire new skills and knowledge of their interest that are not a part of the curriculum. Students graduate after they successfully pass their final exam or defend their master thesis. For that final part of the master s program they gain 15 ECTS CR (article 10 of Regulation 21 from ). EDUCATIONAL MOBILITY AND INTERNATIONAL COMPATIBILITY OF THE EXPERTISE GAINED The curriculum design, the program structure, ECTS, the quality of education and the qualification gained enable students to be competitive on the labour market as pre-primary and primary education specialists or to continue their education and qualification in Bulgaria or abroad. CAREER OPPORTUNITIES Graduated students become qualified pedagogues, pre-primary and primary school teachers. Graduate Master s students have a future possibility: to specialize in different forms of continuing education and lifelong learning; to proceed with their education in Ph.D degree OUTLINE OF THE PROGRAM First semester Compulsory courses 1. Innovations in Pre-Primary and Primary School 2. Pedagogical Interactions in the Primary School Preparatory Year 3. Pedagogical Aspects and Features of the Transition Period from Pre-Primary to Primary School 4. Psycho-Pedagogy of the Individual and Group Development of Children up to 11 Years of Age 5. Ecopedagogy ECTS credits 5,0 4,0 4,0 4,0 4,0 Second semester Compulsory courses 1. Conflicts and Conflicting Behaviour 2. Pedagogy of the Interaction Child Art in the Pre- School Group 3. Educational Technologies for the Primary School Preparatory Year 4. Pedagogical Interactions in Multicultural Classroom 5. Final Graduation Exams ECTS credits 15,0 Elective courses Elective courses 1. Gender and Sexuality 2. European Models for Primary School Preparatory Year Organization 3. Developing Early Childhood Reading Skills 4. Psycho-Pedagogical Aspects of the Interaction Between Mother and Child in 1. Alternative Approaches to Literacy 2. Educational Technologies and Learning Strategies 3. Legal Education in the Primary School Preparatory Year- aspects of children s understanding about their rights and social responsibilities Pre-primary and primary education page 2 Version 2012

3 the Early Childhood 5. Techniques and Strategies for Development of Talented Children 6. Effective Teaching Practices for Children with Learning Difficulties 7. Educational Technologies for Presenting the Environmental Reality to 3-11 year-old Children 8. Educational Technologies for Teaching Bulgarian Language (mother language) to 3-11 year-old Children 9. Educational Technologies for Teaching Mathematics to 3-11 year-old Children 4. Play and Learning in Multimedia Environment 5. The Transition to School Life in the History of Pedagogy 6. History of Childhood 7. Play Technologies 8. Educational Technologies for Teaching IT to 3-11 year-old Children 9. Problems of Physical Education in Pre- Primary and Primary School 10. Pedagogy of Early Childhood 11. Educational Technologies for Music Education 12. Educational Technologies for Teaching Arts to 3-11 year-old Children Total: 30 Total: 30 SHORT INFORMATION AND DESCRIPTION OF THE COURSES INNOVATIONS IN PRE-PRIMARY AND PRIMARY SCHOOL ESTC credits: seminar Type of the course: compulsory Lecturer: Associate Professor: Krasimira Marulevska Ph.D., Pre-Primary and Primary Education krasimira_marulevska@swu.bg Course summary: the course takes in consideration the innovation processes in the social environment and in particular in education. It aims at creating and developing students innovation culture and stimulating their creativity and originality as an important part of their professional realization. Course content: the course presents the modern educational system in the context of social innovation and the new reality and perspectives in the educational sciences. Some general innovation strategies and models are discussed and explained together with some specific innovation processes in the field of pre-primary and primary education. Pre-primary and primary education page 3 Version 2012

4 PEDAGOGICAL INTERACTIONS IN THE PRIMARY SCHOOL PREPARATORY YEAR ESTC credits: group work Type of the course: compulsory Lecturer: Associate Professor: Margarita Koleva Ph.D., Pre-Primary and Primary Education m_koleva@swu.bg Course summary: the course is orientated towards the new social and intellectual aspects of the preparatory primary school year. The pedagogical interaction between the teacher and the children becomes a significant component in the development of school habits and positive attitude toward learning. The most important features of this pedagogical interaction involve social and cognitive development approaches on one hand, and compensative strategies and stimulation of children s weaknesses on the other, which will stimulate children s activity and involvement in the educational process. This aspect puts forward some new requirements to primary school teachers preparation, professional behaviour and competence that need to be taken in consideration in the new educational paradigm. Course content: the course deals with some problems and new theoretical concepts and theories about the nature of the pedagogical interaction, it is presented in the structure of the educational and psychological sciences. Some important prerequisites for successful pedagogical interaction are also discussed together with some challenges and contradictions. Special attention is given to the primary school preparatory year as an organization and social environment with specific characteristics and to the 6-7 year-old child as an individual. PEDAGOGICAL ASPECTS AND FEATURES OF THE TRANSITION PERIOD FROM PRE-PRIMARY TO PRIMARY SCHOOL ESTC credits: seminar Type of the course: compulsory Lecturer: Associate Professor: Dimitar Dimitrov Ph.D., of Pedagogy doc_dimitrov@swu.bg Course summary: the course aims at introducing students to some psychological and pedagogical aspects of the transition from pre-primary to primary school and the successive development of educational goals, tasks, contents, teaching methods, forms and tools that are supposed to provide successful children s education. Some empirical information based on experimental research is also included and discussed together with some techniques for assessment of children s knowledge and skills between the two stages. Pre-primary and primary education page 4 Version 2012

5 Course content: the course deals with some classical and new pedagogical and psychological theories explaining the children s psychological development and readiness for school. The continuity in the curricula design is also an important part of the discussion including educational goals, contents, teaching methods and strategies, teaching tools etc. ECOPEDAGOGY ESTC credits: seminar Type of the course: compulsory Lecturer: Full professor: Elka Yanakieva Dr. Sci., Pre-Primary and Primary Education elka_yanakieva@swu.bg Course summary: the current trends of ecologization in all different aspects of human life require a new approach towards the theoretical and practical analysis of the content and methods for increasing the level of ecological education and the pre-primary and primary school teachers awareness and environmental competence. A detailed picture of the ecological education will help students to better understand its main features and importance for education and humans personal development Course content: The course deals with many topics related to the ecological and environmental anthropology, the development of ecopedagogy, the ecological approach as its methodological basis, the goals of ecological education and their conceptual matrix, the individual inner space and the interaction with the environment, the pedagogical and methodological aspects of ecological education goals, content, teaching methods, tools. A special accent is given to the individual approach. CONFLICTS AND CONFLICTING BEHAVIOUR ESTC credits: seminar Type of the course: compulsory I Lecturer: Associate Professor Maryana Balabanova Ph.D., Pre-Primary and Primary Education mariana56@swu.bg Pre-primary and primary education page 5 Version 2012

6 Course summary: Conflict-solving culture on its way to becoming a key characteristics for the professional realization of the master of education vital for the solution of complex issues in the contemporary practice of management. The education in conflict management is acquiring a special place at all levels of education. It is a new type of knowledge which allows students to prognosticate, prevent, regulate, and mediate conflict situations. The course is seminal within the professional and educations program for the preparation of specialists in the field of education and education science as a result of the growing role of conflicts in the process of education and the consequent necessity to design and develop efficient strategies for problem-solving. The kindergarten and the school as an educational establishment are among the basic factors for successful social and pedagogical work with children. For this reason students will be acquainted with the problems of conflicting and abnormal child behavior and its emendation through efficient pedagogical and psychotherapeutic methods. Course content: Foundations of child conflict management in the system of consultation and counseling professions. The problem of conflict in the philosophy of education. Phenomenology of conflict. Conflict situation and conflict behavior: parameters, determinant, psychological character. Transaction analysis in education. Conflict and contradictions in education: essence, prerequisites, causes, symptoms, classification. Psychological and conflict management aspects of the interaction educator studddent. Children s right and social environment. Stages of the negotiation process. Ethnic conflicts. Ecological problems at school. Research methods and conflict management in education. Technological aspects of games and integral technologies for conflict-solving. Formation of behavioural patterns in conflict situations. Stages. Conflict solving in interpersonal relations in the children group. The teacher as mediator. Mistakes the mediating process. Technological models for student education in the mediation of conflicts. Conditions for efficient mediation. Evaluation and assessment: A complex grade is formed at the end of the course based on the demonstration of the methodological and technological competence acquired; analysis of the results of case studies; skills for experimental research and creative activity in the field of educational conflict management; persuasion techniques and presentation skills PEDAGOGY OF THE INTERACTION CHILD ART IN THE PRE-SCHOOL GROUP + 1 group work Type of the course: compulsory I Lecturer: Associate Professor: Veska Vardareva Ph.D., Pre-Primary and Primary Education veska_v@swu.bg Course summary: The course presents theoretical and psychological aspects of aesthetic education, outlines the tendencies in the development of music and art appreciation abilities and the specific features of children s aesthetic development. Special attention is paid to the pedagogical interaction, the design and the organization of child teacher interaction in musical education, the forms of organization of this interaction in the course of the education and personality formation. The second module of the course is focused on the educational technologies of the separate forms of musical activities (appreciative, performative, creative) and the art activities Pre-primary and primary education page 6 Version 2012

7 which establish optimal conditions for the pursuit of the goals of aesthetic education of children over the first ten years of their life. The comprehensive nature of the problem of appreciation of modern art and the presentation of the educational, psychological, methodological aspects determine the necessity of the course as a basic component of the qualification of would-be teachers. Course content: Psychological foundations of aesthetic education. Nature and character of musical capabilities. Structure of musical capabilities in the methodological literature. Concepts of the design of a theoretical model of musical capabilities. Development and formation of the artistic capabilities of children aged Development of the musical capabilities of the child during the first six years if its life. Occurrence of the musical and artistic capabilities of children during the first six years of their life. General musical capabilities. Specific character of the aesthetic development of pre-school children. Educational system of artistic activities of children aged Specific character of the educational interaction. Singing, vocal development, vocal education. Formation and development of intonation capabilities. Vocal and technical development of children. Musical and rhythmic activities, types of movements. Children s musical instruments, goals, characteristics. Art activities. Performance opportunities. Educational and psychological aspects of art activities. Continuity between the kindergarten, the pre-school education and the school. Education technologies: The 2 credits the course provides are allocated as follows: - 10% participation in classes; - 30% participation in seminars; - 30% presentation of extra-curricular projects - 30% cumulative exam, the student receives 70% of the final grade from the mid-term evaluation and 30% form the final test. Each student presents two extra-curricular projects in order to be eligible for an exam. The exam is written and oral and its grade is based on the following criteria: terminological accuracy; familiarity with seminal works; basic concepts; abilities for employing the model of aesthetic and educational research work; adequate selection of methods for analysis and collection of data. PEDAGOGICAL INTERACTIONS IN MULTICULTURAL CLASSROOM + 1 group work Type of the course: compulsory I Lecturer: Associate Professor Asya Pashova Ph.D., Pre-Primary and Primary Education asia_p@swu.bg Course summary: The aim of the course is to stimulate students educational and research activities related to the evaluation of the genesis of the internalization of mathematical concept sin children number, digit, counting, form, figure, space, time, as well as the methodological systems designed for their mastering; to familiarize students with the terminology of the research on the problems; to familiarize them with the theoretical concepts of language and with the aspects of educational activities in kindergarten; to promote their critical attitude to educational theory; to teach them how to solve educational and methodological problems, situations, and cases related to the work with children of diverse background and capabilities Pre-primary and primary education page 7 Version 2012

8 Course content: Nature and character of educational interaction; The educational process as a subject-object relation; State regulation aspects of the integration of children with ethno-cultural diversity; Intercultural education in the multicultural classroom; Problems of the educational work in the multiethnic classroom; Contemporary tendencies in the education of Roma children; Teaching ethnic tolerance; Cognitive motivation of junior students in the multiethnic environment; The RAMO program; Curriculum analysis at the primary school stage of education; Intercultural dialogue in extra-mural and extra-curricular activities; Etiquette and politeness in the multiethnic classroom; Breaking away with discrimination stereotypes; Working with parents of children of diverse background; Primary school teachers and the education of multiethnic students; Evaluation criteria for the quality of educational work in the multiethnic environment. Technology of education: At the end of the course a final exam is given to students. The students achievement is also examined through a combination of tests and submitted written and project work during the semester. Important parts of the evaluation are students individual research and presentation skills. Students who can t meet the course requirements within the semester are given extra tasks. GENDER AND SEXUALITY ESTC credits: 3 Lecturer: Full Professor Elka Yanakieva Dr. Sci., Pre-Primary and Primary Education elka_yanakieva@swu.bg Course summary: A tendency is to be observed in contemporary education science for a systematic research and complex discussion of psychological issues related to psychosexual identification throughout the different life stages. The course offers an opportunity for students to be acquainted with a process that is otherwise secret and covert the world of the boy and the world of the girl, the formation of their psycho-social self, and the gradual occurrence of their inner world and the social relations between a man and a woman. The participation of the pedagogue in this process is a matter of urgent necessity accompanied by a demand for discretion and delicacy as well as a creative approach to the problem. The course demonstrates the ways of sexual determination in view of the up-bringing of a happy and sexually healthy personality. Course content: Psycho-social education, personality formation, and identification; Subject matter and basic principles of child psycho-sexuality the influence of educational concepts of gender education; Interdisciplinarity; Concepts of the psycho-sexual development of the child; Defining the scientific interest in the gender issues; Gender differences; Gender roles; Gender identity; Gender maturation; Psycho-social development of the child; Stages of the psycho-social development oral, anal, latent, aedypian, pre-puberty, puberty; Early childhood amnesia; Development of the functions of the toy; The role of the toy with a specific meaning; The role of the toy in the process of psycho-social identification, Barbie and Ken; Game emendation; Psychological and educational aspect of the process of game emendation; Parental programming as a source of emotional problems and ways to remedy these; Transaction analysis (R. and M. Golding); Diagnostic methods for gender-typical behavior in pre-school age; Child sexuality and sexual health; Medico-pedagogical analysis; Curriculum analysis; Pedagogical ethics and child sexuality; Child preferences in the choice Pre-primary and primary education page 8 Version 2012

9 of toys (Stern and Freud); Educational and personality formative factors in gender-role socialization; Sexual abuse and sexual exploitation of children; Media and news analysis. Technology of education: At the end of the course a final exam is given to students. The students achievement is also examined through a combination of tests and submitted written and project work during the semester. Important parts of the evaluation are students individual research and presentation skills. Students who can t meet the course requirements within the semester are given extra tasks. TECHNIQUES AND STRATEGIES FOR DEVELOPMENT OF TALENTED CHILDREN ESTC credits: 3 Lecturer: Full Professor: Dobrinka Todorina Dr. Sci.; of Education todorina@swu.bg Course summary: The course is in accord with the requirements of the National strategy for gifted children and students and their realization. The incorporation of the course into the curriculum of future teachers is an important step in their training and offers knowledge and competencies for the development of gifted children through a variety of technologies. Course content: The problem of gifted children in contemporary society; characteristics of gifted children; The role of NGO s in the support of gifted children; Efficiency strategies; Technologoes for the development of gifted children in educational practice in class, in extra-curricular activities, The profile of the gifted student; The teacher and his/her work with gifted children; trainings on giftedness as a phenomenon. Technology of education: At the end of the course a final exam is given to students. The students achievement is also examined through a combination of tests and submitted written and project work during the semester. Important parts of the evaluation are students individual research and presentation skills. Students who can t meet the course requirements within the semester are given extra tasks. EFFECTIVE TEACHING PRACTICES FOR CHILDREN WITH LEARNING DIFFICULTIES ESTC credits: 3 Lecturer: Associate Professor Maryana Balabanova Ph.D., Pre-Primary and Primary Education mariana56@swu.bg Course summary: the offered course is of a great importance for the future teachers professional training and competence because of the increasing aspects of deviant and problem behaviour in modern social life. These social changes put forward the need of new strategies for prevention and correction of children s problem behaviour. Pre-primary and primary schools are important factors with social and pedagogical influence on children development. In this sense the course provides an introduction to the topic in the context of pre-primary and primary education together with some prevention and correction strategies and psycho-therapeutic methods. Pre-primary and primary education page 9 Version 2012

10 Course content: the course discusses the topics related to the family interactions, different types of problems and deviant behaviour, emotional and behavioral disorders and stress in children and the reasons that provoke them, specific aspects of the value system, pedagogical methods and strategies for children s behaviour prevention and correction. EDUCATIONAL TECHNOLOGIES FOR TEACHING MATHEMATICS TO 3-11 YEAR-OLD CHILDREN ESTC credits: 3 Lecturers: Associate Professors Asya Pashova Ph.D, Yanka Stoimenova Ph.D, Pre- Primary and Primary Education asia_p@swu.bg yanka_st@swu.bg Course summary: important parts of the course are the specific teaching technologies of mathematics for 7-11 year-old children. Students are given a wider range of teaching technologies and methods for development of mathematical concepts and skills within the primary education curriculum. Original and creative strategies are also discussed with different options for the particular classroom situations. Course content: the course offers some topics related to mathematical concepts and categories thought at pre-primary and primary school level numbers, mathematical operations (division, multiplication, subtraction, adding), geometrical shapes, equation, inequality, etc. and different strategies and technologies for their development and mathematical problems solving. ALTERNATIVE APPROACHES TO LITERACY I Lecturer: Associate Professor Maryana Balabanova Ph.D., Pre-Primary and Primary Education mariana56@swu.bg Pre-primary and primary education page 10 Version 2012

11 Course summary: the course addresses future pre-primary and primary school teachers interested in developing new educational technologies and approaches to children s literacy. It offers a comparative study with examples and good practices used in other European countries and their effects on Bulgarian pre-primary and primary school practice. The course provides examples for effective teaching strategies, for the development of reading and writing skills, emphasizing alternative educational technologies for children with special educational needs. As a result students become aware of different traditional and alternative approaches to literacy and different strategies for their combination and implementation in the classroom. Course content: the course offers topics related to the historical background and development of different teaching methods and alternative approaches to children s literacy, modern educational technologies in the field, different course books - structure and characteristics, children s motivation for reading and teaching strategies for developing reading skills, teaching methods for developing writing skills, literacy games etc. LEGAL EDUCATION IN THE PRIMARY SCHOOL PREPARATORY YEAR- ASPECTS OF CHILDREN S UNDERSTANDING ABOUT THEIR RIGHTS AND SOCIAL RESPONSIBILITIES I Lecturer: Assistant Professor Blaga Dzhorova Ph.D., Pre-Primary and Primary Education blagadzhorova@swu.bg Course summary: This course provides students the opportunity to develop their knowledge about processes, problems and phenomena from different fields - sociology, pedagogy, and law and to reveal the connections between them. It enriches the students social and professional culture, increases their competence in the field of law and introduces them to the problems of legal aspects of pre-primary school children s understanding about legal rights, (in particular 6-7 year olds). Students become familiar with the basic concepts and regulations governing the issue of children's rights and develop practical skills to explain them to children by adecuate methods, tools and techniques. Course content: the course discusses the following topics: status, nature and specificities of the matter of the course, role and importance of legal education for the socialization of children in the society, principles, methods and tools for legal education in the preparatory group / class, structure and selection of the cognitive content, international and national legal documents as a basis for determining the minimum legal knowledge, skills, attitudes and habits, available for the 6-7 year old child, connection between education process - legal education - civic education, current problems of legal education in the Pre-primary and primary education page 11 Version 2012

12 preparatory group / class; legal education as a source of social control and incentive for active citizenship. students individual research and presentation skills. It is associated with the active participation of students in the discussion of the course problems through: participation in solving cases, discussing problems; discussion on a specific topics, analysis and discussion on the presented material / video, synthesizing ideas and solutions / brainstorming / fill proposed questionnaires and analysis of the results, analysis, interpretation and generalization of theoretical information, adapting different content provisions for children and others. Students are given a different task, such as: developing innovative plan syllabus, teaching tools and supplies for legal education of the children in the preparatory group; development of testing tools, surveys and graphical presentation of the results, preparation of presentations to promote the idea of children's rights among children and adults.students who can t meet the course THE TRANSITION TO SCHOOL LIFE IN THE HISTORY OF PEDAGOGY I Lecturer: Full Professor Yordan Kolev Dr. Sci., Pre-Primary and Primary Education jordan_kolev@swu.bg Course summary: the course offers historical interpretation and analysis of the pedagogical concepts and good practices of the classical pedagogical theories and it stresses those aspects which are useful and adequate to the modern educational reality. The main purpose is to provide students with knowledge and deep understanding of the classical pedagogy as a basis for the future development of education. Course content: the course discusses topics related to: knowledge and education as historical and philosophical concepts, children s rights, pre-primary education, transitional processes at school, school culture and readiness for school, principles of the children s interaction with their environment, pedagogical tools and methods for the stimulation of this interaction, educational technologies of the special pre-primary education etc. students individual research and presentation skills, their right understanding of the main concepts and notions and their skills for historical analysis. Students who can t meet the course Pre-primary and primary education page 12 Version 2012

13 PLAY TECHNOLOGIES I Lecturer: Associate Professor Slaveyka Avraam Ph.D., Pre-Primary and Primary Education avraam@swu.bg Course summary: the problems discussed in the course address an important side of the pre-primary education the play technologies. The course has been designed to stimulate the fundamental knowledge about the psychological and pedagogical theories related to the play. It presents the play as a childhood phenomenon and explains the basic concepts and notions defining the play. Different forms of interactions within the play process have been offered too with an accent on the specific play culture. Course content: the course deals with the following topics: main features of the play as a specific human activity and childhood phenomenon, definitions of play, theories for play interaction, theoretical problem areas of the play and theoretical play models, stages and forms of the play etc. PROBLEMS OF PHYSICAL EDUCATION AT PRE-PRIMARY AND PRIMARY SCHOOL I Lecturers: Full Professors: Magdalena Glushkova Dr.Sci., Kiril KostovDr.Sci., Theory and Methods of Physical Education m_glushkova@swu.bg, kzkostov@swu.bg Course summary: The course is designed in strong relations with other scientific and research areas such as pedagogy, anatomy, psychology, biomechanics, biochemistry, sociology etc., and it aims to provide students with theoretical knowledge and practical skills in the field of physical education and training. It deals with different core topics organized as separate units: theoretical knowledge orientated towards the fundamental theoretical concepts in the theory and methods of physical education and training, including main goals, content, organization and characteristics of the physical education and training in the pre-primary and primary schools, physical education standards and requirements, teaching methods and tools, children s physiological, biomechanical and functional abilities, children s physical condition and coordination, physical education lesson planning and organization, motor skills and abilities etc. On the basis of the profound theoretical background the course helps the development of practical teaching and organizational skills as a part of future teachers professional competence. Pre-primary and primary education page 13 Version 2012

14 Course content: The course offers a comparative study of different systems for physical education especially in pre-primary and primary schools in Bulgaria and other developed countries around the world. It deals with different concepts about the physical education content and standards, modern teaching methods and approaches, educational process, 3-11 year-old children physiological development, their motor skills and abilities. students theoretical knowledge and teaching skills. Students who can t meet the course PEDAGOGY OF EARLY CHILDHOOD I Lecturer: Full Professor Elka Yanakieva Dr. Sci., Pre-Primary and Primary Education elka_yanakieva@swu.bg Course summary: the early childhood is an important period of the individuals development and influence the rest of their life because the fundamental abilities such as selfconfidence and trust, persistence and mindedness, cognitive activity, curiosity and others are formed in this period. These abilities are not a result of the physical development of the individual, they are a result of meaningful communication and mutual activities with the adults. This fact brings the specifics of pedagogy of the early childhood which significantly defer from the educational process with the older children. Its wrong implementation can cause many problems to the future development of the child such as lack of attention and cognitive activity, shyness or aggression and hyperactivity. The correction and compensation of such deformations later on are much more difficult and time consuming than in early childhood and pre-school years. Course content: the course discusses topics related to the importance of the early childhood for the individual development, scientific background of the pedagogy of the early childhood history of its development, research subject, aims and research methods, Age specifics of the children, factors determining the children s development, the 3 year-olds crisis, aims and tasks, principles and methods of the early childhood education, organization of the everyday activities, the adaptation period at this age, psycho-diagnostics, interaction with the subjects and the environment, development of speech, play etc. Pre-primary and primary education page 14 Version 2012

15 EDUCATIONAL TECHNOLOGIES FOR MUSIC EDUCATION I Lecturer: Associate Professor: Veska Vardareva Ph.D., Pre-Primary and Primary Education veska_v@swu.bg Course summary: the course addresses the specifics of the musical education in preprimary and primary school and the development of children s musical abilities. An accent is given to the educational system for musical development. The educational technologies for music education and their specifics are presented in a separate module. Course content: the course discusses the following topics: psychological background of music education, formation and development of the 3-11 year-old children s musical abilities, specific features of the music education on an early age, educational technologies and approaches to music education, successive development. EDUCATIONAL TECHNOLOGIES FOR TEACHING TECHNICS AND TECHNOLOGY TO 3-11 YEAR-OLD CHILDREN Semester: Lecturer: Associate Professor: Vanya Georgieva Ph.D., Education vanyage@abv.bg Course summary: Important parts of the course are the specific teaching technologies of technique and technology for 3-11 year-old children. Students are given a wider range of teaching technologies and methods for development of technological concepts and skills within the primary education curriculum. Course content: Students learn how to develop their own programming and to develop self-teaching scenarios for different classroom situations and the basic requirements for the development of a technological culture in elementary school. Some original and creative strategies are also discussed with different options for the particular classroom situations. students individual research and presentation skills. Pre-primary and primary education page 15 Version 2012