Post-degree Complimentary Studies: Qualification for Early Education (VAKAMS26DIAK)

• planning pedagogical activities that support the development of a child of early childhood education age
• education classics of early childhood education, pedagogy and didactics
• harmonisation, separation and integration in early childhood education learning environments

Students
• deepen their professional competence regarding the sections of early childhood education
• understand the significance of functional, experimental and collaborative learning as they make didactic choices
• master sufficient planning, guidance, assessment and documentation skills for the activities of a child of early childhood education age
• know how to develop their didactic skills in early childhood education.

0-5

• factors that protect and hinder the growth, development and wellbeing of children and young people
• legislation governing child and family work and child welfare
• operating environments and forms of support of basic services for children, young people and families in line with the Social Welfare Act and the Child Welfare Act
• assessment of a child’s situation and need for support, processes of building a customer relationship and taking into account the networks of close contacts
• prioritising a child’s interests and a child-oriented professional approach
• ethicality, inclusion, a relationship-based approach and systematisation as the basis of professional work practices and intentional utilisation of methods that support these factors
• relevant and legal recording of a child’s documents

Students
• understand the significance of the childhood growth environment as a protective and risk factor
• are familiar with and know how to apply the relevant guiding and governing legislation
• know the key operating environments, operators and forms of support of social work with families with children (child and family social work) and child protection
• know how to assess a child’s situation and need for support and are familiar with the processes of building a customer relationship
• know the principles and procedures of inclusive documentation with a focus on children, young people and families
• know the principles of professional work practices as well as various working methods

0-5

– Assessment of one's own competence, the development of a personalized study plan, and the initiation of the professional growth process
– Guidance provided by a study guidance counselor and an early childhood education specialist
– the Diak way of thinking, such as a developing work attitude and professional critical reflectio

Students
– are able to analyze the value basis of their own actions
– steer professional growth process towards a developing work attitude and professional critical reflection
– are familiar with the Diak way of thinking, such as a developing work attitude and the basics of professional critical reflection

0-5

Students
• use professional methods in work with customers
• know how to work as a member of a multidisciplinary team in diverse and multicultural settings
• are familiar with professional documentation and understand the importance of documentation in customer work
• have knowledge of and adhere to data security and protection as well as practices related to customer safety
• evaluate services from the point of view of the user and their service needs and identify areas in need of improvement
• support participation, equality and social integration and participate in discourse relating to their field
• adhere to ethical principles in work with customers and in workplace settings
• identify situations involving value conflicts in work with customers
• apply the values and ethical principles of the social services field in work with customers
• promote social justice in work with customers

Objectives of work placement for gaining the competence of licensed social service professional (sosionomi) within early childhood education

Students
• know how to plan, implement, evaluate and develop activities for children and groups of children
• know how to support children’s inclusion and characteristic way of operating (playing)
• know how to use professional methods in supporting children and families in diverse and multicultural settings
• know how to strengthen the educational collaboration
• have knowledge of and adhere to data security and protection as well as practices related to customer safety
• have knowledge of the parties of day care and early childhood education and recognise the role of network-based and multi-professional work in practice
• know how to work as a member of a multi-professional team in diverse and multicultural settings
• know how to work in their chosen setting with a goal-oriented and reflective approach.

Hyväksytty/Hylätty

Students
• know how to assess their professional growth phase and set development challenges for their professional growth
• know how to reflect on their professional identity and actions as a professional in social work
• know how to assess their activities and the basis of their professional actions in relation to the underlying thinking patterns and operating models as well as the social big picture, including an evaluative and conscious development of activities together with other actors
• understand the value-laden nature of social work and know how to reflect on their own dependencies.

• child-oriented pedagogy and educational collaboration
• communal and inclusive learning environments
• documents and legislation guiding and directing early childhood education
• cultural and conviction sensitivity and supporting equality and diversity
• the significance of early childhood education as preventative child welfare and family work

Students
• know how to plan, execute and assess child-oriented pedagogical activities for children and groups of children while considering the key principles and objectives of early childhood education
• know how to create communal and inclusive learning environments for children
• are familiar with and know how to apply documents and legislation guiding and governing early childhood education
• know how to commit to educational cooperation with guardians
• know how to act in a culturally and conviction sensitive manner and support equality and diversity in work carried out with children and families
• are familiar with the significance of early childhood education as preventative child welfare and family work.

0-5

• methods of supporting and guiding children’s development and learning
• growth and development disorders and early intervention methods as well as basics of supporting children’s mental health
• observation and documentation methods used in early childhood education
• special early childhood education and multidisciplinary child and family work

Students
• know how to identify growth and development disorders and are familiar with early intervention methods
• are familiar with and know how to apply various support activities to support children’s development and learning
• know how to guide and support children together with the family in the various phases of growth, development and learning while considering and strengthening children’s development level
• are familiar with the basics of children’s socioemotional development and mental health
• know how to use observation and documentation methods
• know how to act in multidisciplinary professional groups within child and family work with key collaboration parties.

0-5

• objectives and contents (learning sectors) of pedagogical activities in early childhood education
• methods used in pedagogical activities in early childhood education and assessment of pedagogical activities
• work methods in child and family work and assessment of work
• interactive, advisory and pedagogical skills and their development
• enriching children’s playing

Students
• are familiar with the central objectives and contents (learning sectors) of pedagogical activities in early childhood education and methods of pedagogical activities
• know how to assess and develop their interactive, advisory and pedagogical skills in family work
• know how to support children’s characteristic activity: playing.

0-5

– thesis publication process
– professional communication
– professional critical reflection
– maturity test

Students
– know how to assess research, development and innovation activities in professional work
– know how to present and justify the results of their research, development and innovation work in multidisciplinary thesis seminars and participate in professional ethical dialogue
– know how to communicate the results and further development challenges of their thesis to stakeholders
– know how to identify and communicate their professional competence and expertise to employers, collaboration partners and customers

0-5

– research, development and innovation methods and research material analysis methods
– thesis plan
– critical assessment of research and method data

Students
– know various research, development and innovation methods and research material analysis methods
– know how to apply the selected research, development and innovation strategy and method
– know how to make a thesis plan
– master the thesis process and know how to use multi-professional guidance to support their thesis process
– know how to critically appraise research data and justify their choices

Hyväksytty/Hylätty

– application of research, development and innovation methods
– implementing a thesis project within the social, health and/or church sector
– result and impact assessments in research, development and innovation activities
– constructive and critical feedback
– thesis report

Students
– know how to apply research, development and innovation methods in their work and develop their own activities in the working life
– know how to write a thesis as an investigating, developing, innovative and reflective collaboration process in the social, health and/or church sector
– understand the significance of result and impact assessments in research, development and innovation activities
– know how to give and receive constructive and critical feedback on research, development and innovation work
– know how to make a thesis report

Hyväksytty/Hylätty

– research, development and innovation process
– research methods and research material analysis methods
– thesis process
– literary review
– thesis idea paper

Students
– are familiar with the research, development and innovation process
– know various research methods and research material analysis methods
– know how to define the goals, methods and ethics in a research process
– know how to carry out a literary review in a research, development and innovation process
– know how to make a thesis idea paper
– are familiar with the thesis process and know how to use multi-professional guidance to support their thesis process

Hyväksytty/Hylätty