courses for international students · 2019-05-09 · jagose, annamarie (1996): queer theory – an...

COURSES FOR INTERNATIONAL STUDENTS AUTUMN / WINTER SEMESTER

2019/2020

PRE-SCHOOL EDUCATION

EÖTVÖS LORÁND UNIVERSITY

FACULTY OF PRIMARY AND PRE-SCHOOL EDUCATION

40 Kiss János altábornagy Street, H- 1126 Budapest,. • Telefon: 36-1-487-81-11 • http://www.tok.elte.hu/international

IN ENGLISH____________________________________________________

- History of Childhood 4 ECTS

- Mental Vulnerability In The Family 4 ECTS

- Sociology of Families 4 ECTS

- Among Others 4 ECTS

- Sustainability Education 4 ECTS

- Ball Geometry 4 ECTS

- Kindergarten Practice 4 ECTS

- English Children’s Literature II 4 ECTS

- General Language Development 4 ECTS

- Science Education In English Pre-School Settings 4 ECTS

- Music Education In English Pre-School Settings 4 ECTS

- Phonetics and Pronunciation Develpment 4 ECTS

- English Language Preparatory Course for English-Hungarian

Bilingual Pre-School Education I 4 ECTS

IN GERMAN____________________________________________________________

- Nationalitätenkunde - Volkskunde I 4 ECTS

- Nationalitätensprache und ihre Methodik 4 ECTS

- Methodik / Nationalitätenkindergärtner IV. - Sachkunde 4 ECTS

- Methodik / Nationalitätenkindergärtner I – Kinderliteratur 4 ECTS

- Theorie der Zweisprachigkeit 4 ECTS

- Didaktik der Sportbeschäftigungen für KiTa Pädagogen 4 ECTS

- Integrierte Sprachpraxis I 4 ECTS




MENTAL VULNERABILITY

Course code ECTS Lecturer Department Language of

Instruction

ERA06O 4

Dr. Zsuzsa F. Lassú

[email protected]

Education English

MODULE AIMS

Getting knowledge about mental vulnerability, different mental illnesses, resilience, attachment; how

educators can support children of parents with mental vulnerability

MODULE SUBJECT

Mental illness - mental vulnerability; Importance of information about mental vulnerability;

Resilience and its support in the context of mental vulnerability; Attachment and its support in

institutions of early childcare and education; Possibilities of prevention and intervention in

institutional settings.

TEACHING AND LEARNING METHODS

Lectures; videos; group work

COMPULSORY LITERATURE

Modules of KIDS STRENGTHS project: www.strong-kids.eu

RECOMMENDED LITERATURE

Gillian Rose and Ann York (2004) Mental Health and Growing Up: Factsheets for

Parents,Teachers and Young People, Gaskell;

mailto:[email protected]

http://www.strong-kids.eu/




HISTORY OF CHILDHOOD


Instruction

ERA03O 4

Orsolya Endrődy-Nagy

[email protected]

Education English

COURSE DESCRIPTION:

Introduction to the Social History of Children and Childhood Studies. The aims of the course are to

understand the changes in children’s lives over time, to try qualitative and quantitaive methodologies.

LEARNING OBJECTIVES:

Upon successful completion of the course, students should be able to:

1. Demonstrate an introductory understanding of historical views of children, childrearing practices, family and childhood studies. 2. Analyse photos, paintings and movies about children. 3. Understand the changing views about children over time and space. 4. Demonstrate an introductory knowledge of research of methods. 5. Understand the effects of globalisation and media on today’s children. 6. Develop English oral and written skills. 7. Develop discussion skills.

COURSE CONTENT – TOPICS:

1. Research methodologies, Qualitative, Quantitative, Mixed methods 2. Paintings and photos as sources of interpreting childhood 3. History of the Family 4. Pedagogical Antrophology 5. History of Children literature, Literature on Children, Parental Guidebooks 6. The emergence of modern childhood in Europe, the Age of Innocence 7. Different narratives of 18th, 19th and 20th century chilhood 8. Modern and postmodern theories about childhood, the Death of childhood 9. History of the Children’s Room 10. Children and the Media





METHODS OF INSTRUCTION:

Lectures

Group discussion

Bringing requested materials such as photos, paintings about children, toys

Analysing photos, paintings, toys, games, animations, movies

Cooperative learning tasks

Reports and papers

Class excercises

METHODS OF EVALUATION:

Test - final examination

All students are required to write an (about 12.000 c.) essay/report choosing from the following topics:

Introduction of a selected literature, from the list given

Children in a selected era (etc. Renaissance, 18th Century, Modernity)

Analysis of a selected photo or painting

BIBLIOGRAPHY:

Buckingham, David (2000): After the death of childhood. Growing up in the age of electronic media. Polity

Press.

Cunningham, Hugh (2005): Children and Childhood in Western Society since 1500, Pearson and Longman,

Harlow.

Heywood, Colin (2001): A History of Childhood. London, Polity Press.

Montgomery, Heather (2009): An Introduction to Childhood. Wiley-Blackwell.

Smith, K. – Moriarty, S. – Barbatsis, G. – Kenney, K. (eds., 2005): Handbook of Visual Communication, Theory,

Methods and Media, Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, London.

FURTHER READINGS:

Aries, Philippe (1962): Centuries of Childhood: A Social History of Family Life. New York: Knopf.

Endrődy-Nagy, Orsolya (2016): Paintings and Illuminated Manuscripts as Sources of the History of Childhood:

Conceptions of Childhood in the Renaissance, in: András Benedek-Ágnes Veszelszki (eds.): In the Beginning

was the Image: The Omnipresence of Pictures – Time, Truth, Tradition, Peter Lang, Frankfurt-New York-

Oxford.

Harper, Douglas (2012): Visual sociology, Routledge, London, New York.




James, Allison and Prout, Alan (1990, eds.): Constructing and Reconstructing Childhood: Contemporary Issues

in the Sociological Study of Childhood, London: Falmer Press.

Kehily, Mary Jane (2004, ed.): An Introduction to Childhood Studies. Open University Press.

Penn, Helen (2005): Understanding early childhood. Issues and controversies. Open University Press.

Rose, Gillian (2012): Visual methodologies, An Introduction to Research with Visual Materials, Sage, London,

California, New delhi, Singapore.

Shahar, Shulamith (1992) Childhood in the Middle Ages. Trans. By Chaya Galai. London: Routledge.

Tudge, Jonathan (2008): The everday life of young children. Cambridge University Press.




SOCIOLOGY OF FAMILIES

Course Code ECTS Lecturer Department Language of

Instruction

ERA04O 4 Mr. András Déri

[email protected] Social Sciences English

MODULE AIMS

To give a basic insight into the most important theories of and contemporary debates on the

definition, role, types and functions of the family, to provide a comparative overview of family-related

policies in Europe and to understand the main problems and theories of gender and LGBTQ studies

and the role of these in pedagogy.

MODULE SUBJECT

Debates on the concept of ‘family’. Industrialization, post-industrialization and families. Social capital,

social inequalities and families. Family policies. Family practices. Gender sociology.


in accordance with the teacher's instructions


Beck, Ulrich & Beck-Gernsheim, Elisabeth (2002): Individualization: Institutionalized

Individualism and its Social and Political Consequences, Sage, London. Chapters 5 and 6.

Bourdieu, Pierre (1998): The Family Spirit. In: Practical Reason: On the Theory of Action –

appendix to the 3rd chapter. Stanford University Press.

Giddens, Anthony (2009): Sociology, 6th edition (the chapters on gender and family), Polity

Press.

Berger, Peter & Kellner, Hansfried (1964): Marriage and the construction of reality – An

Exercise in the Microsociology of Knowledge. Diogenes, June 1964 12: 1-24.

Morgan, David (2011): Rethinking family practices. Palgrave Macmillan, New York.






Bem, Sandra Lipsitz (1993): The Lenses of Gender: Transforming the Debate on Sexual

Inequality Yale University Press, New Haven.

Dermott, Esther & Seymour, Julie (eds, 2011): Displaying Families – A New Concept for the

Sociology of Family Life. Palgrave Macmillan, New York.

Edwards, Rosalind; Gillies, Val (2012): Farewell to family? Notes on an argument for retaining

the concept. Families, Relationships and Societies, Volume 1 Number 1, March 2012, pp. 63-69(7).

Jagose, Annamarie (1996): Queer Theory – An Introduction. New York University Press.

Hadas, Miklós (2003): The Sociologist and the Paradigm-Alchemy – On Pierre Bourdieu's

Masculine Domination. Review of Sociology, Volume 9, Number 2/December 2003.




AMONG OTHERS – INTERCULTURAL LEARNING IN PRACTICE


Instruction

ERA05O 4 Mr. András Déri

[email protected] Social Sciences English

MODULE AIMS

To apply non-formal methods as a way to develop intercultural competence in higher education. The

program’s important part is to address the effects of multicultural processes on young people’s vision

of the future. Our aim is a better understanding of challenges and potentials of national and

international mobility.

Objectives of the project:

To introduce non-formal education and international cooperation into higher education;

To develop intercultural competence of future youth workers, pedagogues and students of

other human sciences to improve the of their work;

To encourage the use of Erasmus+ Youth Programme in working with young people.

MODULE SUBJECT

Topics of the theoretical classes:

Understanding the key concepts

Recognizing cultural phenomena

Developing international projects

The characteristics of intercultural work

Topics of the practical classes:

Sketching individual projects

Stereotypes in everyday life, good practices of combating those

Communicational practices

Cultural, international experiences

Managing different intercultural situations

Involving foreign volunteers






Through non-formal methods of training, role play and drama pedagogy, students achieve the

following skills and competences:

Effective communication in an intercultural group

Combating prejudices and stereotypes

Mapping and management of misunderstandings and conflicts

Understanding the Erasmus+ programme


Coyote Magazin a. Issue 11 (May 2006): http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-

2006 b. Issue 14 (March, 2009): http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-

march-2009 c. Issue 15 (May 2010): http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-

2010

Tom Croft, Veronique Crolla, Benoît Mida-Briot: T-Kit on Social Inclusion. Council of Europe and European Commission, Strasbourg, 2003, http://pjp-eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-96f11df03dcd

Erasmus+ handbooks

Rui Gomes (ed.): Compass – Manual for human rights education with young people, 2012 edition. Council of Europe, Strasbourg, 2012. http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf


SALTO-YOUTH: Understanding You(th) – Exploring identity and its role in international youth work. London, 2010, https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

Silvio Martinelli, Mark Taylor: Intercultural Learning T-Kit. Council of Europe and European Commission, Strasbourg, 2000, http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

Peter Merry (ed.): Under Construction Citizenship, Youth and Europe T-Kit on European Citizenship.

Jonathan Evans, Wei Shen (ed.): Youth Employment And The Future of Work. Council of Europe and European Commission, Strasbourg, 2010. http://pjp-eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-42c8-bd29-e382c3b29c16

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-96f11df03dcd



http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf

https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

http://pjp-eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-42c8-bd29-e382c3b29c16






SUSTAINABILITY EDUCATION


Instruction

ERA02O 4 Dr. Gábor Áron Vitályos

[email protected] Natural Sciences English

MODULE AIMS

Training of students who are able to form the basis and develop the culture of sustainability and the

sustainable way of life of nursery and primary school children in indoor and outdoor scenes as well,

recognize and critically analyse environmental problems; explore and efficiently apply problem

solving techniques.

MODULE SUBJECT

Possibilities for guided tours and excursions in natural environments from the viewpoint of education

for sustainability (scenes: Sas Hill, Pálvölgyi Cave, Budapest Zoo, Hungarian Natural History Museum).

Gathering the local environmental problems of a given region of the student’s own country. Outlining

and presenting the possible solutions for the problems. Possibilities for methodological

implementations of the student’s experiences gained by these activities in the course of working in

nursery or primary schools.


Kosáros, A., Katona, I., Lakatos, Gy. (2007) Sustainability Pedagogy in Practice. An example from

health education. Journal of Teacher Education for Sustainability, vol. 7, 2007, pp. 79-87.


http://www.freeweb.hu/eduscience/0801Megyerine.pdf


http://www.freeweb.hu/eduscience/0801Megyerine.pdf




BALL GEOMETRY


Instruction

ERA12E 4 István Lénárt

[email protected] Mathematics English

MODULE AIMS

The development of the early formation of geometrical concepts with the help of spherical or

spheroidal bodies such as fruits, balls, spherical construction tools, etc.

Remarks on continuing the topic in higher grades.

Freehand drawing and geometric constructions on spherical surfaces.

Spherical games on 3D models and on the computer screen.

Gaining practical experience in primary school. The relevant methodology of dealing with young

children.

RECOMMENDED READING:

Lénárt, I.: Alternative models on the drawing ball. In: Educational Studies in Mathematics,

24/3 pp.277-312 1993.

The Plane-Sphere Project. Mathematics Teaching, MT 187, pp. 22-26, England, 2004.

Paper Geometry Vs Orange Geometry - Comparative Geometry on the Plane and the

Sphere. Mathematical Association of Victoria. Annual Conference 2009. La Trobe

University, Bundoora Australia.

http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf

Lénárt, I.: Adventures on the Lénárt Sphere. Blackline masters for the middle and high

school. Key Curriculum Press, Berkeley, California (1996).

Lénárt, I. - Anna Rybak: Hungarian Perspectives – Comparative Geometry in Primary and

Secondary School. In: The Pedagogy of Mathematics in South Africa: Is There a Unifying

Logic? Eds.: Paul Webb, Nicky Roberts. Real African Publishers on behalf of MISTRA (2017),

Johannesburg, Ch.5. pp. 107-122.

Anna Rybak - Lénárt, I.: COMPARATIVE GEOMETRY: BREAK BARRIERS BETWEEN MATH AND

MATH PHOBICS. Also in Polish: GEOMETRIA PORÓWNAWCZA: PRZEŁAMYWANIE BARIER

POMIĘDZY MATEMATYKĄ I FOBIĄ MATEMATYCZNĄ. Studia Psychologiczne. t. 55 (2017), z.

3, s. 3–16 PL ISSN 0081-685X DOI: 10.2478/V1067-010-0165-5.


http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf




KINDERGARTEN PRACTICE I


Instruction

ÓP17NA00A01 4 Szilvia Golyán

[email protected] Education English

COURSE DESCRIPTION:

This course provides a general introduction to the operation of day-care, kindergarten and primary

school institutions including unique aspects related to the processes of education, instruction,

learning and the role of a kindergarten teacher. Connections will be forged between a mentor and

the children. This course allows students to gain experience in the everyday tasks of a kindergarten

care-provider including the preparation needed to support the free play of kindergarten-age children.

COURSE CONTENT:

1. Personnel and facilities required in a kindergarten environment.

2. Kindergarten documentation: the kindergarten’s local program and plan for instructing a group

of children.

3. Healthy lifestyle habits in the kindergarten group: hygiene, eating, dressing; a regular daily

routine; variety of activities.

4. Life of the kindergarten group.

5. Children in a group: habits related to leading a social life.

6. Work-related tasks for children: daily helper, occasional tasks.

7. Observation and analysis of the kindergarten teacher’s work and the children’s free play sessions

REQUIREMENTS AND EVALUATION SYSTEM:

The successful completion of assigned tasks in the practice training notebook presented in a portfolio.

A grade is given based on the work done for the course.

COMPULSORY LITERATURE: -





ENGLISH CHILDREN’S LITERATURE II


Instruction

ERA32E 4 not yet specified Foreign Language and

Literature English

Number of hours: 2 / week

LANGUAGE REQUIREMENTS:

B2/C1 level of English

LEVEL OF TRAINING:

BA / undergraduate

MODULE AIMS:

The course extends the students’ knowledge in the field of English children’s literature, develops the

skills necessary for using children’s literature in language teaching for young learners and encourages

to learn and respect the culture of different nations.

MODULE SUBJECT:

Students learn about the importance of literature in the development of language skills and

personality, The selection of outstanding representatives of children’s literature follows especially

the aspects of age-relevance and developing empathy between cultures. The techniques of

storytelling, storywriting and dramatizing also belong to the content of the course.

OTHER IMPORTANT INFORMATION:

Closed number, prior to admission departmental contact is required!




GENERAL LANGUAGE DEVELOPMENT


Instruction


Literature English



A2/B1-2/C1 level of English

LEVEL OF TRAINING:

BA / undergraduate

MODULE AIMS:

Developing listening, reading, writing and speaking skills through topics connected to school and

working with children.

MODULE SUBJECT:

Specified at the beginning of course


Limited number of students. Prior to admission departmental contact is required!




SCIENCE EDUCATION IN ENGLISH IN PRE-SCHOOL SETTINGS


Instruction


Literature English




LEVEL OF TRAINING

BA / undergraduate

MODULE AIMS:

The course aims at introducing the trainees into the theory as well as the practice of teaching science

sessions to the very young. It also aims at providing the necessary technical vocabulary of the subject

along with general language development and opportunities to experiment in planning and teaching

science sessions in the target language.

MODULE SUBJECT:

The trainees will be introduced to the basics of teaching science sessions through a target language

to the very young. They will learn about planning science sessions and about the didactics of

science/content-based language development. Through preparing a presentation in an area of sience

they will learn the basic terminology and technical vocabulary and will improve their general language

competence. Micro-teaching a science session will provide a possibility for experimenting teaching.


Closed number, prior to admission departmental contact is required!




MUSIC EDUCATION IN ENGLISH IN PRE-SCHOOL SETTINGS


Instruction


Literature English




LEVEL OF TRAINING:

BA / undergraduate

MODULE AIMS:

The course introduces the knowledge and methods necessary for music education in bilingual

preschool settings.

MODULE SUBJECT:

The course develops competences and provides the students with a language base through the

following topics:1. Children’s songs, nursery rhymes 2. Folksongs and folkdance rhymes 3. Unison

songs with more complicated rhythm. 4.Using scales and intervals during music sessions.


Level B2. Closed number, prior to admission departmental contact is required!




PHONETICS AND PRONUNCIATION DEVELOPMENT


Instruction


Literature English




LEVEL OF TRAINING:

BA / undergraduate

Module aims:

The course aims to give students both theoretical knowledge about English pronunciation and

practise.

Module subject:

The course helps students to become aware of the sounds in the English language, the phonetic

symbols, patterns of stress in words and sentences and intonation as a way of expressing meaning.

Participating students also explore playful ways of developing pronunciation in early childhood

language development.






ENGLISH LANGUAGE PREPARATORY COURSE FOR ENGLISH-HUNGARIAN BILINGUAL

PRE-SCHOOL EDUCATION I.


Instruction


Literature English




LEVEL OF TRAINING:

BA / undergraduate

MODULE AIMS:

The aim of the course is to improve the general language skills of trainees planning to work in bilingual

kindergartens.

MODULE SUBJECT:

The course offers general language development for students specialising in bilingual kindergarten

education. Students develop the four main language skills: speaking, listening, writing and reading.

Vocabulary is expanded through topics concerning pre-school education. Students are expected to

work continuously.






NATIONALITÄTENKUNDE – VOLKSKUNDE I. FÜR WERDENE KINDERGÄRTNERINNEN


Instruction


Literature German


DAS ZIEL DER STUDIENEINHEIT

Die Studenten lernen die Geschichte der Deutschen in Ungarn kennen.

KURSINHALT

Die Hauptthemenkreise sind: das Deutschtum im Karpatenbecken vor der ungarischen Landnahme

und während Stephan I., deutsche Siedler im frühen Mittelalter in der Zips und in Siebenbürgen, das

Deutschtum im dreigeteilten Land und im Kampf für die ungarische Unabhängigkeit, die Ansiedlung

der Deutschen in Ungarn, der Einfluss des ungarischen Nationalismus auf das deutsche Bürgertum

am Anfang des 19. Jh., das ungarländische Deutschtum zur Zeit des Reformzeitalters, in der

Revolution und im Freiheitskampf von 1848 sowie im Kampf gegen die Willkürherrschaft, der

Ausgleich, die neue Nationalitätenpolitik, die Nationalitätenbewegung zur Zeit des Dualismus, der

erste Weltkrieg, Jakob Bleyer, die neue Nationalitätenpolitik, das Deutschtum zwischen den zwei

Weltkriegen, das Deutschtum im zweiten Weltkrieg, der Volksbund, die Treuebewegung, die

Aussiedlung, das Deutschtum nach der Aussiedlung sowie ihre Geschichte bis 1989, die Lage des

Ungarndeutschtums von 1990 bis in unsere Tage.

METHODES DES LERNENS/UNTERRICHTS:

Wenden Sie sich bitte an den Dozenten (E-Mail)

Kontaktperson: Gizella Baloghné Nagy, [email protected]





NATIONALITÄTENSPRACHE UND IHRE METHODIK


Instruction

ERA39E 4 Teréz Radvai

[email protected] Foreign Language and

Literature German



Die fortgesetzte Erweiterung der sprachlichen und grammatischen Kenntnisse der Studenten durch

methodische Fachkenntnisse, durch die sie imstande sein werden, in der Standardform der

Minderheitssprache/dialekt Kleinkindern Beschäftigungen zu halten und sich mit dem

Gesprächspartner (Eltern, Kinder) stilistisch und grammatisch verständlich zu unterhalten.

KURSINHALT

Im dritten Semester eignen sich die Studierenden Folgendes an:

• die richtige Wahl aus der Möglichkeiten der Wortschatzerweiterung;

• die vielfältigen Formen der regelmäßigen Wiederholung und Kontrolle des kindlichen Wissens;

• Satztypen und ihre Eigenheiten.

• Die Studenten benutzen bewusst Medien, die den Lerninhalten der Beschäftigungen im

Kindergarten entsprechen.

• Sie sollen über die Fähigkeit verfügen, das angeeignete Wissen kommunikativ, spielerisch, auf

altersbezogene Faktoren achtend zu vermitteln, mit Rücksicht auf Kinder, die einer besonderen

Förderung bedürfen.







METHODIK / NATIONALITÄTENKINDERGÄRTNER IV. SACHKUNDE


Instruction

ERA40E 4 Réka Miskei


Literature German



Erweiterung des Wortschatzes der Studenten durch Bearbeitung vieler Sachkunde-Themenkreise.

Einführung in die spezielle Methodik der bilingualen Bedeutungsvermittlung, damit die Studenten

kindgerechte, spielerische Beschäftigungen in Sach-Themen halten können.

KURSINHALT

· Einführung in die zielsprachige Sachkunden-Methodik;

· Aufbau der Beschäftigungseinheiten;

· Medieninventar und seine Rolle;

· Analyse von Videoaufnahmen über Sachkunde-Beschäftigungen;

· Anfertigung von Beschäftigungsentwürfen;

· Präsentation und Vermittlung einiger Themen an die Seminargruppe;

· Möglichkeiten der Beobachtung und Ausflüge;

· Möglichkeiten zur Förderung des Umweltbewusstseins.







METHODIK / NATIONALITÄTENKINDERGÄRTNER I. KINDERLITERATUR


Instruction



Literature German



Das Seminar soll den Studenten zu ihrer Allgemeinbildung einen Einblick in die deutschsprachige

Kinderliteratur gewähren. Reime, Sprüche und Märchen werden samt Methoden zwecks ihrer

Vermittlung vorgestellt und angeeignet.

KURSINHALT

• Einführung in die Geschichte der Kinderliteratur;

• Einige Vertreter der modernen deutschsprachigen Kinderliteratur und ihre Werke;

• Auseinandersetzung mit bedeutenden deutschsprachigen kinderliterarischen Werken;

• Methodische Möglichkeiten der Vermittlung kinderliterarischer Werke;

• Präsentation und Vermittlung von Sprüchen und Reimen für die Seminarteilnehmer;

• Feiertagsspezifische Reime und Gedichte und ihre Anwendung.







THEORIE DER ZWEISPRACHIGKEIT


Instruction

ERA42E 4 Gizella Baloghné Nagy


Literature German



Grundlegung des Studiums der Zweisprachigkeit durch Auseinandersetzung mit den einschlägigen

psycholinguistischen, antropologischen, soziologischen Forschungsberichten bezüglich Aufnahme

und Wirkung.

KURSINHALT

In Form von Textanalysen und Referaten werden folgende Themen behandelt:

· Argumente für die frühzeitige Aneignung der Zweitsprache;

· Definition der Zweisprachigkeit;

· Typen von Zweisprachigkeit;

· Über die mehrsprachigen Familien;

· Auswirkung der Zweisprachigkeit auf die Entwicklung der Persönlichkeit;

· Stufen der Erst- und Zweitsprachaneignung

· Ratschläge an Eltern zweisprachiger Kinder;

· methodische Einführung in die Zweitsprachvermittlung;

· Schwerpunkte ganzheitlicher Sprachförderung.







DIDAKTIK DER SPORTBESCHÄFTIGUNGEN FÜR KiTa-PÄDAGOGEN


Instruction



Literature German

Number of hours: This course runs only in September during our ‘block week’.


Die Studenten werden in die deutschsprachige Sporttheorie eingeführt und eignen sich dabei die

speziellen Fachbegriffe bzw. Instruktionen für Sport an. Sie lernen Möglichkeiten der einsprachigen

Bedeutungsvermittlung kennen.

KURSINHALT

Im Rahmen des Seminars werden folgende Themen behandelt in Form von Referaten:

· Einführung in die Sporttheorie

· Mittel der einsprachigen Bedeutungsvermittlung;

· Förderung der Körperwahrnehmung bei Kleinkindern;

· Spielerisches Aufwärmen;

· Spielerische Möglichkeiten der Bewegungsförderung;

· Vorbereitende Übungen zur Rolle vorwärts;

· Spielerische Wurfschulung;

· Stationen zum Abenteuerturnen.







INTEGRIERTE SPRACHPRAXIS I


Instruction


Literature German



Das Ziel der Studieneinheit ist, zur Ausbildung von Kindergartenpädagogen beizutragen, die im Besitz

ihrer Sprachkenntnisse, die auf dem praktischen Erwerb der Nationalitätensprache auf

Oberstufenniveau beruhen, imstande sind, ihre erworbenen Sprachkenntnisse in ihre pädagogische

Arbeit im Kindergarten einzubeziehen und in der Praxis der Erziehung effektiv anzuwenden.

KURSINHALT

Die Studierenden entwickeln ihre komplexen sprachlichen Kenntnisse systematisch in den einzelnen

Semestern.

Themenkreise:

• Interkulturelle Begegnungen

• Das Leben im Kindergarten damals und heute

• Methoden zur effektive Sprachvermittlung

• Die Beschreibung und Charakterisierung einer Person

• Verbtypen, die reflexiven Verben

• Die Bildung der Tempora

• Die Ergänzungen der Verben

• Die modalen Hilfsverben.



Kontaktperson: Gizella Baloghné Nagy, [email protected]


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