Sutdents Pre-school Education
Bachelor

Pre-primary Education

Your training in details

Spring semester: Februari 14 – July 1, 2022

  • EhB Welcome Day: tbc 
  • Examinations: June 6 - July 1

Erasmus mobility is organised during Spring semester only.

International Urban Education Program


Do you have a lot of imagination? Are you curious and empathic? Do you want to become cultural aware through meeting and connecting with others? And are you passionate about redefining the future of children and youngsters growing up in the big city? Then join our International Urban Education Program. Come and discover how you, as an educator, social worker, (pedagogical) coach, pedagogue,... can use the multicultural and metropolitan context to enhance the life of children and youngsters in a superdiverse city.

Through practice-based projects and internships you will get a closer look at the diverse reality of Brussels. You will encounter a broad range of organizations in the field of education, welfare, family-support, culture and youth. The voice and perspective of children, youngsters and educators working in the field will be the guiding force throughout the program.

Wandering through the metropolitan city of Brussels you will be immersed in cultural education and learn the importance of public perception, qualitative interactions, multilingualism and coaching. All while focusing on the 21st century skills. Skills that will give you the ability to respond innovatively and creatively to this ever-changing world.

Course offerings for incoming students

Field
Credits
Children & Society

• Identity and identity development
• Child images (child in danger, child as danger, commercialised child, the child of our dreams, child as adult, child as a vehicle of rights…)
• Historical evolution of the leisure sector for children
• Pedagogicalization of childhood
• Medaclization of childhood
• Commercialization of childhood
• Sociology of childhood
• Contemporary tendency in childhood
• Basic concepts of pedagogy
• Research: Being in times of becoming

Language of instruction: English.

Semester
Spring
3
Educational Issues in an Urban context
  • Characteristics of the urban city (ex. demografic aspects) with Brussels as case study
  • The historical, economic, social and cultural development of Brussels
  • The concept of Pedagogical Challenges
  • Different cases out of the media, analysed through the perspective of Brussels (as urban context)

Language of instruction: English.

Semester
Spring
4
Multilingualism in urban context
  • Translanguaging: home languages as a didactical resource: theory and classroom practices
  •  Multilingual language awareness: monolingual versus multilingual teacher beliefs and implications
  • Language acquisition (mother tongue, second language) and language stimulation
  •  Language awareness: theory and practices (early childhood, primary school)
  • Language passport, talking about language and emotions

Language of instruction: English.

Semester
Spring
3
Urban coaching & education

In Urban Education we focus on following themes for the educational professional:

Diversattude:

  • The diversattude: the powerful way to work with diversity. 
  •  The challenges and needs of pedagogical contexts to support professionals to enhance her/his diversattude.
  •  Art-based and narrative methodes
  •  Sense of being and belonging in pedagogical contexts

Multilingualism

  •  Multilingualism as a resource in primary education

Dialogue in controversial themes

  • framework and dialogue and communicational theories
  • nature and incidence of controversial themes

Language of instruction: English.

Semester
Spring
5
100 languages of children

Exploring the100 languages as a concept in which children are experienced as powerful and full of potentials.

In the courses of the 100 languages, the future ECPs are invited to explore the child within and search for their own expressive languages.

The project "From Rattle to Rocket" focuses on toddlers, experimenting with materials, movement, techniques, sounds, etc., making their imagination and curiosity visible. It starts from the concept ‘the environment as the third pedagogue’ and has abstract art as a source of inspiration.The students decorate an adapted space, combining as many contents as possible into a stimulating whole. During the creation the 100T are combined and reinforce each other. Children are invited to explore.Based on observation, the students stimulate the experience of toddlers. They guide, interact and document.

The second project focuses on the idea that nature is one of the languages chosen to meet in an intercultural way. Future ECPs interact with children (age 5-6), using materials such as clay and creations with branches and leaves, rather than spoken languages. Stories can be told and shared through nature, as a way to express and connect.. The project aims to stimulate the sensory experience of students in nature and deepen that experience through interaction with pre- schoolers. It has impressionism as a source of inspiration. At the end of the week, the students organize a formation for their peers in the field about the power of nature..

Language of instruction: English.

Semester
Spring
3
Creative Lab, Little Researcher (STEAM)

This project is organized in one week where the environment as a challenging and joyous place for play will be explored by students and by children.

The content:

  • children as researchers
  • the criteria of playful materials and its environment
  • 100 languages in play
  • coaching children’s play
  • the research of play
  • pedagogical documentation

Theoretical framework

  • traces of the pedagogy of Reggio Emillia
  • Vygotsky
  • Brunner
  • the handbook “Understanding by exploring” A. Weterings and S. Plampers (Bohn Stafleu van Loghum, 2017)

Language of instruction: English.

Semester
Spring
4
Internship

This internship can only be chosen by Early Childhood Education or Primary Education Students 

During the internship, the student takes the role of pedagogical coach (specific and adapted to the internship context).

The learning outcomes to be achieved are translated into personal internship objectives. Specific internship objectives must be achieved at the end the internship period. The internship goals are described in the internship manual.

The goals are assessed by observation, reflections and assessment interviews. Students writes a reflection report and portfolio during the internship period

Language of instruction: English.

Semester
Spring
8

Any question?

Academic Erasmus coordinator: Annick Biesmans
Administrative Erasmus coordinator: Emma De Cocker

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