Course Catalogue Spring
Subjects Offered in English for the Spring Semester
(subjects offered for the Fall Semester can be found here)
|
Course unit code |
Subject |
ECTS credits Lessons Teacher |
Course descriptions |
|
BERAS01 |
Early Childhood Pedagogy |
6 credits practical course mark 2 lessons/week Dr. László Varga |
The aim of the course is to introduce students that the first years of life are important, because what happens in early childhood can matter for a lifetime. Science shows us what children must have, and what they need to be protected from, in order to promote their healthy development. Stable, responsive, nurturing relationships and rich learning experiences in the earliest years provide lifelong benefits for learning, behaviour and both physical and mental health. Interpretation and understanding the first years of human life, early childhood and childhood have undergone paradigmatic changes in the last few years. |
|
BERAS04 |
Theory and Practice of Innovation in Pedagogy |
6 credits practical course mark 10 lessons/term Dr. Réka Kissné Zsámboki |
This course examines the theory and practice of innovation in various specialty of pedagogy. Participants will be learn about how, why, and at what rate new ideas and technology spread through cultures and get acquainted with the success criteria of the innovation. Students will be facilitated and inspired to create mind maps and work out project ideas. |
|
BERAS05 |
History of Childhood |
6 credits practical course mark 2 lessons/week Dr. László Varga |
A look into the history of childhood shows that childhood is constructed differently in different times and places. The purpose of this course is to provide students with a base of knowledge regarding the changing historical experiences and meanings of childhood, in both the western and non-western world. In this course we will explore the highly variable ways childhood has been constructed both across cultures and throughout history. We will research the culture children create and transmit for themselves, including their folklore, art, writing, activism, and responses to the world. We will also investigate cultural products created for children. |
|
BERAS07 |
Comparative Kindergarten Pedagogy |
6 credits practical course mark 2 lessons/ week Dr. Réka Kissné Zsámboki |
Topics of the course: Social, cultural, cognitive, emotional etc. aspects of differences in children’s communities in the kindergarten. Talented children, children with special educational needs and care. Multicultural aspects of early childhood education. Principles and practise of inclusion in education. |
|
BERAS13 |
British Civilization and Intercultural Studies |
6 credits practical course mark 2 lesson/ week Ibolya Koloszár |
Topics like UK-physical features, England, Scotland, Wales, Northern Ireland, London, the media, the Parliament, ethnic minorities, customs and habits, rules and rights, the education system and other up-to-date topics are concerned in a highly interactive way. A new approach of getting to know other people/other cultures. The course is built on students’ own experiences in the first place. Through self-knowledge we can get to understanding other nations. The course is a very communicative and interactive introduction into intercultural studies. |
|
BERAS17 |
Pedagogical Aspects of Play |
6 credits practical course mark 2 lessons/ week Dr. Éva Hartl |
The main aim of the course is to develop creativity, skills and competencies that necessary for facilitating children’s play and creating toys. Required skills: creativity, good ideas, capabilities for play, special manual, visual and artistic skills (eg. origami, sewing, paper folding, creations by sticking etc.) |
|
BERAS20 |
Introduction to Hungarian as a foreign language |
6 credits practical course mark 2 lessons/week Ms. Márta Sándor |
A beginning course in which the speaking, listening, writing and reading skills are introduced and practiced, with the goal of attaining “Survival Hungarian” . Students are familiarized with basic grammatical structure, vocabulary, and verbs in the present, past and future tenses. Discussion of major cultural differences between Hungary and the students’ home country, folkloric songs and varied activities and meetings will provide cultural insight, information and enrichment.
|
|
BERAS22 |
Institutional Practices II |
6 credits practical course mark 3 lessons/ week Dr. Réka Kissné Zsámboki |
The course aims to prepare students for their profession by applying theory in practice, by humane pedagogical attitude and by developing skills necessary for conscious pedagogical work. Students should lead an observation diary throughout the terms and should take an active part in the life of the institution (primary or secondary grammar school/kindergarten/nursery etc.). |
| BERAS28 | Children’s Literature I. |
6 credits practical course mark 2 lesson/ week Ibolya Koloszár |
The main aim of the course is to familiarize students with folk tales and children stories in English. There is a long list of folk tales, fairy tales, fables to be discussed during the course. The programme will involve a series of linguistic and practical mini-tasks intended to raise awareness of the correct use of English and to encourage participants to dramatize the story. As methods of discussion group work, individual presentations, independent research are required. |
| BERAS32 | English Language Improvement Seminar | 6 credits
practical course mark 2 lesson/ week Ibolya Koloszár |
English Communication II.
|
| BERAS34 | Education Studies in English |
6 credits practical course mark 2 lesson/ week Ibolya Koloszár |
English Communication IV. |
| BERAS36 | English in the Kindergarten |
6 credits practical course mark 2 lesson/ week Dr. Arianna Kitzinger |
The course is based on the differentiation of foreign language teaching and foreign language acquisition. Therefore, students should get acquainted with modern theoretical and practical tendencies in pre-school education where foreign languages are developed. The different areas of early foreign language acquisition will be discussed in details with a special stress on English songs, rhymes and tales in the kindergarten. Students should also get acquainted with international technical literature and be able to apply it. Mastering technical vocabulary is a must. Each term ends with a mark. The subject is also a part of the English comprehensive exam at the end of the kindergarten trainees’ BA studies. |
| BERAS38 | English for Academic Purposes (EAP) |
6 credits practical course mark 2 lesson/ week Dr. Arianna Kitzinger |
Currently unavailable |
| BERAS39 | The Theory of Bilingualism |
6 credits practical course mark 2 lesson/ week Dr. Arianna Kitzinger |
Students will acquire the theory of bi- and multilingualism which will be used in practice later. First they will get familiar with the basic sociolinguistic terms and phenomena like the types of bilingualism, code-switching and code-mixing, the dominance of the English language, the role of EFL, ESL, EAL etc. Then, they will deal with the different language policies and language rights in Europe and how they are manifested in the practice of early childhood language development. Each term ends with a mark, except for the last one after which students will take an examination. The subject is also a part of the English comprehensive exam at the end of the kindergarten trainees’ BA studies. |
| BERAS44 | Project Pedagogy |
6 credits practical course mark 2 lessons/week Dr. Réka Kissné Zsámboki |
Project-based learning prepares children and students for academic, personal and career success, and readies young people to rise to the challenges of their lives and the world they will inherit. Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience. |
| BERAS45 | Sport II. |
3 credits practical course mark 2 lessons/week Dr. István Ágoston Simon |
The subjects focus on the theoretical and practical basis of sports. The aim of this course is to train students who are able to use and teach the theoretical and practical value of sports (eg. objectives, exercises, and fields of application of sports, basic and combined movements of sports etc.) Students will acquire the teaching methods of various elements and get ideas of required skills. Sport pedagogy is also taught during the course. |
| BERAS46 | Art II. |
3 credits practical course mark 2 lessons/week Dr. Tibor Gáspárdy |
The aim of this course is to discuss the importance of art in young children's learning and development. Art engages children's senses in open-ended play and develops cognitive, social, emotional and sensori-motor skills. Art is a cooperative learning experience that provides pleasure, challenge, and a sense of mastery. Instruction in the arts is one of the best ways in which to involve the different modes of learning; through art, children learn complex thinking skills and master developmental tasks. |
| BERAS47 | Music II. | 3 credits
practical course mark 2 lessons/ week Dr. Anna Tauber |
Methods in elementary Music is designed to prepare students for teaching music to children at the age of 3-7. Emphasis is placed on developing a philosophy of music education that considers the developmental needs of children as foundational in the process of teaching music concepts. The course consists of lectures, teaching demonstrations, peer teaching, music classroom observations, a review of music education literature. Students will develop skills in teaching music that incorporates singing, movement, playing instruments, listening, creating, and writing. |
| BERAS51 | Childhood traumatization and its consequences |
6 credits practical course mark 2 lessons/week Dr. Katalin Tóth-Merza |
The purposes of the course are 1) to review the types and forms of childhood traumatization (abuse and neglect) 2) to reveal the short-term and long-term sequales of maltreatment and 3) to shed light on the personality characteristics of the perpetrators. It discusses the opportunities of the prevention of childhood maltreatment and the pathways of the recovery from trauma. The course presents the results of a Hungarian research about the psychological effects of childhood traumatization. After students get a more nuanced picture about childhood traumatization, it might not be considered as a taboo topic anymore. Furthermore, a better appreciation of the high prevalence and effects of childhood trauma experiences may, hopefully, help students view traumatized persons as survivors of abuse with specific problems and needs. |
| BERAS52 |
Method of Teaching Physical Education II. |
6 credits practical course mark 2 lessons/week Zsuzsanna Szilva |
The course is about how to teach Physical Education and for Early Childhood students. This spring semester the focus will be on how to teach Gymnastics-type movements and skills, and how to plan Physical Education lessons. |
| BERAS53 | Rare disoders in early childhood |
6 credits Dr. Gábor Kovács |
Rare disorders (RD) are diseases which affect a small number of people. Up to now, there is no cure for most rare diseases, but there are many appropriate treatments that contribute to the improvement of the lifestyle of the patinets and also that of of the relatives. The semester seeks answers to the following questions: Social challanges of RD patients. How can we find RD centers, why is it neccesary? How can we find the best specialist(s)? Can the affected children "work" together with the others: challanges in the nursury- and primary schools |
| BERAS54 | Environmental Education |
6 credits 3 x 4 lessons, outdoor learning Dr. Katalin Molnár Helga Mesterházy |
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions. The components of environmental education are:
Keywords: sustainable development, environmental education, developing environmentally responsible behaviour, educational planning, organization |