Course aims:

• Developing the observance ability, consignment, analyse and evaluation for the instructive-educational activities, on main objectives and in totality;
• Forming the ability of counselling the parents related to the programme of the child during the family time, the educational methods, the knowledge of the child etc.;
• Knowing the research specific of the educational process (characteristic, stages, functions, types, methodology etc.);
• Developing the capacity to cooperate with various educational factors, stimulating their participation in the instructive-educational activity.

Course Entry Requirements:

Forming a system of operational abilities to project, achieve and evaluate instructive-educational activities: the ability to project full lessons, various types and variants, and other types of educational organisation forms (trips, visits, practica

Course contents:

- The observation and the registering of the integral development of different instructive-educational activities with the help of adequate instruments (grids, files, guides etc.); - The analyse, the debate and the group evaluation of the observed activities; - The creation of weekly and semestral planning, on domains and themes, and the creation of projects for various activities and of projects for other organisational forms of the educational process; - Completely conduct instructive-educational activities according to the planning projected by the coordinator and the mentor of pedagogic practice; - Using evaluation (self-evaluation) instruments for the instructive-educational activities; measuring and evaluating the objectives and the lesson; - Practicing a positive attitude in the relation with the preschool children and the profession and practicing a creative attitude in the development of the activities ; - Applying methods and procedures for the prevention and the recovery of the retard in the development of the preschool children; - Applying strategies for the identification and the development of the preschool dispositions and aptitudes; - Applying specific strategies for the development of cooperation/communication and for the development of positive/stimulating psychosocial relations, of superior motivation for the group appurtenance, of affiliation, spiritual and for the development of the group as entity etc.; - Practicing the observance, the conversation, the experiment, the inquiry etc. as main research methods inside a research project; - Participating to various activities with the educational partners (family, consultations, visits, lectures, negotiations, debates with several governmental and nongovernmental organisations etc.). Using the techniques of negotiation, argumentation/ dispute, prognosis, reasoning and communication and persuasion

Teaching methods:

Conversation, Exemplification

Learning outcomes:

The study of curricular documents specific to preschool: The Curriculum for preschool; the methodical guide for preschool; the auxiliary curriculum for preschool - Creating observation files for the assisted lessons - Creating the activity project for the lesson

Learning outcomes verification and assessment criteria:

- Creating projects for instructive-educational activities, using concepts, theories, paradigms, principles and methodologies specific to the educational sciences or to the taught disciplines;- Practicing instructive-educational activities that use

Recommended reading:

Petrovan Ramona Ştefana, Lucia Buda, Caiet de practică pedagogică, Editura Focus, Petroşani, 2007, 20.
Petrovan Ramona Ştefana, Lucia Buda, Ghid de practică pedagogică, Editura Focus, Petroşani, 2007, 20.
Stan L, Pedagogia preşcolarităţii şi a şcolarităţii mici,, Editura Polirom, Iași, 2014, 1-80.
Voiculescu, E, Pedagogie preşcolară,, Editura Aramis, București, 2003, 1-50.
MECT, Curriculum pentru educaţia timpurie a copiilor de la 3 la 6/7 ani, MECT, București, 2019, 1-90.