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XIII- ANALITICAL DESCRIPTION OF THE COURSES



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XIII- ANALITICAL DESCRIPTION OF THE COURSES



Course Title: INTRODUCTION TO PSYCHOLOGY

Course Code: HP

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 2nd

ECTS: 6

Course Load Work: Lectures 30 classes, seminars 45 classes

Name of Lecturer: Anjeza Vila
Course Goals: The course aims at:

  • Transmitting to the students of primary education enriched knowledge on psychology as

a science, in order to contribute in their education as key agents in the changing process of the Albanian educational system.

  • To serve as a clue in their personal “growth”, strengthening the core element in the

humanizing process, i.e., reflection, serving as a background for the theories of development psychology

  • To encourage critical thinking among students, on specific phenomena that constitute the

object of discussion in this discipline.

  • To enable students to make a research in this discipline by giving them the most current

issues in the field of psychology applied today, through which they can select to work in the form of mini-project research works, essays, or other relevant course assignments, and present pertinent conclusions before the group and the lecturer.

Course Contents:

Psychology as a science

  • What is psychology

  • Psychological development

  • Human diversity

  • Research methods in psychology

  • Ethics and psychology

  • Career in psychology

The psychological foundations of behaviour

  • Neurons

  • The central nervous system

  • The peripheral nervous system

  • The endocrine system

  • The genes, evolution and behaviour

The senses and perception

  • The nature of the senses

  • Sight

  • Hearing

  • Other senses

  • Perception


States of consciousness

  • Conscious experiences

  • Sleep

  • Dreams

  • Consciousness altered by drug usage

  • Meditation and hypnoses

The Learning Process

  • Classical conditioning

  • Operating conditioning

  • Common factors of the classical and operating conditioning

  • Cognitive learning

Memory

  • Sensory receptors

  • Short-term memory

  • Long-term memory

  • Forgetting

Cognition and the mental processes

  • Thought components

  • Language, thought and culture

  • Thought and non-human language

  • Problem solving

  • Decision making

  • Intelligence and the mental abilities

  • Heritage, environment and intelligence

  • Creative skills

Motivation and emotion


  • Hunger and thirst

  • Sex

  • Other important motives

  • Emotions and their transmission

Personality

  • Personality studies

  • Psychodynamic theories

  • Humanistic theories on personality

  • Personality and individual differences

  • Social – cognitive learning theories

  • Evaluating personality

Stress and health psychology

  • Stress sources

  • Stress management

  • Stress influence on health

  • Extreme stress

Lifelong development

  • Prenatal development

  • The neonatal

  • Infancy and childhood

  • Adolescence

  • Adulthood

  • Late adulthood

Psychological disorders

  • Different views on psychological disorders

  • Spiritual state disorders

  • Anxiety disorders

  • Psychosomatic disorders

  • Distance disorders

  • Sexual and gender identity disorders

  • Personality disorders

Therapies

  • Humanistic theories

  • Insight - oriented

  • Cognitive-behavioral

  • Systemic

  • Expressive

  • Postmodern theories

Social Psychology

  • Social cognition

  • Social schemas

  • Cultural differences

  • Social-cognitve neuroscience


Basic Literature:

Morris.C & Maisto.A “Psikologjia, shkenca e proceseve mendore dhe e sjelljes njerëzore” Media print, Tiranë 2008.

Pettijohn. T “Psikologjia një hyrje koncize”Lilo Tiranë 1996.

Gjini .F & Piluri. A “Hyrje në psikologji”, Kotti Korcë.

Sdoroë .L “Psychology” C.Broën Communications NY 1993.

Boeree.G “Teoritë e personalitetit” Plejad, Tiranë 2004.

Piaget.J, “Psicologia dell’intelligenza”, Giunti Editore, Firenze 2011

Fromm E, “Nëntë skica psikologjike” Tiranë 2005

Giddens A, “Pasojat e modernitetit” Prill 2013 Tiranë, UETPress

Other References:

Buzan. T, Truri I fëmijës, Max, Tiranë, 2003

Ditari I një vajze anonime nga Viena”, Ideart , Tiranë 2013

Gardner H .”Mendja e disiplinuar” Erik, Tiranë 2003

Rogers .C “On Becoming a person” Mifflin & company, Boston 1961

Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian


Course Title: DEVELOPMENT PSYCHOLOGY

Course Code: PZH

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 2nd

ECTS: 6

Course Load Work: Lectures 30 classes, seminars 45 classes

Name of Lecturer: Anjeza Vila
Course Goals: The course “Psychology of Growth” aims:

To convey to the students an enriched knowledge on the psychology of development as a discipline, in order to enable them to recognize continuous changes in all aspects; physical, cognitive, emotional and social, that accompany the individual from conception until adolescence.


To serve as a clue in their personal “growth”, strengthening the core element in the humanizing process, i.e., reflection, serving as a background for the theories of development psychology through the understanding of children, establishing a relationship, supporting and encouraging them to realize their full potential.

To enable students not only to be able to acquire theoretical information about all the changes individual who suffers during life, but also enable them to use some of the methods of research in this discipline, to express their critical thinking about the main current issues concerning the discipline.


Course Contents:

  • The object and the short history of the psychology of development

  • The psychoanalytical theories; The theories of the psycho-social development; the social learning theories; the humanist theories.

  • Ante partum development and the delivery process

  • The neonatal. What are its competences? Sensory and perceptual capacities of the newborn.

  • The physical, cognitive and psycho-social development during childhood. Piaget’s theory of cognitive development. The first social relationship. Parent-child attachment. The development of the concept of the self. Margaret Mahler and the Separation-Individuation theory.

  • The physical, cognitive and linguistic development during the pre-school stage

  • The psycho-social development during the pre-school age

  • Characteristics of the physical and cognitive development in the mid-childhood. Piaget’s view on concrete operations. The cognitive styles. The concept of the self. The moral judgment development. Kohlberg’s theory of moral development. The family and the child.

  • Pphysical, cognitive, and psychosocial development during teenage. The boundaries of adolescence, and sexual behavior, Piaget, the stage of formal operations; The psychosocial development during teenage. Identity formation

Basic Literature:

Karaj.Th., Psikologji e zhvilimit të fëmijës, Progres, Tiranë, 2004

Vasta R,Haith. M, Miller S, Psikologjia e fëmijës, shkenca moderne, Uegen: Tiranë, 2007

Moshman.D,GloveH,Bruning.R,”Development psychology” Broën&Co” 1987

McNamara.s,Moreton G .Të kuptuarit e të qenit ndryshe David Fullton publisher: Londër, 2003
Other References:

Dolto.F, Etapat kryesore të fëmijërisë,Toena, Tiranë 2001

Montesori.M, Zbulimi I fëmijës, Plejad, Tiranë, 2009

Buzan. T, Truri I fëmijës, Max, Tiranë, 2003

Piaget.J, Psicologia dell’intelligenza, Giunti Editore, Firenze 2011

Lessing.D, Fëmija I pestë, Skanderbeg, Tiranë, 2007

Ditari I një vajzev anonime nga Viena” , Ideart , Tiranë 2013

Biddulph. S. Sekreti I fëmijëve të lumtur, Spektër, Tiranë 2006

Gardner H .”Mendja e disiplinuar” Erik, Tiranë 2003

Gesell Institute: “Child behaviour”, Dell Publishing Co,Inc New York 1963

Rogers .C “On Becoming a person” Mifflin & company, Boston 1961

Chavez. M ”Fëmija Pasqyra jote”, Max, Tirane 2002

Inclusion a question of attitudes” Mannual

Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian


Course Title: DEMOCRATIC CIVIC EDUCATION AND LEGISLATION FOR THE PROTECTION OF CHILDREN'S RIGHTS

Course Code: EQD-LMTF

Type of the course: Compulsory

Course level: Intermediate

Year of study: 3st

Semester: 1st

ECTS: 6

Course Load Work: Lectures 50 classes, seminars 25 classes

Name of Lecturer: Evionda Pylli

Course Goals: By the end of this course students should be able to:


  • identify universal human and other rights

  • explain the concepts of the rights, its history and the organizations and institutions which deal with the protection of these rights

  • analyze the arguments of some social phenomena and their role in respecting the human rights

  • analyze the role of guaranteeing and respecting the human rights in a democratic society

Course Contents:

  • Basic knowledge on democracy

  • Some basic human rights

  • Convention on the Rights of the Child

  • Universal Declaration of Human Rights

  • International and national mechanisms of protection of human rights

  • Freedom of religion in the Constitution of Albania

  • Ethnic structure in Albania

  • Divorce in Albanian society today

  • Gender discrimination and ways to mitigate it

  • Creation of the European Union

  • Organization of European Union

  • Albania and European Union

  • External Relations and European Union policies

  • Relations of the European Union and the United States of America


Basic Literature:

Qendra Shqiptare për të Drejtat e Njeriut: “Edukimi me të drejtat e Njeriut në Universitete”, Tiranë 2004.

Sinani.M, Dhamo.M, “Edukimi qyetar demokratik”, Tiranë 2004

Jahollari.B, Cikël leksionesh 2012.,


Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: KEY CONCEPTS ON MATHEMATICS

Course Code: KBM

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 1st

ECTS: 6

Course Load Work: Lectures 50 classes, seminars 15 classes

Name of Lecturer: Danjela Braho

Course Goals: By the end of this course students should be able to:

Recognize the basic fundamental thematic concepts such as sets, sub-sets, set-operations, functions and simple or complex numbers etc.


Course Contents:

  • Sets

  • Set- operations

  • Functions

  • Division

  • Simple numbers

  • Canonical homomorphism

  • Numeral system

  • Numeric Series

  • Identities

  • Systems of equations

  • First degree equations

  • Inequations

  • Matrixes and determinants

Basic Literature:

Adili, L. Margo “Aritmetika”

P. Petro “Koncepte themelore matematike” Tirane 2010.

Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian


Course Title: ALBANIAN LANGUAGE I

Course Code: GJSH1

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 2nd

ECTS: 9

Course Load Work: Lectures 80 classes, seminars 30 classes

Name of Lecturer: Alma Pogoni

Course Goals: By the end of this course students should be able to:


  • obtain knowledge on the origin and development of the Albanian language

  • be familiar with the phonetic, lexical and morphological system of the language

  • to increase national and state awareness that Albanian language is the main means for their cultural education and the main subject for pre-university education

Course Contents:

  • Language and its features

  • Language functions

  • Indo-European language family

  • Dialects of Albanian language

  • Standard Albanian language

  • Relations of standard language with the dialects

  • Phonetics and the qualities of sounds

  • Construction of speech apparatus

  • Vowels and consonants classification

  • Word stress and its features in Albanian language

  • Logical and emotional stress

  • Intonation

  • Lexicology and word; lexical meaning

  • New meanings of words

  • Semantic connections of words in Albanian language; synonymy, antonymy, homonymy

  • Basic knowledge on morphology, its object and connection with other disiplines

  • Morphological structure of the word

  • Types and ways of word formation; preffixes, composition, compounds, conversion

  • Noun, lexico-grammatical groups of nouns

  • Adjective and numerals; classification of adjectives, their categories

  • Verb and its classification, auxiliary verbs

  • Grammatical categories of verb

  • Adverb and conjunctions; their classification

  • Particles and interjections; place and stress of particles; features and classification of interjections


Basic Literature: Gramatika e shqipes së sotme, I, II, 2002;

Jashari, A., Gjuha shqipe për studentët, Korçë, 2012



Other References:

Agalliu, F., Mbi pjesët e ligjëratës në gjuhën shqipe, në Çështje të fonetikës dhe gramatikës së shqipes së sotme, Tiranë, 1972;

Demiraj, Sh., Sistemi i lakimit në gjuhën shqipe, Tiranë, 1975;

Fjalor i Shqipes së Sotme, 2002;

Fjalor sinonimik i gjuhës shqipe, 2004;

Gjinari, J., Shkurtaj Gj., Dialektologjia, Sh.B.L.U., Tiranë, 2003.

Jashari, A., Fjalë me shumë kuptime leksiko-gramatikore në gjuhën shqipe, Buletini Shkencor, Univ. Korçë, Nr. 6, 2004.

Jashari, A., Kryeziu B., Gjuhë amtare (Tekst për studentët e fakulteteve të edukimit), Universiteti i Prishtinës, Prishtinë 2011;

Jashari, A., Ushtrime për leksikologjinë e gjuhës shqipe, Tiranë, 2008;

Lloshi, Xh., Stilistika e gjuhës shqipe, Tiranë, 2004;

Memushaj, R, Fonetika e shqipes standarde, Toena, 2009;

Memushaj, R., Fonetika e shqipes standarde, Toena, 2009;

Thomai J., Leksikologjia e gjuhës shqipe, Tiranë, 2010;

Methods of Teaching: Lecture, Seminars

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: ALBANIAN LANGUAGE 2

Course Code: Gj SH 2

Type of the course: Compulsory

Course level: Intermediate

Year of study: 2nd

Semester: 1st

ECTS: 6

Course Load Work: Lectures 60 classes, seminars 15 classes

Name of Lecturer: Elona Çeçe & Alma Pogoni

Course Goals: By the end of this course students should be able to:


  • know the characteristics of language in general and specifically children’s langugage of age 6-11 years.

  • recognise spoken and writen skills of age 2-11 years.

  • know all the stages of structure development in children speaking (notably for the age 6-12 years)



Course Contents:

  • Syntax, the phrase

  • Simple sentences

  • Complex sentences with subordinate clauses of objective

  • Secondary components

  • Main components

  • Complex sentences with adverbial subordinate clauses

  • Types of speech

  • Phraseological units that children of preschool age posses

  • Vocabulary of preschool children

  • Use of words in phrases and sentences

  • Grammatical structures that preschool children do in a practical and intuitive way

  • The influence of dialectical and regional speech of preschool age

  • Specific objectives to win the necessary linguistic means (in first grade)

  • Specific objectives to win the necessary linguistic means (in second grade)

  • The specific objectives to win the necessary linguistic means (in third grade)

  • The specific objectives to win the necessary linguistic means (at the end of the fourth grade)

  • The specific objectives to win the necessary linguistic means (at the end of the fifth grade)


Basic Literature:

Biba, E. (2008). Ndertimet sintaksore te shqipes permes shembujve praktike, Korçe.

Shashai, A. (1994). Veçori te te folurit te femijeve te moshes parashkollore.

Other References:

Disa tipe semantiko- strukturore të periudhës me fjali të varur në lidhje korrelative, SF, nr. 3, Tiranë, 1967.

Gramatika e gjuhës shqipe 2, Tiranë, 2002.

Prifti, S. (1972). Klasifikimi i fjalive të varura, SF, nr.2, Tiranë.

Programe lëndore shkolla 9- vjeçare klasa I, II, III, IV, Tiranë 2006.

Shkurtaj, Gj. (2005). Sociolinguistika, Tiranë.

Shkurtaj, Gj. (2003). Dialektologjia, Tiranë.

Teksti i mësuesit, Abetare “Shkrojnë pas shkronje”, Tiranë 2004;

Turner G. J. (1973). Social Class and children’s language of Contol, in B. Berstein.

Maxhe. A (2005). Veçori morfo-sintaksore të fëmijëve parashkollorë, Temë mikroteze UT.



Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: English Language

Course Title: ARTISTIC EDUCATION

Course Code: FA

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 1st

ECTS: 6

Course Load Work: Lectures 25 classes, seminars 50 classes

Name of Lecturer: Josif Minga

Course Goals: By the end of this course students should be able to:

transmit to pupils everything that connects to art, artistic knowledge and practice in order to make them love the great inner world


Course Contents:

  • Art as a form of human consciousness

  • Art and humanity

  • Teachers’ aesthetic education

  • Artistic education

  • Artistic education through main emotional categories

  • Kinds of art

  • Role and influence of artistic activities for children

  • Music, the art of sounds

  • Music writing

  • Human voices

  • Families of instruments

  • Sounds within scales

  • Emotional listening

  • Visual – figurative arts

  • Drawing

  • Painting and application

  • Practice classes for pre-school education

  • Practice classes for primary education

  • Scenic music

  • Antic theatre of the present days

  • Cinematography

  • Talent and work in art

  • Artistic practice

  • Characteristics of primitive, classic, romantic and modern art

  • Entertainment dancing

  • Folk dancing

  • Experience of world and modern dancing

  • Artistic activities


Basic Literature:

Artistic education Weber Vol. ( for children until 14 years old),

“Storia della musica” Marie Clarie, Beltroudo- Partier , Lucarini editore.,

Other References: Praktika artistike me fëmijë nga Roehamton University, Gent University.

“ Krijo, luaj, mëso me gjithçka që ke përreth” Save the children .

“ Kohët e artit” vol 1, 2 “ Estetikë në tre pamje “ prof. F. Hysi

Artet vol 1 S. Nini, V. Duraj, M. Xhelili, B. Arbana

“ Artet institute i i kurrikulës dhe i trajnimit A. Peqini, F. Hysi, J. Gjevreku, M. Xhelili

“Trashëgimia kulturore “ V. Tole



Methods of Teaching: Lectures, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: MATHEMATICS THROUGH GAMES

Course Code: MNL

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 1st

ECTS: 6

Course Load Work: Lectures 35 classes, seminars 40 classes

Name of Lecturer: Argjir Butka

Course Goals: By the end of this course students should be able to:

  • know the goals and strategies of teaching initial mathematical knowledge to children

  • understand what game is, its contemporary phenomena and its potential in the overall development of 3 to 6 year-old-children

  • adopt management and game strategies for the accomplishment of preschool education standards.

  • acquire the necessary didactic and methodical knowledge for the realization of mathematical education curriculum for children.

Course Contents:

  • Game and its mathematical environment. Game interaction with other disciplines

  • Characteristics of teaching mathematics

  • Factors affecting the ability of learning

  • Learning through game for early age children

  • Theoretical basis of the game and its values

  • Management and development of the game. Improving mathematical environment of the game

  • Basic characteristics of the game. Types of games

  • Function and methodical types of tools

  • Theories of cognitive learning

  • General understanding of the concept

  • Development stages of children’s mathematical concepts according to their age group

  • Formation of children’s basic mathematical concepts; classification, ranking, quantity maintenance, etc.

  • Learning through observation, collection and measurement The concept of time

  • Formation of the set concept and set elements

  • The model and modeling. Learning in a digital world

  • Defining the notion of geometric bodies; the sphere, cylinder, cone, cube and pyramid.

  • Case studies. The method of examination and recovery


Basic Literature:

Napuçe, P. Matematika nëpërmjet lojes, leksione.

Glenn, A., Cousins, J., Helps, A. Loja dhe të Nxënët në Moshën e Herëshme, përkthyer nga Qafleshi, E., Tiranë 2006.

Musai, B. Psikologji Edukimi, Pegi, Tiranë, 1999.

Mato,E. Kamani,P., Ndrio, M. Hapat e parë, MASH dhe UNICEF, Tiranë 2012.
Other References:

Jaka, B. Metodika e mësimit elementar të matematikës, Prishtinë 2003

Mato, E. etj. Gati për në shkollë, MASH dhe UNICEF, Tiranë 2012.

Shkoza, Z. Metodika e matematikes, Elbasan.



Vasta.R Psikologjia e fëmijës, Tiranë 2007

Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: STRATEGIES OF ACADEMIC STUDY

Course Code: SSA

Type of the course: Compulsory

Course level: Base

Year of study: 3rd

Semester: 1st

ECTS: 3

Course Work Load: Lectures 30 classes, seminars 7,5 classes

Name of Lecturer: Arsinela Xhara

Course Goals: By the end of this course students should be able to:

  • read in various areas and write about specific themes and aims

  • implement different forms of writing

  • accomplish tasks and assignements by following all elements of form and content

Course Contents:

  • Writing, situations, problems and strategies

  • Reaction to reading: daily writing and notes keeping, the active role of the reader;

  • Paraphrasing: reflections of the author to our words: message receiving, reflection, reorganization

  • Summary - key ideas of the author, writing summaries, the methods of selecting materials for summary and its length

  • Development of responses after reading, the essay and argument

  • The analysis of author’s purpose and technique. Writer’s technique

  • The evaluation of books, its summary, books as a means of information and knowledge, writing a book review

  • Comparison and summary of resources: the diversity of knowledge; writing an essay, comparison -evaluation.

  • Searching information: personal ideas and library information

  • Concentration in subject, creating complete structure; draft, presentation and final form.

  • References, their use, methods of references

  • Documentation through bibliography; the list of references and bibliographies; different forms of bibliographies’ presentations .

  • Obtaining knowledge; questions, answers and evidences in disiplines; gathering of the neccessary information

  • Reading and writing about past events, human and historic sciences.

  • Objective writing of events; observation in human and natural sciences


Basic Literature:

Saraçi, A., Cikël leksionesh “Shkrim akademik”, 2012.

Memushaj. R, Shqipja standarde, Toena, Tiranë, 2005.

Shkurtaj. Gj, Si të shkruajmë shqip, TOENA, Tiranë, 2008.

Other References:

Lwis, J., Studim Akademik,

Infante. D, Rancer. A, Womack. D, Building Communication Theory, Waveland Press Inc. 1990.

Eko. U, Si Të Shkruajmë një Punim Diplome, Përpjekja,Tiranë 1997.

Guelpa. P, Introduction A L’analyse Linguistique, Armand Colin/Masson, Paris, 1997.

Gardes-Tamine. J, La Stylistique, Armand Colin/Masson, Paris, 1997.

Gardes-Tamine. J, La Rhetorique, Armand Colin/Masson, Paris, 1997.

Kerbrat-Orecchioni. C, Les Intereaction Verbales, Armand Colin/Masson, Paris,1998.

Memushaj. R, Shqipja Standarde, Toena, Tiranë, 2005.

Shkurtaj. Gj, Si të Shkruajmë Shqip, Toena, Tiranë, 2008.

Shkurtaj. Gj, Kultura e Gjuhës, Shblu, Tiranë 2006.

Methods of Teaching: Lectures, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: INCLUSIVE EDUCATION

Course Code:

Type of the course: Compulsory

Course level: Intermediate

Year of study: 3rd

Semester: 2nd

ECTS: 6

Course Load Work: Lectures 30 classes, seminars 45 classes

Name of Lecturer: Anjeza Vila
Course Goals: By the end of the course the students will be able to:

  • Increase their vigilance to understand the needs of every child within the class in terms of physical, cognitive, emotional and social aspects.

  • Understand the philosophy “Every child is an individual”.

  • To understand and use the importance of the right type of communication with children with special needs as well as with their parents at each step of their relationship, from their enrollment up to the final assessment.

  • Establish the level of child need introduced by the child himself.

  • Select and use the most appropriate type of additional support during instruction, which may be most efficient for the child.

  • Understand the importance of child assessment, based on the strengths of the child and also on their needs as well as to use the appropriate language at the day of assessment presentation.

  • To develop, use and evaluate yourself the individual plan elected for use with the child, aimed at improving the continuity of the process (using the format of self-assessment, or evaluation at school level).

  • Realize that the work with special needs children, does not require a teacher in the field of psychology or medicine, but a teacher who does not ever cease to receive new information on the specific needs either from those found in the classroom, individually, or in a professional manner in the form of training workshops etc.

  • To perceive the parent as a partner and not as distant from schools and understand that the initial information received by him at the time of enrollment in the school / kindergarten is only half of the job required.

  • And above all to love and accept special need children, understanding that each of them carries a potential within, and all of us must help them understand and amplify.


Course Contents:

  • Explanation of the concept of inclusion & inclusion at school level

  • The International Movement and the Albanian educational background in relation to inclusion

  • Registration, enrollment

  • Selection of communication with children with special needs and their parents.

  • Determining the support needs for special need pupils

  • Providing concrete support in affiliation with the level of needs identified above

  • Evaluate the important point, performance and achievements of these children in the classroom.

  • Parents, the key link of the whole process

  • Individual plans for children with special needs

  • The importance of obtaining new information about the treatment of children with special needs


Basic Literature:

Doracaku i gjithëpërfshirjes (Produkt i UNICEF, përgatitur nga Anjeza Vila në kuadër të projektit” Shkolla qendër komunitare” 60 fq, me të gjithë materialin e prezantuar në faqe e parë të këtij materiali, pika 5)

Edukimi i mësuesve për gjithëpërfshirjen (Rishikim i literaturës ndërkombëtare) TE4I (Europian agency for development in Special Needs Education. 53 fq.
Other References:

10 Steps to Implementing Effective Inclusive Practices A Guide for School Site Leaders “

“An Educator’s Guide to Inclusion” University of Virginia

“Index for inclusion”, developing learning and participation on schools. T. Booth, M. Ainscoë

“Partners Education

A Dual Capacity-Building Frameëork for Family–School Partnerships”

Inclusion a question of attitudes” Mannual

“Policy guidelines on inclusion in education”, UNESCO

Dolto.F, Etapat kryesore të fëmijërisë,Toena, Tiranë 2001

Montesori.M, Zbulimi I fëmijës, Plejad, Tiranë, 2009

Buzan. T, Truri I fëmijës, Max, Tiranë, 2003

Lessing.D, Fëmija I pestë, Skanderbeg, Tiranë, 2007

Biddulph. S. Sekreti I fëmijëve të lumtur, Spektër, Tiranë 2006

Gardner H .”Mendja e disiplinuar” Erik, Tiranë 2003

Gesell Institute: “Child behaviour”, Dell Publishing Co,Inc New York 1963

Chavez. M ”Fëmija Pasqyra jote”, Max, Tirane 2002


Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian


Course Title: CHILDREN LITERATURE

Course Code: LPF

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 2nd

ECTS: 6

Course Load Work: Lectures 60 classes, seminars 15 classes

Name of Lecturer: Prof. as. dr. Jonela Spaho

Course Goals: By the end of this course students should be able to:

  • know the object, bases, resources and specifics of children’s literature

  • know the works and life of the Albanain and foreign authors that have laid the foundations of the literature for children

  • discuss, argue and debate on the problems and different viewpoints found in the object of children’s literature works

Course Contents:

  • The object of children’s literature

  • Classics Thoughts on children’s literature

  • The sources of the literature for children

  • Historic bases of theoretical opinion on children’s literature

  • Pedagogical and psychological requirements of children’s literature

  • Stylistic features of children’s literature

  • The sources of folk tales, Indian and Celtic group

  • English, American, Norvegian and French folk tales

  • The development of children’s literature during the ancient period

  • Children’s literature in the Middle Ages

  • Children’s literature in the 17th century

  • Authors of children’s literature in the 17th century

  • Authors of children’s literature in the 19th century

  • The object of the Albanian literature for children

  • Children’s literature during the Independence period

  • The magazine “Vatra e Rinisë” and its contribution to the development of children’s literature

  • Children’s literature during the World War II

  • The development of our children’s prose

  • The development of our children’s short story

  • The development of our children’s novel

  • The development of our children’s poem, authors

  • hvillimi i poemës sonë për fëmijë. Autorë

  • Children’s literature in the last ten years in Kosovo

  • The development of children’s prose in Kosovo


Basic Literature: Dedja “Tradita dhe letersia shqipe per femije”. Tirane ,’76.

Dedja “Shkrime mbi letersine per femije”, Tirane, ‘78

A.Bishqemi, Historia e letërsisë shqipe për fëmijë,Tiranë,1999.

A.Bishqemi, Letërsia botërore për fëmijë, Tiranë, 2000.



Other References: Probleme te tradites dhe te aktualitetit ne letersine per femije. Tirane, 1976.

H. Boriçi “Fillimet e letersise shqipe per femije”, “Studime filologjike”,V.3 1976

O. Grillo “Panorame letrare”1-2.

Pleniumi i letersise per femij, Nentori, 12/60.

Pleniumi i letersise per femije. Nentori, 4/83.

Simpoziumi i pare Kombetar per problemet e letersise per femije. Tiranë, 1976.

Letersia e huaj ne shek. 17-18-19-te, Tirane, 1990.

R. Qosja “Porosia e madhe” Tirane, 1989.



Methods of Teaching: Lecture, Seminars

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian


Course Title: TEACHING AND LEARNING WITH NEW TECHNOLOGIES

Course Code: MNTR

Type of the course: Compulsory

Course level: Base

Year of study: 1st

Semester: 2nd

ECTS: 6

Course Work Load: Lectures 30 classes and Seminars 45 classes

Name of Lecturer: Dhori Beta

Course Goals: By the end of this course students should be able to:

  • To possess the basic knowledge of the structure and the function of a personal computer

  • To know the main notions of the system of the subject operation, especially the operations dealing with the administration of information

  • To possess the related techniques in using the Word Program as one of the basic applications of information technology

  • To possess the necessary techniques for the compiling of the documents consisting of tables and graphics

  • In Excel Program the students should comprehend the techniques of data processing, tables processing, build and editing of various graphics and diagrams

  • In Power Point Program they should possess the realization techniques of a presentation, slide building and the visual and audio effects

  • To know several programs that are used for the creation of the virtual laboratories for various disciplines

  • To know several programs of the students’ online communication and control


Course Contents:

  • Programs of virtual laboratories and online tests

  • Research information on internet, use of electronic mail and the discussion groups

  • The concept of computer networks. Communication in computer networks

  • Animation effects, transition of slides, insert and use of buttons

  • Modification effects of a slide model design. Insert of figures, tables, graphics in a presentation

  • Text processing, modification of slides in a presentation

  • The concept of electronic presentations. Microsoft Power Point 2010. Main elements of the working environment in Power Point

  • Data processing in Excel

  • Tables in Excel, their formation and data display in them

  • The concept of table processing. Microsoft Excel 2010

  • Computer and its constituents

  • Mains operations for information administration throughout Windows Explorer in Windows 7

  • The concept of text processing. Microsoft Word 2010.

  • Insert of frames and background into paragraphs and cells and tables

  • Page formatting of a document. Insert tables.



Basic literature

Lectures


Windows 7, Office 2010 – Dhori Beta, Edmond Gace

Other resources

Millhollon, M. & Murray, K. Microsoft Office Word 2010

Stinson, C. & Dodge, M. Microsoft Office Excel 2010

Microsoft Office Power Point 2010



Methods of Teaching: Lectures, Seminars and Practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian Language


Course Title: EDUCATIONAL PSYCHOLOGY

Course Code: PE

Type of the course: Compulsory

Course level: Base

Year of study: 2nd

Semester: 1st

ECTS: 6

Course Work Load: Lectures 50 classes, seminars 15 classes

Name of Lecturer: Arjan Kamburi

Course Goals: By the end of this course students should be able to:

  • Describe some basic ideas about the field of educational psychology and Identify the attitudes and skills of an effective teacher.

  • Define development and explain the main processes, periods, and issues in development, as well as links between development and education

  • Identify the key features of language, the biological and environmental influences on language, and the typical growth of child’s language.

  • Describe Erikson’s life-span development theory and explain these aspects of children’s socio-emotional development: self-esteem, identity, moral development, and coping with stress.

  • Discuss what intelligence is, how it is measured, theories of multiple intelligences, the neuroscience of intelligence, and some controversies and issues about its use by educators.

  • Describe learning and thinking styles.

  • Describe the various types of disabilities and disorders and define what gifted means and discuss some approaches to teaching children who are gifted.

  • Define learning and describe five approaches to studying it.

  • Describe the information-processing approach and explain the concept of metacognition.

  • Describe several types of thinking and ways that teachers can foster them and take a systematic approach to problem solving.

  • Identify important forms of teacher- centered instruction and of learner –centered instruction.

  • Define motivation, and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. Discuss the important processes in motivation to achieve.

  • Discuss how to create a positive classroom environment and Identify some good approaches to communication for both students and teachers.

  • Describe some types of alternative assessments and construct a sound approach to grading.


Course Contents:

  • Exploring educational psychology; teaching art and science;

  • An overview of child development: exploring what development is, processes and periods, cognitive developmental theories of Jean Piaget and Lev Vygotsky; identify the key features of language and the typical growth of child’s language.

  • Socio-emotional development: Erikson’s life-span development theory; self-esteem, identity, moral development and coping with stress.

  • Individual variation, what intelligence is: theories of multiple intelligences.

  • Learning and thinking styles: impulsive /reflective styles and deep/surface styles.

  • Various facets of gender, including similarities and differences in boys and girls; gender issues in teaching.

  • Educational issues involving children with disabilities and children who are gifted.

  • What is learning: behavioral and social cognitive approaches.

  • The information processing approach: attention, memory, metacognition.

  • Complex cognitive processes: what is thinking, reasoning, critical and creative thinking, decision making, steps in problem solving.

  • Motivational theories (behavioral, cognitive, humanistic): extrinsic and intrinsic motivation, attribution, self-efficacy, goal-setting, planning and self-monitoring, expectations, values and purpose

  • Objective driven lesson planning (Bloom’s taxonomy)

  • Teacher-centered lesson planning and instructional strategies

  • Learner-centered principles and instructional strategies.

  • Teaching, learning and technology

  • Managing the classroom and creating a positive environment for learning, being a good communicator and dealing with problem behaviors.

  • Evaluating and grading learning through assessment and standardized testing


Basic Literature:

Woolfolk, A. (2011). Psikologji Edukimi (Educational Psychology). Tiranë:CDE



Other References:

Biehler F.R, Snowman.J, (2004). Psikologji e zbatuar në mësimdhënie.Tiranë: ISP.



Salkind, N. J., & Rasmussen, K. (2008). Encyclopedia of educational psychology. Thousand Oaks, Calif: Sage Publications.

Methods of Teaching: Lecture, Seminars and practice classes

Assessment Methods: Written examination by the end of the course

Language of Teaching: Albanian

Course Title: EDUCATION THEORY AND SOCIOLOGY

Course Code: TSE

Type of the course: Compulsory

Course level: Intermediate

Year of study: 1st

Semester: 2nd

ECTS: 6

Course Work Load: Lectures 60 classes, seminars 15 classes

Name of Lecturer: Irena Nikaj

Course Goals: By the end of this course students should be able to:

  • understand, explain, amalyze, illustrate and implement the knowledge gained during their studies and individual preparation

  • reflect according to the nature, characteristics of education and sociological principles on which it functions

Course Contents:
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