Course unit code

Subject

ECTS credits

Semester

Course descriptions

BERAS01

Early Childhood Pedagogy

6 credits

practical course mark

2 lessons/week

Dr. László Varga

Fall

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

Fall

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

Fall 

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.

BERAS06

Kindergarten Pedagogy

6 credits

practical course mark

2 lessons/ week

Dr. Réka Kissné Zsámboki

Fall

Main topics of the course: Early childhood education in Hungary and across Europe. Personality, knowledge, skills and competencies of kindergarten teachers. Planning strategies and the method and practice of project based learning in the practice of early childhood education. Working with families: formal and non-formal ways of discussing parents. Responsibility, tolerance and care. Different ways of thinking and learning in early childhood. 

BERAS08

Theory and Practice of Bi- and Multilingualism

6 credits

practical course mark

1 lesson/ week

Dr. Arianna Kitzinger

Fall & Spring

Can't be chosen, replaced by

Fall semester: Multilingualism and Multiculturalism in Europe (BERAS40)

Spring semester: The Theory of Bilingualism (BERAS39)

BERAS09

English Communication

6 credits

practical course mark

2 lessons/ week

Ibolya Koloszár

Fall & Spring

Can't be chosen, replaced by

Fall semester:
Integrated Language Skills (BERAS31)
Cross-Cultural Communication (BERAS33)
Online Language Development (BERAS35)

Spring semester:
English Language Improvement Seminar (BERAS32)
Education Studies in English (BERAS34)

The course aims to prepare students to widen their professional phraseology in communication so that they could use it in different areas and in different situations. They should be able to cope with communication challenges in and outside the kindergarten on intermediate and advanced language level. The themes are made up of the topics of everyday communication and the technical terminology for pre-school teachers. 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.

BERAS10

English Literature

6 credits

practical course mark

2 lessons/ week

Dr. Arianna Kitzinger

Fall

Can't be chosen, replaced by

Fall semester: English and American Literature (BERAS30)

BERAS11

Methodology of English in the Kindergarten

6 credits

practical course mark

1 lesson/ week

Dr. Arianna Kitzinger

Fall & Spring

Can't be chosen, replaced by

Fall semester: The Practice of Bilingual Education  (BERAS37)

Spring semester: English in the Kindergarten (BERAS36)

BERAS14

Institutional Practices I.

6 credits

practical course mark

3 lessons/ week

Dr. Réka Kissné Zsámboki

Fall

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.).

BERAS18

Sport

3 credits

practical course mark

2 lessons/week

Dr. István Ágoston Simon

Fall

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.

BERAS19

Art

3 credits

practical course mark

2 lessons/week

Dr. Tibor Gáspárdy

Fall

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.

BERAS20

Introduction to Hungarian as a foreign language

6 credits

practical course mark

2 lessons/week

Ms. Márta Sándor

Fall

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.

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.

6 credits

practical course mark

2 lesson/ week

Ibolya Koloszár

This course is based  on books carefully selected from the world of authentic children's literature mainly from the lists of British publishers. We study stories that have gained an international reputation, contain rich and authentic examples of English and  may offer a concrete outcome in the form of dramatization. Happy Prince, Mary Poppins, Winnie-the-Pooh, Peter Pan, The Wizzard of Oz provide a starting point and rich context for developing a wide variety of related language.

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

practical course mark

2 lesson/ week

Ibolya Koloszár

English Communication I.
The course aims to prepare students to widen their professional phraseology in communication so that they could use it in different areas and in different situations. They should be able to cope with communication on intermediate and advanced language level. The themes are made up of the topics of everyday communication and the technical terminology for pre-school teachers.

6 credits

practical course mark

2 lesson/ week

Ibolya Koloszár

English Communication III.
In this course incoming students of different nationalities  learn together with their Hungarian partner.  As a surplus the  participants will enjoy the opportunity of learning a new language (Hungarian and  vice versa the language of the tandem partner) and will get to know each other’s culture in a direct and personal way. Tandem is concerned with language learning, but equally with cultural understanding and knowledge. It is a real  language learning experience, an  innovative way of getting to know a new language, a new friend, while using English as a lingua franca throughout the course.

practical course mark

2 lesson/ week

Ibolya Koloszár

English Communication V.
It is a video-based language learning course. The topics are chosen by the students themselves, and they are of a great variety. After watching the presentations/talks the topics are discussed  and additional resources are supplied in order to  master the content and extend the knowledge acquired. The lessons do not only develop listening skills, much emphasis is put on speaking as well as writing. Teacher supported online learning offers  flexible, self-paced study outside the classroom, and encourages your independent study skills.

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

Course unit code

Subject

ECTS credits

Semester

Course descriptions

BERAS01

Early Childhood Pedagogy

6 credits

practical course mark

2 lessons/week

Dr. László Varga

Spring

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

Spring

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

Spring

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

Spring

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.

BERAS08

Theory and Practice of Bi- and Multilingualism

6 credits

practical course mark

1 lesson/ week

Dr. Arianna Kitzinger

Spring

Can't be chosen, replaced by

Fall semester: Multilingualism and Multiculturalism in Europe (BERAS40)

Spring semester: The Theory of Bilingualism (BERAS39)

BERAS12

Use of English

6 credits

practical course mark

2 lessons/ week

Ibolya Koloszár

Spring

Can't be chosen, replaced by

Spring semester:

English Language Improvement Seminar (BERAS32)

The correct use of the language is in focus. Grammar points, speaking, listening – in cohesion. Attention is directed to accuracy by recognizing prepositions, expressions, phrases, idioms different from the native language.

BERAS13

British Civilization and Intercultural Studies 

6 credits

practical course mark

2 lesson/ week

Ibolya Koloszár

Spring

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.

BERAS15

English Language Improvement Seminar

6 credits

practical course mark

2 lesson/ week

Ibolya Koloszár

Spring

Can't be chosen, replaced by

Spring semester:
English Language Improvement Seminar (BERAS32)

The main aim of the Language Improvement seminars is to improve the students’ personal command of spoken and written English and their communicative competence while paying special attention to the language content, namely grammar and vocabulary, as well.

BERAS17

Pedagogical Aspects of Play

6 credits

practical course mark

2 lessons/ week

Dr. Éva Hartl

Spring

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

Spring

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.).

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.

practical course mark

2 lesson/ week

Ibolya Koloszár

English Communication II.
The main aim of the seminar is to improve the students’ personal command of spoken and written English and their communicative competence while paying special attention to the language content. Attention is directed to accuracy, the correct use of the language is in focus, the development of speaking, listening, reading, writing skills are in cohesion.

6 credits

practical course mark

2 lesson/ week

Ibolya Koloszár

English Communication IV.
The course is designed to teach students in the study of early language acquisition. Much of the learning in this seminar happens through student-teacher interaction. At the beginning of the term a topic is selected by the student. The program covers key themes in working with children such as  learning through play, developing language through play, developing language through interactions, developing the whole child, building positive relationships with children, encouraging emotional development, creating the right environment for play and many others. A term paper is required at the end of the semester.

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

6 credits

practical course mark

2 lesson/ week

Dr. Arianna Kitzinger

3 credits

practical course mark

2 lessons/week

Dr. István Ágoston Simon

3 credits

practical course mark

2 lessons/week

Dr. Tibor Gáspárdy

practical course mark

2 lessons/ week

Dr. Anna Tauber

6 credits

practical course mark

2 lessons/week

Dr. Katalin Tóth-Merza

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:

• Awareness and sensitivity to the environment and environmental challenges
• Knowledge and understanding of the environment and environmental challenges
• Attitudes of concern for the environment and motivation to improve or maintain environmental quality

Keywords:     sustainable development, environmental education, developing environmentally responsible behaviour, educational planning, organization