Final Syllabus. Course Description:

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Final Syllabus

Child Development in Scandinavia Practicum- DIS

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Child Development in Scandinavia Practicum

Spring 2016

Copenhagen

3 Credits

Practicum

Major Discipline:

Child Development, Education/Educational Studies

Faculty:

Heidi Vikkelsø Nielsen (heidivikkelsoe@hotmail.com), Eeva Laine Jakobsen

(eeva.jakobsen@dis.dk)

Program Director:

Maja Sbahi Biehl, msb@dis.dk, Vestergade 5, 36

Program Assistant:

Maddy Berkman, mb@dis.dk, Vestergade 5, 35

Thursdays

Course Description:

What is Danish childcare and education? What are the underlying principles that structure the Danish approach to working with children? These questions serve as a springboard into the field of ‘pedagogy’ in Denmark.

This course emphasizes and integrates application of research, critical reflection and hands on experience in order to explore the connection between pedagogical approaches and professional practices with children. You will be immersed within Danish society while working once a week at a Danish childcare institution or school. Paired together with your core course, your experience will supplement the educational, social, developmental, and historical theories presented. Ongoing themes will permeate our study. They include (but are not limited to):

 What is the Danish definition of “the good childhood”?

 From a Danish pedagogical perspective, what cultural values and social trends are visible in the daily routines when working with children?

 How can your observations from your site contribute to a discussion about educational policies and reform both in Denmark and in the United States?

The course is designed as a combination between visits to your practicum site, advise meetings in groups and classes intended to promote group discussion and debate about your experiences. Reflections on your

observations will be the foundations of discussions and analysis about the activities, routines, and behaviors in Danish institutions and schools.

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Objectives:

In this course, students will examine current research and assessments in relation to pedagogy in a Danish context. By the end of this course, students will be able to:

 Demonstrate a knowledge of the major elements, theoretical perspectives, and interdisciplinary approaches to the discipline of ‘pedagogy’

 Actively participate in the everyday workings of a Danish children’s institution or school

 Debate and reflect on the current challenges and debates within Danish pedagogy in particular through the integration of research with practical observations and experiences

 Assess this application through the development of observational, analytical, and creative thinking skills

Practicum:

Students are placed in a Danish Vuggestue (infant -toddler center), Børnehave (pre-school), Folkeskole (public school), or Fritidshjem/Klub (after school program). Students will observe and interact with children each week, working under the guidance of a supervising pedagogue. Although students will be appointed a practicum supervisor at the site, they are also expected to consult the other staff to ask for help, instruction and guidance when needed.

At the practicum site, students will experience the everyday culture of the institution: working with children, staff and parents. You are required to go to your site at least 10 times and attain between 45 -55 hours of practical experience. You are also encouraged to make one visit to a fellow student’s site in order to experience the differences between practices within Danish preschool and school facilities.

Practicum Supervision:

Additionally, through the semester, you will also have 3 mandatory Practicum Advising sessions that you will attend in small groups based on the type of site at which you have been placed. The content of these supervision sessions will be to discuss your experiences and observations in comparison to others in your group, as well as to bring up any challenges or questions that arise. There will be independent work in your assigned groups prior to each advise meeting where you prepare for the meeting with your advisor. Instructor Information:

Heidi Vikkelsø Nielsen heidivikkelsoe@hotmail.com

Cand. Pæd (DPU, Aarhus University, 2014). BA School Teacher, (Blaagaard Seminarium, 2004). School teacher 2004-2011, union representative 2005-2011. Teaching vulnerable, bilingual teenagers in extracurricular topics at Ungdomsskolen (2011-2013). Volunteer counselor at the children’s phone, Børns Vilkår (2012-2013). Student assistant in a research project on the Danish dagpleje (home care) at Aarhus University (2013). Member of the ad hoc group across researchers and practitioners called “community teachers”, focusing on inventing “the community Didaktik” as a tool to prevent school bullying. With DIS since 2013.

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Eeva Laine Jakobsen eeva.jakobsen@dis.dk

MA in Educational Psychology (Aarhus University, Department of Education, 2014). BA in Social Services with creative activities (Laurea Polytechnic, Department of Social Education, Vantaa, Finland, 2005). Student at Slagelse Pædagogseminariet (Spring and fall 2003). Social Educator(pædagog) in Youth Club Marievang (2005-2010). Social Educator in Social Resource Center Slagelse. Working with children and adolescents with developmental disabilities and counseling families (2005-present). With DIS since 2015.

Course Components

1. Required Texts

Readings are uploaded onto Blackboard or found online. Readings must be completed prior to each supervision session, and students must be prepared with notes and reflections to contribute to group discussions.

2. Approach to teaching:

Besides your independent visit to your practicum site, this course is structured as a series of classes and advising sessions, in coordination between Eeva and Heidi. The classes will include theoretical and practical topics and activities to help foster learning at the practicum visits. The advising days are centered on central concepts and themes from your experiences at your site, and are designed as an opportunity to use your faculty and fellow students as professional resources.

3. Field studies. As the majority of the course component is your weekly visit to your site, field studies are not included as part of this course. The hands-on, experiential element through practicum visits is fully utilized in class discussions, lectures, and assignments.

4. Expectations of the students:

In this course each and every one of us has the equal and unique responsibility to facilitate the most optimal learning outcomes. You are expected to:

 complete all reading assignments prior to coming to class  be respective and inclusive to all members of the class

 contribute to class discussions and group activities with questions and reflections

 draw upon your interactions and observations from daily life in Denmark to the theory, research, and practices of Danish pedagogy in class

 be punctual and attend all classes and visits

 Bring your logbook with written experiences and reflection from every practicum visit

When participating in the designated seminar days, you are expected to be able to take initiative to work both independently and in a group. This means taking initiative to stay on topic during discussions and to use the readings to support the examples you contribute.

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Assignments and Evaluation

Assignments for this course are focused on giving students an introduction to the methods used for gathering information and applying theory.

Assignment Due Date Percentage of grade

Participation Ongoing 20%

Advising Preparation with Logbook Entries February 7 March 7

April 18

20%

Activity Planning Paper March 11 15%

Activity Evaluation Paper April 29 25%

Learning Outcome Exhibition (also a portion of your Core Course grade)

May 2 May 4 May 9

20%

Time sheet TBA

Total 100%

Participation (20%)

Active participation in class will include contributing to class discussions and advise meetings, completing class readings ahead of time and individual dialogues with students and faculty. (See Expectations of the Students above.)

Active participation at your practicum site is also reflected in this portion of the grade. Students are expected to engage in the daily activities at the site, as well as consult directly with teachers and pedagogues regarding any assistance they can provide.

 Time Sheets and Attendance: At the end of the semester, students must submit a completed ‘time sheet’ with the signature of the supervising pedagogue to confirm that they have completed the required hours for this course (45-55 hours). Time sheets must be handed in at the CDD office to the course ‘mailbox’.

It is the student’s responsibility to get this sheet signed by staff at the practicum site during each visit.

o Make-up hours: Visits to the sites will take place on 10 scheduled Thursdays; however, if you need to make up hours, you are responsible for scheduling them with your site. There are 11 possible Thursdays over the course of the Spring 2016 semester – it is your responsibility to arrange with your site directly (in advance!) which 10 of the 11 Thursdays you will be present at your site. If other days than Thursdays are not in conflict with your other DIS classes or the site, you can arrange for other days as well.

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 Logbook: Throughout the semester, you will reflect and summarize your experiences at your site through writing both open-ended and directed analytical reflections in your logbooks. You are required to write in your logbook following EVERY visit to your site.

The course content is dependent on the observations and reflections you have at your practicum and you are expected to use the logbook as a foundation for your learning process. Throughout the

semester, you will choose three entries which you feel exemplify your reflections and connections from your experiences and your core course best, and submit them along with your Practicum Advising preparation sheet electronically (either typed or scanned). These logbook entries must include actual observations. Each submission will be between 1-2 pages, and are due before every Practicum Advising meeting. The due dates for Practicum advising preparation sheets and observations (logbook entries) are:

o February 7: Practicum goals & practicum observation o March 7: Practicum Status & practicum observation o April 18: Revisiting the goals & practicum observation

You must bring your log book to practicum visits, practicum seminars, core course classes, field studies and both CDD study tours! The aims of your logbook use are to facilitate reflections and journal writing, and you are required to incorporate reflections from logbooks to assignments. You will write about the following topics in your logbook:

1. Learning goals and personal objectives for practicum 2. Issues regarding Danish pedagogy and education 3. Environment and play issues

4. Language and communication

5. Interactions – between children, pedagogue–child, child, parent-pedagogue/teacher, and pedagogue/teacher-pedagogue/teacher 6. Field Studies and Study Tours

7. Personal learning, social and emotional development

8. Any other observations and thoughts occurring during your visit at your practicum

Logbook Objectives:

 Combine your knowledge and observations from sites to think critically about the Danish pedagogical approach

 Develop observational and analytical skills – learn the importance of observation as a research and learning tool

 Reflect on the connection between theory and practice through first-hand experiences at your site  Practicum Advising Preparation: Practicum Advising Sessions will take place on three days over the

semester, and you are required to prepare these sessions by handing in a preparations sheet and meeting with your assigned group prior to the session with your advisor

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Preparation Objectives:

o Initiate reflection on experiences in advance

o Facilitate observation and anecdotal record keeping skills

o Have concise and reflective documentation of the personal learning process Activity Planning Paper (15%)

900-1200 words Due: March 11

In order to develop the critical and reflective skills necessary for a successful practicum experience, it is a requirement that you design an activity that you can implement with the children during your practicum visits. This activity should utilize readings from both this course and your theory course, and take your specific site and age-group into consideration. Following this activity, reflect on the possible challenges and rewards of this experience and describe the tools necessary for an effective interaction.

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The reasoning behind choosing this activity (supported by literature from class)  What resources, tools, or skills will you need to gather or prepare in advance?

 Hypothesize: how do you think this activity will go? What are your concerns? How can you accommodate for unexpected events?

Activity Evaluation Paper (25%) 1800-1900 words

Due: April 29

 Description of the process with the children – how did it go? Did it meet your expectations? Did you encounter anything unexpected?

 Reflection – what were the challenges you encountered in this process? How did you overcome them? What would be important to consider for future activities?

 Connections – what new learning can you add to your experience? How can you relate the evaluation back to your original references to course materials from class?

Activity Planning and Evaluation Objectives:

 Develop an intentional activity to complete with the children

 Reflect on the pedagogical tools and strategies necessary when working with children  Gain experience in planning, executing, and evaluating your own pedagogical practice

Learning Outcome Exhibition (20%)

Due Date: to be presented on either Monday May 2, Wednesday May 4, or Monday May 9

This is an assignment to bridge the connections between your practicum experiences, your learning

experiences during the semester and the themes discussed in your core course. The exhibition should draw upon and integrate readings, make links to theory and practice, class lectures/discussions, practicum, field studies, study tours, and additional research.

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Each person will give a presentation to the class and teachers that is backed up by a physical product (poster, sculpture, suitcase etc.). The audience is expected to give feedback to the presenter after the presentation, which the teachers will also do.

It will be expected that you include visual items such as pictures, drawings, logbook notes, personal notes etc. which support the verbal presentation.

You may choose the focus of the topic yourself, but it has to relate to the course description, course readings and topics discussed in class.

A high academic level, your understanding of the readings, your ability to connect theory from class and experiences from practicum, field studies, study tours or other real life experiences, independent thinking, reflections and interesting points will be rewarded. The focus will be upon showing how far your learning process has come during the course and not necessarily for you to give set answers to big and complicated questions. Your grade will be reflected by your personal learning process and skills – not in comparison to your classmates.

Presentation Objectives:

 Analyse and apply a course topic and discussions to a chosen theme  Summarize and reflect on the interplay between theory and practice  Reflect and summarize individual and professional learning process

To be eligible for a passing grade in this class you must complete all of the assigned work.

DIS guidelines indicate that each page is equal to 300 words. It is optional for students to include any creative elements they would like – photographs, artwork, etc. outside of the pages of text.

Disability and resource statement: Any student who has a need for accommodation based on the impact of a disability should contact Sean Green (sgr@dis.dk) to coordinate this. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

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Policies

Attendance

You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the faculty prior to the class. If you miss multiple classes the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is

well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note. Each late class, visit or meeting will affect the participation grade by being downgraded with ½ a grade point.

Academic Honesty: Plagiarism and Violating the Rules of an Assignment

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on late papers: Late papers will be accepted, but your grade for the paper will be reduced by half a point for each day that it is late.

Use of laptops or phones in class – students are expected to be fully present and engaged during the entire class period. This entails that all phones must be set on silent and put away, and laptops are allowed ONLY for note taking.

Confidentiality: Please note that you must respect confidentiality at your site, so it is strictly forbidden to put names of institutions, children, parents or staff in assignments in or on the internet. In order to take photos of children (please note U.N. Conventions on Children’s rights), staff members, or parents, students must ask for permission from the institution and must confirm with practicum instructors. The use of photos for

assignments, posters, at the reception, on the Internet etc. must be confirmed by practicum supervisor or leader of the practicum site.

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Course Schedule

Thursday, January 21 11:30-13:00, Intro with Heidi and Eeva, N7-A20 13:00-14:00 Practicum info with Lærke, N7-A23 15:00-16:30 Practicum Social at local culture house Practicum Orientation

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Site placements

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Syllabus

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Assignments

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Logbook

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Framing the ‘inclusive classroom’ – expectations for class dynamics and participation

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Practicum Binder

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Course goals

Required Readings

 The syllabi in both core course and practicum - thoroughly

 Forum: Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education. Information Age Publishing. ISBN: 978-1593113506 (324p.)

Thursday, January 28 1st_{Day at Practicum Site} Getting to know your site Thursday, February 4 2nd_{Day at Practicum Site}

February 8-12

_{CORE COURSE WEEK}

February 8-10 Short Study Tour – see tour booklet for visit itinerary! Thursday, February 11 3rd_{Day at Practicum Site}

Friday, February 12

10:00-16:00

Class

Early Childhood and “Reformpædagogik” in Denmark (the overall system)

Topics to be covered today:

 System overview: Education vs. Care  Free play vs. structured learning

 How do the children learn about the world Required Readings and preparation:

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o Prepare one discussion question based on the readings:

 Forum: Brostrøm, S. (2006). Care and Education: Towards a New Paradigm in Early Childhood Education. Child Youth Care Forum.  Forum: Jensen, A. S., Brostrom, S., & Hansen, O. H. (2010). Critical

Perspectives on Danish Early Childhood Education and Care: Between the Technical and the Political. Early Years: An

International Journal of Research and Development, 30(3), 243-254.

doi: 10.1080/09575146.2010.506599

 Forum: BUPL (2006) The Work of the Pedagogue: Roles and Tasks. Suggested readings:

 Forum: Alexander, J. & Sandahl, I. (2014)Danish Way of Parenting: No Ultimatums

Forum: Alexander, J. & Sandahl, I. (2014)Danish way of Parenting: Authenticity

Practicum advising  Group work:

30-60 minutes before meeting your advisor:

Each person presents her/his practicum site. Use your advising preparation. Include:

Your impressions of the place The best thing you have discovered One thing/issue you feel is a challenge

The group can now give feedback to each person, give ideas for problem solving, and discus the topics that came up.

Choose what you would like to discuss with your advisor  Meeting with your advisor:

o Present what you talked about o Goals

o Pedagogical Activity Planning assignment introduction

Thursday, February 18 4th Day at Practicum Site Wednesday, February 24

Time: TBA

CDD Seminar Night - Activity Planning workshop Thursday, February 25 5th_{Day at Practicum Site}

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Wednesday, March 9 9.00-16.00

Practicum Seminar Topic:

The Tool Box Activity The Reflective practitioner Required readings:

Meeting the Challenge of Preparing Reflective Practitioners (Larrivee, 2008), p. 87-106, 20p. (pdf/doc online)

Practicum advising  Group work:

30-60 minutes before meeting your advisor

Each person presents how the practicum visits are going. Are there any concerns? Do you have questions, ideas etc. for own and others Activity Planning?

Use the preparation sheet done prior to the Advice meeting.

The group can now give feedback to each person, give ideas for problem solving, and discus the topics that came up.

o Present what you talked about o Practicum status-sheet

o Activity Planning Thursday, March 10 6th_{Day at Practicum Site} Thursday, March 17 7th_{Day at Practicum Site}

March 23-28 Travel Break

Thursday, March 31 8th_{Day at Practicum Site} Thursday, April 7 9th_{Day at Practicum Site}

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Reading List for Course

Biesta, G. (2007). WHY “WHAT WORKS” WON’T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH. Educational Theory, 57(1), 1-22

Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation & Accountability, 21(1), 33-46.

Biesta, G. J. (2010). Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies In Philosophy & Education, 29(5), 491-503

Wednesday, April 20 Time: 8:30-12:30

Practicum Advising  Group work: 4-5 persons in a group

30-60 minutes before meeting Heidi or Eeva

Each person presents her practicum site. Use your advising preparation. Include:

How is the status? Is there anything you need to consider before the last visits?

Consider how you can incorporate your practicum experiences in your Learning Exhibition at the end of the semester.

o Present what you talked about o Goal Review

o Activity Planning Evaluation Review o Wrapping up at your site

o Learning Outcome Exhibition Thursday, April 21 10th_{Day at Practicum Site}

Thursday, April 28 11th_{Day at Practicum Site} Monday, May 2

10:05-13:00

Learning outcome exhibition Wednesday, May 4

Time: TBA

Learning outcome exhibition workshop Thursday, May 5 NO PRACTICUM TODAY- NATIONAL HOLIDAY Monday, May 9 (last class

day) 10:05-13:00

Learning outcome exhibition Wednesday, May 11

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BUPL (2006) The Work of the Pedagogue: Roles and Tasks. BUPL, http://www.bupl.dk/iwfile/BALG-7X4GBX/$file/The%20work%20of%20the%20pedagogue.pdf

Dahlberg, G. & Moss, P. (2005) Chapter 8: In search of Utopia, in Ethics and politics in early childhood education (London, RoutledgeFalmer).

Harrison, J.K. (2008) ‘Professional Learning and the Reflective Practitioner’, in Dymoke, S. & Harrison, J.K. (Eds) Reflective Teaching and Learning. A guide to professional issues for beginning secondary teachers. London, Sage. Pp. 6-46

Jenkins, R. (2011). “Chapter 7: Actually, Everything; The State of Denmark”. Being Danish: Paradoxes of Identity in Everyday Life. Copenhagen, Denmark: Museum Tusculanum Press, 2011. Pp. 159-172 Jenkins, R. (2011). “Chapter 8: ‘Holding the Hand of Every Child’: Civil enculturation”. Being Danish:

Paradoxes of Identity in Everyday Life. Copenhagen, Denmark: Museum Tusculanum Press, 2011. Pp. 173-202 Merriam, S. (1998). “Chapter 5: Being a Careful Observer”. Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers. ( Pp. 94-111)

Moss, P., Dahlberg, G. & Pence, A. (2000). Getting Beyond the Problem with Quality. European Early Childhood Education Research Journal, 8(2), 103-115

Ringsmose, C. (2012). “Social Welfare and Minding the Achievement Gap: A view from Denmark”. Childhood Education: Vol. 88, no.3. Maryland, US: Routledge.

Wagner, J. (2006). “An Outsider’s Perspective: Childhoods and Early Education in the Nordic Countries”. Nordic Childhoods and Early Education. Information Age Publishing.

Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education. Information Age Publishing. ISBN: 978-1593113506 (324p.)