Σκοπός του Προγράμματος Προδημοτικής Εκπαίδευσης είναι να βοηθήσει τους φοιτητές να αποκτήσουν το απαραίτητο ακαδημαϊκό, παιδαγωγικό και μεθοδολογικό υπόβαθρο και να αναπτύξουν τις επιθυμητές γνώσεις, δεξιότητες, στάσεις και συμπεριφορές, έτσι ώστε να ασκούν αποτελεσματικά και δημιουργικά το επάγγελμα της/του νηπιαγωγού σε ένα διαρκώς μεταβαλλόμενο και εξελισσόμενο κόσμο και να τους καταστήσει ικανούς να συνεχίσουν σε μεταπτυχιακές σπουδές.

Εργαστήρια
To πρόγραμμα υποστηρίζεται από τα ακόλουθα εκπαιδευτικά εργαστήρια του Τμήματος:

  • Εργαστήριο Φυσικής Αγωγής και Θεάτρου
  • Εργαστήριο Τέχνης
  • Εργαστήριο Μουσικής και Κουκλοθεάτρου
  • Εργαστήρια για Θέματα Περιβάλλοντος

Επίσης, το πρόγραμμα υποστηρίζεται από τις Βιβλιοθήκες του Πανεπιστημίου, οι οποίες εμπλουτίζονται διαρκώς με σύγχρονη Διεθνή Βιβλιογραφία, Επιστημονικά περιοδικά, ενώ παρέχουν ηλεκτρονική πρόσβαση σε εξειδικευμένες βάσεις δεδομένων.

Πρακτική Άσκηση
Το Πρόγραμμα περιλαμβάνει πρακτική άσκηση σε δημόσια, κοινοτικά και ιδιωτικά νηπιαγωγεία, βάσει συγκεκριμένων χρονοδιαγραμμάτων και κατόπιν συμφωνίας με το Υπουργείο Παιδείας και Πολιτισμού. Η πρακτική άσκηση των φοιτητών/τριών είναι συνολικής διάρκειας 4 εξαμήνων και ολοκληρώνεται κατά το δεύτερο εξάμηνο του 4ου έτους σπουδών.

Αναμένεται ότι με την ολοκλήρωση των σπουδών τους οι φοιτητές/τριες:

  • Θα αποκτήσουν ακαδημαϊκό και παιδαγωγικό υπόβαθρο στο πλαίσιο των σύγχρονων αντιλήψεων και πρακτικών,
  • Θα αναπτύξουν τις απαραίτητες διδακτικές, διοικητικές και διαπροσωπικές δεξιότητες, αντιλήψεις, στάσεις και αξίες για να ασκούν με τρόπο αποτελεσματικό και ποιοτικό το λειτούργημα της/του νηπιαγωγού,
  • Θα εξοικειωθούν με την πρακτική στα νηπιαγωγεία,
  • Θα αναπτύξουν ευαισθησίες και σεβασμό προς τα παιδιά, αποδοχή και σεβασμό στη διαφορετικότητα,
  • Θα αναπτύξουν ερευνητικό πνεύμα και ικανότητα και βούληση για προαγωγή της παιδαγωγικής γνώσης μέσω της έρευνας,
  • Θα εμπλακούν σε έρευνα που να προάγει την παιδαγωγική γνώση και το παιδαγωγικό επάγγελμα, και
  • Θα αποκτήσουν το αναγκαίο υπόβαθρο για συνέχιση των σπουδών τους σε μεταπτυχιακό επίπεδο.

Ο/Η κάτοχος Πτυχίου Νηπιαγωγού:

  • Έχει δικαίωμα διορισμού στη δημόσια εκπαίδευση.
  • Μπορεί να εργασθεί ως νηπιαγωγός σε δημόσια, κοινοτικά και ιδιωτικά νηπιαγωγεία, τα οποία ελέγχονται από το Υπουργείο Παιδείας και Πολιτισμού.
  • Να ιδρύσει δικό του νηπιαγωγείο με άδεια του Υπουργείου Παιδείας και Πολιτισμού.
  • Να συνεχίσει τις σπουδές του στο Πανεπιστήμιο Frederick ή σε άλλα πανεπιστήμια του εξωτερικού για την απόκτηση μεταπτυχιακών τίτλων σπουδών.

Οι περισσότεροι απόφοιτοι του Τμήματος εργάζονται σήμερα ως νηπιαγωγοί σε δημόσια, κοινοτικά και ιδιωτικά νηπιαγωγεία, ενώ αρκετοί απόφοιτοι του Τμήματος έχουν αποκτήσει ιδιόκτητα νηπιαγωγεία και άλλοι φοιτούν σε μεταπτυχιακά προγράμματα, σχετικά με το χώρο της εκπαίδευσης, σε πανεπιστήμια της Κύπρου και του εξωτερικού.

ART100: Τέχνη Ι – Η Τέχνη στο Νηπιαγωγείο

Course Contents

–  Theory of the meaning, basic principles of the composition of an artwork: practical artworks for the application of the above theories.
–  Theory and practical exercises of pencil drawing.
–  Theory of the use of color: practical exercises with oil pastels.
–  Presentation of art works / Analysis of their main aesthetical characteristics.
–  Introduction in the child art and the characteristics of child drawing.
–  Visits at a Museum and art gallery.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and contrast the basic principles and the meaning: of the composition of an art work.
  2. Apply different methods of pencil drawing for the understanding of the composition theory and of the shading.
  3. Explain the meaning of the colour circle and the composition of colours, describe primary and secondary colours.
  4. Define art works of Cypriot and European Artists and analyze the main aesthetical elements of the art works.
  5. Explain and analyze the meaning of the children’s art, evaluate the meaning of children’s art in pre-primary school, identify the characteristics of the children’s art.
  6. Identify and explain the aesthetical characteristics of different art works that they meet during the visit at a museum or a gallery.
  7. Outline different ways of artistic expression.

ART200: Τέχνη Ι – Η Τέχνη στο Νηπιαγωγείο

Course Contents

·         Color theory, color circle.

·         Principle and secondary colors, cold and warm colors.

·         Theory of the color composition. Introduction to the representative and abstract painting.

·         Presentation of art works of contemporary artists.

·         Theory and practical approaches for the teaching of Art in Pre-primary Education.

·         Preparation of Art lessons for pre-primary education.

·         Visits at a Museum and an art gallery.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and contrast the basic principles and the meaning of the color circle and the use of it in painting.
  2. Apply different methods of painting in order to support the theory of color composition.
  3. Describe the basic characteristics of the figurative and of the abstract painting.
  4. Experiment and apply the theory for the use of color in practical art exercises with different materials (watercolors, aquarelle, oil pastels).
  5. Interpret the basic aesthetical characteristics in the art works of contemporary artists.
  6. Apply different methods for preparation of lesson plans for the teaching of Art in Pre-Primary Education.

CDL401: Ο Λόγος του Παιδιού της Προσχολικής Ηλικίας και οι Διαταραχές του

Course Contents

Unit 1: Introduction

Introduction in language acquisition and language development

Unit 2: Language development theories

Learning theories

Behavioral theories

Genetic approach

Cognitive approach

Factors affecting language development

Unit 3: Prerequisites of Language development

Biological conditions

Cognitive conditions

Unit 4: Critical period for language development

Lenneberg (1967)

More recent theories

Language deprivation

Unit 5: Phonological Development

Metaphonology

Phonemes

Acquiring the phonetic system

Unit 6: Lexical development

Developmental stages

Understanding speech

Meaning

Models for developing a lexical system

Unit 7: Grammar and Syntax Development

Unit 8: Language processes

Unit 9: Language disorders

Historical overview

Types of language disorders

      Early identification and early intervention

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define the meaning of basic connects in language acquisition and development
  2. Compare and contrast different theories of language development and apply acquired knowledge in assessing speech in pre-school children
  3. Identify the basic prerequisites for language acquisition and development
  4. Evaluate the concept of a critical period for language acquisition
  5. Identify the basic developmental stages for phonological, lexical and syntactical development and reflect on the main factors affecting each
  6. Identify some of the more common developmental language disorders and their characteristics in childhood
  7. Explore and employ early intervention strategies to support children at risk or with language delays and disorders.

COM101: Πληροφορική

Course Contents

Windows Operating System
Windows operating system management and use by prospective teachers for the classroom and school organization purposes as well as for preparation purposes.

Word Processor
A computer application that is used for mainly text processing purposes (composition, editing, formatting, copy, paste, move, print) as well as for tables, charts and graphs development. The most frequent and well-known word processor is M.S. Word.

Spreadsheets
A computer application that is used for mainly numerical data editing (import, edit, formal, copy, move, print) as well as applying basic mathematical and logical formulas and functions. It can be also used for diagram and chart development.

Presentations
It is a computer application used for creating, formatting modifying presentations using different slides layouts for presentation distribution and printing. Also, it can be used for developing, formatting, copying, and moving, text, image, graphics and diagrams.

Internet
Internet related concepts Web 1.0 & Web 2.0 tools and their use within the school and classroom environment, websites, homepages, search engines, email, chat-rooms.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To understand the usefulness and important of information communication technology in decision making and problem solving in order to achieve personal, educational and professional goals.
  2. To develop knowledge and skills on the use of technology as part of their profession as primary educators and particularly for organization and preparation purposes, and as instructional tools within the educational practice.
  3. To develop skills on the use of Windows Operating System in order to achieve educational and professional purposes and in particular for organization and preparation purposes, and as instructional tool within the educational practice.
  4. To develop knowledge in applying the Word Processor, Spreadsheets, Presentation Software and Internet in decision making, data processing, organization and classification within their profession as primary educators (preparation and instructional purposes).
  5. To select and apply the most appropriate software and applications in each situation. Specifically, to evaluate and choose the most appropriate forms of information presentation in each situation: text, function, table, graph, chart, and Internet information.

CUR101: Το περιβάλλον του Νηπιαγωγείου και η Οργάνωση του

Course Contents

The space and its dimensions: The major areas of the school, including the constructed area, such as the school hall and the classrooms, and the schoolyard. Space characteristics and elements that are important for the teaching / learning process. Ways to improve the space and the school and classroom environment. Using the space and its various dimensions effectively and in a functional and creative way. Interpretations of various dimensions of space. The importance and implications of space and its relevance with organization and the teaching / learning process. Challenges associated with the space and the classroom organization.
Working in groups and its importance: The characteristics of groups of people and teamwork. Interpretations of the results of team effort. Working in groups and other modes of working and effort needed. Homogeneity and heterogeneity in the classroom and other characteristics of the class. The effects of homogeneity and heterogeneity in the school and the classroom and solutions proposed to challenges relating with homogeneity and heterogeneity in school / classroom. Active and teamwork as a way for effective teaching and learning.
Discipline: Different meanings of the term “class” and the importance of discipline within the classroom. Interpretation of causes and consequences of lack of discipline within the classroom and its dimensions. Ways to promote classroom discipline. Teacher personal theory about classroom and student discipline.
School and classroom organization and teaching:  The importance of organization and management of space for teaching. Various ways of space and classroom organization and administration. Effective learning as a means to evaluate the spatial organization. Teacher personal theory about the management and organization of the classroom.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use terminology pertaining to course content and in particular to space, relationships developed, teaching methods, and classroom discipline and organization, and examine their relationship to teaching and to creating an effective learning environment.
  2. Relate pedagogical theories and schools of thought (such as social behaviorism, experientialism, etc.) with classroom organization.
  3. Explain ways in which various environments promote particular behaviors and learning styles and hinder others, and how architecture and design create particular assumptions about the space and the teaching and learning occurring within.
  4. Apply theory in practice regarding the spatial organization of the kindergarten school.
  5. Analyze and synthesize information about the school, its organization, methods of discipline in the kindergarten school and related challenges.
  6. Examine the applicability of the various school and classroom organization models in contemporary learning environments.
  7. Develop and assess school and classroom organization models.
  8. Evaluate different learning environments and their dimensions, as well as factors affecting the formation of a democratic climate in school classrooms.

CUR200: Θεωρία και Μεθοδολογία της Διδασκαλίας στο Νηπιαγωγείο

Course Contents

Theory of teaching: Theoretical underpinnings of teaching and ways in which we teach. Teaching as a phenomenon occuring with certain principles supported by the theory of teaching and the teaching of the various subject matters (“Didaktiki”). The feasibility of teaching and the role of participants in this process. Linking teaching to the curriculum and timetable. Content of teaching, and the means and different ways of teaching.

Teaching methods and models: The concept of teaching in the context of contemporary pedagogical concepts. Teaching in relation to findings from psychology and sociology, and teaching applying knowledge pertaining to the way students learn in kindergarten. Teaching strategies and approaches, such as the collaborative teaching and learning and the method of investigation, inquiry learning, learning by doing, hands on experiences, exploration etc. Implementing different teaching strategies. Justifying teaching choices based on the theory of teaching. Adopting procedures and attitudes such as the differentiation of teaching, questioning and creative thinking in school. Compare and contrast methods of teaching.

Practical applications and examples and issues from theory to practice: Implementation and evaluation of teaching methods such as the collaborative teaching and learning and the method of investigation, inquiry learning, learning by doing, hands on experiences, exploration, differentiated teaching, posing effective and diverse questions and the development of creative thinking in school.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe a wide range of teaching models and approaches such as collaborative learning, exploratory learning, problem solving, inquiry, metacognitive processes and differentiation of instruction in pre-primary education.
  2. Implement strategies related to the preparation, implementation and evaluation of the course and discuss opportunities and challenges evolved from the application of theory to practice and the convertion of practice into theory
  3. Analyze in depth factors that interrelate and interact, affecting student learning and preschool teacher teaching.
  4. Evaluate the role and significance of terms such as flexibility, equal opportunities and accessibility to educational opportunities, and multiculturalism, among others, that deplore the teaching process.
  5. Discuss and design methodological approaches tailored to specific teaching-learning environments by addressing the process of teaching and learning as a deliberate and a problem-solving activity.

DIS300: Μεθοδολογία Εκπαιδευτικής Έρευνας και Στατιστική

Course Contents

Learning Outcomes of the course unit

DRA200: Δημιουργικό Δράμα

Course Contents

1.     Introduction to the art of theatre: aspects and professionals.

2.     Drama as a module in Pre-primary school and its aims.

3.     Theatre games for acquaintance, team building, trust-building and concentration.

4.     Basic drama conventions applicable to pre-school children: mime, improvisation, role-playing, still images, teacher-in-role.

5.     Activities on the means of expression (face, movement, voice) and on the five senses in combination with music, dance, corporal expression and plastic arts.

6.     Storytelling and performing of tales.

7.     Presentation of classroom drama, using devised costumes, sets and props.

8.     Connection of drama techniques with Cyprus Pre-primary education curriculum.

9.     Drama lesson planning guidelines, principles and examples.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the contribution of Drama as a module in the development of the child’s creativity, imagination, communication skills, self-esteem and empathy, in the expression of his/her feelings and in the perception of his/her body.
  2. List and describe the components of the art of theatre and the relevant professions.
  3. Use the production of theatre performances for young audiences in order to enrich their work in the Pre-Primary Education.
  4. Describe, distinguish and apply the various Drama-in-education techniques and conventions.
  5. Explain the possible contribution of Drama as a teaching tool in all subject areas and apply it.
  6. Use the skills obtained in order to prepare Drama lesson plans, applicable to pre-school children and evaluate the outcomes of the lesson and of their own work.
  7. Achieve themselves self-awareness, self-esteem and empathy.
  8. Apply group work techniques in the educational process.
  9. Cooperate in a creative way with their fellow students, having tolerance and respect of differences and transmit this value to their pupils.

DRA202: Κουκλοθέατρο στο Νηπιαγωγείο

Course Contents

1.     Introduction to the puppet theatre, the basic elements, comparison to conventional theatre.

2.     Types of puppets and different performance techniques.

3.     Brief history of world puppet theatre.

4.     The pedagogic value of puppet theatre and the its applications in the Pre-Primary daily routine.

5.     Creation of simple puppets out different materials (paper, recyclable objects etc) and practice on animation techniques.

6.     Creation of the character of the puppet.

7.     Reading and performing of puppet theatre scripts; exercises with voice and acting.

8.     Construction, in three steps, of marotte puppets.

9.     Inventing of stories and creative writing of puppet theatre scripts.

10.  Scheduling Drama activities related to the puppets and the performance.

11.  Practice on animation techniques, voice and movement of puppet.

12.  Guidelines on the preparation of the various aspects of the puppet show: stage direction, scenery, props, sound and music.

13.  Performing of their own puppets on their own scripts in groups.

14.  Evaluation of the whole experience.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recall and distinguish notions related to the art of theatre and the art of puppet theatre and describe the basic aspects of the latter.
  2. Recall the landmarks of the history of world puppet theatre.
  3. Distinguish the basic types of puppets and puppet theatre techniques.
  4. Discuss the contribution of puppet theatre in the development of creativity, imagination, communication and intellectual development of the infant.
  5. Experience the puppet theatre as a creative activity.
  6. Apply puppet theatre on Pre-Primary School curriculum examples and use it as a teaching tool.
  7. Recognize and analyze the components of a puppet theatre script and apply the model on the creation of their own original scripts.
  8. Develop construction skills on puppet and scenery making and create original puppets with variable materials.
  9. Create the character of the puppet and improvise in role playing.
  10. Combine voice and movement techniques in order to animate the puppets.
  11. Compose all above in order to organize and present a puppet theatre show for children in groups.
  12. Relate the puppet performance with drama activities in classroom.

EDE200: Εκπαιδευτική Αξιολόγηση στο Νηπιαγωγείο

Course Contents

·         Definition, content and approaches of educational evaluation: Definitions of evaluation and assessment. Definitions of types and approaches of educational assessment.

·         Importance of assessment in preprimary education: Importance and meaning of evaluation in education.

·         Interpretation and analysis of schemes of evaluation: Theoretical schemes of evaluation and assessment.Dynamic assessment.

·         Principles of evaluation and assessment: Goals, objectives and the different criteria of educational assessment. Principles of educational assessment in pre-primary education.

·         Methods of assessment: Observation, portfolio, assessment checklists etc. Phases and stages of evaluation and assessment. The development and organization of student portfolios in pre-primary education.

·         Evaluation in pre-primary education: Assessment of the pre-school child (Sattler, Meisels etc.) and assessment of the educator. Documentation and utilization of assessment results.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and contrast the different types of evaluation and assessment and outline the necessity of assessment in pre-primary education.
  2. Identify and explain the different theoretical schemes of evaluation and assessment and interpret the theoretical standpoints of major theorists.
  3. Explain, analyze and evaluate the theoretical background of dynamic assessment, and approve or reject assessment schemes and construct new schemes.
  4. Define and describe the goals, the objectives and the different criteria of educational evaluation and assessment.
  5. Present with clarity and explain the main principles of assessment.
  6. Define the meaning and content of the methodology of evaluation and assessment in pre-primary education and present and contrast basic methods of assessment.
  7. Identify and explain the different phases of assessment, as well as the means and methods of assessment in pre-primary education.
  8. Outline ways of documenting assessment results and analyze and express opinions regarding the utilization of assessment results.

ENG101: Aγγλικά Ι

Course Contents

An intensive study of the language which includes aspects of grammar and syntax leading to development of students’ writing and oral skills.
In particular, the course covers the following:
–   Introduction to major structural and grammatical areas of English:
Parts of Speech
Prepositions
Pronouns
Verbs: Main, Auxiliary
Statements (Affirmative, Negative, Interrogative, Imperative)
Tenses (Simple Future, Simple Present, Simple Past, Future Perfect, Present   Perfect, Past Perfect,         Continuous Tenses)
–  Word order, use of conjunctions, sentence structure and synthesis which lead to paragraph and composition writing
–  Writing paragraphs and compositions (narrative and descriptive)
–  Informal letter writing (giving news and invitation)
Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Development of oral communication skills through dialogues, role play, class  discussions on passages, articles, books, films and current issues
–  Spelling and punctuation rules

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use oral and written language effectively
  2. Analyse written and oral material
  3. Compose texts
  4. Express ideas orally and in writing producing organised and clear work
  5. Communicate thought clearly and accurately
  6. Use the vocabulary needed for effective communication
  7. Apply grammatical rules in various contexts
  8. Show knowledge of the basic structure of the language

ENG201: Αγγλικά ΙΙ

Course Contents

The fundamentals of effective writing and critical analysis are studied together with the building of vocabulary through analysis and discussion of passages based on various topics.  Extensive practice aiming at improving students’ speaking, listening, reading and writing skills is also included.
In particular, the course covers the following:
–  Conditional Clauses
–  Passive Voice
–  Derivatives
–  Gerund and Infinitive
–  Reported Speech
–  Revision, extension and further practice on Tenses
–  Further practice on syntax and the use of various conjunctions
–  Writing descriptive and narrative compositions
–  Informal letter writing (apology and advice)
–  Comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work
–  Vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs
–  Development of oral language skills through class-discussions and other  communicative drills

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use English competently and communicate effectively orally and in writing
  2. Express themselves confidently and accurately
  3. Identify and apply the structure of the language in various contexts
  4. Compose organised and coherent pieces of writing
  5. Use the vocabulary needed for effective communication
  6. Develop the various skills acquired with reference to reading, writing, listening, and speaking.

ENV300: Ζητήματα Αειφόρου Ανάπτυξης

Course Contents

  • Explore important contemporary environmental and sustainability issues: (air pollution, greenhouse effect, climate change, biodiversity depletion, ozone depletion, overpopulation, poverty, sustainable production and consumption, etc.)
  • The consequences of man- environment interaction on nature in the past, today, locally, peripherally and globally.
  • What is sustainable development?
  • Theories, ideologies, and philosophical approaches to resolving current environmental issues.
  • Human activity and its impact on the environment, viewed through the lance of different theories and philosophical stances (technocentric – ecocentric).
  • Sustainable development and systemic thinking.
  • First steps to Education for Sustainable Development

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse and explain contemporary environmental and sustainability issues
  2. Analyse and reflect upon how the human activity affects the natural environment and critically asses the impact by using time (past and present) and place (local, peripheral and global) as examination parameters.
  3. Critically assess the impact of environmental degradation upon people’s quality of life, by co-examining social, financial and cultural aspects of environmental issues.
  4. Examine contemporary environmental – sustainability issues with respect to theories, ideologies and philosophical approaches.
  5. Understand the term Sustainable development, its principles, characteristics, aims and objectives.
  6. Explain why and how SD can address environmental, social and economic problems and become aware of their personal role in achieving a sustainable society.

ENV401: Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη

Course Contents

Education for the environment and sustainable development

A historic review of environmental education and the pathway to Education for Sustainable Development.

Critical approach to the similarities and differences between the different evolutionary stages of EE/ESD.

Principles, philosophy, aims, objectives and characteristics of ESD Different curriculum approaches for its integration in pre-primary education (interdisciplinary and multidisciplinary models – pros and cons).

ESD Pedagogical Techniques for pre-primary Education

–       Discussion techniques (debate, role play, etc)

–       Outdoor study techniques

–       Problem solving

–       New technologies for ESD

–       Action research, Case-study, Survey – as approaches to ESD

–       Etc.

Critical review of the approaches with respect to the children’s age. Adopting the activities’ level to pre-primary education.

Students become familiar with the techniques and use them for planning effective ESD lessons for pre-primary education.

 

Environmental Ethics, Values and education.

Introduction to environmental ethics and values education through SD issues. The importance of pre-primary education in raising awareness.

Exploration of different approaches to values education in pre-primary education.

ESD policy making – development of Sustainable Schools.

  • Whole school approach to ESD
  • The sustainable school
  • Whole school ESD programs in Cyprus kindergartens and pre-schools
  • School – community collaborations for becoming sustainable.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the complexity of Sustainable Development (SD) issues, their environmental, social and economical dimensions and their impact on nature and man’s quality of life.
  2. Explain and discuss the role of education for the achievement of a sustainable future.
  3. Become familiar with the Education for Sustainable Development principles, characteristics and pedagogical techniques (with emphasis to experiential learning techniques, e.g. outdoors activities) and consider these for lesson planning for ESD.
  4. Become familiar with the ESD curriculum for pre-primary education and be able to use appropriate pedagogical approaches and techniques to plan their lessons.
  5. Identify within the pre-primary education curriculum and use cross-curricular opportunities for ESD.
  6. Become familiar with basic values education theory and teaching approaches, and use age appropriate values development techniques for pre-primary education.
  7. Be familiar with designing and implementing a whole school EE/ESD program.
  8. Be familiar with the term sustainable school and the steps to be taken for their school to become sustainable
  9. Be aware of the importance of evaluation processes for ESD and become familiar with appropriate evaluation tools for pre-primary education.

FIA100: Πρώτες Βοήθειες

Course Contents

·     Fundamentals of the cardiovascular and respiratory systems in the human body. The physiology of the heart, respiratory arrest and insufficiency (airway obstruction, central respiratory arrest), Coronary artery disease (arteriosclerosis, atherosclerosis, coronary artery disease, coronary heart disease, ischemic heart disease), Angina pectoris, acute myocardial infarction (heart attack), collaboration of the heart and the lungs, actions for survival, sudden cardiac death (cardiac arrest).

·     The chain of survival. Early access, early cardiopulmonary resuscitation (CPR), early defibrillation, early advanced cardiac life support (ACLS).

·     Adult basic life support. Citizen response to cardiopulmonary emergencies, survival rates from cardiac arrest, Indications for Basic Life Support (BLS) such as respiratory and cardiac arrest, the sequence of BLS (assessment, emergency medical services – EMS activation and the ABC’s of CPR), the CPR procedure (airway, breathing, circulation), CPR performed by one or two rescuers, foreign- body airway obstruction management.

·     Special resuscitation situations. Stroke, hypothermia, near-drowning, cardiac arrest associated with trauma, electric shock and lightning strike, pregnancy, allergies, asphyxiation.

·     Pediatric Basic life support. Epidemiology and prevention of common childhood injuries, the sequence of pediatric basic life support (BLS) – the ABC’s of CPR and emergency medical services (EMS) activation, coordination of compressions and rescue breathing, foreign body airway obstruction (manual removal of foreign bodies, back blows and chest thrusts in infants, the Heimlich maneuver in childs), basic life support in trauma.

·     Ethical and legal considerations. Values in decision making, continuing or discontinuing CPR, legal mandates.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify the different parts of the cardiovascular and respiratory systems and describe situations such as respiratory arrest and insufficiency, coronary artery disease, angina pectoris and myocardial infarction.
  2. Understand and apply the chain of survival in emergency situations.
  3. Describe and apply basic life support such as respiratory and cardiac arrest.
  4. Explain and apply the CPR procedure and clarify the differences when CPR is performed by one or two rescuers.
  5. Distinguish between the special resuscitation situations and clarify the treatment for each one of them.
  6. Interpret the pediatric basic life support and employ appropriate techniques in infant and childhood treatment.
  7. Recognize and interpret the ethical and legal aspects during decision making.

GRK001: Ελληνική Γλώσσα

Course Contents

–  Introduction in the terms of “ Diaspora” and “Immigration”
–  Analysis of the parts of language such as nouns, asjectives, verbs, pronouns, adverbs, verbs ( regular-irregular)
–  Producing words, synonyms, antonyms
–  Ancient Greek-Modern Greek
–  Writing an essay in Greek
–  Academic writing

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain all features of Greek language.
  2. Analyse all parts of language.
  3. Know words and phrases coming from ancient Greek.
  4. Apply all the above in writing texts according to the subject of their studies.
  5. Produce texts/academic writing.

GRK103: Νεοελληνική Λογοτεχνία

Course Contents

1. Introduction to basic concepts in literary analysis: thematic analysis; analysis of figural language; analysis of narrative economy; the concept of literary genre.

2. 19th century poetry. The romantic schism concerning Demotiki and Katharevousa. Romantic lyric, marvellous in poetry, narrative elements and satire.

3. 1880-1930 poetry and prose. Symbolist and post- symbolist poetry. Irony, history and politics in poetry. Realism and naturalism in Greek fiction. The transition from short story to novel.

4. Modernist expressions in poetry and prose after the 30’s. Free verse, surrealist image, everyday language in poetry, fragmentation of the poetic universe. Interior monologue, urban landscape and the development of novelistic fiction. Post-war developments in poetry and prose.

5. Current trends in children’s literature (intertextuality, metafiction, narrative experimentation, thematic renewal).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Present the most important historical data of the period (19th-20th century), including literary movements and their characteristics.
  2. State representative authors and texts of the period and their characteristics.
  3. Explain the main historical and theoretical issues of Modern Greek literature of the period.
  4. Explain the main methods and concepts in literary analysis.
  5. Select and use effective approaches and analytical notions for the description and interpretation of Modern Greek poetry and prose of the period, having as starting point the historical knowledge and the theoretical background acquired.

GRK113: Λογοτεχνική Ανάλυση

Course Contents

1. Introduction to basic concepts in literary analysis: thematic analysis; analysis of figural language; analysis of narrative economy; the concept of literary genre.
2. 19th century poetry. The romantic schism concerning Demotiki and Katharevousa. Romantic lyric, marvellous in poetry, narrative elements and satire.
3. 1880-1930 poetry and prose. Symbolist and post- symbolist poetry. Irony, history and politics in poetry. Realism and naturalism in Greek fiction. The transition from short story to novel.
4. Modernist expressions in poetry and prose after the 30’s. Free verse, surrealist image, everyday language in poetry, fragmentation of the poetic universe. Interior monologue, urban landscape and the development of novelistic fiction. Post-war developments in poetry and prose.
5. Current trends in children’s literature (intertextuality, metafiction, narrative experimentation, thematic renewal).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Present the most important historical data of the period (19th-20th century), including literary movements and their characteristics.
  2. State representative authors and texts of the period and their characteristics.
  3. Explain the main historical and theoretical issues of Modern Greek literature of the period.
  4. Explain the main methods and concepts in literary analysis.
  5. Select and use effective approaches and analytical notions for the description and interpretation of Modern Greek poetry and prose of the period, having as starting point the historical knowledge and the theoretical background acquired.

GRK206: Η Παιδική Λογοτεχνία και η Διδακτική της στο Νηπιαγωγείο

Course Contents

The teaching of literature in pre-primary school.

The main theories of literary teaching in pre-primary education, particularly reader oriented theories and Rosenblatt’s transaction theory.

Stages of the development of literary understanding. The reader as player in early childhood.

Literary genres and literary modes for early childhood (fable, myth, short story, classic fairy- tale, fairy tale retellings, narrative poem, picture book, limerick, humorous poems, fantasy, allegory, realism etc.).

Narrative elements, themes and ideology, intertextuality and poetic rhythm in literary books for early childhood.

Quality criteria for the selection of children books.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the characteristics of all the major genres of children’s literature in pre-primary education and trace these characteristics in specific texts.
  2. Describe books for early childhood, classify them into literary genres, evaluate and discuss them in an educational framework.
  3. Know the stages of the development of literary understanding.
  4. Present and put into practice the main theories of literary teaching, particularly reader oriented theories.
  5. Develop teaching plans for all the major genres of children’s literature in pre-primary education.
  6. Assess children’s understanding of narrative elements, themes and ideas, generic elements and intertextual associations.
  7. Use quality criteria when advising parents for the selection of children books.

GRK307: Η Διδασκαλία της Ελληνικής ως Δεύτερης Γλώσσας στο Νηπιαγωγείο

Course Contents

 – Introduction in the terms of “ Diaglossia” and “Bilingualism”: Types, models and situation in education
– Introduction in the teaching of a second/foreign language : The Classical, Communicative and Post-communicative methods
– Problems in learning Greek as a second/foreign language: Sociocultural  understanding, communication
– Producing material: Greek as a second language, Greek as a foreign language, objectives Greek and Cypriot diaspora: Greek in GB and Australia

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the characteristics of Diglossia and Bilingualism
  2. Explain the theories of learning a second language with respect to the didactic models
  3. Solve problems connected to the taught of Greek to foreigners
  4. Explore, identify and explain pre primary school foreign children’s perceptions on the taught concepts and phenomena.
  5. Develop and teach a complete lesson/unit plan for Greek as a second/foreign language
  6. Develop a project plan about Greek language and Greek civilization in a multicultural class in Primary Education
  7. Know all about Greek and Cypriot diaspora

HED101: Αγωγή και Υγεία του Παιδιού Προσχολικής Ηλικίας

Course Contents

–  Introduction to Health Education and child care: Health, health education, personal and public health, the role of health and health education in child development and health maintenance.
–  Pregnancy-Childbirth: The process of fertilisation- conception. Factors affecting organogenesis and the development of the unborn child. Childbirth. Thalassaemia.  Down syndrome.
–  The Newborn: Characteristics and needs of a healthy newborn baby. Basic child care for physical, mental, emotional health and social needs. Neonatal jaundice (i.e. physiological jaundice, rhesus incompatibility, and ABO incompatibility).
–  Health Problems: Minor health problems, communicable diseases. Immunizations.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the terms: Health, Public Health and Health Education.
  2. Explain the role of health and health education in child development and health maintenance.
  3. Describe the different factors that affect the unborn baby during the organ formation period (medicines, infections, viruses, alcohol, cigarette smoking, radiation etc.) and advise their avoidance/ ways of protection.
  4. Describe the characteristics of a healthy newborn baby (clean and firm skin and muscles, good colour, quiet sleep, constant weight and height increase, good appetite, readiness, interests).
  5. Describe the physical, psychological, emotional, mental and social needs of babies and children of preschool age.
  6. Provide basic care for the acquisition and maintenance of physical, emotional mental and social health of babies and children of preschool age.
  7. Acquire skills and attitudes for transmitting knowledge on issues of personal and public health and on the theory and practice of the care of babies and children in preprimary schools.
  8. Evaluate the basic research findings that are related to the role of health and health education to the child’s normal development.
  9. Provide information to pregnant and young mothers in relation to breast feeding, child nutrition, immunisation, and child development so as to safeguard the baby’s/child’s physical, emotional, mental and social well-being.

HED201: Υγιεινή Διατροφή

Course Contents

·      Introduction to Nutrition: Nutrients, nutrition, nutritional needs and balanced nutrition.

·      Proteins: Characteristics and functions of proteins, their basic sources and the amounts needed for different age groups. Health problems that appear due to lack/ excessive dietary protein. Type of nutrition that contributes to physical and mental development of the baby and child (i.e. animal protein of high biological value: milk, eggs, fish, and meat).

·      Carbohydrates: Characteristics, different types and functions of carbohydrates. Effects of excessive use of refined carbohydrates (i.e. tooth decay, obesity).  Sources and functions of fibre and effects of its luck in the diet (i.e. constipation, haemorrhoids).

·      Fats: Characteristics, different types (saturated, unsaturated and polyunsaturated) and functions of fats. Effects of excessive fat dietary (i.e. high cholesterol, high blood pressure, predisposition to heart disease).  Balanced diet in relation to fats.

·      Minerals: The role of minerals (i.e. calcium, phosphorus, iron), on the individual’s growth, development and health maintenance. Best sources of minerals and traces. Health consequences of lack of foods rich in minerals such as iron and calcium and phosphorus (i.e. anaemia, rickets, osteoporosis).

·      Vitamins: The role of vitamins- fat soluble vitamins (ADEK) and  water soluble vitamins (B Complex, C and P)- on the individual’s growth, development and health maintenance. Sources of vitamins, their functions and effects of their deficiency.  Ways of safeguarding water soluble vitamins in diet (i.e. cooking / preserving fresh fruit and vegetable).   

·      Healthy eating Habits: Effects of bad nutritional habits on the individual’s health and wellbeing (obesity, anaemia, high cholesterol, high blood pressure).  Ways of helping school children to adopt healthy eating habits.

·      Food Hygiene: Consequences of bad hygiene of foods (i.e. food poisoning).  Different substances that are harmful to healthy development and health maintenance (food colourings, additives, excessive sugar) and their avoidance.

·      Child Nutrition: Evaluation of nutritional value of different foods.  Most appropriate foods for the child’s nutritional needs.

·      Nutrition Education in the School: Development of lesson plans and educational programmes for nutrition education in the school.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the terms: nutrients, nutrition, nutritional needs and balanced nutrition and describe the characteristics and functions of all nutrients.
  2. Explain how nutrition contributes to physical and mental development and health maintenance and describe the consequences of lack of nutrients on a person’s health.
  3. Describe and analyse the effects of bad nutritional habits on the individual’s health and well-being (obesity, anaemia, high cholesterol, high blood pressure) and advice for the adoption of healthy eating habits.
  4. Apply knowledge and skills for choosing healthy eating habits that contribute to health maintenance.
  5. Evaluate different foods and recognise substances that are harmful to healthy development and health maintenance (food colourings, additives, excessive sugar) and offer advice for the avoidance of such substances.
  6. Develop lesson plans and programmes for nutrition and consumer education in the school and include: objectives, methodology, content, teaching aids, and evaluation.

HED302: Το Υγειαγωγό Σχολείο

Course Contents

Health – Health Education: Health, Health Education and Health Promotion.
Health Education Curriculum: Objectives, key content areas, methodology and evaluation of school health education curriculum.
The Health Promoting school: Meaning of the health promoting school and its possible implications for health education in the pre primary school.
Steps involved in moving towards a more health promoting climate in Pre primary schools. Participative learning. Involvement of parents and community in health education programmes in pre primary schools.
Self esteem- Assertiveness: Integration of activities that promote self image, assertiveness, self esteem and empowerment in pre primary school.
Sex Education: Factors involved in sexuality education of preschool children. Key ingredients of sexuality programmes for pre primary school children. Integration of sex education in to different areas in the pre primary school curriculum.
Health Education: Development of detailed teaching plans / strategies for a given topic for pre primary school children and evaluation of health education programmes.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify, describe and discuss objectives, key content areas and methodology of health education in both curriculum and hidden curriculum.
  2. Define and analyse ‘The Health Promoting School’ and identify steps involved in moving towards a participative health promoting climate in pre primary schools.
  3. Identify areas in the pre primary school curriculum that promote positive self image, high self esteem, assertiveness and empowerment and propose activities towards these ends.
  4. Identify factors involved in education about sexuality and summarise key ingredients of a sexuality programme for Pre primary school children.
  5. Examine and apply ways of involving parents and community in health education programmes.
  6. Analyse and examine whole school perspectives when planning a health education curriculum.
  7. Develop detailed teaching plans / strategies for a given topic for Pre primary school children and propose ways of evaluating health education programmes.

INE121: Διαπολιτισμική Αγωγή

Course Contents

•Introduction to multicultural education: Basic concepts regarding multicultural education. Immigration and repatriation in Greece and Cyprus. The issue of equal opportunities in education and the society.
•Models of multicultural education: Intercultural and multicultural education. The anti-racism curriculum. Conceptual clarifications.
•Racism in schools: Definition of racism. Recognition of racism and dealing with racism in schools.
•Intercultural education in preprimary education: Curricula, educators, indigenous and minority students in kindergarten.
•Anti-racism education and intercultural pedagogy: Definitions and educational applications.
•Educational policies: Educational and language policies for minority students. Learning environments for minority students in kindergarten.
•Cultural awareness: Raising cultural awareness. Ways to promote a peaceful coexistence of all children in kindergarten classrooms.
•The method of project in intercultural education: Project themes: “Together and different”, “Games of the world”, “Music from people around the world” etc.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the theories and models of multicultural education that have been proposed by the international academic community and differentiate among different approaches of applying multicultural education in the classroom.
  2. Compare and contrast the main theories and models of multicultural education, and explain how educational models such as the intercultural education model or the anti-racist model may be applied within the Cypriot school environment, an environment that is becoming increasingly multicultural.
  3. Describe the roles of the teacher and students during the learning process in a multicultural kindergarten, and state the importance of educational evaluation in a classroom with culturally diverse students.
  4. Define the content of concepts such as: bias, stereotypes, racism, students’, educators’ and parents’ attitudes, and identify the challenges that educators may face while teaching minority students, but also identify ways to efficiently meet these challenges.
  5. Investigate different proposals of developing intercultural education “projects” within kindergarten classrooms.
  6. Examine the definitions of racism, human rights, and intercultural awareness and investigate their influence on the application of differentiation in teaching methods, strategies and the curriculum.
  7. Develop lesson plans that contain intercultural education activities, bearing in mind a series of factors, such as the history, the society and racism, and list appropriate evaluation and assessment criteria.

LAN101: H Γλώσσα του Παιδιού της Προσχολικής Ηλικίας

Course Contents

Historical review: The effect of Chomsky’s theory, new ways of description of language and language development, historical development of the field, emphasis in syntax, emphasis in semantics, emphasis in communication, the situation today.
Theoretical aspects of language learning: Theories of learning, the nature of language system, the nature of learning conditions, the nature of learning procedures.
The acquisition of phonology: The phonological development of child and theories of phonological development.
The acquisition of grammar: The system of grammar, the ability of grammatical analysis, phenomena of grammatical development, theoretical approaches to the acquisition of grammar.
The acquisition of semantics: The semantics of language, the psychological dimension of the acquisition of lexicon, theories of semantic development.
The development of grammatical, textual, and sociolinguistic abilities: the development of communicative intentions and abilities, pragmatic knowledge, textual knowledge, sociolinguistic knowledge.
Communicative abilities and education: Cognitive dimensions of language use, social and personal language, framed and unframed language, directional and interpretative language, referential and expressive language, social dimensions of language use, intercultural differences in linguistic socialization, communicative competences and education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the historical evolution of the field and the linguistic and communicative development of children.
  2. Analyze the theories of learning, the nature of language system, the nature of learning conditions, and the nature of learning procedures.
  3. Describe the phonological development of children and analyze the phonological theories.
  4. Identify phenomena of grammatical development that relate to syntactic and morphological knowledge and describe theoretical approaches to the acquisition of grammar.
  5. Describe the beginning of lexical development and explain the semantic development, the semantic mistakes and the subsequent stages of development.
  6. Analyze the development of communicative intentions and abilities, pragmatic knowledge, textual knowledge, and sociolinguistic knowledge.
  7. Explain the cognitive and social dimensions of language use, social and personal language, framed and unframed language, directional and interpretative language, referential and expressive language.
  8. Describe the intercultural differences of language socialization and the relation of communicative competences with education.

LAN102: Γλωσσική Αγωγή στο Νηπιαγωγείο

Course Contents

•The conditions of infants: The language knowledge, the psychological, social, and linguistic conditions, the official specifications of language teaching.
•The teaching methodology: The communicative-functional methodological principle according to which the infant acquires his/her native language, activities of language teaching.
•The teaching of oral speech: Characteristics of oral speech, phonetics and phonology, phonological awareness, activities of oral speech.
•The teaching of language structure: The concept of language structure, the teaching of language structure in pre-primary education, activities of language structure.
•Literature as language genre and its teaching: Linguistics and literature, language and literature as history and as social and cultural products, creativity and diversity in language, language and literature as arts, literary and non-literary language in teaching, activities of literature.
•The teaching of reading: The concept of reading, teaching reading in nursery school, activities of reading.
•The teaching of writing: Characteristics of written language, teaching writing in nursery school, literacy, multiliteracies, activities of writing.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyze the concept ‘language knowledge’.
  2. Describe the psychological, social, and linguistic conditions in language teaching
  3. Illustrate the official specifications of language teaching in Greece and Cyprus.
  4. Describe the communicative-functional methodological principle according to which the infant acquires his/her native language by communicating with others in real communicative situations.
  5. Analyze ways of effective cultivation of oral speech and phonological awareness, language structure, reading, and writing according to contemporary linguistic and pedagogical perceptions.
  6. Describe activities of oral speech, language structure, reading, writing, and literature.
  7. Present the basic aims of the activities of language teaching as well as the goals, the materials, and the indicative process of each activity.
  8. Explain ways of guiding children and creating environment that promotes learning.

MAT201: Βασικές Έννοιες Μαθηματικών και η Διδακτική τους στο Νηπιαγωγείο

Course Contents

  • Description and explanation of the 5 basic units for the teaching of mathematics at primary education (numbers and operations, geometry, measurement, patterns, probabilities and statistics). Study of the national curriculum and other international curriculum in order to understand the new trends of mathematics education.
  • Understanding of the basic theories for learning (constructivism and cognitive psychology). Applications for the teaching of mathematics at primary education.
  • Problem solving and problem posing. The theory and the research. Practical implications.
  • The procedural and the conceptual dimensions of mathematical thinking. The role of intuition and the intuitive rules.
  • The teaching of each mathematical concept in regard to children’s cognitive development.
  • The development of creative thinking in mathematics-the value of games.
  • Assessment of students’ mathematical thought and ability.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the basic units for the teaching of mathematics at pre-primary education.
  2. Use fluently and flexibly the rules and algorithms for the basic mathematical concepts.
  3. Solve simple mathematical problems and pose mathematical problems for the level of pre-primary education.
  4. Present the difference between mathematical investigation and mathematical exploration.
  5. Explain the stages for the cognitive development of the mathematical thinking and describe the consequences of the different thinking and learning styles in the teaching and learning process.
  6. Analyze the two dimensions of the mathematical concepts (procedural and conceptual).
  7. Present and analyze the stages of the problem solving procedure.
  8. Present previous research of teaching different mathematical concepts.
  9. Present the stages of the development of the geometrical thinking.
  10. Show the value of games in teaching mathematics in pre-primary education.
  11. Design teaching plans for every mathematical concept.

MED121: Μουσειακή Αγωγή στο Νηπιαγωγείο

Course Contents

Learning Outcomes of the course unit

MUS100P: Μουσική Ι – Θεωρία και Πρακτικές Εφαρμογές της Μουσικής στο Νηπιαγωγείο

Course Contents

–  Basic music theory: G clef, names and values of the notes, rests, bars, bar-lines, time signatures, simple and compound time, rests, C major scale, anacrusis, melodic intervals, tone-semitone, accidentals, key signatures.
–  Basic music elements: Timbre, pitch, intensity, duration, time-tempo, pulse, AB and ABA form, rondo, canon.
–  Means of musical expression: Voice, body -types of movements and parallel characteristics with movement-, musical instruments/Orff instruments, preparation for creative expression, incentives for creative expression, use of the means in music education, combination of the means.
–  Song orchestration and dramatization: Song orchestration using body percussion. Song dramatization using imagination, movement skills and objects.
–  Folk Music/Dances and Program music: Aural recognition of folk music/ dances of various countries. Singing, rhythmic response and simple dance movements. Kinetic interpretation of small scenes of various program music works, like ‘The Peter and the Wolf’, ‘The Carnival of the animals’, ‘The Swan Lake’, ‘The Nutcracker’ etc.
–  Musical games: educational value of musical games, categories of musical games, examples of musical games from each category, educator’s role in the conduct of musical games.
–   Child development and music activities: Child’s physical, mental, emotional and social development and parallel music activities.
–  Performance: Performance of rhythmic phrases with percussion instruments and children’s songs with voice, glockenspiels, xylophones, electronic keyboards and recorders.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize, use and interpret musical symbols with musical instruments and their voice.
  2. Analyze musical passages and interpret their basic elements with their voice, body and instruments.
  3. Combine and use all three means of musical expression (voice, body, musical instruments) in activities and explain the incentives for creative expression.
  4. Analyze the common elements of music and movement and create, implement, analyze and assess lesson plans in relation to those common elements.
  5. Create sounds using body parts and compose rhythmic accompaniments for songs.
  6. Compose movements and use percussion instruments and voice to interpret various songs and scenes of program music works.
  7. Describe the educator’s role in the conduct of musical games and activities.
  8. Describe the areas of child development and create, apply, analyze and assess activities and musical games contributing to all areas of child development and the consolidation of basic musical elements.
  9. Use musical instruments and voice to interpret rhythmic phrases and songs.

MUS200: Μουσική και η Διδακτική της στο Νηπιαγωγείο

Course Contents

Music Curriculum: Objectives, content, activities, basic musical skills, knowledge, attitudes and behaviours, thematic unities, music projects.
Songs: Educational value of the song, song choice, song themes, types of songs, voice preparation, acquisition of control of the tonality of voice, song teaching objectives, methods of learning a song and parallel activities, composition of lyrics and melody.
Creative activities: Elements of creativity, combining activities in creative projects, stages of creative thinking, forms of music creative activities, incentives for music improvisation and composition, teacher’s role in music improvisation and composition.
Reading and Writing Music: Basic requirements for the teaching of musical symbols, graphic notation, methods of approaching the rhythmic and melodic reading and writing.
Orff, Dalcroze and Kodaly pedagogical music methods: Brief biographies of Orff, Dalcroze and Kodaly, genesis and development of the methods, analysis of the components of the methods, the relationship between the components of the methods and the goals of the pre-primary music curriculum.
The use of technology in kindergarten music education: Advantages and disadvantages of the introduction of technology in kindergarten music education, kinds of technologies and music programs, teaching music subjects with the help of technology, organization of class-means-activities.
Planning: Organization of the classroom-tools-means, educator’s role, principles of planning, lesson plan.
Evaluation in music lesson: musical development stages of children, ways for evaluating, the value of the evaluation.
Performance: Performance of rhythmic phrases with percussion instruments and of children songs with voice, glockenspiels, xylophones, electronic keyboards and  recorders.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define thematic unities and musical projects and outline and analyze the musical goals, content and activities of the curriculum and the basic musical skills, knowledge, attitudes and behaviors that the children should develop in the pre-primary level.
  2. Create, implement and assess activities and lesson plans based on the goals and content of the curriculum and the basic musical skills, knowledge, attitudes and behaviors that the children should develop in every stage of their musical development.
  3. Describe and implement the basic principles of planning a lesson or a series of lessons and identify the teacher’s role in the teaching learning procedure.
  4. Outline the ways of children assessment and explain and identify the significance of assessment.
  5. Describe and implement ways of voice preparation, ways of acquiring control of pitch as well as ways of learning a song and parallel activities during its learning.
  6. Recognize and use musical symbols and use musical instruments and voice to interpret them in rhythmical phrases and songs.
  7. Compose verses in a given melody and use pentatonic scale notes to compose a melody in given verses.
  8. Analyze songs, assess their suitability for instruction and describe the goals a teacher must set in the teaching of a song.
  9. Define creativity in the music pedagogy and describe the stages of creative thought during the musical procedures.
  10. Describe the incentives that may cause the interest for music improvisation and composition, the forms of the musical creative activities implemented in kindergartens and create, implement, analyze and assess lesson plans in relation to those incentives and forms.
  11. Use and combine their voice, musical instruments, sound-producing objects, body percussion and their various music skills and knowledge in order to compose music for a story, picture or compose music after listening a music piece.
  12. Create and interpret graphical scores and create, implement, analyze and assess lesson plans which include this activity.
  13. Describe the historical development and evolution of the pedagogical music methods of Orff, Dalcroze and Kodaly, contrast and compare their constituents, combine them with the goals of the curriculum and implement them in lesson plans and thematic unities.
  14. Describe the advantages and disadvantages of technology introduction in kindergarten music education and assess the various technologies and music programmes and the various ways of utilizing them in teaching and learning.
  15. Create, implement, analyze and assess lesson plans which combine the use of technology with different activities and music subjects taught in kindergartens.

PED100: Φυσική Αγωγή Ι – Εισαγωγή στη Φυσική Αγωγή στο Νηπιαγωγείο

Course Contents

·     Childrens development at preschool ageContribution of school Physical Education: Methods of examining children’s bodyphysical development. Considerations for the physical development at each age -special needs and indications that affect a physical educationclass.

·    Anatomy of a typical Physical Education class: Interpretation of the importance of each part of theclass.

·     Long and short termplanning: παράγοντες that affect planning, periods of planning and teacher’sand students’ role.

·     Teachers’and students’ perceptions/attitudes toward Physical Education: Causes and explanationof the negative attitude and effort in shaping positive attitudes towardPhysical Education.

·     Pedagogical content knowledge and abilities: criteria of learning and thelearning process at preschool age.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and use terms such as body development, space and body awareness, skill development, physical abilities.
  2. Identify the structure and the content of a Physical Education program and differentiate and explain the importance of each component of the program.
  3. Set up goals for each part of the program and evaluate the program to determine goal achievement.
  4. Analyze the unit plan or the lesson plan content and set up short and long term goals in all levels of learning (cognitive, social/emotional, psychomotor) according to the guidelines given by the Ministry of Education and Culture, considering the school context and students’ needs.
  5. Reflect on their teaching for self evaluation and describe teachers’ and students’ role during teaching.

PED200: Φυσική Αγωγή ΙΙ – Η Φυσική Αγωγή και η Διδακτική της στο Νηπιαγωγείο

Course Contents

·      Theimportance of physical activity in prevention and health maintenance. The need for regular physical activity for a betterquality of life. The effect of aerobic exercise in the heart. Obesity in Europeand in Cyprus.Principals of exercise for health and fitness.

·       Long and short term planning.Periods and procedures of planning. Unit plan and lesson plan. Teacher’s role.

·       Teachingfundamental movement skills. Methods of teaching. Teaching processes for learning. Stages oflearning  movement skills.

·       Toward effective teaching. Content knowledge and pedagogical content knowledge.Planning and organization of the lesson. Time and practice.Observation of student practice, feedback, accountability, reward, challenge,encouragement. Multi-cultural classes.

·       Effective class organization and management. Development of effective managerial and organizationskills. Organization of students, material and class activities. Teachingpersonal and social development.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe, select and apply methods of movement development for pre-primary level children, developing also positive attitudes toward Physical Education.
  2. Identify and set up short and long term goals in all three domains of learning (cognitive, social/emotional, psychomotor) according to the school curriculum, the guidelines given by the Ministry of Education and Culture, students’ needs and the school context.
  3. Analyze the content of a unit or a lesson plan and identify the components of effective teaching.
  4. Differentiate, organize and apply movement skills according to students’ age, level of ability and developmental level, emphasizing on time and practice variables.
  5. Create a positive and safe learning environment and organize their lesson in a way that allows students for multiple positive opportunities for learning.

PES100: Εισαγωγή στις Επιστήμες της Αγωγής

Course Contents

·         The objectives and orientations of Pedagogical Sciences: The pedagogical science as a distinct science. The objectives and methods of pedagogical science. The significance of, and the various concepts related to the phenomenon of pedagogy. The main directions of Pedagogy: hermeneutics, empirical and critical.

·         Development of pedagogical thinking: The significance of the development of the pedagogical thought. The characteristics of important periods that contributed to the evolution of educational thought: Renaissance, Humanism, Enlightenment, Classical era, new era. The work of important philosophers and educators: Comenius, John Locke, Rousseau, as well as Pestalozzi, Fröbel and Montessori in the classical era and Herbart and his followers. The characteristics of the Educational Reform. Thoughts on the work of important educators.

·         Contemporary issues: Pedagogy within the contemporary context. The current state of pedagogy. Factors that affect and influence the phenomenon of pedagogy in modern times. The school in relation to pedagogy in the light of the old and the new school. A personal pedagogical model.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine important terms and the various concepts related to the phenomenon of education, including the terms paideia, learning, education, socialization and various ways to examine the phenomenon of paideia.
  2. Apply in practice the knowledge gained from the examination of pedagogy, suggesting the usefulness of having such knowledge and different ways of exploitation.
  3. Engage into critical thinking, contemplation, reflection, analysis and synthesis of information regarding issues of pedagogical science, leading to a critical view.
  4. Review various directions of pedagogical science to explore the methodological challenges it faces and discuss the epistemological problems of Pedagogy.
  5. Evaluate and critically assess contemporary pedagogical problems in the new era.

PSY101: Εξελικτική Ψυχολογία – Πρώτα Έξι Χρόνια

Course Contents

–  Introduction to psychology, principles of psychological research.
–  Introduction to developmental psychology, the major theoretical perspectives in the study of developmental psychology: biological, psychoanalytic, cognitive-developmental, behavioural theories (theories of Piaget, Freud, Maslow, Brofenbrenner, Erickson, Pavlov, Skinner, Bandura, Vygotsky, etc.).
–  Current controversies, research methods, and applied issues in developmental psychology.
–  Fetal developmental and developmental characteristics of the newborn.
–  Physical, cognitive, language, personality, social and emotional development during infancy (reflexes, sensory development, language development, attachment, etc.).
–  Physical, cognitive, language, personality, social and emotional development during toddlerhood and early childhood (concept formation, learning, socialization, etc).
–  Physical, cognitive, language, personality, social and emotional development of the preschool child (memory, thought processes, friendships, play, morality, emergent literacy, etc.).
–  Ways to promote child development in the classroom.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define, compare and contrast the major theoretical perspectives in the study of developmental psychology: biological, psychoanalytic, cognitive-developmental, behavioural theories.
  2. Identify the different ways that culture, family, and the environment influence child development.
  3. List and explain the different developmental characteristics of the fetus and the newborn baby.
  4. Explain the physical, cognitive, language, personality, social and emotional development during infancy.
  5. Outline and explain the physical, cognitive, language, personality, social and emotional development of the toddler and be able to apply the knowledge to the corresponding educational setting.
  6. Present with clarity and explain the physical, cognitive, language, personality, social and emotional development of the pre-school child and be able to apply the knowledge to the corresponding educational setting.
  7. Apply the acquired knowledge to describe, understand and predict human behaviour and identify ways that the teacher can promote physical, cognitive, language, personality, social and emotional development in the classroom.

PSY201: Ψυχολογία της Μάθησης

Course Contents

Unit 1: Introduction to learning

  Introduction to psychology of learning

  Learning: Definition, Learning environments

Unit 2: Theories of Learning

  Behaviorism – Classical conditioning, operant conditioning

  Cognitive theories

  Social learning – Bandura

Unit 3: Application of Learning theories in class

    Classroom management – defining problematic behavior, behavior   modification techniques

Unit 4: Learning and Cognitive Processes

    Memory – factors affecting memory, memory models, short-term, long-term memory, amnesia

    Intelligence – definition, theories of cognitive development, relationship with learning

    Creativity – convergent, divergent thinking, stages of the creative process, factors enhancing creativity, assessing creativity

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify and compare different definitions for learning
  2. Describe the environmental and social factors affecting learning
  3. Outline, compare and contrast factors that are suggested to be affecting the learning process (e.g. emotion, motives, personality)
  4. Evaluate the different learning theories presented in class
  5. Describe the operation and evaluate the performance of the common cache memory mapping methods, cache replacement policies and write policies.
  6. Relate and employ the acquired knowledge in class, especially for classroom management and behaviour control
  7. Explain cognitive processes such as creativity, memory and intelligence and identify the relationship between them and the learning process

REG400: Θρησκευτική Αγωγή στο Νηπιαγωγείο

Course Contents

The basic principles of orthodox Christian faith

Triadic, Christological and ecclesiological dogmas, the creation of human being, the Church as a community of diverse personalities.

Theology and its relation to the physical and the human/social environment

The pagan, the rational-exploitative, philosophical and churchly attitude towards physical life. The eco-nomic, cultural and sociological background of Theology.

The connection between local and universal, Christian Denominations, main world religions

Orthodox Church and ecumenicity-globalization; Protestantism and Roman Catholicism; examination of basic beliefs of Islam, Hinduism, Buddhism (cosmology, anthropology, the afterlife); comparative analysis.

Religious Education in (Public) pre-primary education

Cultural and historical role of the subject and the relevant Document of the European Union (2005). Modern Cypriot society and Religious Education; Religious Education in Europe.

Pedagogical and teaching dimensions for the teaching of Religious Education

Cognitive, socio-psychological prerequisites of pre-primary education and religious faith; the modern planning of R.E., analytical curriculum and assessment of R.E.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. To understand the main doctrines of Orthodox Christian Theology (triadic, Christological dogma, ecclesiology), the ecclesiastical anthropology (i.e. psychosomatic unity), the value of a loving attitude towards the fellow human beings with respect for one’s otherness, as well as the existential meaning of the above in the modern world and the educational environment.
  2. To appreciate the importance of respect and love for the natural world which theology points out, within the context of the modern demand for the cultivation of ecological consciousness―together with the positive reception of human civilization and culture―on the premise that it has to be preserved as something that humanity enjoys as a gift.
  3. To connect theological principles with the economic and political life (citizenship) in the broadest sense of those notions within the framework of the universal calling for unity, peace and justice.
  4. To obtain basic knowledge of the teachings of other Christian Churches (Protestant and Roman Catholic), as well as of those of the main world religions (Islam, Judaism, Hinduism, Buddhism).
  5. To learn the reasons which justify the teaching of the subject of Religious Education in the Public Schools of Cyprus and the other European countries; the cognitive and other prerequisites of this subject at pre-primary education; the way in which the characteristics of psychological and cognitive development of children in pre-primary education relate to religious faith; the contents of the analytical curriculum of Religious Education, and the assessment methods.
  6. To enable students to efficiently plan a lesson of Religious Education with emphasis on the use of alternative resources such as artistic works and the new media.
  7. To develop critical thinking and eagerness to discuss and consciously express their opinion on issues which concern the connection of orthodox theology to the Church, of religion to society and existential targeting with special focus on the educational processes and techniques.

SCI202: Η Διδακτική των Φυσικών Επιστημών στο Νηπιαγωγείο

Course Contents

Principles of science education in the pre-primary school. Contemporary teaching methods.

The scientific methods and its application in the science classroom.

Teaching science through problem solving.

Science concepts in the pre-primary science curriculum: Living organisms (humans, animals, plants), properties of water, human senses, ecology, magnetism, electricity, forces and movement of objects.

Attitudes towards science.

Children’s ideas in science.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the nature of science, its structure and characteristics
  2. Know and describe the links between learning and educational psychology theories and science education
  3. Develop scientific reasoning skills and apply them in scientific investigations
  4. Develop a solid conceptual understanding of physical, chemical and biological phenomena included in the pre-primary science curriculum
  5. Design valid scientific investigations which rely on scientific skills and procedures.
  6. Be familiar with pre-primary school children’s ideas in science.
  7. Investigate children’s ideas in science through small scale research, using appropriate methodologies.
  8. Be familiar with the stages of designing and applying a science lesson in the pre-primary school and collaboratively design and apply a science lesson in the pre-primary school
  9. Apply collaborative learning activities when teaching science in their pre-primary school.

SED200: Εισαγωγή στην Ειδική Εκπαίδευση

Course Contents

Unit 1: Introduction
Defining special education
Basic concepts of special education

Unit 2: Historical overview of special education
Special education in USA and in Europe
Special Education in Cyprus

Unit 3: Special education in Cyprus today
Legislation
Support Networks
Early identification

Unit 4: Inclusion
Philosophy and practice of inclusion

Unit 5: Early identification Early intervention

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define key concepts of special education, e.g., disability, special needs, inclusion, education for all etc.
  2. Debate and support the concept of equal education for all and discuss the benefit of inclusion of children with special needs.
  3. Evaluate the Cypriot educational system especially in terms of special education.
  4. Identify and be able to apply the legislation concerning special education and supporting children with special needs.
  5. Debate for the important role the teacher plays in educating children with special needs and identify the basic skills a teacher needs to support these children
  6. Identify the basic characteristics of some of the more common developmental disabilities and be able to employ the acquired knowledge in class to educate and support students with special needs

SED401: Πρώιμη Παρέμβαση σε Αναπτυξιακά Προβλήματα στην Προσχολική Εκπαίδευση

Course Contents

Introduction
–  Definition of Learning Difficulties
–  Introduction to special education
–  Special education in Cyprus (Historical overview and current situation)
–  Developmental Disabilities/Disorders
Definition, clinical characteristics/symptoms, diagnosis and intervention for
–  Sensory Difficulties
–  Motor Difficulties
–  Mental Retardation
–  Down Syndrome
–  Autism and Asperger’s Syndrome
–  Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder
–  Dyslexia

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Evaluate the importance of Early Identification and Early Intervention for developmental disabilities/disorders.
  2. Outline the basic characteristics/symptoms of various developmental disabilities, such as sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  3. Identify the early signs for each developmental; disability/disorder presented in class, e.g. sensory problems, motor difficulties, mental retardation, Down syndrome, Autism, Asperger’s syndrome, ADD – ADHD, and Dyslexia.
  4. Employ intervention strategies to support pre-primary school students with various developmental disabilities.
  5. Explain the role of the pre-primary school teacher in the identification of developmental disabilities.
  6. State and debate for the importance of the pre-primary school teacher during the intervention process.

SEP100: Προσχολική Παιδαγωγική

Course Contents

–  The dimensions of teaching: The other side of teaching (the real, the authentic, the unique, the invisible, the professional, the rare). The various aspects of teaching and learning. The true meaning of teaching and learning. The importance of learning from the stories and the experiences of students, teachers and others. The particularity of being a teacher. The value of being persistent, innovative, provocative, pioneer, authentic and caring, and to strive for excellence in teaching.
–  The kindergarten school as an organization: The kindergarten school as an open system and as an organization. The multidimensional character and the complexity of the classroom. The classroom as a social system. Factors that affect the teaching and learning process. The participants in the teaching and learning process.
–  The teaching and learning process: The social ecology of the kindergarten school and its dimensions. The importance of teacher training and the adequacy of teacher professional knowledge. The necessity of the training of kindergarten student-teachers and skills and attitude development. Limitations and the boundaries of teacher training, prejudices and hierarchies in education. Teaching methods and criticism. Associate learning with the social context in which it takes place. The meaning of teaching and learning. Methodology, structure and principles of teaching. Teaching models and conceptions of teaching (teaching as an art, as a science, as a profession, as a technical job). Factors involved in the teaching and learning process, including Schwab’s commonplaces and Schubert’s model of Schwab’s commonplaces.
–  My pedagogic creed:  The needs of students. Restructuring and reconceptualizing the role of the teacher. The pedagogical beliefs of John Dewey and development of a personal pedagogical creed.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine important information and terminology of the course.
  2. Apply knowledge in practice through discussions and arguments and data-driven views associated with real and hypothetical scenarios around the school experience.
  3. Analyze and synthesize information related to the role of the school, the various players involved and the importance of learning about school experience.
  4. Present information on the initial personal educational philosophy relating to the school as an organization and the experiences and opportunities it offers.
  5. Evaluate factors, people, ideas, resources, which are directly and indirectly involved in the educational process.

SEP104: Σχολική Εμπειρία ΙΙ και Σχεδιασμός Μαθήματος στο Νηπιαγωγείο

Course Contents

Cognitive models and setting objectives: Cognitive models. The cognitive model and the objectives model of Tyler. Goals and objectives and their emerging characteristics (simple, clear, specific, difficulty level) which can lead to effective teaching. Setting clear, measurable and concrete goals and revising them if deemed unsatisfactory.

Planning of teaching: Planning of teaching. The importance of each phase of instruction and execution. Teaching principles. Developing lesson plans considering the teaching phases and teaching principles. Types of planning and its importance for teaching. Posing questions and evaluation as important and integral parts of teaching. Elements that make teaching more effective, including the use of images and relevant material.

Course design and evaluation: Evaluation and revision process of lesson plans. Developing lesson plans considering the relationship that must exist between the objectives, the teaching material, the activity and evaluation. Elements, similarities and differences between a lesson plan and a project. The method of project.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine information and terminology of the course particularly relating to the teaching, and its organization and planning.
  2. Apply knowledge in practice, especially for designing an effective lesson plan and an engaging learning environment.
  3. Analyze and synthesize information that lead to questioning and reconstruction of cognitive schemas about the issue of creating and maintaining an environment in the kindergarten classroom that supports and enhances the learning and development of all students, unexceptionally.
  4. Develop and plan lessons which meet the pedagogical and didactic principles of an effective lesson plan.
  5. Evaluate objectives set and lessons designed, as well as all factors, including perceptions and prejudices of the teacher, which may interfere in the design and reduce the effectiveness of a lesson.

SOC401: Κοινωνιολογία της Εκπαίδευσης

Course Contents

–  Εισαγωγή στην Κοινωνιολογία. Κατανόηση βασικών κοινωνιολογικών εννοιών και οπτικών/μοντέλων ανάλυσης.
–  Βασικές σχολές/ μοντέλα ανάλυσης. Οι θεμελιωτές της Κοινωνιολογίας. Επίπεδα και κοινωνικές σφαίρες ανάλυσης. Κοινωνική σταθερότητα και Λειτουργισμός. Κοινωνική σύγκρουση και κοινωνική αλλαγή. Μορφές και θεσμοί κοινωνικοποίησης.
–  Το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, οι συνθήκες εμφάνισης και ανάπτυξης του κλάδου στο πλαίσιο της ανάπτυξης της μαζικής εκπαίδευσης.
–  Η «θεωρία του ανθρώπινου κεφαλαίου», η θεωρία του Δομολειτουργισμού και η Εκπαίδευση σαν θεσμός και σαν διαδικασία.
–  Οι έρευνες για την ανισότητα και η ριζοσπαστική οπτική: ταξική αναπαραγωγή και ιδεολογική νομιμοποίηση.
–   Ιστορική-κοινωνική διαμόρφωση της μαζικής εκπαίδευσης στην Κύπρο. Προβλήματα και απρόσμενες συνέπειες.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Επεξηγούν βασικές κοινωνιολογικές έννοιες. Η κοινωνία σαν κοινωνικό σύστημα, οι κοινωνικοί θεσμοί και οι λειτουργίες τους, το άτομο στην καθημερινότητα. Κοινωνική ενσωμάτωση, κοινωνική σύγκρουση και κοινωνική αλλαγή.
  2. Αναλύουν, συζητούν και συγκρίνουν μεταξύ τους βασικές κοινωνιολογικές θεωρίες με εστίαση στο φαινόμενο της Κοινωνικοποίησης και τις ερμηνείες για τις δυναμικές των σχετικών δομών.
  3. Περιγράφουν και αναλύουν το αντικείμενο της Κοινωνιολογίας της Εκπαίδευσης, καθώς και τις συνθήκες εμφάνισης και ανάπτυξης του κλάδου.
  4. Αναλύουν την λειτουργία του σχολείου σαν μηχανισμού αναπαραγωγής, ενσωμάτωσης αλλα και εν δυνάμει κοινωνικής αλλαγής.. Αναλύουν την αντιμετώπιση από το σχολείο του φαινομένου της ανισότητας στις πολλαπλές της μορφές. Αναλύουν και συγκρίνουν μεταξύ τους τις διάφορες σχετικές με αυτό ερμηνείες.
  5. Ερμηνεύουν την ιστορική και κοινωνική λειτουργία και επιδράσεις της μαζικής εκπαίδευσης στην κυπριακή κοινωνία.

TEC402: Εκπαιδευτική Τεχνολογία στην Προσχολική Εκπαίδευση

Course Contents

Information and Communication Technologies (ICT) in education: (a) necessity of introducing ICT in education, (b) philosophy of integrating ICT in education, (c) conditions of integrating  ICT in the school, (d) the added value of using ICT in education.

ICT and inter-disciplinary approach: Definitions, advantages and disadvantages of integrating ICT in teaching when using the interdisciplinary approach, design and develop an interdisciplinary teaching unit imbued with the use of ICT.

Educational software: (a) open and closed content software and their categorization, (b) criteria for evaluating educational programs, (c) evaluation of educational programs.

Internet in education: necessity of applying the Internet in education, conditions for using it in education, Internet and pre-primary education, ability to manage and exploit information, application examples of the Internet in pre-primary education curriculum, methodology of integrating Internet applications into teaching and learning.

Programs to enhance language development: the communicative approach to teaching language and the word processor, Kidspiration and concept mapping, examples of applications programs to enhance language development and methodology of integrating them in the educational process.

Programs to support the learning of concepts of mathematics and science: open and closed software, developing activities with spreadsheets and methodology of integrating them in the educational process.

Presentation programs: developing integrated activities in different curriculum subjects.

Models of school and class administration when ICT is integrated: models and conditions to employ them, evaluation of the educational value of a planned educational activity where ICT is used.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use the terminology related to Information and Communication Technology (ICT) in education and describe potential methods of integrating ICT into the teaching and learning process.
  2. Argue about the advantages and disadvantages of ICT applications in education with emphasis on interdisciplinary approach.
  3. Evaluate educational software based on technical and educational criteria.
  4. Select appropriate ICT tools to enhance the educational process.
  5. Develop appropriate educational ICT materials and plan educational activities using various ICT tools.
  6. Choose class and school administration systems for the most effective use of ICT.
  7. Design and develop an interdisciplinary teaching unit imbued with the use of ICT.
  8. Evaluate the educational value of a planned educational activity where ICT is integrated.

TEP203: Πρακτική Άσκηση Ι στο Νηπιαγωγείο

Course Contents

·     Pre-primary education: Aims and objectives, teaching strategies and materials and means.  Curriculum, timetable of the kindergarten school, lessons taught etc.

·     The teaching staff of the school: Roles and responsibilities (teaching, managing role) qualifications and abilities, counselling skills.

·     Children as the main participants in the teaching—learning process: Knowledge and abilities of the children, our multicultural society, the diversity of learners and the complexity of the learning process.  Multicultural education, work in mixed groups.

·     The learning process: Factors that influence the learning process, criteria for successive teaching, teaching principles, evaluation of programmes.

·     Planning and applying lessons: The structure of a lesson to be taught, the teaching and evaluation of schemes of lessons that are planned.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the structure, the purposes, the strategies and the programmes of the Pre-Primary Education.
  2. Explain the different roles and responsibilities of those involved in the teaching – learning process.
  3. Recognize the diversity of learners, the complexity of the learning process and the different contexts in which learning situations must be organized.
  4. Explain all the factors that influence the teaching – learning process and define and apply criteria necessary for the evaluation of lessons that follow, in real situations.
  5. Plan, and apply in classroom situations and conditions Language lessons schemes.

TEP204: Πρακτική Άσκηση στο Νηπιαγωγείο

Course Contents

Analysis of educational concepts and theories: Teaching / learning assessment (on – going / final) feed back, learning outcomes, learning principals, knowledge, skills, attitudes.

The participant in the learning process: Teacher-Head teachers-Children. Roles and responsibilities, counselling of learners and parents, interpersonal skills. The teaching in a multicultural and a multidisciplinary school environment.

Characteristics of our society: The diversity of learners and the complexities of the learning process. The diverse needs and demands, the creation of an equal and fair climate conductive to learning for all learners, mixed ability groups.

Programme evaluation: Classroom management, knowledge of the subject to be taught, evaluation of lessons, communication with groups and individuals. Analyse teaching situations, planning and applying lessons.

Continuous professional development: Adjust teaching to specific educational needs, competence in a number of teaching-learning strategies assess learners’, achievement, evaluate their own performance.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse educational concepts and theories in a systematic way.
  2. Recognize the diversity of learners the complexities of the learning process and the roles and responsibilities of all the participants in the learning process.
  3. Acquire teaching, managerial and counselling skills in order to be successful in a multicultural and a multi disciplinary school environment.
  4. Analyse teaching situations, criticize data, synthesize and evaluate programmes.
  5. Work continuously for the improvement of teaching / learning environment.

TEP302: Πρακτική Άσκηση στο Νηπιαγωγείο

Course Contents

The teaching in real situations: Lessons plan, faces of teaching, instruction on how the teaching takes place, teaching and learning strategies, assessment techniques.

Problem solving: Analyse the situation, suggestions for solution, communication, counselling, interpersonal skills.

Climate conductive to learning: The needs and demands of out multicultural school society, knowledge of the subject to be taught, manage of educational programmes, manage project for school improvement.

Assessment and evaluation: Commitment to learners’ progress, assessment tests, feed back strategies, evaluation of their performance, self-evaluation techniques.

The teaching progress: Audio-visual aids and handling of means and measures,, assessment techniques, feed-back activities, time allocated to different phases of teaching.

Seminars: Information how to solve difficult classroom situations, disciplinary problems, children learning problems, how to teach in problematic situations.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Plan lessons schemes on all the subjects of the curriculum, to apply them in classrooms settings through the usage of suitable – teaching / learning and assessment strategies.
  2. Solve problems related to the teaching practice by discussing them with their advisor, to communicate effectively with groups and individuals and to acquire counselling skills.
  3. Create climate conductive to learning, to respond correctly to the diverse needs of learners and to manage educational programmes.
  4. Assess the outcomes of learners’ achievement, to evaluate their own performance and be developed professionally.
  5. Prepare and put into effect audiovisual aids, assessment tests, self-evaluation papers, and to manage time effectively.
  6. Solve problems related to the teaching practice through seminars at the University and discuss lessons schemes by working in groups.

TEP402: Πρακτική Άσκηση στο Νηπιαγωγείο

Course Contents

Organizing, planning, implementing knowledge: Organizing, planning, implementing knowledge in teaching and learning situations. Analyse and examine educational concepts theories and issues. Planning and implementing lessons with suitable goals and objectives with necessary materials and educational activities. Put into effect teaching/learning strategies, connecting taught knowledge to concepts and theories. Justify their decision, based on principles and theories.

Enhance the multicultural and the multidisciplinary: Multidisciplinary and multicultural classroom situations interpersonal communication with all, cooperation with others working in the school environment. The teaching/learning environment. Counselling skills. Knowledge of the subject to be taught.

Improvement of the schools’ results: Implementation of well-organized lessons, improvement of teaching / learning environment. Facing in a positive way the diverse needs of children. Enrichment of the children’s experiences, implementing strategies and techniques that develop higher abilities to the children.

Assessment/evaluation and feed back of the teaching and learning results: Analyse situations and take decisions. Evaluation of teaching programmes and materials. Assessment and evaluation of the learning and learners’ achievement. Self-evaluation and feedback.

Improvement of personal educational characteristics: Critical and self-critical attempts. Analysis and synthesis of experiences, management skills. Abilities to foresee new situations and concern for quality. Work autonomously and create initiative spirit.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse educational concepts, theories and issues, to manipulate ideas and thoughts, to organize plan and apply lesson schemes in classroom setting, using correctly teaching, learning and assessment strategies.
  2. Respond to the diverse educational needs and demands of learners and to adjust the teaching/ the program/ the project to specific educational context.
  3. Improve the teaching/learning environment, to manage programmes/projects for school improvement, to organize time and suitable strategies making decisions and solving problems.
  4. Evaluate school programmes and materials, to assess the outcomes of learning and learners’ progress, to communicate effectively with fellow students and teachers in nurseries, children and their parents.
  5. Foresee new educational needs and demands, aiming to adapt to new situations, concern for quality, work autonomously with an earnest wish and will, and strive to succeed.

UNI101: Χρήσιμα Εργαλεία και Πρακτικές για το Πανεπιστήμιο

Course Contents

This course is for 1st and 2nd year students only.

This course is designed to provide students with the necessary knowledge and skills for a successful transition from high school or army to the University and to ensure a successful academic career. This course will equip students with skills, techniques and tools that will help them succeed and grow in their academic, professional and personal life.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

ART400: Παιδική Τέχνη και Εικονογράφηση

Course Contents

Learning Outcomes of the course unit

CAN400: Ανάλυση Συνομιλιακής Διεπίδρασης

Course Contents

·     The principles of Conversation Analysis: A definition of conversation analysis, order at all points, the sociological background.

·     The foundations of Conversation Analysis: Conversational sequences: adjacency pairs and preference, the organization of turn-taking, orienting to turn-taking rules, the organization of repair.

·     Data and transcription techniques: Preliminary issues to approaching transcription, transcription conventions, comparative exercises.

·     Analyzing phenomena I-Building a collection: Collections and patterns, conversational devices, participants’ orientation to a conversational device.

·     Analyzing phenomena II-Extended sequences and single cases: analyzing single episodes, storytelling sequences.

·     Analyzing talk in institutional settings: orienting to the context, the comparative approach, question answer sequences, the use of discourse markers, tasks, identities and turn design, asymmetry and power.

·     Analyzing versions of reality: The action orientation of factual statements, the epistemological orientation of factual statements.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the theories and methods of conversation analysis.
  2. Analyze naturally occurring talk using the analytical tools of conversation analysis.
  3. Describe the basic characteristics of everyday interaction.
  4. Transcribe naturally occurring talk and talk in institutional settings.
  5. Describe the means by which participants construct identities through talk.
  6. Illustrate the means by which gaze and body movements interact with the production of language.
  7. Present investigation of an aspect of conversational organization of naturally occurring interaction using appropriate methods for the collection, transcription and analysis of data.

COE400: Συγκριτική Παιδαγωγική

Course Contents

Theoretical approach of comparative education: Meaning and objectives of comparative education. The historical development of comparative education. Methodology of comparative education and comparative approaches.

Educational systems in other countries: Comparative view of the educational system in the U.S. and Europe. The strategy of the European Union, analyzing and interpreting the Lisbon strategy, educational theory and thesis and politics.

Contemporary trends: The new socio-economic situation and conditions that influence the formation of trends on educational systems. A comprehensive view on globalization and its impact on education systems. A comparative approach on the way in which new trends create new conditions for educational systems, and for teacher education and training.

Structure of educational systems:  A comparative overview of educational systems and in particular their structure and structuring. Interpretation and evaluation of data obtained through comparative approach.

Theoretical and methodological issues: Theoretical and methodological problems and challenges due to the comparison within comparative and international education in a globalized world. Epistemological paradigms in comparative education. Comparative and the comparing as issues to take in mind. The relationship between the collapse of pedagogical and political systems recalling specific examples.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and outline concepts, ideas, principles, models and theories of comparative education.
  2. Use and apply concepts, ideas, skills, theories and strategies to make comparisons and interpretations of various educational systems and to gain understandings on social factors and forces affecting them and within the context in which these systems operate.
  3. Review and comparatively analyze educational issues with the application of theories and methods of social sciences, and analyze the educational systems of other countries.
  4. Evaluate and interpretate similar and different characteristics of education systems locally and those of other countries, linking education with social factors and forces within the context in which it operates.
  5. Create and develop views on educational issues, broadening the perception of education and the forces acting on it and address the educational problems from an alternative perspective.

CUR402: Θεωρία και Πράξη της Ανάπτυξης Προγραμμάτων στο Νηπιαγωγείο

Course Contents

Definitions of curriculum: Curriculum in the narrow and broad sense. The theory and praxis of curriculum at the micro and macro level. Interpretations of the curriculum based on the idea of Tyler and based on the classic curriculum questions identified by Schubert and his colleagues. Differences between curriculum and curriculum studies. Analysis of the different forms of curriculum.

Curriculum orientations: Curriculum, knowledge, reality and individuals, and their interactions. The way the above shape each other according to the way they are perceived. Curriculum orientations, including intellectual traditionalism, social behaviorism, critical reconstructionism and experientialism. The way curriculum orientations affect and shape the curriculum and the way emphasis is placed on knowledge, the individual and the society.

Issues and dimensions of curriculum: The hidden curriculum. Important issues in the curriculum, such as assessment, policy considerations, reform, critical thinking, feminism, interculturalism. The curriculum as political text, biographical text, feminist text, etc.

Curriculum desin models:  Curriculum development models including Taba’s inductive thinking model, the Tyler’s productive model and Walker’s descriptive model, as well as models based on objectives, content and process. Schwab’s emphasis on the four commonplaces of curriculum and the way it can be employed to assess the effectiveness of curriculum and whether it meets the needs of individuals in a particular society.

Curriculum and school: The relationship of curriculum with the school, teaching and learning according to Tyler, Schwab, Maslow, Eisner, Apple, Freire. School textbooks and curriculum orientations and the relationship between textbooks and curriculum and teaching.

Implementing curriculum into practice: The curriculum within the local context of Cyprus and its European and global dimension. The relationship between curriculum and instruction. The interdisciplinary approach in curriculum and the method of project. Curriculum implementation and the technocratic approach (technical effect) or the humanitarian approach (professional, humanitarian action).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use terminology and make interpretations related to the curriculum, teaching and learning.
  2. Analyze the term curriculum and the various meanings associated with its application to micro-level and macro-level.
  3. Conduct critical examination and study of the curriculum and its various dimensions
  4. Examine and analyze various curriculum models and develop curriculum, illustrating the relationship between curriculum, teaching and learning and the impact of the curriculum on the teaching and learning process.
  5. Recognize the historical, political and socio-cultural framework within which the curriculum is developed and the changes occuring because of its interaction within a particular context, as well as its relation with textbooks and other items related to the curriculum.
  6. Evaluate the various forms of curriculum including the formal and hidden curriculum, employing a critical approach to their local, European and global level.

DRA400: Αφήγηση και Θεατρικές Τεχνικές

Course Contents

1.     Introduction to basic notions: tales, narration in everyday life, story-teller, theatre.

2.     Storytelling as a form of entertainment in traditional communities.

3.     The traditional storyteller and the art of the storyteller in contemporary world. Study of models and techniques used through videos, audios and interviews.

4.     The narration of fairy tales and stories in Kindergarten, Elementary School and community.

5.     The child as audience and as a narrator; interactive techniques.

6.     Storytelling as theatre; performances and their variations.

7.     Watching and evaluating of a live performance.

8.     Workshop on techniques of storytelling, on composing a story and on structuring a storytelling performance.

9.     Training of voice and of multiple forms of expression.

10.  Drama techniques: attracting the attention of the audience, role playing, improvisation, creating a scene out of the story.

11.  Creative use of simple percussions, music and props.

12.  Preparation and presentation of storytelling performances in groups.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recall and distinguish the notions: traditional and contemporary tale, story-reading and story-telling, drama in education and theatre performance
  2. Give information for traditional and contemporary story-tellers and the corresponding characteristics.
  3. Name the benefits of the children out of attending story-telling in the kindergarten.
  4. Distinguish and describe the different types of story-telling performances.
  5. Choose the appropriate tale, regarding the group and the targets of the story-telling.
  6. Create stories using variable techniques.
  7. Use sufficiently their voice, face and body for the benefit of a lively narration.
  8. Apply drama techniques to make narration attractive and communicative.
  9. Apply techniques for interactive narration and involvement of the children.
  10. Apply the procedure of performing a story.
  11. Choose, modulate and use props and invent original ideas to enrich the story-telling.
  12. Use creatively music, rhythm and sound to enrich their presentation.
  13. Cooperate in groups to present a story-telling performance.

EDD400: Εκπαιδευτική Διοίκηση / Διαχείριση στο Νηπιαγωγείο

Course Contents

Introduction to the science of educational administration and management and historical and theoretical background: The classic approach, the human relations approach, and administration based on the behavioral model.

Social systems theory: The school as a social system, basic principles and the meaning of a social system. The role of the leader in a social system.

Theories and models of educational administration: Bureaucracy, professional bureaucracy, X and Y theory. Henry Mintzberg, Hersey and Blanchard. Theory of personal characteristics.

Decision-making and communication: Decision-making approaches. Importance of decisions in schools. Efficient communication in pre-primary education. Communication networks. Process of communication. Improvement of communication in schools.

School climate: Dimensions of school climate in pre-primary education. Healthy and positive school climate. The role of the director of the school.

Efficiency in education: Efficiency in education. Efficiency in Cypriot education. The role of the school director. Administration and leadership in early childhood education.

Motivation Theories: Maslow, Herzberg, McClelland, Vroom. Attribution theory.

Female and male leaders in education: Similarities and differences. Restrictions and challenges that women usually face in positions of administrative power

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine the evolution of the science of administration of educational organizations and differentiate among different approaches of school administration and management.
  2. Explain the theory of the social systems and analyze the school environment, as well as the Cypriot educational system, based on the main principles of the social systems theory.
  3. Compare and contrast the main theories of educational administration and leadership, and find applications of these theories in regards with the Cypriot school environment.
  4. Recognize the importance of communication in schools, identify factors that contribute to efficient communication, and evaluate the process of productive decision-making in schools.
  5. Define and compare the concepts of school climate and school culture, state the positive effects of a healthy school climate in preprimary education, and show ways that a school headmaster may improve the school climate.
  6. Explain the factors that contribute to efficiency in education, and specifically education in Cyprus, and recognize the role of the school director/leader in the administration and management of a pre-primary educational organization, and examine the role of the school leader in promoting the professional development of his/her staff.
  7. Explain the factors that contribute to efficiency in education, and specifically education in Cyprus, and recognize the role of the school director/leader in the administration and management of a pre-primary educational organization, and examine the role of the school leader in promoting the professional development of his/her staff.

HED402: Θέματα Υγείας

Course Contents

·    Historical perspective of health. Contemporary approaches to health, mental health, illness, and preventive behaviours, health behaviours (attitudes, values gender, age, environment, peers, media etc.) and implications to health education.

·   Health Models: Models of health (i.e.: biomedical model, social model, biosychosocial) and their relationship to health education and health promotion schools.

·   Alternative Medicine: Alternative methods of medicine (i.e.: homeopathy, acupuncture, aromatherapy, osteopathology).  Medicalisation of health and its implications for society, for health education and for health promotion in schools.

·   Theories / Models of Behaviour Change:  Theories / models of behaviour change (the health belief model, the theory of reasoned action, the precede-proceed action model) and their relationship to health education. Factors that determine acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.)

·   Healthy Relationships and Mental Health Promotion: Skills for effective communication (listening skills, expression of feelings etc.), assertiveness skills and skills for resolving conflict in relationships.  Areas in the school curriculum that could help children form healthy relationships.

·   Child Abuse – Domestic Violence: Different types of child and women abuse. (Physical, psychological, mental, social, and sexual).  Implications of abuse to health.  Skills for identifying and reporting child abuse.

·   Gender and Health: Gender influences on physical and psychological health. The role of stereotypes in relation to physical, social and psychological health.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Examine and explain the terms: health and illness in contemporary society, alternative methods of medicine, medicalisation of health and its implications to health education and health promotion.
  2. Identify and describe different reasons that determine the acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.) and discuss their implications to health education.
  3. Compare and contrast models of health (i.e: biomedical model, social model, psychosocial model) and theories of behaviour change and discuss their relationship to health education in schools.
  4. Identify different types of child and women abuse (physical, psychological, mental, social, and sexual), discuss their implications to health and propose ways of preventing child abuse and dealing with it.
  5. Identify and discuss gender influences on physical and psychological health, examine the role of stereotypes in relation to health and explain reasons for gender inequalities in health.
  6. Develop and apply communication skills (listening skills, expression of feelings), assertiveness skills and skills for resolving conflict and examine their relationship to health maintenance and health promotion.
  7. Develop and apply communication skills (listening skills, expression of feelings), assertiveness skills and skills for resolving conflict and examine their relationship to health maintenance and health promotion.

HIS300: Ιστορία της Εκπαίδευσης

Course Contents

  • History of education in Greece: Before, during and after the Greek Revolution in 1821; Kapodistrias era (1828-1831); the Bavarian rule era (1833-1862); key events in the second half of 19th century, 20th century and 21st century that influenced the Greek educational system.
  • History of education in Cyprus: the Greek-Cypriot educational system during the Turkish rule era (1571-1878); the Greek-Cypriot educational system during the British rule era (1878-1960); the Greek-Cypriot educational system during the Independence era (1860-1992); The development of the higher education system (1992-today); Factors that influenced the evolution of the Cypriot educational system.
  • Comparison of the educational system of the two countries.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe key events and regulations in the history of education in Greece and Cyprus.
  2. Analyze the characteristics of the history of education and its association with the evolution of culture (ideas, values, achievements, traditions) in Greece and Cyprus.
  3. Critically examine issues relating to the history of education in Greece and Cyprus, including the evolution of the educational system at three levels: primary, secondary and higher.
  4. Compare and evaluate the development of the educational systems in Greece and Cyprus.
  5. Recognize the historical, political and socio-cultural context in which education takes place.
  6. Evaluate significant issues relating to the history of education in Greece and Cyprus.

MAT400: Ειδικά Θέματα Μαθηματικής Παιδείας στο Νηπιαγωγείο

Course Contents

  • Description and explanation of the 5 basic units for the teaching of mathematics. Study of the curriculum (the concepts of exploration, investigation and enrichment). The most emphasis at the teaching of mathematics.
  • The basic theories for learning (constructivism and cognitive psychology). Piagetian and neo- piagetian theories. Cognitive obstacles, intuitive rules and misconceptions.
  • Cognitive styles, mathematical models and the multiple representation flexibility.
  • The concept “cognitive technology” and the new perspectives of using technology in the teaching of mathematics.
  • The use of internet in education. Advantages and disadvantages. As a tool for teacher and as a tool for student.
  • Logo. The philosophy of Papert and the use of the program today.
  • The interactive board and its use in mathematics education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the main recent domains in the research for the teaching and learning of mathematics at pre-primary education.
  2. Present the stages for the development of mathematical thinking and justify the cognitive obstacles pupils encounter concerning different mathematical concepts by using the neo-piagetian perspective.
  3. Analyse students’ mistakes, misunderstandings and misconceptions depending on philosophical, epistemological, psychological and teaching factors that influence learning propose ways for encountering those situations.
  4. Explain the “cognitive technology” and the basic values of the constructivism in relation to the use of technology.
  5. Propose ways for using technology for the teaching of specific mathematical concepts.

MOV400: Κίνηση στο Νηπιαγωγείο

Course Contents

Terminology – Students’ needs for movement: Movement, kinesiology, physical activity, obesity, exercise program. Movement in children’s lives.

Planning and methodology of teaching: Factors affecting planning, periods of planning, teacher’s role. Methodology of teaching movement programs with music.

Movement and pregnancy: The significance of movement during pregnancy. Movement programs for pregnant women. Activities to select and activities to avoid.

Movement in the elderly: The benefits of regular physical activity in the elderly. Movement programs and considerations for exercise in the elderly.

Deformities of the spine – exercise for the lower back, the waist and the stomach: Prevention, strengthening and healing programs.
  
 

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and illustrate terms such as movement, kinesiology, physical activity, and obesity and explain the significance of physical activity for a better quality of life.
  2. Recognize the importance of planning for an effective teaching of a movement program with music, identifying the multiple role of the teacher during students’ practice.
  3. Use the available time efficiently, providing students with multiple opportunities to practice in a safe environment.
  4. Organize physical activity programs that help the pregnant woman keep her body weight low, keep her mood positive, make the fetus experience a sense of safety and relief, and prepare her for delivery.
  5. Describe the benefits of physical activity in the elderly, as a result of systematic involvement with exercise, and outline activities that are not allowed for this group of people.
  6. Explain the deformities of the spine and the causes of them, and employ preventive and healing methods to people dealing with that problem.

PCO400: Συμβουλευτική Γονέων Παιδιών Προσχολικής Εκπαίδευσης

Course Contents

Children with special needs: i.e. mental retardation, Down syndrome, dyslexia, blindness, deafness etc.

Children with Learning Difficulties: i.e. limited attention span, hyperactivity, dyslexia

Children with severe Health Problems: i.e. leukemia, cancer, AIDS, etc.

Mental Health: Factors contributing to mental health.

Child’s self-esteem: Role of parents in the development of the child’s self-esteem.

Healthy relationships (Parent-child): Effects of healthy parent-child relationships on the child’s development.

Child Abuse – Domestic Violence: Development of awareness in the area of child abuse. Types of abuse (physical, psychological, mental, social, and sexual). Implications of abuse and neglect on child’s health and development. Exploration of ways of cooperation parent – teacher  so as to help children to recognise their rights and protect themselves from abuse.

Nutrition,  Exercise and Health: Working with parents and identifying ways of co operating with pre primary schools in relation to child nutrition and exercise. Involve parents in evaluating different foods and choose the most appropriate for child’s needs. Children and the Media (children as consumers).

Parental involvement. Factors that influence parent’s participation / involvement in schools and parent-teacher relationship / cooperation when dealing with children with special needs and severe health problem. The importance of trust in developing good relationships.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify and describe different common childhood problems that concern parents (i.e.: learning difficulties, special needs, dyslexia, hyperactivity,
  2. Identify and examine factors that influence parent’s participation in schools.
  3. Apply communication skills and skills for establishing good relationships in order to help / support parents who face problems with their children (such as hyperactivity, aggression, learning difficulties etc.).
  4. Analyse children’s ability to act independently and propose activities that enable them to do so.
  5. Identify and analyse teachers and parents’ attitudes in relation to parental involvement in schools.
  6. Evaluate common childhood problems (i.e.: learning difficulties, dyslexia, hyperactivity, child abuse and neglect, sexual abuse, obesity) and deal with them in close cooperation with parents and other professionals.
  7. Develop and implement school activities / programmes (i.e: lectures, workshops and seminars) and involve parents.

PHI401: Φιλοσοφία της Εκπαίδευσης

Course Contents

·  Objectives and methods of Philosophy. Central philosophical questions
·  The origins of philosophy. Philosophy and Religion. The differentiation from Religion. The relation between Philosophy and the sciences historically and in the contemporary context.
·  The origins of Philosophy in Ancient Greece. The Sophists and Socrates. Creating schools of thought and laying the foundations of reasoning: Plato and Aristotle. The Hellenistic schools of thought and the Roman period. Philosophy and education the ancient world – themes and practices.
·  The transformation of philosophical explorations in the medieval period and the shifts of the Renaissance.
·  The Modern period: The Enlightenment and the development of modern though. The transformation of the discussion on Knowledge and Being. Philosophy and the foundations of modern education.
·   Philosophical currents and pedagogy. The uses of philosophical reasoning in educational practice.
·  Using and applying philosophical categories in education

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define basic questions from which philosophical thought originates, and the uses of philosophical reasoning and contemplation
  2. Discuss differences and/or forms of differentiation between philosophical thought and other forms of interpretation of the human experience [such as day-to-day thinking and traditional religious thought], and outline critically the major themes through which philosophical thought has developed
  3. Describe the conditions within which philosophy developed and its historical significance in the development of human civilization, modern sciences, and forms of human institutions such as education. In this context philosophy will be defined in a dynamic way, as a developing project, and its modern directions will be related to the culture within which it unfolds.
  4. Examine the development of philosophy in the western world paying particular attention to its interaction with educational theory and practice. The exploration will begin with the currents before Socrates. Subsequently the discussion will focus on the classical philosophers of antiquity from Plato to the Stoics – paying particular attention to the exploration of issues of “truth”/knowledge and being. The medieval period and the Renaissance will be examined in the context of continuity and disjunction from antiquity and the modern period. In the modern period the discussion will centre on the development [and transformation] of themes already explored – and the emergence of new forms or reasoning and interaction between reality and thought.
  5. Use philosophical categories to explore and evaluate pedagogical theories. Use philosophical reasoning to develop suggestions and proposals on themes having to do with contemporary educational issues.

PSY400: Εισαγωγή στη Ψυχολογία

Course Contents

–  Introduction to psychology: history of psychology, definition of psychology.
–  Introduction to the major theoretical perspectives in the study of psychology: biological, psychoanalytic, cognitive-developmental, behavioural theories (theories of Piaget, Freud, Maslow, Erickson, Pavlov, Skinner, Vygotsky, etc.).
–  Psychological research: empirical methods in psychology.
–  Neuroscience and behavior: the organization of the nervous system, biological basis of behavior.
–  Sensation and perception: processes involved in sensation and perception.
–  States of consciousness.
–  Learning: Classical conditioning, Operant conditioning, observational learning, complex learning.
–  Memory: Theoretical models, memory types, processes
–  Human motivation and emotion: different aspects of human motivation and emotion.
–  Cognition and Language: language acquisition and language development.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop an understanding of the history of psychology.
  2. Define and compare the major theoretical perspectives in the study of psychology: biological, psychoanalytic, cognitive-developmental, behavioural theories.
  3. Think critically about the different perspectives in psychology.
  4. Understand the empirical methods in psychology.
  5. Provide an overview of the organization of the nervous system.
  6. Describe the processes involved in sensation.
  7. Understand and describe cognitive processes such as perception, learning, memory, cognition etc.
  8. Develop an understanding of human motivation and emotion.
  9. Describe the process of language acquisition.

PSY401: Ψυχολογία της Προσωπικότητας

Course Contents

Unit 1: Introduction
Define Personality
Different definitions and different structures for personality

Unit 2: Personality theories
Genetic approach
Psychoanalytical approach
Psychosocial approach
Cognitive approach
Big 3 – Big 5
Factors affecting personality development

Unit 3: Applied Knowledge
Personality – creativity – learning
Personality – student behavior
Personality – class management

Unit 4: Evaluating / Assessing Personality
Personality tests: Construction, Application and Evaluation

Unit 5: Personality Disorders

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Outline the basic theories concerning the development of personality and be able to compare and contrast them
  2. Identify the basic factors affecting personality development
  3. Evaluate the important role of both the parents and the teachers in healthy personality development
  4. Outline the basic characteristic of some personality disorders
  5. State some ways in which personality can be assessed
  6. Explain the way in which the personality of the teacher may have a effect in the personality development of the students as well as on the student’s school performance.
  7. Employ the acquired knowledge for class management based on the different student personalities

PSY402: Κοινωνική Ψυχολογία

Course Contents

Unit 1: Introduction
Defining Social Psychology
Basic concepts and issues of social psychology
Research methods of social psychology

Unit 2: Social Psychology Theories
Theories of Social Development
Stages of social development during childhood

Unit 3: Social Perception
Self-concept, self-esteem
Attitudes and Attitude change
Stereotypes – prejudice – discrimination

Unit 4: Group Dynamics
Social identities
Conformity
Group types and group dynamics
Leadership – leadership types

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Outline basic concepts of social psychology
  2. Evaluate research methods used in social psychology
  3. Compare and contrast different theories for social development
  4. Identify social – psychological processes and mechanisms responsible for social behavior and social development
  5. State and evaluate the role of leadership and different leadership styles

TEC401: Χρήση Οπτικοακουστικής Τεχνολογίας στην Προσχολική Εκπαίδευση

Course Contents

Introduction to educational technology and visual aids: historical overview, definitions, perception, experience, classification and usefulness of visual aids, integration of visual aids in teaching and learning process, advantages and disadvantages of applying audiovisual means in education.

Communication in education: definitions, stages of communication, communication features, communicative ways, setting up effective networks of communication during the educational process by appropriate selection of visual aids.

Pictures and photographs in education: definitions, classification of pictures, operating a digital camera, creative use of pictures in the educational process.

Projectors in education. Functions and operation of overhead projector, video projector and interactive whiteboard and creative ways to use them in the educational process.

Mechanical reproductions/ imitations of reality: models (classification and methods to use them effectively in the educational process), experiments, educational games, conditions for success.

Audio aids in education: definitions, classification of audio aids, developing an educational audio production, methods of using audio aids in education.

Audiovisual aids in education: definitions, classification of audiovisual aids, developing an educational audiovisual production, methods of using audiovisual aids in education.

Selection and evaluation of visual aids: assessment of the educational value of using visual aids in a specific lesson.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define what are the visual aids and why are useful in education.
  2. Establish effective communication networks during the educational process by appropriate selection of visual aids.
  3. Employ pictures of various forms and categories in the educational process.
  4. Use digital cameras effectively in the educational process.
  5. Operate projectors (video projectors, overhead projector) and interactive board to enhance the educational process.
  6. Select appropriate for educational use audio and audiovisual programs according to the lesson objectives and the abilities of the children.
  7. Assess the educational value of using visual aids in teaching a specific lesson.

SPE302i: Εικαστική Έκφραση στην Προσχολική Εκπαίδευση

Course Contents

·         Theory of the meaning, basic principles and the purpose of the artistic expression in education.

·         Practical approaches for intercultural education through art.

·         Illustration of the child art characteristics and the association of them in order to identify the emotional world of children.

·         Introduction to the use of art as a therapeutic tool in pre-primary education.

·         Practical project for emotional self-expression through art by applying different methods and approaches.

·         Visits at a Museum and art gallery.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify through practical art exercises the meaning and the use of the art for emotional and sentimental expression in education.
  2. Quote the characteristics of the child art in order to identify the emotional world of children in pre-primary school.
  3. Apply different methods to categorize the children’s drawings.
  4. Name the stages of children’s drawings.
  5. Analyze the meaning of the intercultural education through art and its importance for the Cypriot society.
  6. Identify and explain the aesthetical characteristics of different art works and recognize different ways of artistic expression in modern painting.

SPE302ii: Μουσική Έκφραση στην Προσχολική Εκπαίδευση

Course Contents

         Montessori and Manhattaville pedagogical music methods: Short biography of Montessori, creation and development of the methods, analysis of the components of the methods, the relationship between the components of the methods and the objectives of the music curriculum in pre-primary education.

         The relationship between the music subject and other subjects of the curriculum: Interweaving music education goals with other subjects’ goals, teaching various subjects through musical activities, the effect of music through multidisciplinary teaching method in developing the child’s personality.

         Thematic unities: musical and non-musical thematic unities, categories of thematic unities recommended in the music curriculum, development of thematic unities.

         Music projects: stages of approaching a project, examples and implementation of music projects in pre-primary classes, cooperation with non-formal institutions, ways to involve parents.

         Music for children with special needs: what is music therapy, the healing properties of music, design activities based on musical elements, the senses and the quality and articulation of sound.

         Performance: Learn how to play a second melodic instrument, interpretation of songs with musical instruments and voice.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the historical development and evolution of the pedagogical music methods of Montessori and Manhattaville, contrast and compare their constituents, combine them with the goals of the curriculum and implement them in lesson plans and thematic unities.
  2. Define the interdisciplinary and create, implement, analyze and evaluate lesson plans that combine music with other subjects of the curriculum.
  3. Use a musical or non-musical subject as a link to create a series of music lessons.
  4. Describe and implement the steps to approach a musical project in pre-primary education.
  5. Define music therapy, describe the healing properties of music and create activities to address the special needs of children.
  6. Interpret songs with musical instruments and voice.

SPE302iii: Θέατρο στην Προσχολική Εκπαίδευση

Course Contents

Theory and workshop on the following:

1.     Team building activities, workshop on the art of theatre and its function in society through texts of theatre professionals.

2.     The theatre venue. Research and discussion on different types. Visit to THOC Theatre and conducted tour.

3.     Definitions of Drama-in-Education by Alcestis Kontogianni and its objectives.

4.     Terms and techniques. Drama-in-Education, Theatre in Education, Classroom drama, school performance, Drama as a learning medium.

5.     Research techniques in bibliography: finding the most suitable activity and adapt it according to the group.

6.     Guidelines and applications on lesson planning.

7.     Workshop focused in identity development and inclusion, using story devising and role playing.

8.     Construction of a glove puppet and animation exercises.

9.     Techniques of storytelling and practice.

10.  The steps towards transforming a tale into a play.

11.  Processing Classroom drama in kindergarten and the educator’s tasks.

12.  Group project: Performance of their own devised play, deriving from a tale.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the aspects of the art of theatre and its function in society.
  2. Name and describe the basic parts of a theatre venue.
  3. Discuss on the variety of theatre venues and the classroom as theatre.
  4. Distinguish and define the variable terms used in Drama-in-education bibliography.
  5. Discuss on the objectives of Drama and Puppet Theatre as a creative activity and its function as an alternative learning medium.
  6. Explain the steps that form a drama lesson and structure a Drama-in-education lesson according to given guidelines.
  7. Select and modify examples of activities proposed in the bibliography, according to the objectives of the lesson plan and compose lesson plans of creative drama.
  8. Prepare and facilitate in class a warm-up and a closure activity.
  9. Construct and perform with glove puppets and incorporate them in classroom drama.
  10. Employ and experiment on the methods of devising a play based on a tale.
  11. Organize in groups a performance of the devised play, including acting and puppet performing.

SPE302iv: Αθλητική Αγωγή στην Προσχολική Εκπαίδευση

Course Contents

–  Body and movement development at pre-primary level: Special conditions that apply in the development at each age – how this conditions affect physical education class. How children develop at pre-primary level and what the special conditions are precisely.
–  Methods of Teaching: Anatomy of the methods of teaching. Selection of the most appropriate and most effective method, according to the content of the lesson and the school context.
–  Class activity presentation: Effective teaching of skills to achieve pre-set short and long term goals.
–  Systematic method toward developing teaching skills: Development of methods of improving teaching skills, to achieve effective teaching.
–  Feedback at per-primary education. Types of feedback and methods of providing it at pre-primary level.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe, select and apply different ways for physical abilities and fundamental skill development and employ terms such as body physical development, body and space awareness, fundamental skills and physical abilities.
  2. Interpret the anatomy of each teaching method, discriminate among the differences from each one of them and apply the most appropriate one, according to the school context and replace one teaching method with another one whenever needed.
  3. Organize and present the lesson targeting in short and long term goal achievement, providing the children with multiple opportunities to practice and experience success.
  4. Explain and interpret self evaluation methods, toward their personal development, as well as different types of feedback to the students.
  5. Identify and apply different types of feedback to all their students, no matter of their ability level, during physical activity and evaluation time.

SPE303i: Εικαστική Έκφραση στην Προσχολική Εκπαίδευση

Course Contents

·         Theory of the meaning and basic principles of the art works and a variety of artists in different movements of modern art.

·         Presentation of art works of modern art / Analysis of their main aesthetical characteristics.

·         Practical approaches of artistic expression through different materials and techniques based on the characteristics of the artistic movements of the history of modern art.

·         Practical approaches with clay.

·         Visits at a Museum and art gallery/visit to a Cypriot artist’s studio.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and contrast the basic principles and the meaning of the artistic movements in the history of modern art.
  2. Apply various methods of painting for the understanding of the main characteristics from the art works in different artistic movements.
  3. Define art works of Cypriot and European modern Artists; analyze the main aesthetical elements of their art works.
  4. Identify and explain the aesthetical characteristics of different art works of modern art.
  5. Outline different ways of practical projects for the teaching of modern art in pre-primary schools with different techniques and materials.
  6. Apply different methods of creation in 3D objects such as the use of clay.

SPE303ii: Μουσική Έκφραση στην Προσχολική Εκπαίδευση

Course Contents

         Musical genres: Modern (pop) Greek and foreign, rock, classical, rebetiko, Greek traditional, folk music of other peoples, musical auditions, creation of lesson plans for teaching the various genres in kindergarten.

         Musical periods of the Western classical music: Baroque, Classical, Romantic, 20th century music.

         Knowledge of musical instruments: Families of musical instruments, the timbre of the different instruments, the position of the instruments in the classical orchestra, the role of the conductor, musical instruments used in the various genres of music and musical auditions.

         Preparation of Christmas celebration: texts, sets, costumes, roles, songs, background music, use of percussion musical instruments, children’s choir, the role of the teacher.

         Preparation of End of the Year celebration: texts, sets, costumes, roles, songs, background music, use of percussion musical instruments, children’s choir, the role of the teacher.

         Performance: Develop skills in using a second melodic instrument, interpretation of songs using musical instruments and voice.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the creation and evolution of various genres, recognize them aurally, and create lesson plans and thematic unities for teaching the various genres of music.
  2. Describe the main characteristics of the musical periods of Western classical music, recognize aurally the music of each period and create lesson plans and thematic unities for teaching the music of each period.
  3. Recognise aurally and visually the main musical instruments used in the various musical genres and create activities for teaching these instruments.
  4. Organize and implement Christmas and End of the Year celebrations in kindergarten.
  5. Interpret songs that can be used in Christmas and End of the Year celebrations, with their voice and melodic instruments.

SPE303iii: Θέατρο στην Προσχολική Εκπαίδευση

Course Contents

1.     Introduction to theatre in Cyprus. Landmarks and current overview.

2.     Study, discussion and evaluation of books on the introduction to the art of theatre for children.

3.     Individual study of different plays for young audiences and presentation of their comments in class. Selection of the play to be staged.

4.     Adapt the play to the capacity of the group.

5.     Watching of a professional performance for young audiences. Meeting and discussion with the artists on their work and the experience of performing for children audiences. Follow up in class and focus on the criteria of choosing a play.

6.     Discussion on the theatre professions. Designation of each student responsibilities for the group performance.

7.     Theatre for young audiences and its creative incorporation in the kindergarten routine.

8.     Visit to Cyprus Theatre Museum in Limassol and acquaintance with the educational programmes.

9.     Drama techniques and their application in lesson plans relevant for the visit to the theatre museum.

10.  Visit and guided tour to Rialto theatre in Limassol. Comparison with THOC venue visited last semester.

11.  The aspects and the steps of the preparation of a show. Pedagogic and aesthetic criteria. The school performance and possible connections with the Pre-primary school curriculum.

12.  Rehearsals and preparation of costumes, scenery and props, exercises on acting.

13.  Group performance and self-evaluation of group.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Outline the basic landmarks of theatre in Cyprus.
  2. Evaluate and use creatively books for children on the introduction to theatre.
  3. Evaluate and use creatively books for children on the introduction to theatre.
  4. Describe, review, interpret and evaluate plays for young audiences and support their arguments in class.
  5. Prepare and facilitate in class an activity related to a play.
  6. Compose lesson plans of creative drama and incorporate these with their visit to Cyprus Theatre Museum.
  7. Adapt a play for the needs and the capacity of a specific group and according the pedagogic objectives.
  8. Apply the whole spectrum of knowledge and techniques achieved during the prerequisite modules in order to plan a performance of a play for children.
  9. Name the theatre professionals and practice on all the arts involved in theatre, cooperate and produce costumes, props, find music and organize the various aspects of a theatre production.
  10. Practice on acting and resolve stage direction problems.
  11. Achieve further empathy and enhance their cooperation skills.

SPE303iv: Αθλητική Αγωγή στην Προσχολική Εκπαίδευση

Course Contents

–  Children’s development at pre-primary level. Methods of examining body development in pre-primary level children. The significance of physical activity in obesity prevention and in children’s development in all three domains of learning (cognitive, social/emotional, and psychomotor). Special considerations in children’s development at this age.
–  Effective organization and management of the class. Planning and application of different methods of organization and management of the class.
–  Improvement in effective teaching. Components of effective teaching. Time management considerations. Practical applications.
–  Teaching fundamental movement and sports skills. Methods of teaching fundamental movement and sports skills. Analysis of fundamental movement and sports skills.
–  Scientific research in Physical Education and sports. Types of scientific research. Methods of applying scientific research in Physical Education and sports.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the significance of physical activity in obesity prevention and in children’s development in all three domains of learning (cognitive, social/emotional, and psychomotor).
  2. Develop positive attitudes toward physical activity and sports.
  3. Identify students’ movement needs and relate the content of the lesson to activities that will allow for a better quality of life, when adopted and followed in a regular basis.
  4. Interpret their lesson offering multiple opportunities for practice to all their students, no matter of their ability level, predicting and offering solutions to problems that occur and describing teacher’s and students’ role.
  5. Organize their lessons demonstrating effective time management, to allow for more practice time and multiple opportunities for students, in a positive environment where all students experience success.
  6. Differentiate/personalize their teaching according to students’ level of ability and their needs.
  7. Demonstrate managerial and organizational skills that contribute to more effective teaching processes.
  8. Identify the different types of research in physical education and sports and arrange research according to the content, the methodological procedure, the time frame and all the technical components.

GED100: Η διδασκαλία των Αγγλικών στην Προδηματική Εκπαίδευση

Course Contents

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

GED110: Ιστορία της Κύπρου

Course Contents

  • Historiography: the construction of history; uses of the past; ideology and science. Social history and levels of analysis. The Cyprus problem as a nodal point of interpretation
  • The Hellenistic period, the Roman period, the Byzantine period, the Frankish period.
  • The Ottoman period and its decline: social, political, and cultural structures of the empire. Decline and the processes of integration in the European world economy. The “introduction” of modernity in the eastern Mediterranean.
  • The advent of British colonialism. The geopolitical context. The political and cultural framework.  The archibishopic issue at the beginning of the 20th century and its multiple implications. Sociological dynamics of Modernization: Changes in social structure, culture and class formation. The impact of external trends and developments. Local dynamics: the restless 20’s, 1931, the rise of the “people’s movement”, the upheaval of the 40’s.
  • The emergence of the modern political-ideological formations: Left and Right anti-colonial discourses and mobilizations.  World War II and the change in the geopolitical reality and dynamics of the area. Anticolonial mobilizations. Independence and its geopolitical significance.
  • Internal intercommunal tension/conflict: the crisis of 1963 and 67. Their multiple interpretations. The geopolitical context [crisis in the western alliance and regional anti-colonial alliances] and the internal shift to independence. Conflicts within the G/C community. The growing rift between Nicosia and Athens. Coup and invasion in 74. Multiple interpretations.
  • New form of the Cyprus problem. Reconstruction and the “economic miracle”. Political forces and forms of political discourse. The politics of identity. The social-cultural-economic dynamics of the 1990’s. The process of the entry into the EU.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the dynamics, the basic historical periods of Cypriot history, and the different analytic perspectives in relation to the Cyprus problem and the interpretation of the historical process.
  2. Apply their understanding of the analytic perspectives in the social sciences to the subject of the course.
  3. Situate analytically the internal Cypriot developments in a broader spatial-temporal framework: in the context of modernity historically and of the related developments in the geopolitical area of the east Mediterranean.
  4. Investigate specific periods or subjects [ in Cypriot history or in relation to the Cyprus problem] through the selection and evaluation of data and their analytic contextualization in the broader historical dynamics of Cypriot modernity.
  5. Develop an archive and a creative understanding about the different analytic perspectives on the Cypriot social and political reality, so as to be able to follow developments, understand the rhetorical structures in public discourse, and to develop analytic texts.

GED111: Δημόσιες Σχέσεις

Course Contents

Introduction to the principles of Public Relations: Types of communication and basic principles of Public Relations, their applications and their action.

Differences between Public Relations and other functions of communication: Comparison and contrast of Public Relations with the fields of information, publicity, propaganda, advertising, and marketing.

The public and public opinion: Types and groups of the public. Factors of formulating public opinion. Research methods in studying public opinion. The role of public opinion in Public Relations.

Planning for effective Public Relations: Organisation, application and appraisal of Public Relations programs.

Public Relations and mass media: Use of media in Public Relations programs. Relationship and cooperation between journalists and Public Relations practitioners.

Practice of Public Relations: Techniques of communication and publicity (Press release, press conference, organisation of forums, lectures, seminars and conferences). Proposition of new techniques in the planning and development of innovative Public Relations programs

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the basic principles of Public Relations and explain its importance and function in contemporary times.
  2. Use mass media as a means of practicing Public Relations and employ techniques of publicity in order to contribute to the organisation, application and appraisal of Public Relations programs.
  3. Distinguish Public Relations from other functions of communication and define factors which supplement the meaning of Public Relations.
  4. Evaluate case studies based on the functions of Public Relations, mass media and techniques of publicity.
  5. Propose techniques of communication and publicity in the planning and development of Public Relations programs.

GED113: Εισαγωγή στην Επικοινωνία

Course Contents

Introduction to the principles of Communication: Definition and functions of communication. Communication models and  basic principles. Effective communication patterns and the aim of communication.

Perception and self perception: Definition of perception. Definition and factors of self perception and perception of others.

Culture and communication: Cultural differences in communication. Cross-cultural communication.

Verbal and non-verbal communication: Nature, characteristics  and use of verbal and non-verbal behaviours.

Interpersonal communication: Discussion management. Theories of interpersonal relationships. Conflict management.

Group communication: Creation and communication of groups. Group leadership

Mass communication: Uses and influences of mass media. Mass communication in society and culture.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define the concepts, similarities and differences of interpersonal, group and mass communication and recognize their basic principles and functions.
  2. Apply the theories and basic principles of interpersonal, group and mass communication in various environments of communication.
  3. Identify and analyse verbal and non-verbal behaviour as expressed in the various types of communication, and to compare the inter-cultural communication relations.
  4. Evaluate and apply different communication approaches in various communication situations.
  5. Compose various communication patterns in order to engage in different communication challenges in their daily interactions and professional life.

GED115: Φύλο και Υγεία

Course Contents

·         Definitions of Health (what does it mean to be healthy?), sex and gender.

·         Factors that contribute to the construction of gender stereotypes (i.e.: culture, religion, tradition, education, family, society, mass media, attitudes and behaviours).

·         Sex, gender and stereotypes in relation to health. Gender influences on the acquisition of health related behaviours (nutritional habits, obesity, exercise, smoking, alcohol,  addiction, preventative behaviours (i.e. breast cancer,  prostate cancer, heart disease, stress

·         Gender inequalities and differences in relation to physical, mental psychological, and social health, morbidity and mortality. (Is the meaning of health and illness different for women and men?)

·         Health services and gender

·         Gender and Health Promotion

·         Gender and health at the workplace

·         Gender and mental health

·         Sexual and reproductive health and gender.

·         Analyse and examine ways of adopting gender stereotypes (In relation to health).

·         Identify steps involved in questioning gender stereotype and examine the role of formal and informal education in de-constructing them.

·         Develop detailed teaching plans / strategies for de-constructing gender stereotypes.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define and analyse the terms health, sex and gender.
  2. Identify, examine and discuss factors that contribute to the construction of gender stereotypes and their influence on health.
  3. Identify and examine gender influences on the acquisition of health related behaviours.
  4. Examine and critically analyse gender influences, differences and inequalities in relation to physical, psychological and social health, morbidity and mortality.
  5. Examine gender in relation to sexual and reproductive health.
  6. Analyse and examine ways of adopting gender stereotypes.
  7. Identify steps involved in questioning gender stereotype and examine the role of formal and informal education in de-constructing them.
  8. Develop detailed teaching plans / strategies for de-constructing gender stereotypes.

GED117: Το Θέατρο για Aνήλικους Θεατές (έργα και παραστάσεις)

Course Contents

1.     Basic aspects of the art of theatre.

2.     Introduction to theatre for young audiences: basic notions, terms and variations.

3.     Landmarks on the world history of the professional theatre for young audiences.

4.     Overview of the history of theatre for young audiences, especially in Cyprus.

5.     Acquaintance with the playwrights and dramaturgy for young audiences, focused on Greek and Cypriot plays. The cases of Xenia Kalogeropoulou and Filissa Hadjihanna.

6.     Study and evaluation of selected plays.

7.     Aspects of the performance for young audiences and association of the performance with the educational process and the work in class. Principles, techniques and examples for lesson planning for pre-show and post-show activities.

8.     Watching of performances for young audiences; artistic and pedagogic evaluation.

9.     Study of reviews for performances for young audiences and practice on their own reviews.

10.  Workshops on selected plays and relevant drama games and exercises.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Distinguish and explain the basic aspects of the art of theatre and the terms: prose and theatre, play for young audiences and for adults, creative drama and theatre performance.
  2. Describe the specific characteristics and define the spectrum of the performance for young audiences.
  3. Describe the methods which can be used to associate the performance with the educational process and the work in class.
  4. Give information on the evolution of the theatre for young audiences in the world, in Greece and mainly in Cyprus and on the groups that appear nowadays.
  5. Make critical observations on the shows they watch live or on video, applying artistic and pedagogic criteria.
  6. Justify their opinion about the quality of a play or a performance and if it is suitable for different age groups.
  7. Schedule pre-show and post-show drama activities, based on the principles of creative drama.
  8. Experiment on selected scenes from plays for young audiences and present them in class.

GED120: Ευρωπαϊκή Ένωση και Κύπρος

Course Contents

Creation of the European Communities. Creation of the European Communities. Important stages of the development of the European Union.

The institutions of the European Union and how they work. Foreign policy and defence. The expansion of the European Union. A brief historical overview. The historical background.

The accession of Cyprus to the European Union. Possibilities of solving the Cyprus problem through accession. The Cypriot presidency of the Council of the European Union.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the history of the European Union (creation, changes, and important developmental stages), the function of the EU (institutions), the relations between Cyprus and the EU (before and after the accession), and the possibility of solving the Cyprus problem through the accession, the changes in the Cypriot society.
  2. Understand the historical background of the European integration, the important historical events, the common market and policies, the economic and numismatic unification, foreign policy and defense, the expansion of the EU.
  3. Analyse the political and social development of the Cypriot society and the ways of dealing with it at school.
  4. Analyse the structure of the function of the EU and they should point out the changes from the accession to the Cypriot society.
  5. Analyse and point out the changes (through the accession to the EU) that appear in their everyday life and they should try to explain them
  6. Learn to plan lessons with relative themes at school.

GED123: Η Τέχνη ως Μέσο Θεραπείας σε Ευάλωτες Ομάδες

Course Contents

–  Theory of the meaning, basic principles and the purpose of the use of art therapy.
–  Practical art works for the analyzing of the art therapy principles.
–  Approaches of art therapy: in scholar, in family and social environment.
–  The role of art materials and different methods in art therapy.
–  Application of art therapy methods: Ethical rules, social awareness.
–  Practical interventions – Workshops of personal expression through art.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify through practical art exercises the meaning and the use of the art therapy in the scholar, the family and social environment.
  2. Quote the theory and the meaning of art therapy for the Cypriot society.
  3. Analyze and apply different practical methods for emotional self- expression through art.
  4. Apply different approaches of artistic expression with a variety of materials and techniques regarding the use of art as a therapeutic tool for vulnerable groups.
  5. Identify and explain different methods of approach and understanding people/ children belonging in vulnerable groups through art.

GED128: Εικαστική Έκφραση ως Μέσο Επικοινωνίας

Course Contents

–  Theory of the meaning, basic principles and the purpose of the use of artistic expression as a way of non-verbal communication.

–  Practical art works for emotional self-expression through art.
1. Team practical art works for group communication
2. Overcoming problematic communication through artistic expression.

–  Approaches of using artistic expression as a way of communication: in School, in family and social environment.
–  The role of art materials and different methods.
–  The Meaning of Children’s drawings.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify through practical art exercises the meaning and the use of art as a tool of communication in Cypriot society.
  2. Quote the theory and the meaning of children’s emotional expression through art.
  3. Analyze the meaning of the use of artistic expression as a way of non-verbal communication in scholar and family environment.
  4. Apply different approaches of personal artistic expression with a variety of materials and techniques using art as a non-verbal way of communication.
  5. Identify and explain different methods of artistic expression in order to help children/adults to express their feelings through art, to adapt themselves and have better communication in scholar, social and family settings.

GED400: Δια Βίου Φυσική Δραστηριότητα

Course Contents

·     Terminology – The importance of movement in humans life: Basic terms such as movement, kinesiology, physical activity, sports & Olympics are analyzed. In addition the benefits of movement in human’s life are thoroughly discussed.

·     Effective planning and body, space and required material preparation: Components that affect planning and body, space and required material preparation for physical activity and sports.

·     Physical activity/sports under special conditions (injuries, pregnancy, elderly): The importance of physical activity/sports for people dealing with special conditions. Movement programs for injury prevention.

·     Circuit Training: Building and maintaining fitness (endurance, strength, flexibility).

·     Indoor and outdoor activities: a variety of activities according to each person’s movement needs.

·     Physical activity and sports in the elderly: Advantages and disadvantages of physical activity and sports in the elderly. Movement programs and precautions in the elderly.

·     Deformities of the spine – exercise for the back and the waist: Prevention, strengthening, flexibility and healing programs.      

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and use terms such as movement, kinesiology, physical activity, sports and Olympics.
  2. List, select and apply fundamental skills, sports skills and ways to develop their physical abilities, in order to satisfy their personal needs.
  3. Identify the importance of regular physical activity in order to achieve health benefits through lifetime physical activity.
  4. Employ time management skills for effective use of time in order to maintain regular physical activity levels.
  5. List the deformities of the spine and the causes of them and apply strengthening exercises for the lower back.
  6. Identify the importance of physical activity under special conditions (injuries, pregnancy, elderly), plan personal or group programs and apply appropriate activities in order to maintain physical activity in a safe way.

DIS403: Πτυχιακή Εργασία

Course Contents

·       The APA Style of writing a Thesis.

·       The importance of writing an introduction that would spark the interest of the reader, including all necessary information. What is the topic all about? What’s the purpose of the study? Development of the research questions and the hypothesis. What is the importance of that specific topic?

·       Exploring, organizing and synthesizing the relevant literature demonstrating competency in letting the reader know what is already known on that specific topic. Divide the literature review in sections and subsections, according to the outline prepared in collaboration with the Advisor.

·       Understanding the research methodology. Select an instrument that gives reliable and valid measures. Population and sample of the study. Permission from the Ministry of Education/school/parents/students. Procedure/ administration of the questionnaires to the sample of the study. Organization of the collected data.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify, organize and interpret research information relevant to the topic which was selected in collaboration with the Thesis Advisor.
  2. Develop collaboration skills to be able to cooperate in a regular basis with the Thesis Advisor for writing an effective introduction of the selected topic.
  3. Demonstrate competency in writing using the APA Style.
  4. Organize his work according to the outline given by the Advisor for writing the Literature Review and demonstrate competency in including all relevant information related to the selected topic.
  5. Follow the research methodology agreed with the advisor, in order to successfully complete the Introduction, the Literature Review and the Methodology of research.

DIS404: Πτυχιακή Εργασία

Course Contents

·       The importance of collaboration in a regular basis with the Thesis Advisor, in order to write the Results and the Discussion sections.

·       The APA Style of writing the Thesis.

·       Recording, calculation/analysis, organization and interpretation of the results of the study. Use of the excel spreadsheet for data recording and analysis. Use of SPSS for simple statistics.

·       Discussion of the Results of the study and explanation of their meaning.

·       Relationship of the results to the results of previous research studies. Relationships and contradictions. Generalization of the results according to the selected sample and the population.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop collaboration skills to be able to cooperate in a regular basis with the Thesis Advisor for a clear interpretation of the results of the study.
  2. Organize the work according to the outline given by the Advisor for writing the results of the study.
  3. Record, calculate/analyze, organize and interpret the results of the study.
  4. Discuss the results of the study and explain their meaning.
  5. Relate the results to previous research, make contradictions or find relationships and generalize the results, according to the selected sample and the population.

Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 202
Μαθήματα Γενικής Παιδείας 12
Μαθήματα Ειδικότητας 10
Επιλεγόμενα Γενικής Εκπαίδευσης 8
Πτυιχακή Εργασία 8
Σύνολο 240

Υποχρεωτικά Μαθήματα

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 202 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ART100 Τέχνη Ι – Η Τέχνη στο Νηπιαγωγείο 4 3
2 ART200 Τέχνη Ι – Η Τέχνη στο Νηπιαγωγείο 5 3
3 CDL401 Ο Λόγος του Παιδιού της Προσχολικής Ηλικίας και οι Διαταραχές του 4 2
4 COM101 Πληροφορική 4 2
5 CUR101 Το περιβάλλον του Νηπιαγωγείου και η Οργάνωση του 4 3
6 CUR200 Θεωρία και Μεθοδολογία της Διδασκαλίας στο Νηπιαγωγείο 4 3
7 DIS300 Μεθοδολογία Εκπαιδευτικής Έρευνας και Στατιστική 4 2
8 DRA200 Δημιουργικό Δράμα 5 3
9 DRA202 Κουκλοθέατρο στο Νηπιαγωγείο 4 3
10 EDE200 Εκπαιδευτική Αξιολόγηση στο Νηπιαγωγείο 6 3
11 ENG101 Aγγλικά Ι 4 2
12 ENG201 Αγγλικά ΙΙ 4 3
13 ENV300 Ζητήματα Αειφόρου Ανάπτυξης 4 3
14 ENV401 Εκπαίδευση για το Περιβάλλον και την Αειφόρο Ανάπτυξη 5 3
15 FIA100 Πρώτες Βοήθειες 0 2
16 GRK001 Ελληνική Γλώσσα 0 2
17 GRK103 Νεοελληνική Λογοτεχνία 4 2
18 GRK206 Η Παιδική Λογοτεχνία και η Διδακτική της στο Νηπιαγωγείο 5 3
19 GRK307 Η Διδασκαλία της Ελληνικής ως Δεύτερης Γλώσσας στο Νηπιαγωγείο 5 3
20 HED101 Αγωγή και Υγεία του Παιδιού Προσχολικής Ηλικίας 4 3
21 HED201 Υγιεινή Διατροφή 4 2
22 HED302 Το Υγειαγωγό Σχολείο 5 3
23 INE121 Διαπολιτισμική Αγωγή 4 3
24 LAN101 H Γλώσσα του Παιδιού της Προσχολικής Ηλικίας 4 3
25 LAN102 Γλωσσική Αγωγή στο Νηπιαγωγείο 5 3
26 MAT201 Βασικές Έννοιες Μαθηματικών και η Διδακτική τους στο Νηπιαγωγείο 5 3
27 MED121 Μουσειακή Αγωγή στο Νηπιαγωγείο 5 3
28 MUS100P Μουσική Ι – Θεωρία και Πρακτικές Εφαρμογές της Μουσικής στο Νηπιαγωγείο 4 2
29 MUS200 Μουσική και η Διδακτική της στο Νηπιαγωγείο 5 3
30 PED100 Φυσική Αγωγή Ι – Εισαγωγή στη Φυσική Αγωγή στο Νηπιαγωγείο 4 3
31 PED200 Φυσική Αγωγή ΙΙ – Η Φυσική Αγωγή και η Διδακτική της στο Νηπιαγωγείο 5 3
32 PES100 Εισαγωγή στις Επιστήμες της Αγωγής 4 3
33 PSY101 Εξελικτική Ψυχολογία – Πρώτα Έξι Χρόνια 6 3
34 PSY201 Ψυχολογία της Μάθησης 4 3
35 REG400 Θρησκευτική Αγωγή στο Νηπιαγωγείο 4 2
36 SCI202 Η Διδακτική των Φυσικών Επιστημών στο Νηπιαγωγείο 5 3
37 SED200 Εισαγωγή στην Ειδική Εκπαίδευση 4 3
38 SED401 Πρώιμη Παρέμβαση σε Αναπτυξιακά Προβλήματα στην Προσχολική Εκπαίδευση 6 3
39 SEP100 Προσχολική Παιδαγωγική 4 3
40 SEP104 Σχολική Εμπειρία ΙΙ και Σχεδιασμός Μαθήματος στο Νηπιαγωγείο 4 3
41 SOC401 Κοινωνιολογία της Εκπαίδευσης 4 2
42 TEC402 Εκπαιδευτική Τεχνολογία στην Προσχολική Εκπαίδευση 4 2
43 TEP203 Πρακτική Άσκηση Ι στο Νηπιαγωγείο 2 0
44 TEP204 Πρακτική Άσκηση στο Νηπιαγωγείο 4 0
45 TEP302 Πρακτική Άσκηση στο Νηπιαγωγείο 8 0
46 TEP402 Πρακτική Άσκηση στο Νηπιαγωγείο 8 0
47 UNI101 Χρήσιμα Εργαλεία και Πρακτικές για το Πανεπιστήμιο 2 2

Μαθήματα Γενικής Παιδείας

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 12 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ART400 Παιδική Τέχνη και Εικονογράφηση 4 2
2 CAN400 Ανάλυση Συνομιλιακής Διεπίδρασης 4 2
3 COE400 Συγκριτική Παιδαγωγική 4 2
4 CUR402 Θεωρία και Πράξη της Ανάπτυξης Προγραμμάτων στο Νηπιαγωγείο 4 2
5 DRA400 Αφήγηση και Θεατρικές Τεχνικές 4 2
6 EDD400 Εκπαιδευτική Διοίκηση / Διαχείριση στο Νηπιαγωγείο 4 2
7 HED402 Θέματα Υγείας 4 2
8 HIS300 Ιστορία της Εκπαίδευσης 4 2
9 MAT400 Ειδικά Θέματα Μαθηματικής Παιδείας στο Νηπιαγωγείο 4 2
10 MOV400 Κίνηση στο Νηπιαγωγείο 4 2
11 PCO400 Συμβουλευτική Γονέων Παιδιών Προσχολικής Εκπαίδευσης 4 2
12 PHI401 Φιλοσοφία της Εκπαίδευσης 4 2
13 PSY400 Εισαγωγή στη Ψυχολογία 4 2
14 PSY401 Ψυχολογία της Προσωπικότητας 4 2
15 PSY402 Κοινωνική Ψυχολογία 4 2
16 TEC401 Χρήση Οπτικοακουστικής Τεχνολογίας στην Προσχολική Εκπαίδευση 4 2

Μαθήματα Ειδικότητας

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 10 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 SPE302i Εικαστική Έκφραση στην Προσχολική Εκπαίδευση 5 3
2 SPE302ii Μουσική Έκφραση στην Προσχολική Εκπαίδευση 5 3
3 SPE302iii Θέατρο στην Προσχολική Εκπαίδευση 5 3
4 SPE302iv Αθλητική Αγωγή στην Προσχολική Εκπαίδευση 5 3
5 SPE303i Εικαστική Έκφραση στην Προσχολική Εκπαίδευση 5 3
6 SPE303ii Μουσική Έκφραση στην Προσχολική Εκπαίδευση 5 3
7 SPE303iii Θέατρο στην Προσχολική Εκπαίδευση 5 3
8 SPE303iv Αθλητική Αγωγή στην Προσχολική Εκπαίδευση 5 3

Επιλεγόμενα Γενικής Εκπαίδευσης

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 GED100 Η διδασκαλία των Αγγλικών στην Προδηματική Εκπαίδευση 4 2
2 GED110 Ιστορία της Κύπρου 4 2
3 GED111 Δημόσιες Σχέσεις 4 2
4 GED113 Εισαγωγή στην Επικοινωνία 4 2
5 GED115 Φύλο και Υγεία 4 2
6 GED117 Το Θέατρο για Aνήλικους Θεατές (έργα και παραστάσεις) 4 2
7 GED120 Ευρωπαϊκή Ένωση και Κύπρος 4 2
8 GED123 Η Τέχνη ως Μέσο Θεραπείας σε Ευάλωτες Ομάδες 4 2
9 GED128 Εικαστική Έκφραση ως Μέσο Επικοινωνίας 4 2
10 GED400 Δια Βίου Φυσική Δραστηριότητα 4 2

Πτυχιακή Εργασία

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 8 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 DIS403 Πτυχιακή Εργασία 4 0
2 DIS404 Πτυχιακή Εργασία 4 0

 

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