12 199a
- HS - |
Methoden und Instrumente des Qualitätsmanagements und der Personalentwicklung, Bildungscontrolling: Kleinkindpädagogik, Sozialpädagogik
(2 SWS); Mi 12.00-14.00 - Arnimallee 12, 106 (Übungsraum) |
(16.4.) |
Wolfgang Tietze,
Richard Münchmeier |
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12 199b
- HS - |
Methoden und Instrumente des Qualitätsmanagements und der Personalentwicklung, Bildungscontrolling: Schule, Weiterbildung
(2 SWS); Mi 12.00-14.00 - Rost- / Silberlaube Habelschwerdter Allee 45, JK 26/101 |
(16.4.) |
Katja Thillmann,
Harm Kuper |
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12 199c
- HS - |
Methoden und Instrumente des Qualitätsmanagements und der Personalentwicklung, Bildungscontrolling: Kooperation mit der Universität van Amsterdam
(4 SWS) (Englisch); Einführungssitzung: Mo, 14.4., 14.00-16.00 - Rost- / Silberlaube Habelschwerdter Allee 45, JK 23/238 |
(14.4.) |
Wolfgang Tietze,
Louis Tavecchio |
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Videokonferenzen: Mo, 21.4., 19.5., 26.5., 2.6., 9.6., 16.6., 23.6., jeweils 14.00-17.00 - Rost- / Silberlaube Habelschwerdter Allee 45, JK 27/122a (Mistral)
Am 28. April, und 5. Mai finden ebenfalls dreistündige, von der Amsterdamer Gruppe unabhängige Seminare zur selben Zeit statt.
Den Abschluss bildet ein gemeinsames Seminar aller Teilnehmer an der Universität Amsterdam, vorgesehen für den: 25. bis 28. Juni 2008. |
(21.4.) |
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Background
Since several years there’s a growing tradition between the department of Educational Sciences of the Freie Universität Berlin and the department of Pedagogical and Educational Sciences of the Universiteit van Amsterdam to organize a seminar in the field of (Early) Childhood. One of the characteristics of this joint seminar is to meet with students of both the universities. Co-operation in teaching and learning in an international academic environment are also important aspects of this course. Both departments maintain a successful Socrates/Erasmus agreement since years, and besides student-exchange, these seminars are organized.
This year there was an opportunity to extend the seminar and to design a whole course around it.
This course is a new and innovative project with many E-learning components, and it is expected that this course will give a whole new approach towards our seminars: instead of three days meeting in a seminar, staff and students will be in direct contact for two months!
It’s the intention of both the departments that this Internationalization at Home course will get a permanent place in the curriculum of both the departments.
Objectives
In this course the following themes will be discussed: Quality in early and middle childcare services in Germany and the Netherlands. Research, recent developments, and policy implications.
Content
During the course the following topics will be studied
- Early Childcare and After-school care in Germany and the Netherlands: historical overview, attendance/participation, future developments
- Empirical research into quality and effects of daycare (German and Dutch results)
- Scientific data and implications for policy: the gap between research and practice
- Studying childcare: concepts, operationalization and measurement.
Form
Almost every week a lecture of 3 hours by teleconferencing sessions. Total of 9 lectures. Students from both universities will be mixed up in little groups; they will prepare assignments together in between the sessions. They will make use of the E-medium called Blackboard (electronic learning environment). Presentations and discussions of students during the teleconferencing sessions.
At the end of the course an intensive seminar will be held in Amsterdam, which will last for about 3 days. Global content of the seminar: (guest)-lectures, presentations of students, visits on site (daycare centre, after school centre), evaluations and conclusions on research and the course.
Final assessment: on the basis of the assignments and presentations during the course &examination (oral or written, to be decided).
Literature
1. Fukkink, Ruben G., &Lont, Anna (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22, 294-311.
2. Gevers Deynoot-Schaub, M. &Riksen-Walraven, M. (2002). Kwaliteit onder druk:
De kwaliteit van opvang in Nederlandse kinderdagverblijven in 1995-2001. Pedagogiek, 22, 2, 109-124. http://www.pedagogiek-online.nl/publish/articles/000133/article.pdf
3. Love, J.M., Harrison, L., Sagi-Schwartz, A., Van IJzendoorn, M.H., Ross, C., Ungerer, J.A., Raikes, H, Brady-Smith, C., Boller, K, Brooks-Gunn, J, Constantine, J. Kisker, E.E., Paulsell, D., &Chazan-Cohen, R. (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74 (4), 1021-1033.
4. NICHD Early Child Care Research Network (2002). Early child care and children's development prior to school entry. American Educational Research Journal, 39(1), 133-164.
5. NICHD Early Child Care Research Network (2003). Does quality of child care affect child outcomes at age 4 ½? Developmental Psychology, 39 (3), 451-469.
6. NICHD Early Child Care Research Network (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to Kindergarten? Child Development, 74 (4), 976-1005.
7. NICHD Early Child Care Research Network (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69 (Whole No.4, pp. 1-146).
8. Campbell, S.B., Spieker, S., Burchinal, M., Poe, M.D., &The NICHD Early Child Care Research Network. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791-800.
9. Pettit, G.S., Laird, R.D., Bates, J.E., &Dodge, K.A. (1997). Patterns of after-school care in middle childhood: risk factors and developmental outcomes. Merrill-Palmer Quarterly, 43, 3, 515-538.
10. Riggs, N.R., &Greenberg, M.T. (2004). After-school youth development programs: A developmental-ecological model of current research. Clinical Child and Family Psychology Review, 7 (3) 177-190. http://www.springerlink.com/media/3768DXD71WCJQJ489W9H/Contributions/N/5/4/3/N5430L16G047JL76.pdf )
11. De Schipper, J.C., Tavecchio, L.W.C., &Van IJzendoorn, M.H. (in press). Children’s attachment relationships with daycare caregivers: Associations with positive caregiving and the child’s temperament. Social Development. (15 pp.).
12. Vandell, Deborah Lowe, &Wolfe, Barbara (2002): Child care quality: Does it matter and does it need to be improved? University of Wisconsin-Madison; Institute for Research on Poverty (www.wcer.wisc.edu/childcare/pdf/publication/vandellandwolfe.pdf) (100 pp.).
13. Early Childhood Education and Care Policy in the Federal Republic of Germany (www.oecd.org/edu/earlychildhood) (65 pp.).
14. Clarke-Stewart, A., &Allhusen, V.D. (2005). What We Know about Childcare (Chapters 4-10, pp. 69-205). Cambridge, MA: Harvard University Press.
15. IJzendoorn, M.H., van, Tavecchio, L.W.C., &Riksen-Walraven, M. (2004). De kwaliteit van de Nederlandse kinderopvang [The Quality of Center Day Care in The Netherlands]. Amsterdam: Boom. (170 pp.). |
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