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Economics and Pedagogyof Early Childhood Education
October 2018 > May 2019
CAS
EXECUTIVE PROGRAMME
Certificate of Advanced StudiesCertificat de formation continue
2 www.unige.ch/formcont/CASearlychildhood
A new program in Innovative Early Childhood Education
A program engaged with today’s most renowned and innovative educational approaches.
Built on the strength of our international lecturers from the United States, Scandinavia, and beyond.
Based on the expertise of the Graduate School of Management and Economics, University of Geneva.
The program provides participants with the tools they need toimplementthemostinnovativeeducationalapproaches.
Participants will learn to integrate design thinking, visible thinking,project work, outdoor-natural classrooms, forest school strategies,constructivism, and the principles of the Reggio Emilia and Tuscan-Pistoiaapproaches.Theywillgaintoolstodesignandassesseducationalprograms, to integrate research into the classroom, and to buildlaboratory-schools.
WediscussDesign ThinkingandVisible Thinking, launchedbyStanfordand Harvard University respectively, and practiced in educationthroughout the world. Design Thinking fosters a new pedagogicalmindset–onethatallowsparticipantstobecomeinnovators,problemsolvers, thinkers, and doers. Our discussion will equip them withstrategies to produce student-centered schools, where professionalsdesignthoughtfulprograms.Visible thinkingandthepracticeinvideoanalysis will enable participants to implement project-based curriculaandtomakechildren’sthinkingvisible.Videoanalysisisapowerfultoolfordevelopingnewcapacitiesthroughself-reflectivepractices,andforintegratingresearch.
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We investigate The Returns from Early Childhood Education, studiedby economists including the Nobel Laureate professor J. Heckman.Participants will gain a deep understanding of interventions inearly childhood education: how to bring research to schools, how tomeaningfully and reliably measure the effects of changes in theireducational policies, and how to productively assess and designinterventions. We discuss the strategies for promoting capacitydevelopmentandinvestmentsinearlychildhoodeducation.
We delve into the world-renowned Reggio Emilia and Tuscan-Pistoia approaches to education.Participantswillacquire thetoolsneededtoadapttheseapproachestotheir localcontexts.Theywillengagewithconcepts, practices, strategies, and long term investigations in both0-3and3-6education:howtocreatemeaningfulspacesforcompetentchildren,makefulluseofvibrantmaterials,integratephotos,media,andotherformsofdocumentation,andcenterchildrenastheprotagonistsandactivecreatorsoftheirownlearning.
We explore Outdoor-Natural Classes and Forest Schools. Participantswill leave this discussion equipped to transform a school’s outdoorenvironment into a "nature classroom", and to implement effectiveoutdoor education. We cover Project-Based Learning and strategiesfor implementing a comprehensive socio-constructive, project-basedapproach. Participants will learn how to sustain long-term, in-depthinvestigations,howtostretchchildren’sthinkingandkeepthemactivelyengaged,andhowtoinvolvetheminauthentic,inquiry-basedlearningandthinking.
TheprogramincludesexpertsfrombothEuropeandtheUS–speakerswhoareinfluentialnotonlyinthosecountries,butalsoinChina,Japan,Singapore, and Latin America. The international component allowsparticipantstoengagewithadiversesetofeducationalrealities.Theywill gain unique perspectives and practical strategies relevant to allcontexts–fromlocalschoolstoforeigneducationalsystems.
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DIRECTION¡Prof. Salvatore di Falco, Geneva School of Economics and
Management(GSEM),UniversityofGeneva¡Prof. Michele Pellizzari,GSEM,UniversityofGeneva¡Paola Trigari,InternationalEducationalConsultant;GSEM,University
ofGeneva
SCIENTIFIC COMMITTEE¡Giovanni Ferro-Luzzi,GSEM,UniversityofGeneva¡José Ramirez, University of Applied Sciences and Arts (HES-SO)
Geneva¡JayaKrishnakumar,GSEM,UniversityofGeneva¡Domenico Tabasso,UniversityofEssex,UK
COORDINATIONPaola Trigari,InternationalEducationalConsultant;GSEM,UniversityofGeneva
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SPEAKERS¡Pietro Biroli, Assistant Professor, Department of Economics,
UniversityofZurich,Switzerland¡Caterina Calsamiglia, ICREA Research Professor at Barcelona IPEG,
Barcelona,Spain¡Giacomo De Giorgi, Professor of Economics, GSEM, University of
Geneva,Switzerland¡Isabelle Durand, Post-Doctoral Researcher, Interaction & Training
Team,UniversityofGeneva,Switzerland¡George E. Forman,EmeritusProfessor,UniversityofMassachusetts,
US¡Anna Lia Galardini, Professor at the University of Florence, Italy;
formerDirectoroftheEarlyChildhoodServicestheMunicipalityofPistoia
¡Laurent Filliettaz, Professor of Adult and Vocational Education,UniversityofGeneva,Switzerland
¡Costas Meghir,ProfessorofEconomics,YaleUniversity,NewHaven,Connecticut,US
¡Michele Pellizzari, Professor of Economics, GSEM, University ofGeneva,Switzerland
¡Ariel Raz, Learning Experience Designer, Stanford Design School,StanfordUniversity,California,US
¡Paola Strozzi,Pedagogista,ReggioChildren,Italy¡Jane Williams-Siegfredsen, Inside-Out Nature, Forest schools and
OutdoorNaturalclasses,Denmark¡Dominique Trébert,AssistantProfessor,EESP(HauteÉcoledetravail
socialetdelasanté),Lausanne,Switzerland¡Paola Trigari,InternationalEducationalConsultant;GSEM,University
ofGeneva,Switzerland¡Marianne Zogmal,Post-DoctoralResearcher, Interaction&Training
Team,UniversityofGeneva,Switzerland
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AUDIENCE¡Professionalworkingwithchildren,studentandteacher¡Teacheranddirectorofpreschools,primaryschoolsandinternational
schools¡Educationalconsultantandpedagogicalcoordinator¡International institution and NGO’s: professional working on
educational best practices, designing national and internationaleducational programs and training onsite teachers in developingcountries
¡Internationalstudentandprofessional
OBJECTIVES� Buildadeepunderstandingofthemostinnovativeeducationandto
applytoanycontext� Obtain a unique international perspective: through experts
instructionsfromtheUSAtotheScandinaviancountries� Obtainamultidisciplinaryunderstandingofeducation–pedagogy,
neuroscience,psychologyandeconomics� Learn to integrate project work, constructivism, DesignThinking,
outdoornaturalclassroomsandforestschooleducation� Become an innovator and problem seeker-solver along with the
children� Build strategies for onsite training, capacity development and
investmentsinearlychildhoodeducation� Acquireexpertisetoassessanddesigninterventionsandeducational
programs
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LEARNING METHODS¡Interactiveworkshops¡Videospresentations¡Directanddeepdiveexperiences¡Handsonwork¡Smallgroupworkincollaborationwithparticipantsandexperts¡Actualcasestudiespresentedanddiscussed
PROGRAMME STRUCTURE¡The program is organized in 6 modules (3 days per module). It
involves18days,144hoursofdirectonsiteclasstime¡Participantsattending thefullprogramwillbegrantedadiploma,
correspondingto18ETCScredits¡Participants can attend: Individual modules, Combinations of
modules,Flexiblemodules
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Module 1 | Children Thinking Made Visible Video Analysis – Documentation – Constructivism
October3,4,5,2018George E. FormanVisible thinking and video recording
Discussion and practice of video analysis as one of themosteffectivetoolfordesigningprojectbasedcurriculaand comprehensive interventions and educationalmodels.Atoolforsupportingcapacitydevelopmentthroughselfreflectivepractices¡To make children’s thinking visible and engage in
research¡Toadoptreflectivepracticesandhelpchildrenreflect
ontheirownthinking¡Tounderstandthechildren’sconstructivelearning¡To re-launch their theories within a constructivist
projectorientededucation
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Module 2 | The Reggio Emilia (Part 1) The Pistoia-Tuscan Approaches to Education (Part 2)
Participants can attend one part only
Part1|December5,2018(In English)Paola Strozzi
Part2|December6,7,2018(In French)Anna Lia Galardini
At the forefront of education, the world-renownReggio Emilia and Tuscan-Pistoia approaches to earlychildhood education have spread throughout the US,Europe, Australia, Canada, Latina America and Japan.We will discuss their concepts, practices, and strategiesthrough photos, videos, and documentation. We willfocusonlongterminvestigationsforbothzerotothreeand three to five/six years old children.We will discussstrategies for implementing long term investigations,creating meaningful spaces for competent children,usingmaterialsandgivingthechildrentheopportunityto be the protagonists and active creators of their ownlearning.
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Module 3 | The Role of Self-Reflective Practices Video Analysis
January17,18,andFebruary4,2019Laurent Filliettaz, Dr. Marianne Zogmal, Dr. Dominique Trébert, Dr. Isabelle DurandIn French
Discussion and practice of video analysis as a criticalmedium to implement self-reflective practices, tounderstand the teacher-children interactions, and toimprovethequalityofteaching.Weuseactualvideos–casestudies–topracticeunderstandingandinterpretingteachers-childreninteractions,andteachingpractices.
Module 4 | Design Thinking, Innovation and Empathy in Early Childhood and Primary EducationJanuary30,31andFebruary1,2019Ariel Raz
Innovators, problem seekers, thinkers and doers. DesignThinkingisamethodologytoaffectchangeinteamsandorganizations and foster a culture of innovation.Whenapplied to schools, DesignThinking provokes educatorstoshifttheirroles,andhelpsschoolstobemorestudent-centered. Design Thinking is widely implemented bythe most innovative Preschools and Primary schoolsin California and throughout the United States. Thisproject-based curriculum emphasizes inquiry, empathy,imagination, design, innovation, art integration, andcollaborativelearning.
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Module 5 | Outdoor Natural Classes, Forest Schools (Part 1) The Project Approach (Part 2)
Participants can attend one part only
Part1|March25,26,2019Jane Williams-SiegfredsenOutdoor learning and forest schools: full immersionin the outdoors; active hands-on learning experiencesin a natural environment that promotes self-esteem,co-operation, and risk-taking. Built on the children’snaturalinstincttoexploretheworldthroughactiveandphysicalinteractions.Builtontheneedtotakerisks:thefoundationoflearning,confidenceandautonomy.Aninteractivehands-oncoursetoequiptheparticipants¡With the tools to transform a school’s outdoor
environmentintoa"natureclassroom".¡With the skills to implement effective outdoor
education.Participants will have the opportunity to learn throughanoutdoorexperience.
Part2|March27,2019Paola TrigariProject approach: a pedagogy that fosters the childrenacquisitionofknowledgebyengagingtheminlongtermreal-life investigations. A meaningful learning, buildingonthechildren’sinnatedrivetoexplore;enablingthemtoresearch, problem-solve, innovate, and to become activeshapersoftheirworlds.Aninteractivecoursegivingconcretestrategiestosustainin-depth investigations, stretch the children’s thinking,keep them engaged and involve them in authentic,inquirybasedlearning.Eachstrategyisdiscussesthroughactual examples of long term investigations for children0-3, 3-6/7, from European and American project-basedconstructivists pre-schools and primary schools. Case-studies are shown through images and videos for theparticipants to actively connect to the investigationsdiscussedandanalyzethechildren’sthinkingandlearning.
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Module 6 | Early Childhood Education: A Narrative of Selected Interventions May22,23,24,2019Costas Meghir, Pietro Biroli, Giacomo De Giorgi, Caterina Calsamiglia, Michele Pellizzari
We analyse selected interventions around the world,focusingonanumberofearlychildhoodinterventionsintheUnitedStates,LatinandCentralAmerica.Forexamplediscussion of Professor James J. Heckman's, Nobel Prize,and his team from Chicago work.We address potentialinequality in familial and educational environments ofyoungchildren;alsodiscussprojectsinvolvingthefamousAbecedarianandPerryPreschoolProjects,aswellasmanyothers.We will cover the impacton Cognitive and non-cognitiveSkills.Thefocusisonadeepunderstandingofinterventionsinearlychildhoodeducation;discussingthecurrentevidenceonreturnstoinvestmentsineducation,and its impact on the importance of early childhoodeducation,versushighereducation,foravarietyofadultincomes.Weprovidethetoolstodesignandtoeffectivelymeasure interventions; to understand the work oflab-schools: implement research in individual schools,measure the effect of changes in their educationalpractices and draw policy implications.We discuss howimperfect evaluating tools impact the equity and theefficiencyoftheschoolsystem.
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ASSESSMENTSEachmodulewillbeassessedthroughinclassgroupworksand/orcasestudiesand/orwrittenreflectionsand/orpresentations.Studentswillbegiveninformationontheexactdetailsofassessmentsforthemodulesandothereducationalactivitiesatthestartoftheprogram.
DIPLOMA AWARDEDParticipants who pass the assessment requirements and successfullycomplete all 6 modules will be awarded the Certificate of AdvancedStudies(CAS)inEconomicsandPedagogyofEarlyChildhoodEducationby the Geneva School of Economics and Management (GSEM) of theUniversityofGeneva.Thediplomacorrespondsto18ECTS,equivalentto540teachinghoursofwhich144ofdirectclasstime.
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PRACTICAL INFORMATION
Admission Criteria¡ A university (or master’s degree or qualification deemed to be
equivalent); or diploma/university degree from a university ofappliedsciences,oraqualificationdeemedequivalent;
and¡ Threeyears’experienceinthefieldconcerned.For applicants who do not satisfy the above criteria, the Directionreservestherighttoacceptapplications.
ApplicationbeforeMay 31st, 2018Online(orpdftobedowloaded)onwww.unige.chformcont/CASearlychildhood
Fees¡ CHF7,200.-fortheCAS(6modules)¡ CHF1,500.-perindividualmodule(3days)¡ CHF1,350.-permultiplemodules(2to5modules)
Moduleswith2parts:¡ CHF500-per1dayPartofamodule¡ CHF1,000-per2dayPartofamodule
Schedule¡ 9h00-18h00¡ 1hourlunchbreak¡ 2breaksof15minutesbothinthemorningandtheafternoon
LocationUniversityofGeneva,UniMail,40BdduPont-d’Arve–1211Geneva4
Contacteced@unige.ch|T.+41(0)223798006
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