.
Family Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:15.08.2024 10:41:29
| Study Course Information | |||||||||
| Course Code: | VPUPK_027 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; Social Pedagogy | Target Audience: | Law; Marketing and Advertising; Civil and Military Defense; Medical Technologies; Management Science; Public Health; Dentistry; Medical Services; Pharmacy; Psychology; Life Science; Clinical Pharmacy; Social Welfare and Social Work; Rehabilitation; Social Anthropology; Information and Communication Science; Sociology; Biology; Person and Property Defence; Political Science; Medicine; Pedagogy; Nursing Science; Juridical Science; Communication Science; Sports Trainer; Business Management; Health Management | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To expand students' knowledge and understanding about family pedagogy, to deepen understanding about the role of pedagogical competence of a specialist (medical practitioner, health care professional, social worker, etc.) in educating families and solving social problems. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The concept of family pedagogy. Family development trends. | Lectures | 1.00 | METC | |||||
| 2 | Family as an institution. Family as environment for implementation of the values and morals of personality. | Lectures | 1.00 | METC | |||||
| 3 | Relationships in the family. Couple relationships. Relationships between parents and children. Children's relationships. | Lectures | 1.00 | METC | |||||
| 4 | Parenting skills in upbringing of children in different age groups. Education. | Lectures | 1.00 | METC | |||||
| 5 | Communication in family and family traditions. Relations between the generations. | Lectures | 1.00 | METC | |||||
| 6 | Psychological-pedagogical description of family needs. | Lectures | 1.00 | METC | |||||
| 7 | Family pedagogy in the transformative society of Latvia. | Lectures | 1.00 | METC | |||||
| 8 | The role of a specialist (medical practitioner, health care professional, social worker, etc.) in family education. | Lectures | 1.00 | METC | |||||
| 9 | Parents’ role in upbringing of children. The role of a father and a mother in the family. | Classes | 1.00 | METC | |||||
| 10 | Intellectual and emotional upbringing of children. | Classes | 1.00 | METC | |||||
| 11 | Parents’ role in upbringing of children. Consequences of insufficcent upbringing. | Classes | 1.00 | METC | |||||
| 12 | The specifics of upbringing in various families. Situation analysis. | Classes | 1.00 | METC | |||||
| 13 | A happy child in a happy family. | Classes | 1.00 | METC | |||||
| 14 | Support of a specialist in providing the educational needs of a family. | Classes | 1.00 | METC | |||||
| 15 | Learning and upbringing in the context of paradigm shift in education. | Classes | 1.00 | METC | |||||
| 16 | Practical solutions for family education. | Classes | 1.00 | METC | |||||
| Assessment | |||||||||
| Unaided Work: | Pursuant to the total lenght of the study course (at least 48 hours), within the framework of student's independent work: 1) active involvement in lectures and classes, incl. discussion, problem/case analysis, role play and other study methods, 2) independent reading of the suggested literature, preparation for seminars on the material being read, 3) three independent works were developed and submitted: family description, situation analysis and family education activity. | ||||||||
| Assessment Criteria: | The assessment in the exam (points 1-10) consists of: Pedagogical and psychological characteristics of the family (1-2 p) – (20%). Analysis of the situation/case study based on the family pedagogy lessons is developed and presented. (1–2 p.) – (35%). A problem analysis of one type of family (foster families, bilingual families, one parent families, new families, families with a long-suffering child, destructive families, divorced families, etc.) is presented. A family education activity is developed (program 4–5 p.) Presentation (audio, video, prezi, clip, booklet, etc.) and a 5–7 minute presentation in the study group is prepared – (45%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | • knows the categories and problems of family pedagogy in nowadays; • characterises the family as a social institution and its interrelationships; • describes different types of families and the specifics of the functioning of the family. | ||||||||
| Skills: | • determines the model of relationships of children and adults in the family, assesses its impact on the child; • analyses situations from family pedagogy's point of view, uses theoretical knowledge in solving conflicts in specific situations; • explains the role of a family and upbringing in the development of the child's personality; • can discuss and debate with parents about upbringing problems in family. | ||||||||
| Competencies: | • develops a professionaly appropriate activity for family education; • reflects on the complexity of the situation of children and families in today's context, sees educational perspectives, provides pedagogical support; • recognises and evaluates the role of their pedagogical competences in solving social problems of families. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Family life in an age of migration and mobility : global perspectives through the life course / Majella Kilkey, Ewa Palenga-Mölenbeck, editors. (2016) London : Palgrave Macmillan; resurss pieejams arī tiešsaistē, skatīt bibliotēku kopkatalogā. | ||||||||
| 2 | PWO (2018). Situation analysis of child maltreatment prevention in Latvia | ||||||||
| 3 | PWO. (2016). INSPIRE: Seven strategies for Ending Violence Against Children | ||||||||
| 4 | Pedagoģija: izglītības zinātnes un pedagoģija mūsdienu pasaulē = Pedagogy: educational sciences and pedagogy in the changing world /[atb. red. Ilze Kangro]. Rīga: Latvijas Universitāte, (2005). 180 lpp. Resurss pieejams tiešsaistē, skatīt bibliotēku kopkatalogā. | ||||||||
| 5 | Šteinberga A. (2013) Pedagoģiskā psiholoģija. Rīga: RaKa, 176. | ||||||||
| Additional Reading | |||||||||
| 1 | Ancāne G. (2017) Vecākiem par sevi un bērniem. RSU, 48. | ||||||||
| 2 | Successful Family Language Policy Parents, Children and Educators in Interaction. (2013). - Springer Science+Business Media Dordrecht,, 295.pp. | ||||||||
| 3 | Day, C., & Davis, H. (2010). Family partnership model: Reflective practice handbook (2nd ed.). London: The Centre for Parent and Child Support. | ||||||||
| 4 | Lee, A., Dunston, R., Fowler, C. (2012). Seeing is Believing: An Embodied Pedagogy of ‘Doing Partnership’ in Child and Family Health. In: Practice, Learning and Change. Practice-Theory Perspectives on Professional Learning, V 8, pp 267-276. | ||||||||
| 5 | Bērnu identitātes un pilsonības Eiropas asociācijas (Children's Identity & Citizenship European Association, CiCea) tīmekļvietne | ||||||||
| 6 | Azarovs J. (1986) Ģimenes pedagoģija. Rīga: Zvaigzne:1986, 186. | ||||||||
| Other Information Sources | |||||||||
| 1 | Labklājības ministrija. Bērnu, jaunatnes un ģimenes pamatnostādnes 2021.-2027.gadam | ||||||||
| 2 | Jansone-Ratinika N. (2013) Tēva pedagoģiskā kompetence mūsdienu ģimenē Promocijas darbs. LU | ||||||||
| 3 | Rudzītis, J. (2011). Vardarbība pret bērniem Vecajā Derībā. Prommocijas darbs. LU. | ||||||||
| 4 | Medne D. (2010) Audzināšana ģimenē transformatīvajā sabiedrībā. Promocijas darbs. LU | ||||||||
