Disclaimer: This Project Funded by the European Union. Views And Opinions Expressed Are However Those of the Author(S) Only and Do Not Necessarily Reflect Those of the European Union or The European Education and Culture Executive Agency (EACEA). Neither The European Union nor EACEA Can Be Held Responsible for Them.
5
Sessions
October 17th- 21st, 2022
Duration
English
Language
Overview
The Department of Preschool Education of University of Crete hosts the 3rd Training Course on “Literacies in Early Childhood Education” in the context of the Working Package 2 – Activity 1: Build the capacity of 24 facility members and 15 technical trainers. Training teaching staff aims at helping them become familiar with the best teaching practices, training approaches, material design and content development. With special attention on the practical trainings, teaching staff will be trained to develop new didactic approaches based on e-learning or web-based teaching materials.
(What the trainee is expected to know & do (Knowledge, Skills and competencies), (After finishing the training Course)
- To know the latest advances in the basic forms of literacy (Literacy, Numeracy, Scientific Literacy, Digital Literacy and Multiliteracies in general).
- To know the latest methodological approaches and best teaching practices in cultivating literacy knowledge and skills in Early Childhood Education.
- To become familiar with training approaches the introduce perspective teachers to the teaching and learning of literacy knowledge and skills.
- To become familiar teaching resources and didactic approaches based on e-learning and web-based teaching.
Who is the traning course for?
18 Academic Staff (Same members for each training)
- Al-Quds Open University
- Al-Aqsa University
- Al-Rawda University College
- Al-Ummah University College
TRAINING COURSE PATH
- Multiliteracies to accommodate children’s diverse needs View The Presentation
- Multiliteracies: Apps and approaches View The Presentation
- Multiliteracies: What means to be literate in the 21st century View The Presentation
Presenter:
Dr. Papadakis Stamatios
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Presenter:
Michail Kalogiannakis Associate Professor, University of Crete, Greece,
Presenter:
Michail Kalogiannakis Associate Professor, University of Crete, Greece,
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Presenter: Assistant Professor,Maria Ampartzaki,
Presenter: Assistant Professor,Maria Ampartzaki,
Supporting Resources
The last twenty-five years have seen an increase in the development of an area of educational research and implementation which is known internationally as Early Childhood Science Education. In fact, this is a broad framework within which different theoretical trends coexist with corresponding research orientations and fields of teaching applications.
Authors: Konstantinos Ravanis
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking.
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Authors:
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Authors:
- Michail Kalogiannakis
- Stamatios Papadakis
- Alkinoos-Ioannis Zourmpakis
In this chapter we explore, rather briefly, how the approaches researchers bring to studying young children and written language have changed across time, and how in the process critical concepts have been redefined leading to the emergence of early childhood literacy as a major research focus at the beginning of the twenty-first century.
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Authors:
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Authors:
- Julia Gillen
- Nigel Hall
In the Children of the new millennium project, we found that children as young as four years of age were choosing to go online to find information quickly. How will computers and the internet impact on how we learn in the future? What kind of learning will be possible for the four year olds who are already choosing to learn online in 2004?.
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Authors:
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Authors:
- Susan Hill
Contemporary commentary notes that students are frequently ahead of their
teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment.
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Authors:
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Authors:
- Josephine Ryana
- Anne Scotta
- Maureen Walshb
The early skills of Emergent Literacy include the knowledge and abilities related to the alphabet, phonological awareness, symbolic representation, and communication. However, existing models of emergent literacy focus on discrete skills and miss the perspective of the surrounding environment. Early literacy skills, including their relationship to one another, and the substantial impact of the setting and context, are critical in ensuring that children gain all of the preliminary skills and awareness they will need to become successful readers and writers.
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Authors:
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Authors:
- Leigh Rohde1
Since the 1960s early childhood intervention and education has been a national priority. Specifically, federal legislation has mandated the development and delivery of preschool programs targeted to children most at-risk for educational failure due to disabilities and poverty (PL 88–452, 1964; PL 90–358, 1968). Subsequently, the number of preschool programs available for such children has dramatically increased to the point that they are publicly funded in all 50 states, the District of Columbia and Puerto Rico (U.S. Department of Health and Human Services, 2006a).
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Authors:
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Authors:
- Andrew Downs
- Paul S. Strand
As the introduction of natural sciences in early
childhood education differs from natural sciences for adults, planning appropriate activities for preschool is a delicate task with various dimensions and parameters.
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Authors:
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Authors:
- Michail Kalogiannakis
- Georgia‐Marina Nirgianaki
- Stamatios Papadakis
In this paper, Yaden et al. review current developments in the field of emergent literacy (the study of reading and writing behaviors that develop into conventional literacy). The review includes studies that look at preschoolers’ emerging literacy in homes, day-care environments, and kindergartens and that focus on children’s development of literacy knowledge and processes through holistic literacy events (storybook reading, play, etc.).
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Authors:
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Authors:
- David B. Yaden, Jr.
- Deborah W. Rowe
- Laurie MacGillivray
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group.
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Authors:
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Authors:
- Stamatios Papadakis
- Michail Kalogiannakis
- Nicholas Zaranis2
As words fly onto the computer screen, revolve, and dissolve, image, sound, and movement enter school classrooms in ‘‘new’’ and significant ways, ways that reconfigure the relationship of image and word. In this paper I discuss these ‘‘new’’ modal configurations and explore how they impact on students’ text production and reading in English schools.
Authors:
- Carey Jewitt
Early childhood (n = 10) and first-grade teachers’ (n = 10) views concerning
portfolio usage were investigated in the current research. After collecting the data, six themes were constituted regarding the teachers’ opinions about portfolio use concerning ‘portfolio conception’, ‘advantages, disadvantages and challenges of portfolios’, ‘the content of early childhood portfolio’, ‘teacher’s role in the portfolio process’, ‘sharing the portfolio with parents’, and ‘transfer of portfolios from early childhood to first grade’.
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Authors:
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Authors:
- Nur Alaçama
- Refika Olganb
The purpose of the study discussed in this article was: to record the types
of literacy activities in whole-day and half-day kindergarten classrooms,
initiated either by teachers during the instructional time or by children
during the free-choice center time; to examine the amount of time spent on teacher-initiated literacy activities; and to determine the effect of whole-
day and half-day kindergarten programs on children’s literacy achievement.
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Authors:
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Authors:
- Eufimia Tafa
New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real-life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning.
View The Presentation
Authors:
View The Presentation
Authors:
- Nicholas Zaranis
- Michail Kalogiannakis
- Stamatios Papadakis2
What Participants are saying
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