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PÄP044 Child and Adolescent Learning 15.0 ECTS credits | |
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TIMEPERIOD: Q2 LANGUAGE:Swedish EXAMINER Kerstin Lindmark Univ adj PREREQUISITES General entrance requirements and course admission requirements. COURSE AIM The aims of the course are that students: - develop a comprehensive view of child and adolescent development and learning in both theory and practice - acquire knowledge of the significance of play and creativity in child and adolescent learning - gain understanding of how children's and adolescents' childhood environment effect development and learning - acquire knowledge of different methods for the study of development and learning CONTENTS - Theory and practical experience of child and adolescent development and learning. - Theories about the socialization and environment of children and adolescents in a multicultural society - Current research on learning - Gender perspective on learning - Observation and interview - Policy and procedure guidelines/requirements - Responsibility and secrecy - Computers and learning TEACHING Students that have done nursery and infant teacher training, recreation instructor training, and teacher training for form 1-7 will form joint classes. Study groups will be formed within each class. The course will be signified by problem-based work procedures and by interaction between theoretical studies and work experience. Students will do three weeks of work on practical placement within future vocational field, and carry out field studies within the sphere of activities of the other occupational groups. During the work placement period/field studies, students will begin the work on their own report book, which they will work on continuously throughout the course. EXAMINATION Written and oral examination, individually and in group. Literature seminars. The work placement period and report will also be evaluated. COURSE GRADE SCALE: Fail, Pass. ITEMS/CREDITS | |
| Computers and learning, simple multimedia | 1.50ECTS |
| Teaching practice/report | 6.00ECTS |
| Child and adolescent development and learning | 7.50ECTS |
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COURSE LITERATURE Andersson, L- G (1989). "Attityder till språk". I: Sandqvist, C & Teleman, U (red.). Språkutveckling under skoltiden. Lund: Studentlitteratur. ISBN 91-44-29681-9. Bergström, A (1994). Barnbilder. Högskolan i Luleå, Lärarutbildningarna. Doverborg, E & Pramling, I (1985). Att förstå barns tankar. Metodik för barnintervjuer. A&W. ISBN 91-21-11502-8. Andra upplagan 1991. Ferm, C. Demokrati i praktiken. Runa Förlag. ISBN 91-88298-15-9. (Gr) Hwang, P& Nilsson, B (1996). Utvecklingspsykologi. Från foster till vuxen. Natur och Kultur. ISBN 91-27-05547-7. Jernström, E & Lindberg, S (1995). Musiklust. Runa förlag. ISBN 91-88298-24-8. Jörgensen, N (1995). Barnspråk och ungdomsspråk. Kap. 5. Fonetisk/fonologisk utveckling. Lund: Studentlitteratur. ISBN 91-44-46751-6. Lindqvist, G (1996). Lekens möjligheter. Studentlitteratur. ISBN 91-44-61391-1. L¿kken, G & S¿bstad, F (1995). Observationer och intervju i förskolan. Studentlitteratur. ISBN 91-44-60261-8. Moyles, J R. Släpp in leken i skolan. Skoglund, E (1990). Lusten att skapa. Stockholm: Runa förlag. ISBN 91-7724-624-1. Strömqvist, S (1996). Talarskolan. Talprocesser - Teori och tillämpning. Kap. 2 "Språkutvecklingsperspektivet". Malmö: Gleerups. ISBN 91-40-61877-3. Wood, D (1992). Hur barn tänker och lär. Kap.5. "Språk och inlärning". Lund: Studentlitteratur. ISBN 91-44-35141-0. Aktuella styrdokument för förskola, fritidshem och grundskola. Aktuell litteratur om ansvar och sekretess i barnomsorg och skola. Kveli, A-M (1994). Att vara lärare. Lund: Studentlitteratur. ISBN 91-44-46131-3. REMARKS Further information: International Office |
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