Training Course in Crete | CARE IN PALESTINE

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.

Resources of Training Course

University of Crete, Rethymno, Crete, Greece

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

Presentation 1 - Multiliteracies: What means to be literate in 21st century – Digital Literacy

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: Assistant Professor, Maria Ampartzaki

Presentation 3 - Numeracy and Realistic Mathematics in Early Childhood Education

Presenter:
Dr. Papadakis Stamatios

Presentation 5 - Scientific Literacy and STEAM in Early Childhood Education

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Presenter:
Michail Kalogiannakis Associate Professor, University of Crete, Greece,

Presentation 2 - Emergent Literacy: knowledge and skills in Early Childhood Education

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Presenter:
Dr. Anastasios Pekis

Presentation 4 - The teaching of Literacies and practical training in HEIs

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Presenter: Assistant Professor,Maria Ampartzaki,

Reading Materials

Click Her to Access a variety of Reading Resources

Supporting Resources

Article 1 - EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES

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.

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Authors: Konstantinos Ravanis

Artical 3 - Gamification in Science Education. A Systematic Review of the Literature

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:

Michail Kalogiannakis
Stamatios Papadakis
Alkinoos-Ioannis Zourmpakis

Artical 5 - The SAGE Handbook of Early Childhood Literacy -- the Emergence of Early Childhood Literacy

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:

Julia Gillen
Nigel Hall

Artical 7 -Mapping Multiliteracies: Children of the new millennium

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:

Susan Hill

Artical 9 - Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers

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:

Josephine Ryana
Anne Scotta
Maureen Walshb

Artical 11 - The Comprehensive Emergent Literacy Model: Early Literacy in Context

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:

Leigh Rohde1

Artical 13 - Using Assessment to Improve the Effectiveness of Early Childhood Education

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:

Andrew Downs
Paul S. Strand

Artical 2 - Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading

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:

Michail Kalogiannakis
Georgia‐Marina Nirgianaki
Stamatios Papadakis

Artical 4 - Emergent Literacy: A Polyphony of Perspectives

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:

David B. Yaden, Jr.
Deborah W. Rowe
Laurie MacGillivray

Artical 6 - Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education

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:

Stamatios Papadakis
Michail Kalogiannakis
Nicholas Zaranis2

Artical 8 - Discourse: Studies in the Cultural Politics of Education

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.

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Authors:

Carey Jewitt

Artical 10 - Portfolio assessment: does it really give the benefits that it purports to offer? Views of early childhood and first-grade teachers

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:

Nur Alaçama
Refika Olganb

Artical 12 - Literacy Activities in Half- and Whole-Day Greek Kindergarten Classrooms

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:

Eufimia Tafa

Artical 14 - Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

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.
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Authors: