| Name of qualification | Magister profesor zgodnjega učenja/magistrica profesorica zgodnjega učenjaAdd to comparison [1] |
|---|---|
| Translated title (no legal status) | Master of Arts in teaching in early learning |
| Type of qualification | Diploma druge stopnje |
| Category of qualification | Izobrazba |
| Type of education | Master's education |
| Duration |
2 years
|
| Credits | 120 credits |
| Admission requirements |
|
| ISCED field |
Izobraževalne znanosti in izobraževanje učiteljev
|
| ISCED subfield | |
| Qualification level |
SQF 8 |
The qualification holder will be able to:
(general competences)
- understand basic social processes, scientific principles and modern achievements that are a guide to analysing and resolving challenges and issues in the professional field,
- express self precisely and clearly, and use professional language with authority,
- develop and understand basic pedagogical concepts and the laws of their development and functioning,
- critically assess existing practices, politics and research on early learning,
- understand the role of environmental factors in a child’s development and learning,
- demonstrate theoretical and practical proficiency in communication,
- cooperate with all those involved in the processes of early learning,
- search, select and use relevant data and information offered by written resources and modern technology,
- create and express a positive attitude and responsibility towards different arts and cultures,
- receive, perceive and produce in various artistic languages in relation to ensuring a encouraging learning environment,
- select and use different strategies, approaches and methods of work with different children,
- cooperate on and manage team and independent work,
- plan and implement projects and present own achievements and findings in various forms,
- cultivate a culture of living and transfer knowledge about it with an emphasis on awareness raising of the importance of nature and ecology for humans and of psychophysical health,
(subject-specific competences)
- recognise the differences and needs of children,
- contribute to a quality assurance system,
- cooperate with colleagues to improve own learning and teaching and share experience with others,
- understand and justify modern pedagogical practice,
- understand and critically assess the official and implementation curriculum,
- recognise and integrate in an applied way all the elements of the curriculum,
- accommodate and respect the cultural specifics of families and local communities,
- evaluate, critically select and provide music for children,
- engage in artistic activity and develop a positive attitude towards musical culture,
- develop new knowledge and understand the importance of performance art,
- understand concepts of fine art and communication and the laws of fine art expression,
- understand modern approaches and strategies in managing and implementing fine art activities,
- use different concepts of childhood and education in planning, implementing and evaluating work with individuals or groups,
- offer emotional security to children,
- promote the independence of children in accordance with their maturity,
- direct attention to the positive qualities of own personality and personalities of others,
- understand and take into account relations between the educational institution and local environment,
- recognise and understand in an interdisciplinary way diversity in the educational space,
- encourage children’s curiosity in the area of natural science,
- link and generalise fundamental natural science terminology and adapt it to the cognitive capacities of children,
- behave responsibly in the environment,
- offer children forms of assistance in developing logical and mathematical thinking and concepts,
- develop strategies for solving simple mathematical problems and by means of cognitive conflict motivate children to grasp problem situations and solving the pertaining problem,
- carry out empirical, mainly qualitative research in the field of early learning and teaching,
- observe ethical principles in research processes,
- select appropriate linguistic signs and codes depending on the position of speech and purpose of communication,
- create scientific texts,
- master communication in theory and practice,
- verify and apply acquired knowledge in practice,
- promote early speech development in children and other forms of symbolic expression,
- understand the role of environmental factors in a child’s development and learning.
Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).
To progress to the second year, a student must attain 48 credits (80% of credits) out of 60 credits in the first-year study programme.
Third-cycle doctoral study programmes (SQF level 10)
Students must complete all requirements defined by the study programme in order to complete their studies.