Subjects Offered in English for the Fall Semester
(subjects offered for the Spring Semester can be found here)
| Course code and name | Teacher | ECTS credits, Mark, Lessons | Course description |
| BERAS01 - Early Childhood Pedagogy | Dr. habil. László Varga | 6, practical course mark, 2/week | 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 | Dr. Réka Kissné Zsámboki | 6, practical course mark, 10/semester | 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 | Dr. habil. László Varga | 6, practical course mark, 2/week | 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 | Dr. Réka Kissné Zsámboki | 6, practical course mark, 2/week | 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. |
| BERAS14 - Institutional Practices I. | Dr. Réka Kissné Zsámboki | 6, practical course mark, 3/week | 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 | Dr. István Ágoston Simon | 3, practical course mark, individual cons. | 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. |
| BERAS28 - Children’s Literature I. | Júlia Udvarhelyi | 6, practical course mark, 2/week | 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. |
| BERAS31 - Integrated Language Skills | Júlia Udvarhelyi | 6, practical course mark, 2/week | 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. |
| BERAS33 - Cross-Cultural Communication | Júlia Udvarhelyi | 6, practical course mark, 2/week | 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. |
| BERAS35 - Online Language Development | Júlia Udvarhelyi | 6, practical course mark, 2/week | 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. |
| BERAS36 - English in Kindergarten | Dr. Arianna Kitzinger | 6, practical course mark, 2/week |
Pre-requisites: Good level of English (B1-B2) 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. |
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BERAS39 - |
Dr. Arianna Kitzinger |
Prerequisites: Very good level of English (B2-C1) Students will be introduced to the theory of bilingualism and multilingualism, which will later be put into practice. First, they will be introduced to basic sociolinguistic concepts and phenomena such as types of bilingualism, code-switching and code-mixing, the dominance of English, the role of EFL, ESL, EAL, etc. They will then look at the different language policies and language rights in Europe and how these manifest themselves in the practice of early childhood language development. |
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| BERAS55 - Experiential learning in the nature | Dr. Tímea Kollarics | 6, practical course mark, 3-4/semester (indoor-outdoor) | The aim of the course is to acquaint students with the possibilities of education, learning and attitude formation in nature, especially in early childhood. The natural experience is the emotional center of environmental awareness and the development of action skills. Among the field experience pedagogical and environmental education methods, we get to know the pedagogical possibilities of educational trails, nature experience trails, forest kindergartens and zoos, among others, in theory and practice. |
| BERAS59 - Art (Painting and Graphics) I. | Dr. Tibor Gáspárdy | 6, practical course mark, 2/week | 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. |
| BERAS63 - Hungarian culture and folk literature | Dr. Gizella Frang | 6, practical course mark, 2/week | The course focuses on the theoretical and practical basis of Hungarian culture and traditions by the leatest research and theories of archeology, linguistic and history. The aim of this course is to acquaint students with our special world, who are able to see the Hungarian traditions, the deep approach of Hungarian thinking by methods of cultural antropology. The classes will present the traditions of nation in combination with local and historical attributes too. It happens through the analyzing of folk tales, rhymes, figures of speech, songs, musics and dances. So the students can get to know our country and our traditional culture better, and they understand it as well. |
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BERAS64 - Early Childhood Neuropedagogy NEW |
Dr. habil. László Varga | 6, practical course mark, individual cons. | Scientists are continually learning more about how young children’s brains develop. At the same time, teachers are looking for effective strategies to help children use their brains to their fullest capacity. In recent years, research on young children’s early brain and emotional development has underscored its importance for later development. Integrating this research into classroom practice, however, will require meaningful dialogue between educators and brain scientists to inform both research and ECE institutions. Linking brain and EQ research to ECE is extremely valuable to our understanding of children development and learning. Understanding how neuroscience can inform education strategies and finding out what teachers want and need to know about the ways children learn are two key drivers behind the neuro-education initiative. The course will provide students with loads of new information and data whereas it will also modify and complement the content of nursery school teacher and early childhood educator trainings as well as the innovation of early childhood educational and research facilities. This course also contributes to this dialogue by summarizing what we already know about the learning process in the brain and suggests how it might inform the teaching and learning process in the classroom. |
