Comrat State University

University Curriculum INTERCULTURAL EDUCATION for future teachers

Chişinău • 2020 This curriculum was developed within the project „Promoting and developing intercultural education (ICE) for pre-service teacher training”, implemented by the PRO DIDACTICA Educational Center, with the support of the „Pestalozzi” Children’s Foundation, Switzerland.

The views expressed in this paper are those of the authors and do not in any way engage the institutions to which they belong, and do not reflect the position of the institution that funded the development or provided the project management.

Project manager: Rima BEZEDE, PRO DIDACTICA Educational Center

Project coordinator: Cristina BUJAC, PRO DIDACTICA Educational Center

Project expert: Viorica GORAŞ-POSTICĂ, PRO DIDACTICA Educational Center

Work coordinator: Maria IANIOGLO, dr., assoc. prof., Comrat State University

Authors: Maria IANIOGLO, Maria VLAH, Galina LEVINTII, Galina MUTAF, Dmitri UZUN, Irina BEANOVA, Liudmila CHIOR, Natalia CUŢITARU, Liudmila NEDU, Olga TERZI, Prascovia NICOLAEVA, Ecaterina IAMBOGLO, Irina POIDOLOVA

National reviewers: Loretta HANDRABURA, dr., assoc. prof., International Taekwondo Academy Olga COSOVAN, dr., assoc. prof., „Ion Creangă” State Pedagogical University of Chișinău

International reviewer: Călin RUS, dr., Intercultural Institute of Timișoara

Colecţia Biblioteca Pro Didactica Seria Aici şi Acum

Edit: Mariana VATAMANU Correction: Vitalie SCURTU Cover and computer processing: Nicolae SUSANU Print: „Bons Offices” Editorial-Polygraph House

Centrul Educaţional PRO DIDACTICA str. Armenească, nr. 13, mun. Chișinău, MD-2012 tel.: (022) 54 25 56, fax: 54 41 99 e-mail: [email protected]

Intercultural Education: University Curriculum for future teachers / Maria Ianioglo, Maria Vlah, Galina Levintii [et al.]; project manager: Rima Bezede; project coord.: Cristina Bujac; Comrat State Univ. – Chișinău: Centrul Educațional “Pro Didactica”, 2020 (Tipogr. “Bons Offices”). – 100 p.: tab. – (Colecţia “Biblioteca Pro Didactica”, ISBN 978-9975-3013-2-9) (Seria “Aici şi Acum”, ISBN 978-9975-3013-3-6). Aut. sunt indicați pe vs. f. de tit. – Referințe bibliogr. la sfârșitul curriculumurilor. – Apare cu sprijinul “Pestalozzi” Children’s Foundation, Switzerland. – 25 ex.

ISBN 978-9975-3259-9-8.

378.015(073)

I-58 Table of Contents

Introduction...... 4

Curriculum Intercultural education...... 6

Modular approach:

Curriculum Pedagogy ...... 28

Curriculum Psychology ...... 34

Curriculum Preschool teacher training...... 41

Curriculum Gagauz language and culture ...... 45

Curriculum Musical repertoire for preschoolers...... 50

Curriculum Pedagogical ethics...... 54

Curriculum Theory and methodology of educational activity ...... 58

Curriculum Theory and methodology of musical education for preschoolers ...... 62

Curriculum Practical course of English (Part IV) ...... 67

Curriculum Pedagogical internship ...... 71

Curriculum Romanian language and multilingualism...... 76

Curriculum Romanian language, culture and civilization ...... 80

Curriculum History, culture and traditions of Gagauz people ...... 87

Curriculum Ethnopedagogy...... 93 University Curriculum Intercultural Education

Introduction

The global characteristic of the curriculum is/must be validated at the level of curricular project developments, needed at system level and in the educational process. Sorin Cristea

In the southern area of the Republic of Moldova, on an area of 1832 square kilometers, the population counts a number of 171,000 inhabitants, mainly of Gagauz nationality, speakers of a Turkish origin language and culturally close to the Turks, but of a Christian-Orthodox confession. This space, with its three cities and 23 villages, is a multilingual one, 3 official languages being spoken here: Romanian, Gagauz and Russian. It is a multiethnic region, located in an environment of common cultural values, but also different, derived from the culture of the ethnic groups that coexist: Gagauz (82%), Moldovans (4,7%), Russians (3,2%), Bulgarians (4,9%), Ukrainians (2,5%), other minorities (1%). The ethnic groups represented in this community, living together over time, have developed relationships and exchanges of culture that happened naturally, without being planned or forced. The mixed environment created conditions for permanent contact of cultures which contributed to different interferences, manifested in free borrowings, changes and mutual enrichment. In this context, intercultural education of teacher training programs for students promote knowledge and respect for the culture, traditions and lifestyle of the ethnic communities, by all the inhabitants of the country and region, it constitutes an ideological option in democratic societies and aims at the future citizens to make a better choice and direct themselves in the context of changes in value systems. Interculturality is above all respect for differences, it creates favorable conditions for initial professional training of teachers, for their preparation for intercultural education in the field of general education. Comrat State University (USC) is a public higher education institution, the successor of the National University of Gagauzia, opened by the joint decision of the Russian Foundation for Education and the District Executive Committee of the People’s Assembly on February 11, 1991, founded by Government Decision no. 408 of 01.08.1991. In 2002, it is accredited by the Government of the Republic of Moldova, and in 2015, by the decision of the National Council for Accreditation and Attestation (NCAA), it is scientifically accredited and given the qualifica- tion: Nationally Competitive Organization. Currently, USC operates on the basis of the existing legislative framework and operates in compliance with the principles of the University Charter and internal regulations. Fully integrated in the process of restructuring higher education, the institution has developed a specific institutional personality, respecting the regional, national and international demands imposed by the society. In this context, the issue of interculturality - with important consequences for intercultural and multilingual education - is a priority within the educational policies of USC, the university assuming the role of multicultural academic institution for education, research and heritage preservation of Gagauz culture.

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Having an important role in the training of qualified specialists, especially for the southern area of the Republic of Moldova, USC assumes the mission of training specialists with higher professional qualifications by offering theoretical/practical knowledge, needed to ensure the efficiency of the educational process. The University offers bachelor and master’s degree programs in a wide range of fields, adapting curricular restructuring measures, focusing on learning contexts from an intercultural perspective. USC develops scientific research and provides training programs based on demands of the socio-economic environment in the region, training specialists in the fields: education, economy, agriculture and law, within the 4 existing faculties, imposed by the requirements of a free market economy. The University has a specialized teaching staff (114 teachers, about 60% of Gagauz ethnicity), who ensure the realization of the educational process and the research-development programs, having as objective the orientation towards competitiveness and performance, in order to integrate in the circuit of multicultural values and providing educational services recognized at national and European level for 1570 students, of which: Gagauz students - 67,6%, Bulgarians - 15,9%, Moldovans/Romanians -10,7%, Ukrainians - 5,3%, Russians - 4,8%, Roma 0,3%. This is also the university where students from Turkey, Azerbaijan, Ukraine, Kazakh- stan, and Russia come to do their studies. The teaching staff is made up of full-time tenured staff, about 60% of them-university professors, doctors, university lecturers. A good part of them have an international didactic-scientific experience as a result of internships, individual grants, etc. The teachers have the mission to coordinate the activity of students in the spirit of communion, to form skills based on respecting cultural values, to avoid intolerance between ethnic groups, races, denominations, social categories, etc. In this context, the issue of interculturality is a priority in the educational and social policies of the region. As it is extremely necessary in community contexts and situations determined historically, culturally, politically, demographically, religiously, etc., interculturality requires permanent reporting to the principle of intercultural communication approach. USC is actively supporting the development of international partnerships based on the 40 collaboration agreements in the field of science and education with universities in Turkey, Russia, Romania, Cyprus, Germany, Bulgaria, Ukraine, Latvia, Belarus, etc. Through the collaboration agreements signed with renowned European consortia for research infrastructures, the faculty and students have access to the latest technologies and equipment. The Depart- ment of Education of Gagauzia plays an important role in the achievement of intercultural education within the university through various opportunities for collaboration, materialized through cooperation agreements and specific contracts aimed at various continuing education programs, specific training sessions, diverse projects. * * * The Curricula was approved at the meeting of the Council of the Faculty of National Cul- ture, minutes no. 8, 26.06.2019. Authors

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Curriculum Intercultural education

Author: Maria IANIOGLO, dr., assoc. prof.

General field of study: Educational Sciences Program of study: Educational Sciences Specialty: Primary teacher training. Pre-primary teacher training1 Semester of studies: 7th Language of instruction in non-native speakers groups: Romanian

I. PRELIMINARIES

Accepting differences is the first step towards understanding. Clifford Geertz

The modernization of education in the context of globalization, academic mobility, social inclusion and interculturality requires axiological updates in the university curriculum. Higher education institutions are the most sensitive and finest instruments for measuring the level of education in society. Intercultural education is recognized as an essential factor in ensuring the social and national balance. In this context, the initial professional training of the teachers requires the implementation of the curricular program Intercultural education, which capital- izes on the conceptual framework from a pedagogical experience, as well as information from representative bibliographic sources.1 Intercultural education is the one that promotes social integration of minority groups in a “peaceful” way without having to give up their own identity. Within nowadays’ jigsaw cultures it is accepted the idea that any socio-cultural group can contribute to the enrichment of the community life through the exchange of identity elements, through dialogue and involvement of all the members of the multicultural community. Intercultural education is an optional discipline focused on the axiology of the learner and on a prospective paradigm. The curriculum of the course is part of the problem of interculturality and focuses on the current trends of educational theory and practice modernization. The concept of interculturality in education/intercultural education is one of the most attractive approaches of modem psycho-pedagogy: the child - the subject of education; the educational institution/the multicultural school is a reality that creates opportunities for learning, developing and exploiting the cultural potential of the learner. Initial training of future teachers is the most effective way of implementing this concept in educational institutions. In this context, the present curriculum reflects the defining principles and the content of the university course. The course is directed towards the develop- 1 https://mecc.gov.md/sites/default/files/nomenclatorul_nr._482_din_28.06.2017.pdf

6 University Curriculum Intercultural Education ment of general and specific competences in the field of intercultural education and requires a modern approach of educational process. This document has the following functions: • regulates the process of training and intercultural education of the subjects of learning; • provides references regarding the didactic planning of the educational process from the perspective of interculturality; • provides the critical and instrumental basis for evaluating academic results; • guides the students - future teachers towards achieving transdisciplinarity during seminars and internships from the perspective of interculturality.

Conceptual framework The curriculum focuses on a conceptual approach. This approach is based on the conception of student-centered learning, according to the needs, peculiarities, cultural potential and one’s interests. The perspective of interculturality in education is based on the following landmarks: • the learner is regarded as the main subject of the educational process; • development of the individual peculiarities of the learner from the perspective of the intercultural paradigm; • establishing a collaborative and constructive “subject-subject” relationship; • interconnection of one’s own experience and social experience; • outcomes are expressed in terms of competences (values, attitudes, abilities, knowledge).

Principles of implementation of the curriculum Intercultural education: • the principle of humanism - the recognition of the value, uniqueness, integrity of the learner’s personality; recognition of the right to free development and manifestation of skills; the confirmation of the “good” as a criterion of relations in society; • the principle of cognitive development - organizing the learning activity by means of “interaction with the other/collaboration/cooperation”, offering the opportunity to manifest cultural identity and interculturality; framing the learner with behavioral experience from the perspective of interculturality; • the principle of formative orientation centered on the acquisition of professional competences; • the principle of correlating theoretical and functional knowledge, of action learning from the perspective of feedback; • the principle of stimulating and developing the intelligence and creativity of the learners; • the principle of developing the quality of subject of each student in the academic process.

Structural approach The curriculum focuses on the following variables: conception (conceptual framework); objectives/learning outcomes (general and specific); content; teaching strategies; evaluation

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strategies; training time. The process approach involves three interconnected processes: design, implementation and evaluation. The specificity of the procedural approach from the perspective of implementing the concept of interculturality implies: • priority of interactive, investigative teaching strategies; • mastery of cooperative learning, collaboration; • development of intercultural competences and individual characteristics of the learners. A minimum performance standard represents the definition and appropriate use of the key concepts associated with intercultural education: culture, cultural diversity, intercultural communication, stereotypes and prejudices, intercultural practices, national and universal/European values; recognition of conflict situations arising from intercultural differences and ways of promoting intercultural dialogue; presentation of a scientific article on a topic related to intercultural education. Language of instruction: Romanian (non-native speakers groups).

II. COURSE ADMINISTRATION

Code of Name of Semes- No. of hours Evalua- No. of discipline discipline ter Total Including tion ECTS C S L IA credits S3.07.A.059 Intercultural VII 90 22 23 - 45 E 3 education Note: C – course, S – seminar, L – laboratory, IA – individual activity Course units and distribution of hours No. Content units Course Seminar Individual Total 1. Foundations of intercultural pedagogy 2 - 2 4 2. Theoretical landmarks of intercultural education 2 2 4 8 3. Cultural diversity and identity in the context of 2 2 4 8 globalization 4 Intercultural communication 2 2 4 8 5. Barriers in intercultural communication 2 2 4 8 6. Intercultural conflict 2 2 4 8 7. Evaluation. - 2 2 4 Curricular design of intercultural education 4 2 6 12 8. Pedagogical approach of interculturality in 2 2 4 8 general education 9. The interculturally competent teacher 2 2 4 8 10. Intercultural competence: conceptual delimitations 2 2 4 8 11. Interculturality in education: from diversity to ac- - 3 3 6 tion. Good practices. Evaluation Total 22 23 45 90

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III. SPECIFIC COMPETENCES Professional competences: • knowledge and proper use of the concepts related to intercultural education; • understanding the specificity, role of intercultural education and strategies of curricular adaptation from the perspective of cultural diversity; • strengthening intercultural competences that favor a balanced relationship with others; • interpreting educational practices from the perspective of cultivating cultural diversity; • applying the modalities of developing intercultural approaches at the level of group of children; • elaboration of curricular materials with reference to the field of intercultural education; • applying the methodology in the educational process from the perspective of interculturality; • cooperation with others in solving theoretical and practical problems within different cultural communities. Transversal competences: • applying the specific knowledge of the socio/psycho/pedagogical sciences in solving some problem situations as well as in analyzing possibilities for development; • cooperating with others in solving theoretical and praxiological problems of the community and making decisions; • responsible, assertive, tolerant and mutually advantageous relationship and communication with educational agents; • observing norms and promoting values of professional ethics in the educational activity; • capitalizing on self-training and self-education strategies, manifesting readiness to evaluate/self-evaluate activities, achieving feedback in professional development; • manifesting a proactive, responsible and tolerant social behavior, appropriate to a constantly changing and developing world; • demonstrating responsibility for personal actions and behaviors within the educational process and daily life. Values and attitudes: – positive and constructive use of cultural differences; – balanced reporting and acceptance of cultural otherness; – internalization of democratic values, tolerance and intercultural dialogue; – manifesting respect for human dignity and rights, enhancing diversity; – cultural tolerance, understanding and empathy; – respect for the values of one’s own culture and of other ethnic groups’ values; – promoting dialogue, respect for one’s and others’ cultural identity, civic spirit; – peaceful and constructive conflict resolution; – availability for intercultural dialogue and for cooperation.

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IV. GENERAL OBJECTIVES knowledge and understanding: • to know the key concepts of intercultural pedagogy; • to identify the problems and trends of intercultural education; • to define the theoretical references of intercultural education; • to describe the peculiarities of curricular design from the perspective of interculturality; • to explain the principles and the methodology of intercultural education; • to explain the notions of interculturality, multiculturality, enculturation, acculturation and so on. application: • to analyze and generalize the approaches, phenomena, experiences of intercultural education; • to compare different ways of realizing intercultural education; • to establish the functional connection between the didactic context and the peculiarities of the educational approach from the perspective of interculturality; • to design and apply teaching strategies according to the expected purposes; • to solve problem situations and make appropriate decisions; • to design and carry out applicative investigations with reference to the problem of intercultural education. integration: • to elaborate the design of applied investigation on the problem of intercultural education; • to propose ways for an effective behavior in a multicultural environment; • to plan activities related to intercultural education; • to argue the need to develop intercultural competence in the multicultural environment; • to estimate the importance of cultural tolerance and empathy in the multi-ethnic and multi-denominational environment; • to offer new models of ethical behavior in a multi-ethnic environment.

V. CONTENTS AND DIDACTIC STRATEGIES Topic 1. Foundations of intercultural pedagogy Reference objectives Content units Students will be able: 1. Theoretical sources of intercultural ped- – to define the concepts: intercultural pedagogy/diversity/openness agogy, intercultural paradigm, intercul- 2. The object of study and the universality tural community; of intercultural pedagogy – to identify the object of study of inter- 3. The status of intercultural pedagogy in cultural pedagogy; the field of Educational Sciences – to determine the objectives of intercul- 4. Education and democracy, intercultur- tural pedagogy; ality and national and universal values – to know the sources and the specificity 5. The paradigm of interculturality in edu- of the course; cation

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– to identify the premises for the develop- Key terms: interculturality, culture pedagogy, ment of intercultural pedagogy; intercultural pedagogy, the universalism of in- – to appreciate the formative and social tercultural pedagogy, intercultural education, valences of studying intercultural peda- the paradigm of interculturality. gogy for personal development and professional training; Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Introduction 2 • The technique Bingo course • Discussion • The technique Free writing • Conceptual map • Reflective diary Seminar - Individual 2 • Documentation based on the recommended bibliography activity of stu- • Preparation of the bibliographic list for the Intercultural Educa- dents tion course • The formation of the “Me – my ancestors” family tree, highlighting the ethnic/cultural/religious affiliation • Essay on the topic Intercultural and multicultural in education • Graphic presentation: an icon, a symbol that will illustrate/associate with interculturality • Develop digital exercises on the studied topic using the LearningApps.org platform • Applying the Time Line technique, demonstrate the evolution of intercultural pedagogy Formative • Frontal, mutual evaluation, self-evaluation evaluation • Evaluation activities: – Analyze and describe the concept of intercultural pedagogy – Applying the Time line technique, demonstrate the evolution of intercultural pedagogy – Make a presentation, demonstrating the position of intercultural pedagogy within the system of educational sciences Topic 2. Theoretical landmarks of intercultural education Reference objectives Content units Students will be able: 1. Conceptual delimitations of intercultural – to define the concepts: intercultural education (ICE): intercultural education education, paradigm of interculturality; as an integrating, holistic concept – to identify the concept of intercultural ed- 2. The evolution of ICE and the paradigm ucation as an integrative and holistic one; of interculturality in education – to determine the objectives of intercul- 3. The principles of intercultural education tural education; 4. The basic function and the general and spe- – to analyze the dimensions of intercul- cific objectives of intercultural education tural education; 5. The dimensions of intercultural education

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– to analyze the premises for develop- 6. Intercultural aspects in inclusive educa- ment of intercultural education; tion – to explain the essence of intercultural Key terms: interculturality, intercultural/ education; multicultural/anti-racist/open/for diversity/ – to appreciate the formative and social education „anti-bias”/inclusive for all, intercul- valences of intercultural education for tural paradigm, inclusive education. society and one’s own personality. Didactic strategies Forms of organi- No. of Didactic activity zation mode/ hours (methods, techniques, means, strategies) types of evaluation Integrative 2 • The technique The Census lecture • Problem based course • The technique Journal with parallel notes Development- 2 • The technique Sublimation seminar • Frontal debates • Problem situations: Assuming you had the opportunity to travel to other cultural spaces, evoke a situation of understanding some situations through your own cultural reference, but which is not characteristic of the area where you are from or set an example from your own experience. • The technique Cinquain Individual work 4 • Documentation based on the recommended bibliography of students • Drawing up the list of EU/Moldovan documents on intercultural education • Develop the thematic glossary • Develop the Conceptual Map “Intercultural Education” Formative evalu- • Frontal evaluation activities: ation – Define the concept of intercultural education – Make a summary demonstrating the establishment and evolution of the concept of intercultural education – Deduct the benefits of intercultural education – Docimologic test Topic 3. Cultural diversity and identity in the context of globalization Reference objectives Content units Students will be able: 1. Culture and cultural identity. Sub- – to define key concepts: cultural diversity, in- culture terculturality and transculturality, intercultural 2. Elements of cultural identification. identity and dialogue, enculturation and ac- Semiotic systems in culture culturation; 3. Multiculturality and transcultural- – to estimate the importance of national iden- ity. Interculturality in the Republic tity and values in the context of globalization; of Moldova, its manifestation – to show attitudes of cultural empathy, of en- 4. Cultural diversity of modern society hancing otherness and diversity; in the context of globalization – to identify common aspects between one’s own culture and the culture of others; 12 University Curriculum Intercultural Education

– to analyze intercultural diversity in the coun- 5. Epistemological perspectives for in- try, in different regions (TAU Gagauzia); ter-knowledge. Cultural processes: – to demonstrate balanced reporting of other- enculturation and acculturation ness; – to argue the democratic character of intercul- Key terms: culture, cultural diversity, tural dialogue in the context of globalization; transculturality, stereotypes, prejudices, – to evaluate the perspectives of intercultural- discrimination, intercultural dialogue. ity in the context of globalization. Didactic strategies Forms of organ- No. of Didactic activity ization/types of hours (methods, techniques, means, strategies) evaluation Integrative 2 • The technique Think- Pairs- Present lecture • The technique PRES • The method Discussion Interactive 2 • The technique Know - Want to know - Learned seminar • The technique The 6 Why? • The technique The T Chart Individual 4 • Bibliography-based documentation activity of • Selection of greeting formulas, self-introduction in several students languages • Portfolio (pages) about a culture/country • Selection of proverbs about friendship from different peoples (minimum 10) • Comment: A culture stands out when compared to others. That’s why it becomes valuable. (C. Cucoș) • Compare the national values with the values of another culture. Determine the common and distinct characteristics • Based on your analysis, make a collage (in group) • Find evidence to support the claim: Education as a cultural in- vestment by reference to the physical and cultural environment online Formative • Written/oral tests evaluation • Digital exercises created using the platform LearningApps.org • Argue: Intercultural openness - the demand for contemporary education • The technique Determine the similarities/differences • Mutual evaluation activities. Topics: – Identity dimensions and levels. National, ethnic, cultural, social identity – Challenges of identity in the context of globalization and mi- gration • Analyze and describe the concepts of multiculturality/interculturality

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Formative – Explain the concept of identity, cultural identity evaluation – Make an exhibition of the products of the activity/collages. Analyze it Topic 4. Intercultural communication Reference objectives Content units Students will be able: 1. Cultural and intercultural communication: – to define the concepts of cultural, in- conceptual delimitations tercultural communication; 2. Elements of intercultural communication – to identify the functions of intercul- 3. Types of intercultural communication: eth- tural communication; nocentric, controlled, dialectical, dialogue- – to characterize various methods and based techniques of effective communication; 4. Verbal and nonverbal communication be- – to identify the essence of verbal and tween cultures non-verbal communication between 5. Assertive communication from an intercul- cultures; tural perspective – to analyze different types of intercul- 6. Effective communication methods and tural communication; techniques – to show an attitude of cultural empathy, of enhancing otherness and Key terms: communication, cultural and in- diversity in communication; tercultural communication, types of intercultural – to elaborate the robot portrait of an communication, efficient communication, virtual intercultural mediator; communication, assertive communication, inter- – to appreciate the formative and so- cultural mediation. cial valences of intercultural communication. Didactic strategies Forms of organ- No. of Didactic activity ization/types of hours (methods, techniques, means, strategies) evaluation Integrative 2 • The technique The cluster course • Problematization: Builds statements in which ... Apply the al- gorithm... • Paint a mental picture: You had the opportunity to travel to another cultural space, evoke a situation of communication through your own cultural reference, but which is not characteristic of the space where you come from. Seminar/work- 2 • The technique Chain Arguments shop • The Cube method (describe, compare, analyze, associate, apply, argue): Group I. Propose definitions for the term communication; Group II. Compare cultural communication with intercultural communication; Group III. Identify the characteristics of intercultural communication; Group IV. Analyze methods and techniques of communication from an intercultural perspective; Group V. Describe the successes and failures of intercultural communication;

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Seminar 2 Group VI. Argue the importance of intercultural communication in a multiethnic and multicultural world. Carry out a project with the participation of all students. Individual work 4 • Bibliography-based documentation of students • Argumentative essay on the topic Assertive communication from an intercultural perspective • Making a media product (text, video, etc.) about the country/place of birth (for foreign visitors) that you could place on your social profile • Development of a glossary on the topic • Proposing a solution (to fill in/create a problem) • Completing the SWOT (intercultural communication) framework of an educational institution from intercultural perspective. Formative • Mutual evaluation: evaluation – Discourse analysis developed by students • Argue: Communication in the multi-ethnic environment is like an intercultural mediation • Frontal evaluation activities: – Analyze the SWOT framework made up of colleagues – Deduce the benefits of intercultural communication • Analysis and problem solving Topic 5. Barriers in intercultural communication Reference objectives Content units Students will be able: 1. Cultural variables and differences: stereo- – to define the concepts of barriers in types and prejudices communication and intercultural com- 2. Discrimination and xenophobia, their con- munication; sequences – to characterize various barriers of in- 3. Negotiation in different types of culture tercultural communication; 4. Communication barriers: conceptual de- – to analyze the consequences of the bar- limitations riers of intercultural communication; 5. Solutions for overcoming barriers in inter- – to show an attitude of cultural empa- cultural communication thy towards cultural diversity; 6. Intercultural tolerance. Education for tol- – to demonstrate balanced reporting of erance otherness, without prejudice and discrimination; Key terms: communication, barriers in inter- – to capitalize on the exploration of the cultural communication, stereotypes, prejudices, process of intercultural communica- xenophobia, negotiation, intercultural tolerance. tion in the context of globalization. Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Thematic 2 • The method Heuristic conversation lecture • The method ATI (Answer-Throw-Interrogate)

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Interactive 2 • The technique Brainstorming seminar • The method Case study • The exercise Illustrate with your own’s examples... Individual 4 • Bibliography-base documentation activity of stu- • Selecting examples of stereotypes, prejudices, discrimina- dents tion, ethnocentrism, xenophobia from messages, online communication • Developing recommendations for avoiding communication barriers • Elaboration of the activity scenario regarding the celebration of Children’s Rights Day (November 20) • Essay Intercultural openness - a requirement of contemporary education Formative • Frontal evaluation: evaluation – Demonstrate the importance of avoiding communication barriers in a multicultural environment – Argue the significance of future projects (titles) on avoiding barriers in intercultural communication • Analysis of recommendations made by students • Argue: Intercultural communication in the multiethnic environment is a response to the social challenges of the contemporary world • Analysis of essays • Comment: The most dangerous prejudice is to believe that you have none. (John Dewey)

Topic 6. Intercultural conflict Reference objectives Content units Students will be able: 1. The concept of intercultural conflict – to define the concept of intercultural con- 2. Causes and types of intercultural flict; conflicts – to characterize different types of intercul- 3. Dynamics of conflict tural conflicts; 4. Strategies for the prevention and – to analyze the causes of intercultural con- resolution of intercultural conflicts flict; 5. Ways of managing conflicts in an in- – to show cultural tolerance and empathy to- tercultural environment wards the representatives of other cultures/ 6. Intercultural mediation strategies ethnicities/religions; – to demonstrate balanced reporting on cul- Key terms: intercultural conflict, causes, tural diversity; types of intercultural conflicts, prevention – to argue the formative and social valences and resolution of intercultural conflicts. of intercultural communication in one's own and of other personal and professional training.

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Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Integrative lecture 2 • The technique Reading in pairs. Synopsis in pairs • Synthesis of ideas Seminar for tack- 2 • The technique Categorial generalization ling lecture issues • Group-work: Conflictual words • The method Star explosion Individual work of 4 • Bibliography-based documentation students • Selecting/elaborating examples of conflicts in the educational environment/case studies by reference to the physical cultural environment and online • Develop recommendations for conflict prevention and resolution • Elaboration of the list of activity titles on intercultural mediation Formative evalu- • Frontal evaluation: ation – Argue: Intercultural communication in the multiethnic environment is a response to the social challenges of the contemporary world – Prove the importance of avoiding conflicting words in communication – Argue the significance of various ways of conflict resolution in the multicultural environment • Analysis of recommendations made by students • Mutual evaluation: analysis and resolution of case studies • Digital interactive exercise LearningApps.org Topic 7. Curricular design of intercultural education Reference objectives Content units Students will be able: 1. Institutionalization and planning of – to define the concepts of training, contents/ intercultural education in the Re- intercultural curriculum; public of Moldova – to identify the objectives of intercultural 2. Curriculum objectives and intercul- training and its design; tural training – to characterize the structure and content of 3. The contents of intercultural train- an optional curriculum that promotes inter- ing at interdisciplinary and transcultural education; disciplinary level. Curriculum auxil- – to determine the premises and advantages of iaries the transdisciplinary approach in the curricu- 4. Methodology of intercultural edu- lar design of intercultural education; cation in the educational institu- – to explain the essence and importance of the tion didactic design on intercultural education; 5. Design of educational activity and – to design educational interventions in the its analysis context of interculturality;

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– to argue the role and significance of design Key terms: objectives and contents of infor achieving the objectives of intercultural tercultural training, curricular design, the education. globality of curricular project. Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Thematic course 2 • The technique Quotes • Debate-lecture Integrative course 2 • The technique Associated chains • The technique Complete the student’s robot-portrait Evaluation 2 • Docimologic test Seminar 2 • Group consultation: Development of the project fiche • The technique Terms in advance • Projects presentation and their analysis • Group-work: curriculum analysis Individual activity 6 • Studying bibliographic references of students • Development of a glossary of terms on the topic • Development of a project (in group) of the educational activity: International Tolerance Day celebration (class - at choice) • Drafting of project sketches for educational/didactic activities (for early age) • Analysis of the curriculum for early education and primary education: Opportunities, objectives and contents from the perspective of intercultural education • Analysis of curricular sources/supports with the problem of interculturality for early age and primary education Formative evalua- • Frontal evaluation. Evaluation activities: tion – Describe the types of intercultural education curriculum planning – Characterize the strengths of short-term planning – Argue the need to design intercultural education • Comment: Planning is a routine and creativity act • Prove: Intercultural education is a fundamental pedagogical and social resource of lifelong learning • Mutual evaluation: analysis of the project fiche • Analyze the cultural closure-opening ratio at the level of school documents (a curriculum/school manual, of your choice). Highlight three examples of cultural closure of the stipulated contents and three situations of openness to cultural otherness, in case they are examined in the documents. Topic 8. Pedagogical approach of interculturality in general education Reference objectives Content units Students will be able: 1. Educational policies and interculturality – to identify key characteristics of the educa- in educational institutions tional institution/school/intercultural class;

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– to determine the democratic values of 2. The school/kindergarten from an inter- the educational institution/school/in- cultural perspective tercultural class; 3. Educational technologies in the kinder- – to describe the strengths of the school's garten/multicultural school activity from the perspective of inter- 4. Organizational culture and professional culturality; culture of institution managers in the – to analyze the structure of the child context of interculturality friendly institutional management from 5. Partnership of the educational institu- the perspective of interculturality; tion with the community from the per- – to explain the importance of education- spective of interculturality al counseling within the intercultural school/class; Key terms: educational policies, kindergar- – to analyze the responsibilities of school ten/ intercultural school, multiethnic and multi- managers from the perspective of intercultural educational environment, educational culturality; inclusion, individualization, differentiation, – to argue the importance of a multicul- decision-making process, intervention, organi- tural educational environment in de- zational culture, NCRF (National Curriculum veloping the personality of the learners Reference Framework). and their own professional training. Didactic strategies Forms of organ- No. of Didactic activity ization/types of hours (methods, techniques, means, strategies) evaluation Mixed course 2 • The technique The cluster • Group-work • The technique One sits, the others move Practical semi- 2 • The technique 6 How? nar - design • Pair-work: Presentation and debates on the strategic devel- workshop opment plans of the kindergarten/school/strategies regarding the reflection of the problem of intercultural education • Individual work: Elaboration of the job description of the institutional school manager from an intercultural perspective Individual work 4 • Documenting and identification of educational policies re- of students garding intercultural education • Studying of bibliographic references, according to the objectives • Elaboration of projects from the perspective of intercultural education for early age and primary education • Complete the robot portrait of the intercultural school environment: How is it? What does it do (behavioral manifestations)? • Development of a menu for a festive meal; Sources of documentation • Analysis of conflict situations in order to find intercultural solutions (in kindergarten/school) • Elaboration of a project/program of intercultural intervention in a group/class of students in which there are interlinguistic or inter-denominational tensions, specifying the objectives, contents, resources, strategies, activities, etc.

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Formative eval- • Frontal evaluation. Evaluation activities uation • Analysis of educational activity projects • Presentation of the robot portrait of the intercultural school environment • Comment: Education for diversity - a response to cultural plural- ism. – Identify the specifics of school management from an intercultural perspective – Compare the dimensions of educational institutional management in the context of student-centered learning from the perspective of interculturality – Appreciate the impact of the intercultural educational environment on the learner’s personality development Topic 9. The interculturally competent teacher Reference objectives Content units Students will be able: 1. The teacher and interculturality: pro- – to identify the portrait of the interculturally fessional skills competent teacher; 2. The dimensions of the “interculturally – to determine the dimensions of the inter- competent” teacher: cognitive, instru- culturally competent teacher; mental-methodological, expressive – to explain the formative value of initial pro- 3. Initial and continuous training of edu- fessional training; cators in the context of intercultural- – to argue the importance and necessity of ity the teacher’s continuous training regard- 4. Aspects of teacher’s training for inter- ing the achievement of the intercultural culturality education objectives; 5. The intercultural skills of the teacher – to deduce the specificity of the professional competences of an interculturally Key terms: initial and continuous train- competent teacher; ing of the teacher, professional skills, inter- – to argue the formative and social valences cultural competence. of interculturality for a teacher. Didactic strategies Forms of organ- No. of Didactic activity ization/types of hours (methods, techniques, means, strategies) evaluation Synthesis 2 – Debate-lecture course – Pair-work: Presentation and debate of the summaries regarding the professional skills of the teacher – The technique Chain arguments Seminar with 2 – The technique Group Brainstorming (Phillips 6x3x5) training ele- – The technique Coloured hats ments – Group-work – The technique Reverse chains Individual 4 • Bibliography-based documentation activity of • Study of the course notes students • Develop a glossary on the topic

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• Argumentative essay Intercultural education - a way of preventing or mitigating conflicts – Suggest some ways of continuous training of teachers from an intercultural perspective – Name some situations from your own training experience in the perspective of intercultural openness during schooling and to the present day • Development of digital exercises on LearningApps.org Formative • Frontal, mutual evaluation, self-evaluation evaluation • Presentation and analysis of essays and glossary on the topic • Task: Suggest some ways of initial training of future teachers for intercultural understanding within the class/group of children • Evaluation activities: – Identify the dimensions of the interculturally competent teacher – Present examples of teachers’ manifestation of intercultural competence in an educational environment – If you have Roma children in the classroom/group, what educational strategies can facilitate their communication and integration in the educational community? – Develop digital learning exercises on LearningApps.org Topic 10. Intercultural competence: conceptual delimitations Reference objectives Content units Students will be able: 1. The competences of the 21st century. Key – to define the concepts of compe- competences tence, intercultural competence; 2. Integrative concept and the structure of in- – to identify the constituent elements tercultural competence of intercultural competence; 3. Development of intercultural competence – to determine the preconditions for 4. Criteria and indicators for assessing the lev- the development of intercultural el of intercultural competence. Evaluation competence; tools – to characterize the phases/stages 5. Evaluation of intercultural competence of the development of the intercultural competence; Key terms: competence, transversal/key com- – to appreciate the formative va- petences, intercultural competence, the structure lences of intercultural compe- of intercultural competence, the phases/stages of tence in personal and professional intercultural competence development. development. Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Thematic 2 • The technique Intensive reading course • The technique Venn Diagram • Pair-work

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Seminar for 2 • The technique Visual summary course de- • The technique 3 - 6 - 3 velopment • The method Case study • The technique Arguments on cards • Digital exercise Learning apps.org Individual 4 • Documentation regarding the characteristics of intercultural activity of communication and the competence of intercultural commu- students nication • Studying bibliographic references and course notes • Communications on the topic The evolution of the concept of intercultural competence • Completing the glossary according to the subject and the objectives • Developing a discourse on local/famous personalities that illustrate cultural diversity and interference and their advertise- ment on online platforms Formative • Frontal evaluation: evaluation – Define the concept of intercultural competence – Analyze and describe the structure of intercultural competence – Elucidate the stages of the development of intercultural competence – Argue the need and importance of intercultural competence for every person • Mutual evaluation, self-evaluation. Evaluation activities • Analysis and appreciation of communications • Glossary analysis on the topic

Topic 11. Interculturality in education: from diversity to action. Good practices Reference objectives Content units Students will be able: 1. Cultural diversity and the diversity of – to define and establish the essence of culture key concepts of intercultural education; 2. The multicultural and intercultural society – to identify the characteristics of intercul- 3. Interculturality and social cohesion tural education; 4. Education for interculturality: realities – to characterize the approach on the edu- and perspectives cational activity from the perspective of 5. Intercultural Curriculum: Let’s learn to interculturality; live together – to apply various methods of promoting 6. Designing and carrying out an intercul- intercultural education; tural educational project – to address the role of intercultural com- 7. Conflict management in the multicul- munication in the elimination and settle- tural environment ment of interpersonal conflicts; 8. Inclusive education: social partnership – to appreciate the perspective of intercul- in the context of interculturality tural education in the educational field;

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– to argue the educational values of the Key terms: cultural diversity, intercultural multicultural environment in the per- and multicultural society, intercultural educa- sonal development and professional tion, inclusive education, tolerance education, training of those who learn/children and intercultural competence. students. Didactic strategies Forms of No. of Didactic activity organization/ hours (methods, techniques, means, strategies) types of evaluation Theoretical - course Conference- 3 • The technique Star explosion seminar • Communication and debates. Exhibit of bibliographical Attestation sources (subject-based) (evaluation) • The technique Fishbone • The technique T chart • The technique Illustrate with own examples Individual work 3 • Documentation on intercultural education, good practices: of students realities and perspectives • Studying bibliographic references, course notes • Communications on the topic and their promotion on online platforms • Writing a publication on the topic • Development of digital exercises on communication Formative • Frontal evaluation evaluation • Analysis of publications and communications • Evaluation of speeches • Course glossary analysis • Docimologic test

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Strategies for Expected FInal result Evaluation criteria realization product Knowledge and Documentation and Glossary of Degree of completion praxiological evaluative assess- discipline Correct formulation operation of the ment of the notional Level of argumentation terminology of content of the stud- Completion the discipline ied subject Understanding and correct use Personal reflections of key concepts Structure coherence

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Identification of Analysis and synthe- SWOT analysis The quality of the comments the educational sis of documents/ of educational The correctness of the elabora- practice from sources regarding institutions tions the perspective the practice of edu- from the The correlation between struc- of intercultural- cational institutions perspective of ture and the content ity in various in terms of achieve- interculturality Functionality general educa- ment of intercultural Strategic pro- Text correspondence with literary tion institutions education gram on the and stylistic norms in the Republic Critical reflections achievement of Moldova and of intercultural other states education Designing the Working with Educational Correct formulation of operation- educational specialized sources project (group al objectives in accordance with activity on the regarding the elabo- project) content and proposed activities topic of intercul- ration of educational - celebrating The relevance of the methods turality projects from per- the cultures of used spective of intercul- the national Approach complexity turality minorities in Functionality Mutual evaluation the Republic Logical consistency of Moldova Correspondence of attachments Designing and Content processing Portfolio with Clear specification of the pur- carrying out Organization and projects of pose of the activity and its brief practical actions development of educational description educational activity activities Respecting age peculiarities of on interculturality children and their dignity Mutual evaluation Respecting the principle of the Self-evaluation positive character of education Improvisation of an The level of holistic approach activity on an inter- The correctness of the elaborations cultural topic Originality

VII. METHODOLOGICAL SUGGESTIONS FOR THE PROCESS OF TEACHING-LEARNING-EVALUATION

Teaching methods. In the teaching of the discipline, the following interactive methods are mainly used: brainstorming, learning by solving problems, case study, simulation methods by which the student is stimulated to find solutions, by means of one’s own learning activity result, but also traditional methods such as: conversation, exposition, description., explanation of phenomena and educational processes, graphical representations, comparison, etc. The forms of organization of the discipline are composed of lectures, seminars, guidance on individual work, extracurricular activities. During the lectures, basic concepts of the subjects are taught. The purpose of the seminars is to examine the most complicated concepts, to solve and discuss case studies, to simulate the planning activities of the educational process. During the seminar, there is control of the level of student acquisition of the studied material.

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Individual work involves preparation for seminars in accordance with the objectives set in the curriculum, the study of the bibliographic sources that refer to the respective topics, the performance of research projects or the analysis of case studies. If required, the student has the possibility to benefit of a personal consultation from the teacher. In order to evaluate the learning outcomes within the discipline, the following is carried out: 1. Current evaluation – it is carried out during the semester - during the courses, seminars, consultations. Also, the compulsory semester attestations (evaluations), which are carried out according to a pre-determined schedule in the discipline curriculum, are appreciated with grades on a scale from 1 to 10. The share of the current evaluation constitutes 60% of the final overall grade. 2. Final evaluation - it is a written exam, using the tests, made up of 3 subjects with tasks on 3 levels, with different degree of complexity (knowledge, application, integration). The weight of the grade accumulated during the examination constitutes 40% of the final overall grade of the discipline. 3. Evaluation of the individual work product - it is carried out during the teacher’s consultation hours, but students usually send the product to the group’ s electronic address. 4. The final overall grade for the discipline is calculated according to the Regulation for evaluation of academic performance of USC: semester grade (60%) + exam grade (40%). The requirements for promotion to the following academic year are: obtaining the minimum grade for promotion to the discipline (semester grade); obtaining the minimum grade for passing the course exam; submitting of the individual work products.

VIII. THEMATIC ORIENTATION FOR PROJECTS AND BACHELOR RESEARCH THESES 1. Case study: didactic strategy for developing intercultural competence 2. Ways for making educational activity more efficient in a multicultural environment 3. Psycho-pedagogical conditions for the development of intercultural competence in early childhood and primary school pupils 4. Development of intercultural competence in children by means of problematization 5. The paradigm of intercultural communication in a multiethnic and multicultural school environment 6. The role of the learning activity in the intercultural development of the young student/preschooler 7. The intercultural dimension in online communication on social platforms 8. The paradigm of assertive communication in the context of intercultural education 9. Development of motivation for intercultural communication amongst children 10. Development of intercultural attitudes in children in the teaching-learning process

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IX. TOPICS FOR SUMMATIVE EVALUATION 1. Name the theoretical sources of Intercultural pedagogy/diversity/openness 2. Determine the object of study and the universalism of intercultural pedagogy 3. Explain the position of intercultural pedagogy in the field of Educational Sciences 4. Demonstrate the connection between education and democracy, interculturality and national and universal values 5. Characterize the intercultural paradigm in education 6. Explain the concept and the principles of intercultural education 7. Explain the basic function, general and specific objectives and dimensions of intercultural education 8. Explain the concepts of multiculturality and interculturality 9. Compare cultural and intercultural communication; cultural processes: enculturation and acculturation 10. Present elements of intercultural communication 11. Analyze various types of intercultural communication: ethnocentric, controlled, dialectical, etc. 12. Compare verbal and nonverbal communication between cultures, give examples 13. Argue the importance of assertive communication from an intercultural perspective 14. Characterize various methods and techniques of effective communication. Give examples 15. Analyze various communication barriers and solutions for overcoming barriers in intercultural communication 16. Explain the importance of intercultural tolerance and the essence of education for tolerance 17. Determine the causes and types of intercultural conflicts 18. Present the dynamics of conflict and the strategies for the prevention and resolution of intercultural conflicts 19. Propose ways to manage conflicts in an intercultural environment 20. Match the objectives of the curriculum and the intercultural training 21. Analyze the contents of intercultural training at interdisciplinary and transdisciplinary level 22. Suggest an example of curricular design of intercultural education and training 23. Analyze the methodology of intercultural education in the educational institution 24. Present criteria and indicators for assessing the level of intercultural competence. Evaluation tools 25. Explain the essence of conflict management in the multicultural environment

X. BIBLIOGRAPHY 1. Albulescu I., Albulescu M. Predarea şi învăţarea disciplinelor socioumane. Iași: Polirom, 2000. 2. Cadrul de referință al curriculumului pentru educația timpurie. MECC, Chișinău, 2018. 3. Cartaleanu T. et al. Formare de competenţe prin strategii didactice interactive. Chișinău: C.E. PRO DIDACTICA, 2008. 4. Chicu V. et al. Psihopedagogia centrată pe copil. Chișinău: CEP USM, 2008.

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5. Cristea S. Educația. Concept și analiză. București: Didactica Publishing House, 2016. 6. Cristea S. Finalitățile educației. București: Didactica Publishing House, 2016. 7. Cucoș C. Educația – dimensiuni culturale şi interculturale. Iași: Polirom, 2000. 8. Curriculumul pentru educație timpurie. ME, Ed. a 2-a. Chişinău: Lyceum, 2019. 9. Guțu Vl. Curriculum educațional: Cercetare. Dezvoltare. Optimizare. Chișinău: CEP USM, 2014. 10. Ianioglo M. Ambianţa academică multiculturală – factor stimulator al creativităţii vii- torului specialist. În: CREATIVITATE – FORMARE – PERFORMANŢĂ. Simpozion Naţional KREATIKON. Ediţia a VI-a. Iaşi: PIM. 4.04. 2009, pp. 350-353. 11. Ianioglo M., Botnari V. Mediul multietnic – solicitant al competenţei de comunicare asertivă. În: Studia Universitatis, Seria Ştiinţe ale Educaţiei. 2009, nr. 5 (25), pp. 75-81. 12. Ianioglo M. et al. Educație pentru o societate a cunoașterii: Cadrul de Referință al nou- lui Curriculum național: Studii de politici educaționale/resp. de ed.: Anatol Gremals- chi; Inst. de Politici Publice. Chișinău: Tipogr. „Lexon Prim”, 2015. 13. Ianioglo M. Importanța asertivității în aprecierea profilului de competență la studenții din mediul academic polietnic. În: Buletinul Științific al Universității de Stat „B. P. Has- deu”, Cahul, pp. 54-58. 14. Ianioglo M. Multiculturalitatea – context benefic al formării competenței de comunicare asertivă. În: Dialogul civilizațiilor: etică, educație, libertate și responsabilitate într-o lume în schimbare/Univ. de Stat din Comrat, Secția Științe Sociale și Econ. AȘM. Chișinău: Sofart Studio, 2015, pp. 51-58. 15. Ionescu M., Bocoș M. Tratat de didatică modernă. Pitești: Paralela 45, 2017. 16. Lazăr V., Cărăşel A. Psihopedagogia activităţilor extracurriculare. Constanţa, 2007. 17. Nedelcu A. Fundamentele educației interculturale. Diversitate, minorităţi, echitate. Iaşi: Polirom, 2008. 18. Plugaru L., Pavalache M. Educație interculturală. Sibiu-Brașov: Psihomedia, 2007. 19. Șerbănescu A. Cum gândesc și cum vorbesc ceilalți. Prin labirintul culturilor. Iași: Poli- rom, 2007. 20. Sclifos L. et al. O competență-cheie: a învăța să înveți. Chișinău: C.E. PRO DIDACTICA, 2010. 21. Truţa E., Mardari S. Relaţia profesor-elev: blocaje şi deblocaje. Bucureşti, 2007. 22. Яниогло М.А. Формирование культуры межэтнических отношений в образовательном пространстве эпохи постмодернизма. Materialele Conferinţei ştiinţifice internaţionale „Învăţământul postmodern: eficienţă şi funcţionalitate”. Chişinău, 2014, pp. 211-215. 23. Яниогло М.А. Ассертивное общение: Учебное пособие. Комрат: UST, 2014. Internet sources 24. Cadrul de referință al Competențelor pentru Cultură Democratică. [online]. [citat 25.12.2019]. Available at: https://rm.coe.int/cdc-vol1-/168097e5d 25. Presentation of the project “Competences for Democratic Culture”. [online]. [citat 25.12.2019]. Available at: https://www.coe.int/en/web/education/competences-for-democratic-culture 26. Autobiography of Intercultural Encounters. [online]. [citat 25.12.2019]. Available at: https://www.coe.int/en/web/autobiography-intercultural-encounters

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Curriculum Pedagogy

Authors: Maria IANIOGLO, dr., assoc. prof. Irina BEANOVA, univ. lecturer I. PRELIMINARIES

In the conditions of the postmodern era, the concept of student-centered learning in light of a competence-based approach, a new approach to the process of training specialists in higher education is being used. The course on theoretical pedagogy, being a fundamental, compulsory discipline, is designed to prepare future specialists for life in the constantly changing conditions of a multicultural world and affirms the following basic concepts: the student is the main subject of the educational process; the development of individual characteristics of students in the context of an integrated paradigm of education from the perspective of interculturalism and openness; the establishment of subject-subject relations in the educational process; the relationship of personal and social experiences of intercultural interaction; results are expressed in competences (values, relationships, abilities, knowledge, etc.). Course goals: the development of professional psychological and pedagogical competence of a student who is ready for active creative activity in a modern multicultural educational environment, seeking to understand other cultures, respecting cultural and ethnic communities, able to stimulate and shape students to live in peace and harmony with representatives of different nationalities, ethnicity, races and beliefs. Course Objectives: – the development of fundamental knowledge, skills, key and specific competences required in the professional activities of a teacher; – the formation of a holistic view of the factors and patterns of personality development during the pedagogical process and intercultural interaction; – the formation of students’ ideas about the features of professional pedagogical activity in a multicultural environment through modern child-centered education approaches; – acquiring by students of skills for organizing the pedagogical process from the position of child-centered education in the context of multiculturalism and openness; – development of skills in constructing various forms of educational work, solving pedagogical problems, planning and analyzing educational activities from the standpoint of interculturality, non-discrimination, openness, child-centered education; – the development of skills to disclose and analyze the essence of pedagogical facts and phenomena from the perspective of pedagogical theory and practice; – creating the conditions for developing one’s own position of student-teacher in the field of methodology of pedagogical research carried out in a multicultural educational environment; – the formation of students’ general pedagogical culture of personality, stimulation of personal and professional development, self-development and reflection.

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II. COURSE ADMINISTRATION

Code of Name of Semes- Number of hours Evaluation disci- disci- ter Lecture Seminar Indi- Total Form No. of pline pline vidual ECTS activity credits F.01.O.001 Pedagogy I 44 46 90 180 Ex. 6

III. COMPETENCES

• the ability to understand the essence and social significance of the future profession, to show constant interest in it; • the ability to organize one’s own activities in a multicultural educational space, to determine methods for solving professional problems, to evaluate their effectiveness and quality; • the ability to assess risks and make constructive decisions in non-standard situations; • the ability to search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development; • the ability to use information and communication technologies in order to improve professional activities in a multicultural educational environment and intercultural interaction; • willingness to work in a team, interact with management, colleagues, parents of students/children and social partners; • the ability to set goals, motivate students, organize and control their work with assuming responsibility for the quality of the educational process; • the ability to independently determine the tasks of professional and personal development, to engage in self-education, to consciously plan advanced training; • the ability to carry out professional activities in the conditions of constant updating and modernization of education, goals, content, technologies in the context of interculturality, openness, non-discrimination and multilingualism; • willingness to carry out and improve professional activities in compliance with the legal and ethical standards.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

At the end of the course, students will form competences at the level of: knowledge and understanding: – know the theoretical and methodological foundations of pedagogy; – identify the main provisions and categories of pedagogy; – highlight the problems and prospects of development of pedagogy in the context of

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interculturalism; – interpret the theoretical foundations and functional aspects of theoretical principles of education centered on the subject of teaching from the position of humanistic pedagogy of openness and interculturalism; application: – analyze and generalize approaches, processes, phenomena and experience of the educational process in the conditions of multiculturalism, multilingualism, multi-ethnicity of the educational space; – to model various pedagogical situations from the position of student centered education in a multicultural educational environment; – solve pedagogical problems, problem situations, defining adequate solutions in the context of intercultural interaction of the agents; – formulate one’s own position, expressing personal opinion in relation to educational issues, in particular intercultural education; – practice research methods of pedagogical reality when modeling various educational situations, classes, etc.; integration: – develop/draw up recommendations, memos (for educators, parents, children) on the implementation of education centered on the personality of the child, the establishment of subject-subject relationships in a multicultural environment; – maintain pedagogical cooperation with colleagues, teachers, school administrators, methodologists and suggest ways to improve cooperation; – apply various forms of activity with children (individual, group, team) during the modeling of tasks; – plan/model the educational process taking into account emerging situations, age and individual characteristics of children in the context of globalization, interculturality, multi-ethnicity and intercultural interaction.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Extracurricular and extraschool activities in a multicultural educational environment Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to identify the main concepts of the 1. The concept and essence of extraschool topic; and extracurricular educational activities

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– to identify the distinctive features of 2. Goals, objectives and principles of organiz- extraschool and extracurricular edu- ing extraschool and extracurricular educa- cational activities; tional activities – to disclose the specifics of extraschool 3. Functions of extraschool and extracurricu- and extracurricular educational activ- lar educational activities ities in a multicultural environment; 4. Features of extraschool and extracurricu- – to characterize the forms and meth- lar educational activities in a multicultural ods of extraschool and extracurricular educational environment educational activities; 5. Technologies of extracurricular education- – to justify pedagogical requirements al activity in the context of intercultural infor the organization of extraschool teraction and extracurricular educational ac- 6. Pedagogical requirements for the organi- tivities; zation of extracurricular educational activ- – to model educational situations using ity in a multicultural environment the forms and methods of education- 7. The importance of extraschool and ex- al activity in an open and intercultural tracurricular educational activitiesin the environment; implementation of intercultural education – to argue the importance of extraschool and extracurricular education- Key terms: extracurricular and extraschool al activities for the implementation of educational activities, multicultural educational intercultural interaction; environment, intercultural interaction. – to assess potential opportunities in personal development and professional development of intercultural dialogue. Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Interactive 2 • The technique Know - Want to know - Learned course • Heuristic conversation Practical 2 1. The method Six thinking hats seminar 2. Analysis of the curriculum of the discipline “Personal development”, curriculum for other disciplines 3. Work in groups. Presentation and analysis of group projects: a) Scenario for folk festivals of different nations b) The scenario of a common event (students + parents), “Day of National Cultures” c) Brain-ring “Customs and traditions of different countries” 4. Analysis of Methodological recommendations for debuting teachers on the education of the interethnic communication culture among children of early/junior/secondary school age 5. The technique Plus-Minus-Interesting (PMI)

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Individual 4 1. Create a glossary on the topic of study activity 2. Create a scenario for students (optional class) of a folk festival of different nations 3. Create a scenario for the holiday/event “Day of National Cul- tures” 4. Draw up the Brain-ring program “Customs and Traditions of Dif- ferent Peoples” 5. To develop guidelines for teachers for fostering a culture of interethnic communication among children of early/primary/ secondary school age (optional) 6. Modeling and resolution of pedagogical situations using the forms and methods of educational work in the context of intercultural interaction Evaluation 1. Frontal survey: (current) – Develop the main approaches to the definition of extraschool and extracurricular educational work – Compare different methods and means of extraschool and extracurricular educational work – Demonstrate the importance of the forms of organization of extraschool and extracurricular educational work (optional) – What is the role of the teacher in organizing extraschool and extracurricular educational work? 2. Evaluation of group projects 3. Interactive exercise through LearningApps.org

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Realization Final Evaluation strategies product criteria Learn and use Documentation using bibliographic Scenario of a Logics basic terminol- and Internet resources. folk festival Originality ogy of the topic Scenario development of a folk fes- Holiday scena- Consecutivity tival of different nations. rio Argumentation Development of an event scenario together with parents Draw up a glos- “Day of national cultures” The program- Content sary of key- Brain-ring “Traditions and customs me of “Day Orientation terms of different countries” of national Purposefulness cultures”

VII. EXAMINATION TOPICS

1. Describe the principles for organizing extraschool and extracurricular educational activities 2. Discover the distinctive features of extraschool and extracurricular educational activi-

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ties from the standpoint of interculturalism 3. Compare the forms, methods and means of extracurricular educational work in the context of intercultural interaction 4. Justify the pedagogical requirements for the organization of extracurricular educational activity in a multicultural and multi-ethnic environment

VIII. BIBLIOGRAPHY

1. Cristea S. Sistemul de educație/învățământ. București: Didactica Publishing House, 2017. 2. Guțu V. Curriculum educațional: Cercetare. Dezvoltare. Optimizare. Chișinău: CEP USM, 2014. 3. Балицкая И.В. Поликультурное образование: Уч. пос. Южно-Сахалинск: Изд-во СахГУ, 2003. 4. Бережнова Л.Н. Этнопедагогика: Учебник для студентов учреждений высшего профессионального образования. М.: ИЦ Академия, 2013. 5. Коджаспирова Г.М. Педагогика: Учебник для СПО. Люберцы: Юрайт, 2016. 6. Подласый И.П. Педагогика. В 2-х т. Т.1. Теоретическая педагогика: Учебник для бакалавров. М.: Юрайт, 2013.

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Curriculum Psychology

Author: Liudmila CHIOR, dr., assoc. prof.

I. PRELIMINARIES

The proposed curriculum is a summary of the fundamentals of the discipline “Psychol- ogy” which is of outmost importance for future teachers. The subject of study is the inner, subjective world of human; one’s system of relationships and relations with other people, the features of one’s mental development at different ages. The main goal of this discipline is to form students’ understanding of psychology as a science, the foundations of general and developmental psychology, develop their steady interest in studying this science, and the ability to use the acquired psychological knowledge in their lives and professional activities. Achieving this goal involves solving the following tasks: – familiarization of students with the nature and phenomenology of mental phenomena: processes, properties and conditions; – the development of students’ scientific ideas about the nature of the human personality and the basic laws of its formation at different stages of age development; – the development of students’ ability to analyze psychological problems directly related to the need to take into account the cultural characteristics of the subjects of the educational process in professional activities; – the development of a steady interest in psychology, the desire to use the knowledge gained in personal life and professional activity.

II. COURSE ADMINISTRATION

Code of Name of Se- Number of hours Evaluation discipline discipline mester Lecture Seminar Indi- Total Form No. of vidual ECTS activity credits F.02.O.011 Psychology II 44 46 90 180 Ex 6

III. COMPETENCIES

• possession of a system of psychological categories and methods necessary for solving typical problems in professional activities at the theoretical and practical level; • ability to predict the dynamics of cognitive, emotional - volitional, motivational spheres of one’s personality; • willingness to improve and develop one’s general intellectual level, openness to new experience, need and ability for professional and personal growth and development;

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• ability to work in a teaching staff, tolerantly perceive the cultural differences of the subjects of the educational process.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

At the end of the discipline/subject/module, students will have competences at the level of: knowledge and understanding: – main categories of scientific psychology; – the basic laws of the functioning of the psyche; – main directions, approaches, theories in psychology and current trends in the development of psychological concepts; – features of cognitive processes and patterns of their development; – features of the mental development of people of different age groups; – ethnocultural features of verbal and non-verbal components of communication with the aim of preventing and overcoming problems and conflict situations in the educational process; application: – scientifically substantiate one’s own position in the analysis of psychological facts; – diagnose various psychological phenomena and properly handle them; – tolerantly perceive the ethnocultural differences of the participants in communication when building social interaction; – act effectively in a multicultural environment, engage in an intercultural communication; – diagnose and take into account in the process of training and education the mental properties of the individual (national temperament and character) due to ethnicity; – draw up programs of social support and support for students of different nationalities/cultures; integration: – use psychological methods in the diagnosis and interpretation of results for research purposes; – possess the skills of intercultural communication, active interaction with representatives of different cultures; – operate with methods of establishing contacts and maintaining interaction with subjects of the educational process in a multicultural educational environment; – illustrate the skills of public speaking, participating in the discussion when discussing certain psychological problems; – summarize the experience of analyzing problem situations in the pedagogical activity from a psychological point of view; – manage the organization of educational interaction, adopt individual and joint decisions.

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V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Language, speech and communication in intercultural interaction Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to interpret the essence of concepts of 1. Language and speech: comparative “language”, “speech”, “communication”, description highlight their distinguishing features; 2. The main types of speech activity – to analyze various types and forms of speech 3. Communication as a key category in activity in the context of interculturalism; intercultural communication: con- – to give examples of various types of com- cepts, main functions and types munication depending on content, goals 4. The specifics of verbal and non-verbal and means; communication among representa- – to explain the importance of various means of tives of different cultures verbal and non-verbal communication taking 4.1. Culturally-specific features of speech into account their ethnocultural specificity; 4.2. Body language and body movements: – to demonstrate tolerance in the process of cultural features intercultural interaction of participants in the educational process; Key terms: language, speech, oral speech, – to organize the effective interaction of dialogue, monologue, internal speech, writ- subjects of the educational process on the ten speech, communication, verbal commu- basis of knowledge of ethnocultural char- nication, non-verbal communication, inter- acteristics of verbal and non-verbal com- cultural interaction. ponents of communication; – to argue the importance of knowledge of the ethnocultural characteristics of means of verbal and non-verbal communication for building effective communication. Didactic strategies Forms of organ- No. of Didactic activity ization/types hours (methods, techniques, strategies, means) of evaluation Тhematic course 2 • The method The basket of ideas Problem-lecture • Group discussion: discussion on the position regarding the distinctive features of the concepts of “language” and “speech”, as well as various types of speech activity used in multicultural space through the portal LearningApps.org • Drawing up the Venn Diagram • Mini-essay Thematic semi- 4 • The Acrostic Poem Exercise nar • Work in pairs • Heuristic conversation • Problem-learning method

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Thematic • View and analyze the video Sign language in different countries seminar https://www.youtube.com/watch?v=4t7uR-Xso7M • Presentation and analysis of messages prepared by students (in Power Point) • Role-play • Case-study • The technique Unfinished sentence Individual acti- 4 1. Compilation of a concept dictionary vity of students 2. Drafting of a message (at student’s choice) 3. Comparative analysis of representatives of 2 or 3 cultures based on a comparison of the means of verbal and non-verbal communication characteristics of the given culture 4. Development of a teacher’s behavior strategy in a situation of intercultural interaction based on knowledge about culturally-specific features of verbal and non-verbal communication 5. Making recommendations on interaction with people of different cultures Ways to improve communication with representatives of different cultures Evaluation • Oral survey • Mutual evaluation of the prepared recommendations on the use of means of verbal and non-verbal communication in a multicultural educational environment in order to increase the effectiveness of the educational process • Evaluation of students’ oral public presentations in the form of messages (information on evaluation criteria is provided to students during the first lesson)

Topic: Temperament and Character Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to interpret the essence of the concepts 1. Temperament as a personality fea- “temperament”, “character”; ture. Types of temperament and their – highlight the distinctive features of tem- characteristics perament and character; 2. The concept of character in psychol- – to determine and describe according to ogy, its manifestation in the context psychological peculiarities the types of of interculturalism temperament and character; 3. National temperament and national – to compare different scientific areas in the character study of temperament and character; – to identify the commonality and differences of national temperaments on the example of individual peoples;

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– to argue the need for an individual ap- Key terms: temperament, types of tem- proach to the student with various types perament, humoral theory of temperament, of temperament and character from the strength of excitement and inhibition, bal- perspective of interculturalism; ance and mobility of nervous processes, – to organize the effective interaction of sub- character, character feature, character ty- jects of the educational process on the ba- pology, accentuation, sensitive period of sis of knowledge and taking into account character development, national tempera- the characteristics and specifics of national ment, national character. temperament and character. Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Interactive 2 • Power Point presentation of a concept map on the topic lecture • Watch the video https://www.youtube.com/watch? v=Iyaic4jCHgI. • The Exercise Pros and Cons of Temperament • Creative task Composing a fairy tale • The exercise Music Associations Practical 4 • The exercise Whose self-portrait - oriented • Individual work: proverbial analysis seminar • Heuristic conversation on the issue of Patterns of character formation • Subgroup work: introducing “typical character traits” • The technique Insert • The technique Cluster • The method Problem talk • Comparative analysis of representatives of 2 or 3 cultures based on the manifestation of national temperament and character in- herent in representatives of these cultures • Multiple choice quiz. Using the portal LearningApps.org (https://learningapps.org/display?v=pd664ngka18) • The method The Reflective Screen Individual 4 1. Self-diagnosis of temperament: A. Belov’s online test “Tempera- activity of ment formula” https://onlinetestpad.com/en/test/34439-test- students and na-tipy-temperamenta-po-belovu. Analysis and presentation of counseling diagnostic results 2. Selection of proverbs and sayings expressing the national character of the peoples living in Moldova. Comparison, emphasis on general and special characteristics

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3. Compilation of a list of ten features specific to the “typical representative” of three ethnic communities: one’s own, one that “likes best” and one that “like least.” Comparison of individual stereotypes obtained and analysis of indicators of two forms of interethnic differentiation - comparisons and contrasts 4. Compilation of a collective psychological portrait. Assignment: based on knowledge of Moldovan/Russian/Gagauz.. fiction of the XIX century. Make a collective psychological portrait of Moldovan/Russian/Gagauz.... Do the same based on modern fiction. Compare and draw conclusions about what has changed over time. What are the psychological characteristics of the “new Moldovans/Russians/Gagauz”? • Select arguments from modern folklore, jokes, observations • Students will be advised via e-mail, viber Evaluation • Oral survey • Evaluation of student’s activity in a discussion on seminar topics • Mutual evaluation of tasks prepared in the course of individual activity of students

VII. INDIVIDUAL ACTIVITY (FINAL RESULT) Final result Realization strategies Final product Evaluation criteria

Learn and use ba- Documentation using Glossary Logics sic terminology of bibliographic and Internet Presentation of oral Originality the topic resources. Elaboration of messages on the Consecutivity Draw up a glos- the recommendations on topic (аt student’s Argumentation sary of key-terms. the use of means of verbal choice) Literacy in the use of Development of and non-verbal commu- Recommenda- scientific terminology intercultural inter- nication in a multicultural tions on the use action skills in a educational environment of means of verbal Skill to establish multicultural envi- in order to increase the ef- and non-verbal interdisciplinary ronment fectiveness of the educa- communication and intradisciplinary tional process. Selection in a multicultural relations of small genres of oral educational envi- folk art (proverbs, sayings, ronment Ability to highlight etc.) expressing the na- Comparative char- the main aspects, to tional temperament and acteristics summarize, to prove, character of the peoples Presentation of to make conclusions living in the Republic of a psychological Moldova. Comparison, portrait of a typical emphasis on the general representative of and the special. a certain ethnic Compilation of a psycho- community logical portrait of a typical representative of a certain ethnic community

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VII. EXAMINATION QUESTIONS 1. Language and speech: comparative description 2. The main types of speech activity 3. Communication as a key category in intercultural communication: concept, main functions and types 4. The specifics of verbal and non-verbal communication among representatives of different cultures 5. Temperament as a personality trait. Types of temperament and their characteristics 6. The concept of character in psychology, its manifestation in the context of interculturalism 7. National temperament and national character

VIII. BIBLIOGRAPHY 1. Грушевицкая Т. Основы межкультурной коммуникации: учебник для ВУЗов. М.: Юнити, 2005. 214 с. 2. Еникеев М.И. Общая и социальная психология. Учебник для вузов. М.: Изд. группа НОРМА-ИНФРА, 1999. 339 с. 3. Крысько В.Г. Этническая психология: Учеб. пособие для студ. высш. учеб. завед. 4-е изд., стереотип. М.: Издательский центр «Академия», 2008. 165 с. 4. Лебедева Н.М. Этническая и кросс-культурная психология: Учебник для высших учебных заведений. М.: МАКС Пресс, 2011. 423 с. 5. Мельник А. Язык жестов. М.: ТЕРРА, 2006. 448 с. 6. Морозов В.П. Искусство и наука общения: невербальная коммуникация. М.: ИП РАН, 2015. 189 с. 7. Пассов Е.И. Коммуникативный метод обучения иноязычному говорению: учебное пособие. М.: Просвещение, 2006. 196 с. 8. Пиз А. Язык телодвижений. М.: Эксмо, 2004. 272 с. 9. Платонов Ю. П. Психология национального характера .М.: «Академия», 2007. 240 с. 10. Проблемы теории и практики этнопсихологии и этнологии/Науч. ред. В.П. Степанов. Кишинёв, 2012. 115 с. 11. Черныш А. М. Этнонациональный характер как объект научного анализа// Народы, этносы, нации: вопросы культуры, государственности и искусства. Под ред. И. А. Купцовой. Новосибирск, 2015. 240 с. Internet sources 12. Дубина Л. В. Исследование невербальных средств коммуникации. М.: Лаборатория книги, 2012. http://biblioclub.ru/index.php?page=book&id=140945 13. Лабунская В.А. Этническая психология: https://studref.com/505962/psihologiya/etnich- eskaya_psihologiya 14. Пиз А. Новый язык телодвижений. Расширенная версия: https://itexts.net/avtor-allan- piz/194807-novyy-yazyk-telodvizheniy-rasshirennaya-versiya-allan-piz.html 15. Цветков А. В., Соловьёва А. В. Этнопсихология. Учебное пособие в схемах: учеб. пособие для студ. вузов. https://znanium.com/bookread2.php?book=1028685&spec=1

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Curriculum Preschool teacher training

Author: Galina LEVINTII, univ. lecturer

I. PRELIMINARIES

The curriculum of the course Preschool teacher training is developed on the basis of educational standard for the specialty Primary education teacher training. Preschool teacher training. In the process of study, the student will be able to select the necessary means, conditions, forms of work, activity results for the implementation of the culture of interethnic communication among preschool children; to educate in preschoolers a respectful attitude, sympathy for children of different nationalities; to plan joint work with children and parents for the purpose of intercultural education of preschool children, to propose various forms of involving parents in the implementation of intercultural education of young children as part of informal and non-formal forms of education. Course Objectives: To contribute to the development of student’s readiness: to educate preschool children in a culture of interethnic communication as an integral component of a culture of human behavior; to inform parents about the conditions for a successful family education in the context of an intercultural educational space of a preschool institution.

II. COURSE ADMINISTRATION

Code of Name of Se- Number of hours Evaluation discipline discipline mes- Lec- Semi- Individual Total Form No. of ECTS ter ture nar activity credits F.02.O.010 Preschool II 30 30 60 120 Exam. 4 teacher training

III. COMPETENCES

• readiness for the implementation of the educational process to form a culture of ethnic communication among preschoolers; • the ability to organize constructive intercultural interaction in children’s team; • the ability to implement joint work of the preschool institution and the family for the purpose of intercultural education of preschool children; • willingness to design educational events in the context of intercultural interaction of children.

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IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT At the end of the course, students will have competences at the level of: knowledge and understanding: – peculiarities of interethnic communication between children of preschool age; – forms of interaction between kindergarten and family for the purpose of intercultural education of preschool children; application: – necessary means, conditions, forms of work and analysis of the results of activities for the implementation of a culture of interethnic communication among preschool children; – developing action plans involving children and parents with the aim of creating a culture of interethnic communication among preschool children; integration: – planning work with children and parents for the purpose of intercultural education of preschool children; – planning classes/events with children and parents for the implementation of intercultural education of preschool children.

V. CONTENTS AND DIDACTIC STRATEGIES Topic: Development of culture of interethnic communication in preschool children Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to identify main concepts on the studied topic; 1. Modern approaches to determin- – to highlight the main goals of developing a ing the goals and objectives of fos- culture of interethnic communication among tering a culture of interethnic com- preschool children; munication among children – to characterize the principles, content, means 2. Principles, content, means and and methods of educating a culture of inter- methods for fostering a culture of ethnic communication among preschool interethnic communication in chil- children; dren's environment – to create optimal conditions for an effective 3. Mechanisms for multicultural edu- development of a culture of interethnic com- cation of young children munication among preschool children; 4. The educational potential of the – to identify the educational potential of the family as part of the psychological family in the process of intercultural educa- and pedagogical culture of inter- tion of preschool children; ethnic communication – to analyze the forms and methods of orga- 5. Forms of cooperation between pre- nizing the interaction of the family and the school institutions and the family preschool institution in the field of intercul- for the purpose of intercultural ed- tural education of children; ucation of preschool children – to evaluate the mechanisms of multicultural Key terms: culture of interethnic com- education of young children. munication, culture of behavior, intercultural educational space.

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Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, methodology) tion/types of evaluation Thematic 2 Thematic lecture: lecture – Power Point presentation – The technique True - False; The technique Insert; – The technique Fishbone ("fish skeleton") – Interactive exercise in Quizlet format – The technique Sinkwain – Interactive exercise in LearningApps format Practical 2 Heuristic conversation: seminar 1. Goals and objectives of fostering a culture of interethnic communication among preschool children 2. Principles, conditions and means leading to the implementation of a culture of interethnic communication among preschool children 3. Methods, techniques and results of activities in the context of a culture of interethnic communication of children 4. Propaedeutics and correction of negative manifestations in the behavior of children in an intercultural educational space 5. The educational potential of the family in the process of intercultural education of preschool children 6. Forms of interaction between kindergarten and family for the purpose of intercultural education of preschool children Presentation and analysis of group projects: a) guidelines for teachers of preschool institutions in fostering a culture of interethnic communication of preschool children b) a program of activities in a preschool institution for fostering a culture of interethnic communication of preschool children c) a set of activities in a preschool institution with the aim of fostering a culture of interethnic communication between children d) a scenario of an event in order to enrich the horizons of parents in the field of parenting in an intercultural society Quizlet Interactive Exercise Individual 4 1. Drawing up a terminological dictionary on the topic activity 2. Developing guidelines for teachers of preschool institutions in fostering a culture of interethnic communication among preschool children 3. Developing a program of activities in a preschool institution for the development of a culture of interethnic communication among children (age group at choice) 4. Developing a holiday scenario in order to foster a culture of interethnic interaction of children 5. Drawing up a scenario of events in a preschool institution in order to enrich the horizons of parents in the field of parenting in an intercultural society

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Evaluation 1. Frontal survey: (current) a) analyze modern approaches to determine the goals and objectives of fostering a culture of interethnic communication among preschool children; b) disclose the conditions, means, results of activities that promote a culture of interethnic communication among preschool children; c) describe forms of joint work of the preschool institution and the family in order to multiculturally educate preschool children. 2. Evaluation of group projects presentations 3. Mutual evaluation of developed projects VI. INDIVIDUAL ACTIVITY (FINAL RESULT) Final result Realization strategies Final Evaluation product criteria Learn and use the Documentation using biblio- Methodo- Logical presenta- basic terminology of graphic and online resources. logical rec- tion the course. Development of guidelines for ommenda- Originality Compose a glossary of teachers of preschool institutions tions Consecutivity key terms. to foster a culture of interethnic Program of Argumentation Argue the peculiarities communication of preschool event of organizing various children. Scenario development Scenario of events in a preschool for one holiday and its implemen- event institution for the de- tation in a preschool institution velopment of a culture with the aim of fostering a culture of interethnic com- of interethnic communication be- munication among tween children Preparation and children. demonstration of a video about the holiday.

VII. EXAMINATION QUESTIONS 1. Peculiarities of fostering a culture of interethnic communication in preschool children 2. Principles, contents, means and methods of fostering a culture of interethnic communication between preschool children 3. Forms of joint work between preschool institutions and families for the purpose of intercultural education of preschool children

VIII. BIBLIOGRAPHY 1. Cadrul de referință al educației timpurii. MECC, Chișinău, 2018. 2. Curriculumul pentru Educație Timpurie. ME, Ed. a 2-a. Chişinău: Lyceum, 2019. 3. Standardele de învăţare şi dezvoltare a copilului de la naştere până la 7 ani. MECC, Chișinău, 2018. 4. Суслова Э.К. Bоспитание у детей этики межнационального общения. М.: А.П.О., 2008. 5. Джуринский А.Н. Поликультурное воспитание в современном мире. М.: Прометей, 2002.

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Curriculum Gagauz language and culture

Authors: Galina MUTAF, univ. lecturer Dmitri UZUN, univ. lecturer

I. PRELIMINARIES

“Gagauz Language and Literature” is a discipline whose programme is designed for the students receiving a Bachelor Degree in teacher training at the Faculty of National Culture of Comrat State University. The main task of this course is to enrich students’ awareness in culture and customs. Moldova is a multinational country. Intercultural education is of paramount importance for it. Today’s globalization makes nations find effective ways for communication. Peoples protect their own culture, thus keeping their national authenticity. The important task of Gagauzia is to protect, to develop its native language, to expand its usage sphere. There are 54 kindergartens, 3 kindergarten-gymnasia, 44 gymnasia and lyceums that function in Gagauzia. Totally, there are 19 065 children who learn the Gagauz language: 6 797 children in kindergartens. In primary school there are 5 497 learners of Gagauz, 5 979 pupils study Gagauz in gymnasia, 792 learners – in lyceums. The discipline “Gagauz Language and Literature“ is studied in the Gagauz language: the subject “Gagauz Language and Literature“ is studied for three times a week in primary school and gymnasium cycle; at the lyceum level: those who study science have it for three times a week, those who study the humanities study it for four times a week. Developing intercultural competence is very important today. If you do not know your own language and culture you cannot respect other people’s culture.

II. COURSE ADMINISTRATION

Disci- Name of Semes- Number of hours Evaluation pline the disci- ter Lec- Semi- Indi- Total Form Number Code pline tures nars vidual of cred- activit. its U.02. Gagauz lan- II 30 14 46 90 Ex. 3 O.014. guage and culture

III. COMPETENCES • to recognize, respect and keep cultural values; • to engage with issues inside and outside own community, dealing with the familiar as well as the unfamiliar;

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• to discuss differences in forms of communication, etiquette, moral and professional principles; • to ask and answer questions of other cultures.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

By the end of the course, students will be able at the level of: knowledge: – to recognize cultural values of their own country being tolerant to other nationalities living in Moldova; – to consider the various factors that may influence behaviour and affect intercultural interactions with other nations living in Moldova; application: – to apply knowledge about history, culture and traditions of Moldavian, Gagauz, Bul- garian and other people; – to use received knowledge about cultural peculiarities in their teaching practice; – to identify similarities and differences in culture of the peoples who live on the territory of Moldova; integration: – to characterize history of Moldavian, Gagauz, Bulgarian and other people; – to show tolerance towards other nationalities’ culture; – to recognize the feelings of diverse cultural groups living in Moldova.

V. CONTENTS OF THE COURSE AND TEACHING STRATEGIES Topic: Early customs and traditions of the peoples living in Moldova, their national holidays Key objectives + content Outcomes (tasks, competencies ) Content units Students will be able: Key points/ideas: – to describe Gagauz customs and 1. National holidays of the peoples living in traditions and to discuss customs Moldova. Searching information about na- and traditions of the peoples who tional holidays and customs live in the South of Moldova; 2. Identifying some similarities and differences, – to discuss differences in customs explaining peculiarities and define the main terms connect- 3. Familiarizing with customs and holidays of ed with the topic; the peoples living in Moldova – to recognize cultural values of their 4. Revealing differences in national traditions own country being tolerant to other nationalities living in Moldova and abroad;

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– to transmit knowledge about cus- Key terms: custom, national holiday, religious, toms, traditions and national holi- belief, false holiday, livestock and husbandry calen- days to youngsters; dar, holiday ceremony, celebration, congratulation, – to use received knowledge about respecting one another. cultural peculiarities in their future teaching activity. Didactic strategies Forms of organ- Number Didactic activity ization/types of of les- (methods, techniques, means, strategies) evaluation sons Lecture teaching 2 Technique Know – Want to Know – Learned, T Chart, 6 Hows new topic technique Venn Diagram technique. Group Work. Watching Video Discussion 2 1. Writing about the national holidays of the peoples living seminar in Moldova 2. Searching information about national holidays 3. Discussing main holidays according to livestock and husbandry calendar 4. Revealing differences and similarities in national holidays of Moldavian, Gagauz, Bulgarian people (based on holiday celebration in native village) 5. Learning Game Kahoot, LearningApps.org Individual work 4 1. Asking old women for the information about one national holiday, preparing presentation 2. Writing essays on the following topics: “Favourite Holiday in My Family“ (using family photos), “Most Celebrated Holiday of the Peoples Living in the South of Moldova“ Evaluation (fron- Oral evaluation (the quality of the material discussed at the tal, individual) lecture is taken into account, also attention is paid to the use of language). Correct use of sentence structure, stylistic devices, grammar rules are discussed

Topic: National food of the peoples living in Moldova Key objectives + content Outcomes (tasks, competencies ) Content units Key points/ideas: Students will be able: 1. Culinary traditions of the peoples living in Mol- – to apply Gagauz culinary tra- dova. Exploring food and cuisine of Moldavian, ditions and recognize the Gagauz and Bulgarian people ones of the peoples living in 2. The process of cooking food and its preservation Moldova; for winter – to describe early food technolo- 3. Traditional culinary practices and methods of gies; food preservation. Discussing culinary traditions – to identify peculiarities of early of neighbouring nations. Communication about food technologies; types of food cooked for a separate holiday

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– to define the main terms con- 4. Drinking culture, types of drinks and their pro- nected with the traditional ducing technology. Familiarizing with food culinary system and correctly tradition peculiarities of Moldavian, Bulgarian, use them in spoken or written Russian, Ukrainian and other peoples speech; – to speak about the types of Key terms: food, culinary art, drink, wine, feast, spic- national holiday food, to apply es, names of food, table, rolling pin, dough, cup, stove, them in their daily life. stove/furnace, bacon, fried meat, meat jelly, stuffed pep- per, stuffed cabbage leaves, lamb soup, sausage, ‘baur’- homemade sausage, etc. Didactic strategies Forms of Number Didactic activity organiza- of lessons (methods, techniques, means, strategies) tion/types of evaluation Interactive 2 Venn Diagram technique, T Chart, Agenda with notes, A basket of Lecture ideas technique. National food fair. Presentation, working with the posters, video watching Seminar in the 2 1. Food tradition peculiarities, culinary traditions, food tech- form of confer- nologies in the cuisine of the peoples living in Moldova ence 2. The process of cooking food and its preservation 3. Writing about types of food cooked for a separate holiday Individual 4 1. Asking the old women for the information about the pro- activity cess of cooking your favourite dish, collecting information, preparing video 2. Writing an essay Special Dishes Cooked on Gagauz Holidays 3. Compiling a brochure with photos of food and process of cooking Evaluation Oral evaluation (the quality of the material discussed at the (frontal, indi- lecture is taken into account, also attention is paid to the use vidual) of language) VI. INDIVIDUAL ACTIVITY

Stages of indi- Strategies of realization Final Evaluation criteria vidual activity product Working with the Picking up new words on the Gagauz-Rus- Title page is done accord- vocabulary topic, writing them in alpha- sian-Roma- ing to the standard; word betical order, defining every nian Diction- order is correct new word ary Interview and vid- Studying sources of infor- Interview Full explanation of the eo preparing mation, collecting theoreti- topic; answering and ask- cal material, making a plan, ing questions, keeping selecting information, inter- the turn; making conclu- view making sions, using right communication techniques

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VII. EXAMINATION QUESTIONS 1. Revealing differences and similarities in national holidays of Moldavian, Gagauz, Bul- garian people (based on holiday celebration in native village) 2. National holidays of Moldavian, Gagauz, Bulgarian, Russian, Ukrainian and other peoples. Their holiday customs 3. Food and cuisine peculiarities of the peoples living in Moldova, early food technologies 4. The process of cooking food for a separate holiday preserving early culinary traditions

VIII. BIBLIOGRAPHY

1. Plugaru L., Pavalache M., Educație interculturală. Sibiu-Brașov: Editura Psihomedia, 2007. 120 p. 2. Bulgar S. Gagauz ustası (ustalar için annatmalar). Kişinöv. 2013, 80 s. 3. Nikologlo D. Gagauzların adetlerindä hem sıralarında etin funkţiyalıı. // Sabaa yıldızı.- 2002- № 18. - s.20-25. 4. Soroceanu E. Gagauzların kalendar adetleri. Chişinau, 2015. 5. Гагаузы в мире и мир гагаузов. Гагаузы в мире. Отв. ред. М.Н. Губогло; ред. Кол.: В. И. Балова и др Том II. Комрат-Кишинев, 2012, 1007 с.

Internet sources 6. https://youtu.be/aeCQgFUsIKA 7. https://youtu.be/5203vZlelrk 8. https://www.youtube.com/watch?v=jmpevVhKnkw

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Curriculum Musical repertoire for preschoolers

Author: Olga TERZI, univ. lecturer

I. PRELIMINARIES

The professional focus of the discipline Musical repertoire for preschoolers is the fact that it provides an immediate practical basis for the future musical conductor and is one of the fundamental disciplines in initial professional training. The goals and objectives of the course - the development of professional skills in the selection of a musical repertoire in accordance with the requirements; familiarization with the conceptual provisions of the discipline; the formation of practical skills and accompaniment skills; theoretical knowledge and concepts; the development of the ability to combine the vocal line of a song with its accompaniment; improving reading skills from the musical worksheet, as well as fostering a sense of partnership, ensemble coherence, responsibility and empathy. Interdisciplinarity, reliance on the knowledge of other musical disciplines play a large role in the successful completion of tasks.

II. COURSE ADMINISTRATION

Code of Name of disci- Sem. No. of hours Evalu- No. of ECTS discipline Total Including ation credits pline L S IA F.02.O.013 Musical repertoire II 75 - 45 30 E 2 for preschoolers

III. COMPETENCES

• the ability to select a musical repertoire taking into account the age and individual abilities; • the ability to recognize the importance of cultural diversity for personal fulfillment; • the ability to interact with carriers of different cultures on the basis of tolerance and mutual understanding; • the ability to broaden the horizons of preschoolers; • the ability to take into account didactic principles when selecting the repertoire; • the ability to teach children music and musical literacy; • willingness to apply acquired knowledge, skills and personal creative experience in the process of creative production activities; • readiness for constant and systematic work aimed at improving professional skills.

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IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT At the end of the course, students will form competences at the level of: knowledge and understanding: – know the range of each kindergarten group; – identify methods of working with the musical material; – interpret the analysis plan of the play; – apply work methods on a work of art; – use Internet sources in the selection of musical literature; application: – to navigate in the pool of musical material and choose according to the degree of difficulty; – evaluate the importance of studying this course for professional development; – interpret plays of one’s own repertoire for the early education of children; – select the pedagogical musical repertoire taking into account the age and individual capabilities of preschoolers; – pick up accompaniment to the melody; integration: – adapt to the conditions in a particular organization; – recommend a repertoire for various activities; – to argue the choice of a musical work; – prove creativity and a critical approach to the selection of a work.

V. CONTENTS AND DIDACTIC STRATEGIES Topic: Intercultural education by means of musical repertoire Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to define basic concepts on the topic; 1. Conceptual definitions:musical reper- – to describe the principles of selecting a toire and intercultural education musical repertoire in the context of inter- 2. The unity of the content and forms of culturalism; a musical work – to interpret the requirements for the se- 3. Principles for selecting a musical rep- lection of a musical repertoire for a multi- ertoire, matching the repertoire with cultural educational environment; the type of musical activity in a multi- – to carry out the selection of musical works cultural educational environment on a given topic; 4. The possibilities of musical works in – to use bibliographic and online resources the implementation of intercultural to determine the musical repertoire for in- education tercultural interaction; 5. Characteristics of the musical reper- – to recommend a musical repertoire on a toire in the context of interculturalism specific topic; 6. Pedagogical requirements for the selection of a musical repertoire from the perspective of intercultural education

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– to argue the importance of the musical Key terms: intercultural education, mu- repertoire for establishing intercultural sical repertoire, interculturalism. interaction of preschool children; – to assess the potential of the musical repertoire in the personal and professional growth of the musical conductor. Didactic strategies Forms of No. of Didactic activity organization/ hours (methods, techniques, means, strategies) types of evaluation Lecture – – Practical - 2 1. The study of intercultural education by means of a musical oriented repertoire seminar 2. Learning different musical works 3. Interpretation of fragments of musical works of different cultures 4. Analysis of musical works, their potential in the implementation of intercultural education Individual 2 1. Make a list of the musical repertoire of the peoples of the activity world (optional) 2. Design a section of the portfolio “Musical repertoire of the peoples of Moldova” (5 works) 3. To choose a musical repertoire for the characteristic musical rhythmic movements of different nations 4. Prepare a musical work for interpretation (reading from a sheet) 4 musical works for preschool children 5. To compose a musical potpourri for young children on the basis of the work “The Solar Circle” in 3 languages 6. Compose an interactive exercise (cards) using Quizlet.com Evaluation – Crossword puzzle solving on LearningApps.org (current) – Self-assessment of the portfolio section Musical repertoire of the peoples of Moldova – Interpretation of a musical work prepared as part of a topic – Demonstration of a fragment of a musical work with typical rhythmic movements – Argue the importance of the selected musical repertoire for the implementation of intercultural education of children by means of musical works – Demonstrate a musical potpourri for young children based on the work “The Solar Circle” in 3 languages

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VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Realization Final product Evaluation criteria strategies Learn a music program Consolidation Musical per- The correct interpretation of as required of the musical formance on a the work Perform musically, ex- material specific topic Expressivity pressively, dynamically Musical perform- Dynamism ance Performance technique Emotionality Confidence in performance Free performance

VII. EXAMINATION QUESTIONS

1. Expressively perform a children’s song to one’s own accompaniment on a given topic in different languages. 2. Evaluate the importance of studying this course for professional development. 3. List the principles of selecting a musical repertoire. 4. Demonstrate a portfolio on a given topic.

VIII. BIBLIOGRAPHY

1. Coroi E., Bejenaru S. Educaţia muzicală. Orhei. 2004. 2. Fusu P. Saaba hayır olsun: İstambul: Mılli Egitim Basımevi. 1997. 3. Ruşika K. Gagauz türküleri hem havalar. Comrat: Safir-Grup. 2008. 4. Куррикулум раннего образования/М-во образования, культуры и исслед. Респ. Молдова. Нац. коорд.: А. Кутасевич, В. Круду. Кишинэу: Lyceum, 2019. 132 p. 5. Научные основы раннего образования в Республике Молдова /М-во образования, культуры и исслед. Респ. Молдова. Нац. коорд.: А. Кутасевич, В. Круду; нац. эксперты-коорд.: В. Гуцу, М. Вранчану. Кишинэу: Lyceum, 2019 (F.E.-P. “Tipografia Centrală”). 80 p. 6. Стандарты обучения и развития детей от рождения до 7 лет/М-во образования, культуры и исследований Р. Молдова; нац. коорд.: А. Кутасевич, В. Круду; нфц. эксперты-коорд.: В. Гуцу, М. Вранчану; (пересмотренный/доработанный вариант). Кишинэу: Lyceum, 2019. 92 p. 7. Геталова О. Визная И. В музыку с радостью, Санкт-Петербург: Композитор, 2002. 8. https://z1.fm/artist/4503 ; https://useraudio.net/ ; http://allforchildren.ru/songs/

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Curriculum Pedagogical ethics

Authors: Maria IANIOGLO, dr., assoc. prof. Galina LEVINTII, univ. lecturer

I. PRELIMINARIES

The course Pedagogical ethics is designed for students of teacher training specialties and is a major humanitarian discipline, it is one of the first disciplines in the system of professional and pedagogical training of the future teacher. One peculiarity of the discipline is its close relationship with the activities of members of the pedagogical community and inextricable unity with the general theory of morality. The development of this discipline contributes to the implementation of the educational process as one improving the development of the personality of the student-teacher, while stimulating the initiative, the creative potential of the student, and also serves as the foundation for the subsequent successful pedagogical internship. Course goal: to form an understanding of the legal framework and ethical standards governing the professional activities of the teacher from the perspective of a multicultural dialogue. Course objectives: awareness of the norms and principles of professional ethics in the context of intercultural interaction; development of the need to apply ethical standards in professional activities in a multicultural environment.

II. COURSE ADMINISTRATION

Code of Name of Se- Number of hours Evaluation discipline discipline mes- Lec- Semi- Individual To- Form No. of ECTS ter ture nar activity tal credits U.03.A.020 Pedagogical III 16 14 30 60 Ex. 2 ethics

III. COMPETENCES

• the ability to solve typical problems encountered in a multicultural educational environment; • the ability to analyze own’s own practical activities in a multicultural environment in terms of ethical standards; • readiness to participants’ interaction in the educational process, regardless of national/ethnic/religious affiliation; • the ability to develop practical measures that enhance the culture of communication in the context of a multicultural space.

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IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT At the end of the course, the student will be able, at the level of: knowledge and understanding: – to highlight the peculiarities of developing coexistence skills with people - representatives of a different race, language, religion, ethnic group, etc.; application: – to demonstrate understanding and respect for other peoples, cultures, civilizations; – to recognize the importance of cultural diversity for a person’s self-realization; integration: – to organize work in the context of pedagogical cooperation and social partnership from the perspective of intercultural interaction.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Teacher’s role in developing the intercultural personality of the student Key objectives + content Outcomes (tasks, competences) Content units Students will be able to: Key points/ideas: – to operate with the concepts of intercul- 1. Methodological approaches and con- tural education, multicultural educational cepts in light of interculturality in the environment, multicultural personality, eth- educational space nic and interethnic tolerance; 2. The objectives of the pedagogy of – to determine methodological approaches non-violence in the development of and concepts to the intercultural develop- students’ intercultural personality ment of the individual in the conditions of 3. Structural characteristics of teacher’s the educational space; personality from the perspective of in- – to argue the conditions for an effective interculturalism tercultural education of school children; 4. Conditions for effective intercultural – to argue the relevance of advantages and education of school children risks of using technologies/intercultural 5. Indications and risks for the imple- education programs in the educational mentation of technologies/programs spaces; for intercultural education of students – to analyze the problems of training future 6. Scheme of student’s results transfer for teachers who are able to raise children in the intercultural education of school the spirit of freedom and universal human children values; 7. Future teachers’ training in the context – to apply the methods of scientific and of interculturalism pedagogical research to analyze the relationships among children from the per- Key terms: intercultural education, mul- spective of intercultural interaction; ticultural educational environment, ethnic – to argue the importance of the teacher and interethnic tolerance. in the development of student’s intercultural personality.

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Didactic strategies Forms of orga- No. of Didactic activity nization/types hours (methods, techniques, means, strategies) of evaluation Problem- 2 • The technique The Basket of ideas lecture • The technique Intermingled Chains • The technique Prediction Tree • The technique Tag Cloud • Method Graphic Organizer • Video demonstration Traditional 2 • The technique Know - Want to know - Learned lecture Discussion on the topics: 1. Methodological approaches and concepts to intercultural education and personality development 2. Structural characteristics of the teacher’s personality who possesses multicultural competences 3. Preparing teachers for professional activities in a multicultural environment 4. Advantages and risks of application of intercultural education in the conditions of educational space The technique Insert; The technique Sinkwain Individual 4 1. Document bibliographic sources on the topic activity 2. Case-method/analysis of specific situations demonstrating the experience of intercultural and ethnic education of students in schools of the Republic of Moldova and foreign countries 3. Developing practical measures for teacher’s activity that will enhance the communication culture of all students in the context of a multicultural space 4. Conduct online surveys of students My attitude to the bear- ers of various cultural, religious, ethnic traditions. Perform an analysis of this survey 5. Provide evidence of the role of the teacher in the formation of ethnic identity of students and the education of a multicultural personality Evaluation Frontal survey: (current) a) Discover the essence of preparing a teacher for activities in a multicultural environment b) What are the conditions for effective intercultural education of school children c) Describe the methods and forms of organization of students’ intercultural education d) Justify the relevance advantages and risks of using technology/programs of intercultural education in the educational environment Written assessment: – Analysis of the experience of intercultural and ethnic education of students in schools of the Republic of Moldova and foreign countries

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Evaluation – Group-work: drawing up practical measures in the teacher’s (current) activity, contributing to the improvement of students’ communication culture in the context of a multicultural space – Presentation of students’ online questioning results and drawing conclusions

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS) Final result Realization strategies Final Evaluation product criteria Learn and use the ba- Documentation using biblio- Presentation Consecutivity sic terminology of the graphic and Internet resources. of product Logic course. Create a glos- Student Survey. Prepare a video sary of key terms report on one interesting experi- Analysis Argumentation Know the methodo- ence of intercultural education. of online Content logical approaches Select specific situations that dem- survey and concepts from the onstrate the experience of intercul- perspective of inter- tural and ethnic education of stu- culturality in the edu- dents in schools of the Republic of cational space Moldova and foreign countries VII. EXAMINATION QUESTIONS 1. Methodological approaches and concepts from the perspective of interculturality in the educational space 2. Structural characteristics of teacher’s personality from the perspective of interculturalism 3. Conditions for effective intercultural education of school children 4. Indications and risks for the implementation of technology/programs for intercultural education of students

VIII. BIBLIOGRAPHY 1. Кодекс Республики Молдова об образовании, № 152 от 17.07.2014. В: Мonitorul Oficial, № 319-324. 2014, с. 18-55. 2. Codul de еtică al cadrului didactic. În: Monitorul Oficial, Nr. 59-67, art. 407. Publicat: 18.03.2016. 3. Axentii I.A. Etica pedagogică. Suport de curs. Cahul, 2012. 217 р. 4. Mândacanu V. Etica pedagogică. Editiaa II-a/ Chișinău, 2000. 587 р. 5. Картаева Г.М. Основы педагогической деонтологии. Алматы, 2012. 240 с. 6. Курбатова А.С. Поликультурное образование как элемент подготовки педагогических кадров // Нижегородское образование, № 4. 2014, с. 81-86. 7. Лаврентьева, Н.Б., Нечаева, А.В. Педагогическая этика. Барнаул: изд-во АлтГТУ, 2010. 156 с. 8. Овчеренко Н. Дидактическая деонтология. Курс лекций. Кишинэу, 2005. 128 с. Internet sources 9. http://elar.urfu.ru/bitstream/10995/40721/1/psvso_2015_19.pdf 10. https://infourok.ru/teoretikometodologicheskie-podhodi-issledovaniy-professionalnogo-raz- vitiya-pedagoga-v-polikulturnom-obrazovatelnom-prostranstve-3530553.html

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Curriculum Theory and methodology of educational activity

Author: Ecaterina IAMBOGLO, univ. lecturer

I. PRELIMINARIES

Studying the course Theory and methodology of educational activity is an essential component of the professional training of primary education teachers. A future specialist should master fundamental knowledge in the field of the theory and methods of personality education, educate in himself pedagogical tact, tolerance, be able to help a person in solving problems that arise, effectively manage the activities and communication of students in primary school, analyze pedagogical situations, use advanced educational experience, learn the basics of class administration.

II. COURSE ADMINISTRATION

Code of Name of disci- Sem. No. of hours Evalua- No. of ECTS discipline Total Including tion credits pline L S IA S1.03. Theory and meth- III 120 30 30 60 E 4 O.016 odology of educational activity

III. COMPETENCES

• willingness to implement the educational process and the development of motivation for learning among students; • ability to predict the success of the educational process; • ability to self-assess activities and professional behavior; • ability to set pedagogical goals and objectives in accordance with the age and individual characteristics of students; • willingness to conduct educational activities with children and their parents.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

At the end of the course, students will form competences at the level of: knowledge and understanding: – interpretation of conceptual provisions in the organization of educational activities of teachers;

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– characterize the features of educational work with students in the context of multiculturality and multilingualism; application: – independently organize educational activities in primary school; – carry out psychological and pedagogical diagnostics; – design a pedagogical situation; – study and accumulate professional and pedagogical experience; integration: – model and design educational activities in a multicultural class; – plan and analyze the dynamics of the educational process in primary school; – apply modern methods and technologies to ensure the quality of the educational process; – design pedagogical support of the process of education and development.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Development of national consciousness and identity of primary school children Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to interpret the main provisions of educa- 1. The essence of national conscious- tional policy in the development of the na- ness in the context of intercultural tional culture of primary school children; interaction – to operate with basic concepts on the topic; 2. Educational policy in the context of – to characterize the leading forms of the national culture development at pri- teacher’s methods of work on the forma- mary school level tion of national consciousness in the con- 3. The content and technology of na- text of intercultural interaction; tional consciousness development in – to highlight the general and specific char- a multicultural environment acteristics of national and intercultural 4. Values that determine the harmoni- education; ous correlation of the national and – to design extracurricular activities on the the international in the education of issues of national consciousness develop- children ment; 5. The use of traditions and national – to highlight the importance of national holidays in the education of primary consciousness development in the process school children of intercultural interaction; 6. Common and specific features of na- – to argue the importance of studying this tional and intercultural education topic for personal and professional development. Key terms: identity, national identity, intercultural education, intercultural interaction.

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Didactic strategies Forms of organ- No. of Didactic activity ization/types of hours (methods, techniques, means, strategies) evaluation Lecture- 2 Problematization discussion Presentation Discussion Seminar-round 2 1. Discussion on the topics: table – National identity as a public and personal education and manifestation – Factors affecting the development of national identity of primary school children – The main groups of values that ensure a harmonious correlation of the national and the international in the education of students. What is their hierarchy? – The main means of educating a culture of interethnic communication 2. The technique Guess the answer 3. The method The Diary 4. The method Registration journal 5. The technique Venn Diagram. The commonality and specificity of national and intercultural education. 6. Analysis of the essay "Values, the correlation of the national and the international in education" 7. The technique Coaching Individual 4 1. Choose a problematic situation that arises in relations be- activity tween children of different nationalities, and suggest ways to solve it 2. Compose the topic of conversations, classes on the culture of international communication 3. Make an approximate work plan for the class teacher on the development of tolerance, patriotism, religious tolerance 4. Essay “Values, the correlation of the national and the international in education“ Current evalua- Oral evaluation: Analysis of a problem situation and proposing tion methods for solving it Mutual evaluation: Analysis of the work plan of the class teacher on the development of tolerance and religious tolerance

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VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Realization Final product Evaluation strategies criteria To learn and use the basic ter- Documentation Glossary Logical consec- minology of the topic using biblio- Topic of conversa- utivity of the To compose the topic of con- graphic sources tions on the devel- presentation versations on the development Scenario analysis opment of national Level of argu- of national consciousness of the didac- consciousness mentation To develop a work plan for the tic project for Work plan of the class teacher on the develop- extracurricular class teacher (fragment of tolerance, patriotism, activities ment on the topic) religious tolerance

VII. EXAMINATION QUESTIONS

1. Expand the essence of the concept “national identity”, its structure and functions 2. Describe the technology for a national identity development of primary school students 3. Argue the importance of values that ensure a harmonious correlation of the national and the international in the education of students. What is their hierarchy? 4. The formation of national self-awareness of students as the basis of the ideological and educational work of the school

VIII. BIBLIOGRAPHY

1. Начальное образование: Национальный куррикулум/ М-во образования, культуры и исследования Респ. Молдова; нац. коорд.; А. Кутасевич и [др.] нац. эксперты- коорд.; Л. Урсу [др.]. Кишинэу: Liceum, 2018 (F.E.-P. “Tipografia Centrală”). 268 p. 2. Воспитательная деятельность педагога: Учеб. пособие. Под общ. ред. В.А. Сластенина, И.А. Колесниковой. М., 2007. 460 p. 3. Методика воспитательной работы/Под ред. В.А. Сластенина. М. 2009.-160 p. 4. Теория и методика воспитания: учебник для студентов учреждений высшего профессионального образования. Ярославль: Изд-во ЯГПУ им. К.Д. Ушинского, 2012. 415 p. 5. Поликультурное образование и диалог культур. Сборник научных трудов международной научно-практической конференции к 80-летию профессора Меджи Валентиновны Черкезовой (2 октября 2017 г.)/ Под общей редакцией к.п.н. Критаровой Ж.Н. М.: ФГБНУ «Институт стратегии развития образования РАО», 2017. 288 p.

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Curriculum Theory and methodology of musical education for preschoolers

Author: Irina POIDOLOVA, univ. lecturer

I. PRELIMINARIES

The course Theory and methodology of musical education for preschoolers. Musical and rhythmic movements is one of the fundamental and integrated educational disciplines aimed at establishing a professional musical and pedagogical culture of future teachers, taken by students of the specialty Primary teacher training. Preschool teacher training. The contents of the course are theoretical, musicological, methodological, revealing the basics of working with preschool children. Particular attention is paid to the training of student teachers in the implementation of the development of musical abilities of children in various types and forms of musical activity. The study of this discipline is based on knowledge, abilities, attitudes and values acquired by students in the cycle of psychological and pedagogical disciplines. The purpose of the course: to familiarize future teachers with the theoretical foundations of professional educational work with children of preschool age, to educate the need and willingness for constructive interaction with representatives of different nationalities, social, religious affiliations, attitudes, worldviews, styles of thinking and behavior, to familiarize students with the fundamental intercultural foundations of parenting and development of children. One of the tasks of the discipline is to form students’ ideas and concepts about: – forming the students’ understanding and concepts of didactics of musical education; – acquaintance with the elements of musical literacy and the musical repertoire of the Moldovan people (Romanian, Gagauz, Russian, Bulgarian and other peoples of the world) under the program of preschool education; – the development of the ability to analyze the methodological literature of national authors and didactic scientists of other countries from different cultures on the issues of musical education of preschool children from an intercultural perspective; – the development of an emotionally conscious attitude to the musical art of the peoples of the world, understanding of its role in the development of the child’s personality in the framework of aesthetic education.

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II. COURSE ADMINISTRATION

Code of Name of discipline Se- Number of hours Evaluation disci- mes- Lec- Semi- Indivi- Total Form No. of pline ter ture nar dual ECTS activity credits F.04.О.021 Theory and methodol- IV 16 30 44 90 Ex. 3 ogy of musical education for preschoolers. Musical and rhythmic movements

III. COMPETENCES • the ability to organize professional activities in the context of multiculturalism; • the ability to teach children music and musical literacy; • the ability to organize intercultural cooperation of students, to maintain activity and initiative; • willingness to determine the creative abilities of students; • the ability to develop and implement cultural and educational programs for intercultural education; • willingness to use various means of musical art in the intercultural education of preschool children; • the ability to perform musical works and improvisation of musical and rhythmic movements of different peoples of the world in the process of professional development.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

At the end of the course, students will develop competencies at the level of: knowledge and understanding: – identifying the goal, objectives, content, forms, methods and means of musical education of preschool children from the standpoint of interculturalism; – determining the types and genres of musical art of the peoples of the world; application: – using the game method and stimulate intercultural interaction of children in various types of musical activity; – planning productive extracurricular intercultural education activities of preschoolers; – organizing and maintaining a microclimate that contributes to the achievement of the learning outcomes and intercultural development of children; integration: – selecting musical material from the cultural heritage of different peoples in a form accessible to children;

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– designing and carrying out music lessons in the context of intercultural education; – evaluate the process and results of musical activities of preschoolers in a multicultural kindergarten.

V. CONTENTS AND DIDACTIC STRATEGIES Topic: Musical and rhythmic movements in the context of interculturalism Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to determine the goals of musical rhythmic 1. The essence of musical rhythmic movements for preschool children; movements – to reveal the possibilities of musical rhyth- 2. The goals of education and training mic movements in the general and musical of musical rhythmic activity in the development of the child; context of interculturalism – to characterize the elements of musical 3. The specificity of musical rhythmic rhythmic movements of representatives of movements in different peoples: different nations; Moldovan, Gagauz, Bulgarian, Jew- – to demonstrate elements of musical rhythmic ish, Greek, Turkish and other peo- movements in the context of interculturalism; ples – to explain the essence of the stages of learn- 4. Acquaintance with the dances of ing musical rhythmic movements for pre- the peoples of the world schoolers; 5. Methods of teaching preschool chil- – to develop the composition and staging of a dren musical rhythmic movements fragment of dance of different peoples; of dances of various peoples – to argue the importance of musical rhythmic movements in the development of intercul- Key terms: musical rhythmic move- tural interaction and the development of a ments, sense of rhythm, rhythm, improvi- child’s personality. sation. Didactic strategies FormS of organi- No. Didactic activity zation/types of of h (methods, techniques, means, strategies) evaluation ours Problem-lecture 2 – The technique Jigsaw – Heuristic conversation – PowerPoint Presentation on the topic: "Cultural and historical diversity in musical rhythmic movements" – Discussion Traditional semi- 2 – The Demonstration Method nar – Exercises: • Stages for learning elements of musical rhythmic movements of different nations • Video-sequence - a demonstration of dance elements of the peoples of the world – Analysis of improvised movements to various foreign music

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Research-seminar 2 – Interactive test – Drawing up a list of dances of the peoples of the world – A selection of dance movements of various peoples and their combinations, justifying the logic and construction of the composition, their complexity in pace and rhythm – Preparation of a video report of children’s dances of different nations – Choosing musical material for any dance Individual activ- 6 1. Attend 2 music classes in different age groups and evaluate ity the level of development of musical rhythmic and motor skills in children, the quality of the musical repertoire 2. The method of activating creative manifestations: developing a fragment of a musical class in learning to choose a dance, its combination, justifying the logic and building the composition, feeling the complexity of pace and rhythm 3. Making a presentation on the topic “World’s Music Piggy Bank”, presenting a list of dances of different nations with the selection of the appropriate music for them 4. Based on the concerts of folk bands Diuz-Ava, Kadinja and others, develop a schematic sketch of the dance fragment/ video/photo for a YouTube channel (optional) 5. Acquaintance with the works for children of regional com- posers (2-3), with a pronounced intercultural context. Analy- sis of the possibilities of their use for intercultural education 6. Selection of the simplest folk melodies (3-4) for the development of a sense of rhythm in preschoolers 7. Create interactive exercises using the application LearningApps.org Evaluation (cur- – Demonstrating elements of musical rhythmic movements of rent, intermedi- different nations ate, final) – Being able to evaluate one’s own creativity and give in- formed assessments and recommendations to others – Evaluation of interactive exercises – Viewing and analyzing prepared video reports VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Realization strategies Final product Evaluation criteria Plan and Documentation using differ- Setting up a Performance logic organize mu- ent sources and preparation dance per- Synchronization sical rhythmic of a report formance Expressivity and rhythm in activities Audio and video materials, (one’s own movements for preschool- selection of musical rhythmic choice of peo- Correspondence of musical ers exercises for younger and ples) rhythmic movements or the older preschoolers pace of music

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VII. EXAMINATION QUESTIONS 1. Argue the contribution of the founding fathers to the development of the system of musical and rhythmic education of preschool children (J. Dalcroze and others) 2. Reveal the essence of musical rhythmic movements from the perspective of interculturalism 3. Reveal the features of musical rhythmic feelings development in preschool children 4. Demonstrate the stages and methods of teaching musical rhythmic movements 5. Demonstrate 2 elements of musical rhythmic movements in different cultures

VIII. BIBLIOGRAPHY

1. Куррикулум раннего образования/М-во образования, культуры и исслед. Респ. Молдова. Нац. коорд.: А. Кутасевич, В. Круду; нац. эксперт- коорд.: В. Гуцу,М. Вранчану. Кишинэу: Lyceum, 2019.132 c. 2. Научные основы раннего образования в Республике Молдова/М-во образования, культуры и исслед. Респ. Молдова. Нац. коорд.: А. Кутасевич, В. Круду; нац. эксперты-коорд.: В. Гуцу, М. Вранчану. Кишинэу: Lyceum, 2019 (F.E.-P. “Tipografia Centrală”). – 80 c. 3. Стандарты обучения и развития детей от рождения до 7 лет/М-во образования, культуры и исследований Респ. Молдова; нац. коорд.: А. Кутасевич, В. Круду; нфц. эксперты-коорд.: В. Гуцу, М. Вранчану; (пересмотренный/доработанный вариант). Кишинэу: Lyceum, 2019. 92 c. 4. Ветлугина Н.А., Кенеман А.В. Теория и методика музыкального воспитания в детском саду. М., 1983. 255 c. 5. Колса М. Türkülär korolar. Chişinău: Lumina, 1995. 222 р. 6. Раевская Е.П. Музыкально-двигательные упражнения в детском саду. М.: Просвещение, 1991. 511c. 7. Ruşika K. Gagauz türküleri hem havalar. Comrat: Safir-Grup, 2008. – 52 р.

Internet sources 8. https://www.youtube.com/watch?v=tppl_XnnT6w 9. https://www.office.com/launch/powerpoint?ui=ru-RU&rs=RU&auth=1

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Curriculum Practical course of English (Part IV)

Author: Prascovia NICOLAEVA, univ. lecturer

I. PRELIMINARIES

The Practical course of English (Part IV) is compulsory for students of the specialties 0114.10 Foreign languages (English and German) and 0114.10 /0114.9 Foreign languages/Languages and Literature (English/ Russian Language and Literature) receiving Licentiate Degree in teacher training with subject specialisation. This course will integrate language skills with an emphasis on improving English proficiency and understanding of English speaking countries’ culture. It includes continued practice in listening, speaking, pronunciation, vocabulary building, grammar, pronunciation, reading, writing and learning strategies. The curriculum aims at forming students’ skills in intercultural communication – written and spoken - as well as developing general linguistic and intercultural competences which in combination with other courses form students’ professional skills. Besides, the course aims at developing intercultural competence. In order to understand other people’s culture the students will be aware of their own one first. Then they will listen, observe and learn about other cultures. Intercultural competence includes diversity and the experience of diversity in the construction of daily reality; students will be able to make culturally appropriateattributions when engaging with culturally different others and to behave appropriately and effectively in a specific cultural context.

II. COURSE ADMINISTRATION

Number of hours Code Name of Semes- of disci- discipline ter pline lectures Practical classes In contact/ Individual Total Evaluation Number of credits S1.04. Practical course of IV - 60 60/60 120 Ex. 4 O.031 English (Part IV)

III. COMPETENCES

The present course encourages students to review the elements of grammar, enrich students’ vocabulary, and develop their communicative skills. It is designed to provide students with intercultural competences: • culture general knowledge; i.e., familiar with the patterns and components of culture; • self-knowledge; i.e., cognizant of his or her own cultural context and how he or she may perceived by others;

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• culture specific knowledge; i.e., familiar with the culture in question, including its social norms, values and history; • language skills; i.e., the ability to speak a foreign language; • interaction analysis/complexity thinking; i.e., able to consider the various factors that may influence behaviour and affect intercultural interactions; • relationship-building skills; listening skills; • information-gathering skills; problem-solving skills; • curiosity; risk oriented; i.e., motivated to communicate in unfamiliar contexts, willing to make mistakes and learn from them; • comfortable with ambiguity; • empathic and imaginative; i.e., able to imagine being in another’s shoes; • open-minded and non-judgmental; • self-reflective; respectful of difference; sense of humour.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT By the end of the course, students will be able: at the level of knowledge: – to interact with people who are culturally diverse (openness); – to ask questions of other cultures (curiosity); at the level of application: – to describe own cultural rules and biases (self-awareness); – to differentiate complex worldview frameworks (cultural worldview frameworks); at the level of integration: – to discuss differences in forms of communication (verbal and non-verbal communication); – to recognize the feelings of diverse cultural groups (empathy).

V. CONTENTS AND DIDACTIC STRATEGIES Unit: Discussing Different Cultures Key objectives + content Outcomes (tasks, competencies) Content Units Students will be able: Key points/ideas: – to understand the basic com- • What Is Culture? ponents of culture; • Different Cultures – to assimilate new vocabulary • Welcome to Perfect City - London on the topic; Listening to the dialogue “Different Cultures” – to identify different cultures; Grammar Section: Narrative Tenses in discussing Differ- – to respond to cultural different Cultures Reading: “The British Character”, “Cinderella ences in terms of one’s own in Different Cultures” culturally learned percep- Conversational phrases: talking about cultural differ- tions, values and practices; ences

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– to remember cross-cultural Speaking: culinary traditions from other countries and issues, what can prevent cultures; the holidays and traditions celebrated by differ- him/her in communicating; ent countries and cultures; – to explore culinary traditions Writing 1. Writing a narrative on the topic “What Is Inter- from other countries and cultural Communication” cultures; Writing 2. Essay: “How does my culture differ from an – to explore the holidays and English-speaking person’s?” traditions celebrated by dif- Vocabulary: What Is Culture?: family, religion, education ferent countries and cul- system, nationalism, etiquette, personal appearance, val- tures; ues/ethics, government, music, health/medicine, sports, – to describe cross-cultural dif- history, dance, literature, cinema, architecture, work/ca- ferences. reer, time, traditions (funerals, weddings, new babies). Different Cultures: culture shock, beliefs, values, stereotype, body language, region, manners. Welcome to Perfect City – London: climate, historical events, religion, arts, language, institutions, customs and traditions, ceremonies and festivals, geography, architecture, culinary traditions. Didactic strategies Forms of organi- Num- Didactic activity zation/types of ber of (methods, techniques, means, strategies) evaluation hours Practical class 6 – Explanation, presentations, pair work and group work – Doing activities (Can only words tell you what I mean?, DIS- CO FORUM, Do you know what I mean?, Let’s celebrate… (my birthday, a wedding, New Year…), The intercultural interview, Close Listening Test) – Individual work – Small group discussion – Grammar practice - Reading comprehension – Listening activities – Different conversations – Wrap-up Individual activity 6 Study the information from the presentation about “What is Culture?” − Discuss a guideline to form an interesting conversation with a person with different culture − Learn the vocabulary based on the topic “Discussing Dif- ferent Cultures” − Learn conversational phrases related to the topic “Dis- cussing Different Cultures” − Study the articles about different cultures; − Do exercises on the topic;

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Evaluation 1. Retelling “Cinderella in Different Cultures” (Formative and 2. Writing a narrative on the topic “What Is Intercultural Summative evalua- Communication?” tion) 3. Essay: “How does my culture differ from an English- speaking person’s?” 4. Quiz “Different Countries – Different Cultures”

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Strategies of Final product Evaluation realization criteria Being able to: Using the lectures, Making a Communicate − communicate in simple and notes, presenta- report and in simple and routine tasks on familiar top- tions, schemes presentation routine tasks on ics and activities; Analyzing and on the topic different cultures − understand phrases and synthesizing the in- “Different common vocabulary on formation obtained Cultures” common areas; from various sources − understand the main point Doing a great num- in short, clear, simple mes- ber of exercises sages and announcements.

VII. EXAMINATION QUESTIONS

1. What is your favourite place? 2. Let’s celebrate … (my birthday, a wedding, New Year…) 3. What Is Intercultural Communication? 4. Do you follow trends in music and fashion of a different culture? 5. How does my culture differ from an English-speaking person’s? 6. What is the best way of becoming culturally competent? 7. Different Countries – Different Cultures

VIII. BIBLIOGRAPHY

1. Clare A., Wilson J. Speak out. Student’s Book. Advanced. Pearson Education Limited, 2016. 2. Evans V., Dooley J. Upstream Advanced. Work Book. Express publishing, 2004. 3. Levis R. D. When Cultures Collide: Leading Across Cultures. Boston–London, 2005. 4. Celebrations of Light: A Year of Holidays Around the World written by Nancy Luenn and illustrated by Mark Bender. 5. The Turkey Girl: A Zuni Cinderella written by Penny Pollock and illustrated by Ed Young. 6. The Irish Cinderlad written by Shirley Climo and illustrated by Loretta Krupinski. 7. Mann M., Taylore-Knowles S. Destination B2. Grammar and Vocabulary. Macmilla.

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Curriculum Pedagogical internship

Authors: Galina LEVINTII, univ. lecturer Maria VLAH, univ. lecturer

I. PRELIMINARIES

Pedagogical internship is one of the most important stages of the future teacher’s professional training in the process of which students comprehensively master all types of professional activities, form general and professional competencies, as well as acquire the necessary skills and practical experience in the field in the context of a multicultural society. The curriculum on pedagogical internship ensures the willingness of a future specialist to be able to analyze the conditions and means of a preschool institution used by teachers in the work to educate the multicultural personality of a preschool child. The purpose of pedagogical internship: the formation of students’ holistic view of the educational activities of a modern preschool institution and the interaction of subjects of the educational process in the context of modern intercultural education. Objectives of pedagogical internship: – the development of students’ system of professional knowledge and skills, necessary for the teacher to perform one’s functions in a multicultural environment; – familiarization of students with the organization of gaming activities, classes in various areas of the curriculum of early education taking into account the educational potential of the multicultural environment of the preschool institution; – the development of students’ ability to choose pedagogical techniques and technologies from the perspective of intercultural education.

II. COURSE ADMINISTRATION

Name of discipline Sem. No. of hours Evalua- No. of ECTS Total Including tion credits L S IA Pedagogical IV 240 - 120 120 E 8 internship

III. COMPETENCES

• the ability to organize productive activities, games and communication with young children from the perspective of intercultural dialogue; • willingness to develop teaching materials with an intercultural focus; • contribute to the creation of a subject-developing environment in the context of intercultural education;

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• the ability to systematize and evaluate pedagogical experience and educational technologies in the field of preschool education in the context of modern intercultural education.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

As a result of the pedagogical internship, students will form competences at the level of: knowledge and understanding: – key ideas of the concept of holistic development of a preschool child and the psychological and pedagogical conditions for its implementation in intercultural education; – professional tasks, conditions for observing the principles of professional ethics and intercultural education; application: – use modern technologies in the educational process with an intercultural focus; – create a developing educational space taking into account ethnocultural differences; – evaluate the personal achievements of the child and develop his/her ability to intercultural interaction with other subjects of relations; integration: – design various types of activities in the development of intercultural interaction; – propose measures to improve professional activities in a multicultural environment taking into account the peculiarities of the occurring situation.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Peculiarities of playing games oriented towards multiculturality in preschool institutions Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to highlight and create in a preschool insti- 1. Conditions created in kindergarten tution the necessary conditions for playing for the purpose of intercultural edu- activities with the aim of intercultural education of young children in playing cation of children; activities – to analyze the possibilities of playing ac- 2. A variety of intercultural games tivities in the intercultural education of preschoolers; Key terms: games with a multicultural – to use methodological material with an orientation, teaching material with a multi- intercultural focus in working with chil- cultural orientation. dren.

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Didactic strategies Form of organ- No. of Didactic activity ization/types hours (methods, techniques, means, strategies) of evaluation Practical 2 1. The main conditions leading to the implementation of inter- seminar cultural education of young children using playing activities 2. Features of the organization of diverse games with multicultural orientation, used in a preschool institution 3. The list of games used by the educator in kindergarten for the purpose of intercultural education of preschool children Group presentation: a) Photo and video presentation of material and organization by the teacher of the playing activities of young children with the aim of intercultural education b) Games and playing material for young children with the aim of intercultural interaction Individual 4 1. Elaborate a photo and video presentation reflecting the mate- activity rial support and organization by the teacher of playing activities of young children aiming at their intercultural education 2. Produce/design games or game material for the implementation of intercultural education for children of one age group Evaluation 1. Frontal survey: (current) Describe the conditions of the preschool institution, contributing to the implementation of intercultural education of young children using playing activities: features of the organization of various games; list of games (optional age group) 2. Evaluation of group projects 3. Mutual evaluation of developed projects Тopic: Peculiarities of planning a subject-development environment for a preschool institution in the context of interculturality Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to highlight and create optimal conditions 1. Designing the subject-development for the subject-developing environment environment of a preschool institu- of a preschool institution in the context of tion that promotes the free develop- intercultural interaction; ment of the child and highlighting the – to analyze the presence in the groups of intercultural aspect the preschool institution of the necessary 2. Activity centers as a learning space in material and attributes that contribute to the acquisition of intercultural interac- familiarize preschool children with the life tion skills by children and culture of various peoples; – to use a variety of approaches in the orga- Key terms: objects of national life, na- nization of subject-development, promot- tional ornament, educational environment, ing intercultural education of preschoolers. national culture, intercultural education.

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Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Practical 2 Presentation: Photo and video presentation of materials and at- activity tributes used to familiarize preschoolers with the culture of different nations: – dolls in national clothes; – national games; – illustrative material reflecting work, life, art; – audio recordings of various national melodies and songs. (age group of choice) Individual 4 1. Make a photo and video presentation of the subject-develop- activity ment environment of the preschool institution 2. Create a multicultural lapbook Evaluation 1. Frontal survey: (current) – Analysis of the subject-development environment of a preschool institution that promotes intercultural education of preschool children 2. Assessment of the projects/lapbooks

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Strategies of realization Final product Evaluation criteria

Selecting, creat- Creation: photo and video pres- Photo and video Logical presentation ing and using entation, reflecting the mate- presentation Relevance methodological rial support and organization of Set of games/ Originality material with an children’s playing activities by playing activi- Aesthetics intercultural fo- the teacher; game or game ma- ties Informativity cus in the teach- terial; lapbook - with the theme Lapbook ing activities of intercultural education of preschool children

VII. BIBLIOGRAPHY

1. Куррикулум раннего образования/М-во образования, культуры и исслед. Респ. Молдова. Нац. Коорд.: А. Кутасевич, В. Круду. Кишинэу: Lyceum, 2019. 132 c. 2. Научные основы раннего образования в Республике Молдова/М-во образования, культуры и исслед. Респ. Молдова. Нац. коорд.: А. Кутасевич, В. Круду; нац. эксперты-коорд.: В. Гуцу, М. Вранчану. Кишинэу: Lyceum, 2019. 80 c. 3. Стандарты обучения и развития детей от рождения до 7 лет/М-во образования, культуры и исследований Респ. Молдова; нац. коорд.: А. Кутасевич, В. Круду; нфц.

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эксперты-коорд.: В. Гуцу, М. Вранчану; (пересмотренный/доработанный вариант). Кишинэу: Lyceum, 2019. 92 c. 4. Абсалямова А.Г. Этика межнационального общения детей в поликультурной группе [Текст]/А.Г. Абсалямова, Ю.С. Горбачева. Уфа: Творчество, 1997. 63 с. 5. Джуринский А.Н. Поликультурное воспитание в современном мире. М.: Прометей, 2002. 71 с. 6. Кирьянова Р. А. Принципы построения предметно-развивающей среды в дошкольном образовательном учреждении. Санкт-Петербург: Детство-Пресс, 2010. 5-12 с. 7. Нищева Н. В. Предметно-пространственная развивающая среда в детском саду. Санкт-Петербург: Детство-Пресс, 2010. 128 с. 8. Суслова Э.К. Спецкурс: Воспитание у детей этики межнационального общения/ Рос.акад. образования, Ассоц. “Проф. образование”, Заоч. ун-т проф. обучения. М.: АПО, 1994. 80 с.

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Curriculum Romanian language and multilingualism

Author: Natalia CUŢITARU, dr., assoc. prof.

I. PRELIMINARIES

Multilingual education takes advantage of the principle of intercultural communication approach. The study of multilingualism allows the identification and description of the mech- anism and the structural consequences of the contact between languages. Multilingualism determines the occurrence of interference phenomena at structure levels of the idioms in contact, triggering processes of reorganization of structural patterns. The curriculum of the discipline is structured on two dimensions: the theoretical and the practical one. The theoretical dimension aims at forming the analytical competence over the multilingual system. The practical dimension consists in: the students’ acquisition of specific skills for professional approach to the phenomena of multilingualism research; integrating attitudes of critical receptivity of linguistic models into one’s own system of professional values.

II. COURSE ADMINISTRATION

Code of dis- Name of discipline Sem. No. of hours Evalu- No. of cipline Total Including ation ECTS C S L IA credits M.05.O.045 Romanian language V 90 22 23 - 45 E 3 and multilingualism

III. GENERAL COMPETENCES AND LEARNING OUTCOMES

• The acquisition of sufficient foundations for acquiring the theoretical and practical intellectual work techniques; • Presentation of a model for analyzing the efficiency of language policy and planning in the context of multilingualism and multiculturalism; • The correct analysis and evaluation of the values of the European culture in relation to the national ones; • Comment on the main distinctive characters related to multiculturalism and multilingualism; • The ability to understand foreign languages, cultures and traditions in order to promote multiculturalism and multilingualism; • The manifestation of a positive and responsible attitude towards the scientific field of Romanian language and, in particular, of sociolinguistics, multilingualism.

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IV. CROSS-CURRICULAR AND GENERAL OBJECTIVES

At the level of knowledge: – knowledge of key concepts, of scientific and methodical contents of the discipline, of complementary sources used in the development of linguistic performance; – understanding the use of words in various social contexts and “matching” according to the functional registers of the language; – perception of peculiarities of the social and regional stratifications of the vocabulary, of the semiotic instrument of the language; – acquiring the linguistic knowledge necessary for the process of permanent, conscious and argued improvement of one’s own expression; – the perception of the multilingual phenomenon as a European value. At the level of application: – analysis and synthesis of various theories and opinions on multilingualism and intercultural communication; – formulating and arguing one’s own views on the liveliness of multilingualism and multiculturalism in the context of globalization; – understanding the reality of language production in order to understand messages through plurilingual discursive practices; – the use of information technologies, capitalizing on the principle of intercultural communication, multilingualism. At the level of integration: – integrating attitudes of critical receptivity of linguistic models into one’s own system of professional values; – determining interdisciplinary relationships and highlighting their usefulness; – communication of ideas, problems and solutions in the field of linguistic sciences, both in a specialized and non-specialized environment.

V. CONTENTS AND DIDACTIC STRATEGIES Content unit: Multilingualism and phenomena of interference Reference objectives Content units Students will be able: Key points/ideas: – to identify and describe the specific con- 1. The sociolinguistic opposition be- cepts of multilingual education; tween multilingualism and plurilin- – to comment on the main distinguishing fea- gualism tures of multiculturalism and multilingual- 2. Language in capitalizing on culturalism; linguistic diversity: diversity - minori- – to understand and respect linguistic dif- ties - equity ferences, diversity in multilingual profes- 3. Multicultural environment and lin- sional situations; guistic barriers in multilingual communication

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– to identify different phenomena of socio- 4. The brands of multilingualism specific cultural nature in the context of the evolu- to the Bugeac area tion of intercultural and multilingual com- 5. Idiolect of the bilingual speaker: lan- munication; guage barriers – to communicate ideas, problems and solutions in the field of linguistic sciences; Key terms: multilingualism, idiolect, bilin- – to develop communication, interpersonal gualism, diglossia, plurilingualism, anxiety, and inter-community skills; ethnocentrism, stereotypes, prejudices, lin- – to capitalize on the principle of intercul- guistic mediation, linguistic code. tural communication, multilingualism. Didactic strategies Forms of No. of Didactic activity organization/ hours (methods, techniques, means, strategies) types of evaluation Integrative 4 • Power Point presentation lecture • Heuristic conversation, debates, problematization • Involvement in lectures with questions, comments, analysis examples Development 2 • Discussion-debate seminar • The social map, Three steps interview • The technique Think - Work in pairs - Present • Frontal, group and individual activity Individual 6 Carrying out the experiment The impact of languages on society activity of (selecting the group of subjects and materials; analyzing the se- students lected information; completing a questionnaire to estimate the degree of difficulty of the texts; comparing the results; proposing recommendations; assessing the role of multilingualism and intercultural communication in the process of knowledge) Formative Essay: “It is a mistake to say that we have a natural language: evaluation languages are per se arbitrary and convention of peoples." (Rabelais)

VI. INDEPENDENT ACTIVITY OF THE STUDENT

Expected product Realization Evaluation criteria strategies Individual portfo- Case-study – Respecting academic standards in the process of lio It is by means of Investigation language production language that one Models for – Selections of notes that exemplify reflections is known and it is mini-research – Originality, understanding that shows the devel- acknowledged be- opment process - beginning, planning, revisions cause it is known – Varied products elaborated, indicating the linguistic interests – Student style and use of intelligence

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VII. TOPICS FOR FINAL EVALUATION 1. Multilingualism and the promotion of linguistic cultural diversity 2. Forms of dissemination of multilingualism. Functional models 3. Language learning - intercultural value. Individual and social benefits 4. The multicultural environment and language barriers in multilingual communication 5. Language conflicts. Stereotypical ideas on bilingualism 6. Multilingualism brands specific to the southern area of the Republic of Moldova

VIII. BIBLIOGRAPHY 1. Durkheim E. Regulile metodei sociologice. Bucureşti: Ed. Ştiinţifică, 1974. 2. Sala M. (coord.) Enciclopedia limbii române. Bucureşti: Univers Enciclopedic, 2001. 3. Herseni T. Sociologia limbii. Bucureşti: Ed. Ştiinţifică, 1978. 4. Heitman C. Limba şi politica în Republica Moldova. Chişinău, 1998. 5. Moldovanu G. Politică şi planificare lingvistică. Chişinău, 2007. 6. Slama-Cazacu T. Lecturi de psiholingvistică. Bucureşti: Ed. Didactică şi Pedagogică,1980. 7. Wald L. Sisteme de comunicare umană. Bucureşti: Ed. Ştiinţifică, 1973.

Internet sources 8. http://prodidactica.md/wp-content/uploads/2018/06/CO_Educatie-pentru-toleran- ta.pdf 9. http://legislatie.resurse-pentru-democratie.org/legea/declaratia-principiilor-toler- antei.php 10. http://www.staff.amu.edu.pl/-interl/index.html 11. https://www.scribd.com/document/76089724/Medierea-cultural%C4%83-%C5%9Fi- educatia-intercultural%C4%83 12. https://mecc.gov.md/sites/default/files/standarde_cadre_didactice.pdf

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Curriculum Romanian language, culture and civilization

Authors: Natalia CUŢITARU, dr., assoc. prof. Liudmila NEDU, univ. lecturer

I. PRELIMINARIES

The curriculum for the optional discipline Romanian language, culture and civilization is intended for non-native speakers engaged in university education: general field of studies Educational Sciences, specialization Languages and literatures. It is conceived thematically on the principles of comparativism in culture, explaining the cultural anthropology component of the student’s cognitive universe. The curriculum aims to favor the students contact with the Romanian language, culture and civilization, in order to practice and improve communication in Romanian language, to know important aspects of Romanian history, to internalize the values of Romanian culture and civilization and to develop their own identity in the context of European values. The course is characterized by flexibility, variety, accessibility, coherence and transdisciplinary approach of the contents (history, language, literature, etc.) and aims to build a cognitive model appropriate to familiarize students with the values of Romanian culture as a basis of modern European culture. New learning activities are proposed, demanding the imagination, creativity, the ability to make interdisciplinary connections by capitalizing on cultural values including the myth of ethnogenesis. The perspective of combining elements related to traditional values or national heritage with aspects of contemporary European culture will, moreover, be pursued in the thematic content of the discipline. The interdisciplinary approach that the curriculum proposes is developed in the didactic activities realized during classes. The proposed learning experiences can be realized by capitalizing on the whole educational context. The thematic approach assures students the development of comprehension and integration skills in the cultural universe, contributing to the completion of linguistic and cultural acquisitions, stimulating creative thinking and the desire for knowledge. The curriculum for the optional university discipline Romanian language, culture and civilization has the following structure: Presentation note; General skills; Values and attitudes; Spe- cific competences and contents; Methodological suggestions and evaluation methods.

II. COURSE ADMINISTRATION

Code of Name of discipline Sem. No. of hours Evalua- No. of ECTS disci- Total Including tion credits pline L S IA S.04. Romanian language, V 150 45 30 75 E 5 A.029 culture and civilization

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III. COMPETENCES AND LEARNING OUTCOMES

• Use of significant aspects of Romanian culture and civilization for organizing knowledge and transfer requests in specific global, national, local contexts; • Knowledge of the cultural values of other ethnic groups, development of intercultural competences at community, linguistic, educational, professional, civic level, etc.; • Development of abilities for relation and recognition of the diversity of representations, of the multiple references and values; • Knowledge of “products” and practices of one’s own culture and others regarding the general processes of social interaction at macro- and micro- level; • Cultivating a positive attitude towards Romanian language and recognizing its role for personal development and enriching the cultural horizon; • Ability to self-evaluate and give feedback for professional development, manifesting readiness to evaluate/self-evaluate the practical activities using interactive platforms. Values and attitudes: – cultivating respect for the perennial cultural values of the nation; – stimulation of an open, active attitude towards the Romanian civilizational cultural act; – constructive use of linguistic and cultural differences: – accepting linguistic and cultural otherness, engaging in learning new languages; – awareness of the spiritual and ethical values conveyed through language; – development of a civic and moral profile - premise for an active insertion in social life; – internalization of democratic values, tolerance and intercultural dialogue; – respecting and enhancing diversity; – strengthening the interest for learning and self-education.

IV. CROSS-CURRICULAR ANG GENERAL OBJECTIVES

At the level of knowledge: – to know the main issues that surround the discipline; – to understand the fundamental values specific to the Romanian cultural space; – to know the specificity of the Romanian national treasure by providing connections with defining elements of other cultures; – to understand the meaning of language and spiritual creation, in general, in shaping national identity and their integration into the universal; – to know the general principles for the evolution of Romanian language and civilization and its effects on the modern European civilization;

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At the level of application: – to apply the traditional and modern principles and methods of research and interpretation of the phenomena of Romanian civilization, language, culture; – to analyze in a balanced way events belonging to the Romanian language and culture and those belonging to one’s own culture; – to demonstrate on the basis of criteria different perspectives, practices and products of one’s own culture and otherness; – to compare the values of Romanian culture with the culture of other ethnic groups, in order to increase tolerance and acceptability; – to manifest discursive performances through communication techniques, strategies and practices from various perspectives; At the level of integration: – to properly use the concepts and notions within the current cultural space and time (European and global); – to communicate ideas and feelings in an original, accessible and harmonious way, at interpersonal and community level; – to promote in the daily life interest and respect for the values of the Romanian culture and language and of other co-existing ethnic groups; – to show openness for fighting stereotypes about other groups and about oneself; – to design curricular products in accordance with the professional perspective functions, applying didactic strategies according to the purposes; – to make creative use of its potential in didactic and scientific activities.

V. CONTENTS AND DIDACTIC STRATEGIES Topic: The Romanian space – (as) multicultural experience Reference objectives Content units Students will be able: Key points/ideas: – to know operational concepts in correlation 1. Common cultural heritage - values: with the Romanian civilization area, the na- a journey between civilizations tional heritage; 2. Cultural models and national im- – to properly use the concepts and notions ages within the current cultural space and time 3. Who we are and how we define our- (European and global); selves – to identify different phenomena of socio-cul- 4. Communication between languag- tural nature, in the context of an evolution of es - corollary of communication be- intercultural communication at global level; tween cultures – to appreciate the different conceptions about the world and cultural practices vs Key terms: cultural heritage, cultural the Romanian culture and civilization; area, identity, cultural space, ethnic ima- – to use various analysis tools in interpreting gology, identity, acculturation, syncretism. intercultural phenomena.

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Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Lecture/ 4 Power Point presentation Debate Internet resources (sites on culture and civilization) Involvement in lectures with questions, comments, analysis examples. Cultural maps. Special illustrated editions, DVDs, CDs, Flipchart, audio tapes, video tapes Teaching strategies focused on the development of cultural competences The techniques Conceptual map, I research, The process of mutual research, Freewriting Seminar- 4 Exploratory discussion. Building a cause-effect model with extra- workshop polation Venn Diagram techniques, Categorical generalization for the sys- tematization of accumulated ideas CD from activities, albums Summaries in pairs Bread - encyclopedia of common cultural symbols Easter bread- common denominational and ethnic symbol Communications session Individual 8 The project “The Global Village” - a village at intersection of cultures activity of and redefining identity students Printed documentation sources (books, dictionaries, encyclope- dias, guidelines, guides) Sources of information on the Internet, social networks, e-mail Face-to-face communication with speakers of other languages (verbal etiquette, cultural specificity) Application of information programs and educational software Digital exercises created, using the platform LearningApps.org Formative Process, product and progress evaluation evaluation Competence assessment steps (developing self-evaluation behaviors and critical thinking; investigating, researching and analyzing the problems of Romanian civilization in different contexts; efficient presentation of competent discourses; identifying the trunk of common, homogenizing values, from which diversity can be branched)

Topic: Cultural geography of the region - synthesis of common cultural elements Reference objectives Content units Students will be able: Key points/ideas: – to use various analytical tools in inter- 1. Systems of values, traditions and beliefs preting the phenomena of identity, of 2. Romanian culture in the imaginary of spiritual relation; other ethnic groups

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– to argue, interpret the phenomena of 3. The cultural code and the context of symbol, cultural code, cultural shock, spiritual relationships: cultural contact otherness; and transfer – to discover and manage through micro- 4. The dynamics of cultural elements and research problems adjacent to the topic the significance of symbols of the course unit, from supplementary 5. Ritual - means of asserting identity sources of information, to generate syn- 6. Habits and traditions of the civilization theses, analyzes on the subject; of the people – to understand the cultural code of the society in which they live. Key terms: cultural code, stereotype, discrimination, tolerance, cultural diversity, cultural shock, spiritual kinship, ritual, identity symbol. Didactic strategies Forms of No. of Didactic activity organiza- hours (methods, techniques, means, strategies) tion/types of evaluation Integrative 4 Heuristic conversation, debates, problematization lecture Involvement in lectures with questions, comments, analysis examples Educational resources: laptop, video projector, worksheets Video sequence demonstration Technique Bingo, Retrospective Interview

Interactive 2 seminar Forms of organizing the activity: frontal activities, activities in small groups, independent-individual activities; e-learning platform, projects, consultations, photocopies of texts to be analyzed The ritual - means for asserting identity The Method Thinking Hats The Method Five-Minute Essay (Feedback) Case study: National symbols and ethnic attributes Communications session Individual 6 Development of research projects, learning by research: activity of Romanian/Gagauz/Bulgarian yearly cyclic habits (Paparuda- students Vrâbniţa, Drăgaica/Laduvane, Caloian, Lăzărelul, The descending of the Holy Spirit, The dance of boys) Method What?, Why?, When?, How?, Where?, Who? I have six devoted recruits who taught me everything I know. (Rudyard Kipling) Formative Continuous evaluation through product analysis, teamwork, self- evaluation evaluation Reflective essay on the following topic:

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Formative 1. Culture begins where a value is felt evaluation 2. Culture cannot be decreed, it must grow from within 3. A culture seeks new forms for value sensing (the culture of openness) 4. The simple cultivation of tradition, out of fear and new life force, represents a hindrance to the culture 5. The cultural space of the person is drawn by means of an exis- tential motivation

VI. INDEPENDENT ACTIVITY OF THE STUDENT

Expected product Realization Evaluation criteria strategies Project with geogra- Creative, innovative Use of theoretical tools in research phical and historical strategies that focus on Comments on the main distinctive char- information, relevant promoting students’ acters related to Romanian culture and images, maps, visiting productive thinking: civilization programs, special tour- research project, case Presentation of a model for analyzing ist attractions, leaflets, study, community serv- the efficiency of policy and planning in communications on ice learning, etc. the civilizing cultural context the topic, etc. Individual portfolio The interactive meth- Applying mechanisms of analysis and This is the Romanian odology plays the interpretation of the intercultural phe- culture! (capturing the predominant role in nomenon perspectives of the transmitting and cre- Appreciation of the place and role of Ro- ethnic groups from the ating the values of manian language, of intercultural com- Republic of Moldova knowledge (The diary munication in the knowledge process on the Romanian cul- page, SWOT analysis, Correct analysis and evaluation of the ture), built from the Free writing, arguments values of European culture in relation to beginning of the pro- on cards, etc.), being national ones, enriching cultural identi- gram, by adding all completed by modern ties the materials and the didactic means (multi- Methodological dimension, accumu- results of the learning media system), ensur- lation of methods and procedures for experiences ing the presentation preserving and cultivating differences, of contents in Power applying methods of differentiation and Point segmentation of values

VII. TOPICS FOR FINAL EVALUATION

1. The Romanian civilization space and the multicultural environment 2. Systems of values, traditions and beliefs vs. the context of spiritual kinships 3. Cultural models and national images. Meaning of symbols 4. Communication between languages - corollary of communication between cultures

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5. Identity, diversity vs. Romanian culture and civilization 6. Ritual - means of identity confirmation 7. Habits and traditions of the civilization of the people

VIII. BIBLIOGRAPHY

1. Chevalier J. Educaţie interculturală: concept-cheie şi elemente de metodologie. Insti- tutul Intercultural Timişoara, 2012. 2. Cucoş C. Educaţia. Dimensiuni culturale şi interculturale. Iaşi: Polirom, 2000. 3. Diaconu I. Cultura şi drepturile omului. Identitate. Diversitate. Multiculturalism. Bucureşti: Ed. ProUniversitaria, 2012. 4. Doca G. Cultură şi civilizaţie românească în dialoguri bilingve/Culture et civilisation roumaines en dialogues bilingues. Bucureşti: Editura Fundaţiei Culturale Române, 2001. 5. Irinescu T. Elemente de limbă, cultură şi civilizaţie românească pentru străini. Iaşi: De- miurg, 2005. 6. Rusu M.-M. (coord.) Limbă, cultură şi civilizaţie românească. Suport de curs. Bucureşti: Editura Didactică şi Pedagogică, 2014. 7. Nedelcu A. Fundamentele educaţiei interculturale. Diversitate, minorităţi, echitate. Iaşi: Polirom, 2000. 8. Popescu S. Comunicarea interculturală: Paradigmă pentru managementul diversităţii. Iaşi, 2013. 9. Stati D. [et. al.]. Goraş-Postică V. (coord.) Cultura bunei vecinătăţi: Baştina mea. Caiet de educaţie interculturală pentru elevii clasei II-a. Ediţia a II-a. Chişinău: C.E. PRO DIDAC- TICA, 2018.

Internet sources 10. http://prodidactica.md/wp-content/uploads/2018/06/CO_Educatie-pentru-toleran- ta.pdf 11. http://legislatie.resurse-pentru-democratie.org/legea/declaratia-principiilor-toler- antei.php 12. https://www.cntm.md/sites/default/files/Repere-ale-Educatiei-Interculturale.pdf

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Curriculum History, culture and traditions of Gagauz people

Authors: Galina MUTAF, univ. lecturer Dmitri UZUN, univ. lecturer

I. PRELIMINARIES

«History, culture and traditions of Gagauz people» is the discipline whose programme is designed for the students receiving a Bachelor Degree in teacher training at the Faculty of National Culture of Comrat State University. It is for the students whose specialty is „Primary School Education. Gagauz Language and Literature”. The main task of this course is to enrich students’ awareness in history culture and customs; to cultivate love and respect for Moldova, the nations living in Moldova, native language, native place - Budjak. Moldova is a multinational country. Here live Moldavian, Gagauz, Bulgar- ian, Ukrainian, Russian people and many other nationalities. That is why intercultural education is of paramount importance for it. Today’s globalization makes nations find effective ways for communication. Multinational culture spreads out and becomes rich. The important task of Gagauzia is to protect, to develop its native language, to expand its usage sphere. That is why children in Gagauzia start learning the Gagauz language in the kindergarten. There are 54 kindergartens, 3 kindergarten-gymnasia, 44 gymnasia and lyceums that function in Gagauzia. Totally, there are 19 065 children who learn the Gagauz language: 6 797 children in kindergartens, in primary school there are 5 497 learners of Gagauz, 5 979 pupils study Gagauz in gymnasia, 792 learners – in lyceums. Since 2002 in 1-9 forms the discipline „History, culture and traditions of Gagauz people” is taught (an hour in a week). It becomes evident that communicative competence is very important today. In Gagauzia other peoples’ culture is respected and preserved. Peoples of Moldova have friendly relationships among them. Respecting and understanding other peoples’ culture build good relationships that mean friendship, love, and appreciation. II. COURSE ADMINISTRATION

Discipline Name of Se- Number of hours Evaluation Code discipline mes- Lec- Sem- Individu- To- Form Number ter tures inars al activity tal of credits U.05.O.025 History, culture V 20 10 120 150 Ex. 5 and traditions of Gagauz people

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III. COMPETENCES • to engage with issues inside and outside own community, dealing with the familiar as well as the unfamiliar; • to recognize, respect and keep cultural values; • to discuss differences in forms of communication, etiquette, moral and professional principles; • to ask and answer questions of other cultures.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

By the end of this course, students will be able: at the level of knowledge: – to interact with people who live in Moldova and who are culturally diverse; – to describe Gagauz customs and traditions and to discuss customs and traditions of other peoples who live in Moldova; – to realize the relationship between culture of Gagauz people and other nations living in Moldova; at the level of application: – to apply knowledge about history, culture and traditions of Moldavian, Gagauz, Bul- garian and other people; – to use received knowledge about cultural peculiarities in their teaching practice; – to identify similarities and differences in culture of the peoples who live on the territory of Moldova; at the level of integration: – to characterize history of Moldavian, Gagauz, Bulgarian and other people; – to show tolerance to other nationalities’ culture; – to recognize the feelings of diverse cultural groups living in Moldova.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: National clothes of the peoples living in Moldova

Key objectives + content Outcomes (tasks, competences ) Content units Key points/ideas: Students will be able: 1. Traditional dress of the peoples living in Moldova, – to speak about clothing of the moral norms peoples living on the territory 2. Garment sewing technology. Types of fabric: of Moldova; chintz, cotton, muslin, flax, wool – to identify similar and differ- 3. Knitted clothes: jacket, sweater, socks, stockings, ent things in garment; cap, gloves

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– to describe old-fashioned and 4. Adopted from other nations elements of clothing, modern styles of clothing of studying terms on the topic Moldavian, Gagauz, Bulgarian 5. Casual outfit and festive clothes, winter and sum- people; mer clothes. Children’s clothing – to use terms on the topic in Key terms: hat, cap, bandanna, headscarf, silk hand- speech. kerchief, shawl, fur coat, shirt, tartan shirt, pea jacket, sleeveless jacket, knitted vest, moccasins, trousers, boom- ers, woolen trousers, soldier’s trousers, bush shirt, wide trousers, dress, skirt, hem, bangle, ring, ear rings, gold necklace, beads, pearl necklace, waist-belt, rain boots, bluchers, slippers. Didactic strategies Forms of organization/ No. of Didactic activity types of evaluation hours (methods, techniques, means, strategies) Interactive lecture 2 Techniques: Communication Circle, 6 Whys, Sharing Ideas, Venn Diagram Group Work. Watching Video. Work with the text Seminar – detailed 2 1. Finding and writing down the names of nation- communication al clothes 2. Elements of dressing borrowed from other peoples, terms. Making clothes, sewing technologies 3. Extracts from stories by Gagauz writers (Menevşalar çıvgında – Violets in the sleet by Mariya Mercanka, the extract Sandık – Trunk; Harmanda – In the Garden by Stepan Kuroglu). Finding and writing down the names of national clothes 4. Writing down different Gagauz national clothes (man, woman and children) from the book by the Russian ethnographer V. Moşkov Gagauz People from Bender Region Learning Game Kahoot, LearningApps.org Individual activity of 4 1. Visiting museums, familiarizing with the cloth- students ing exhibits, writing down the names of national clothes, making a photo album 2. Writing down the names of national clothes looking at an early photo 3. Writing down the names of national wedding clothes from a wedding photo. Describing peculiarities of national wedding clothes of Mol- davian, Gagauz, Bulgarian people

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Evaluation (frontal, Oral evaluation: Man, woman and children clothes. individual) Women’s jewels. Writing an essay on one of the topics: 1. Essay Old-fashioned Clothes Kept in the Family and Their Transformation into Modern Ones 2. Essay My Grandmother’s/Grandfather’s Holiday/ Festive Clothes Topic: Traditional crafts of the peoples living in Moldova Key objectives + content Outcomes (tasks, competencies ) Content units Students will be able: Key points/ideas: – to describe Gagauz traditional 1. Traditional crafts of the peoples (Moldavian, crafts and to discuss traditional Gagauz, Bulgarian, Ukrainian, etc.) who live in crafts of the peoples who live in Moldova the South of Moldova; 2. Describing the progress in traditional crafts: in – to identify Moldavian, Gagauz, the Balkans and Bessarabia Bulgarian traditional crafts; 3. İdentifying similar and different folk crafts of – to correctly use the definitions of the peoples living in Moldova. Speaking about traditional crafts, to define terms Moldavian, Gagauz, Bulgarian traditional crafts on the topic; 4. Teaching early traditional crafts to today’s – to differentiate similarities and youth. House of Crafts in Comrat and Avdarma differences in traditional crafts of 6. House of arts in Comrat, Chadyr-Lunga, Vulca- the peoples; neshti. Making carpets in Aydar. The collection – to demonstrate the importance of musical instruments in Djoltay museum. of traditional crafts. Key terms: metalworker, carpenter, cook, brick- layer, rug/carpet making, tailor, sewer, farmer, garden- er, witchcraft, wine-maker, winegrower, silk weaving, coopery, skinner, well and spring digging.

Didactic strategies Forms of organization/ No. of Didactic activity types of evaluation hours (methods, techniques, means, strategies) Lecture teaching new topic 2 Techniques: Discussion Cauresel, Venn Diagram Watching Video. Working with the text. Traditional Seminar 2 1. Similarities and differences in traditional crafts of the peoples living in the south of Moldova. 2. Working with different sources on the traditional crafts (A Gagauz Craftsman by Stepan Bulgar, The Loom Song by Dionis Tanasoglu).

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3. Writing down different Gagauz traditional crafts (carpet weaving, handicraft) from the book by the Russian ethnographer V. Moşkov Gagauz people from Bender region İndividual activity of 4 1. Collecting information from the aged women students and men about traditional crafts of the peoples (Gagauz, Moldovan, Bulgarian, Russian, etc.) and making a presentation 2. Exploring different traditional crafts in your native village. Making a report 3. Describing one craft. The process of making something Evaluation (frontal, 1. Oral evaluation (the material on the topic is individual) evaluated, its quality, retelling and exploring) 2. How many sources have been used by the student is taken into account. Writing anno- tation according to the scheme is evaluated.

VI. INDIVIDUAL ACTIVITY (FINAL RESULT)

Stages of indi- Realization strategies Final Evaluation criteria vidual activity product Essay A topic is given. Students study Essay The work corresponds to theory on the topic and find the topic; it is printed; it information. Then make a plan has a plan, structure; it has and develop the given topic its bibliography and title page, it is in the file Composition Students themselves choose Composi- The topic is very well de- (5-10 pages) the topic. They explore differ- tion veloped; the work is print- ent sources on the topic, collect ed; it has a plan, structure; information about the topic, bibliography is included, make a plan, develop the topic the title page is done ac- in written form cording to the requirements, the final work is the folder

VII. EXAMINATION QUESTIONS

1. İdentifying similar and different folk crafts of the peoples living in Moldova. Speaking about Moldovan, Gagauz, Bulgarian traditional crafts 2. Describing the progress in traditional crafts of the peoples living in Moldova 3. Traditional dress of the peoples living in Moldova, moral norms 4. Elements of dressing borrowed from other nations, terms on the topic. Making clothes, sewing technologies

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VIII. BIBLIOGRAPHY 1. Cucoş C. Educaţia. Dimensiuni culturale şi interculturale. Iaşi: Polirom, 2001. 2. Plugaru L., Pavalache M., Educație interculturală. Sibiu-Brașov: Psihomedia, 2007. 120 p. 3. Bulgar S. Gagauz ustası (ustalar için annatmalar). Kişinöv. 2013. 36 s. 4. Maruneviç M.V. Gagauzların adam hem karı giimneri.// Sabaa yıldızı.1997. № 3. s. 10-15. 5. Булгар С. Национальная одежда гагаузов: традиции и современность. Комрат, 2018. 240 c. 6. Гагаузы в мире и мир гагаузов. Гагаузы в мире. Отв. ред. М.Н.Губогло; ред. Кол.: В.И.Балова и др Том II. Комрат-Кишинев, 2012, 1007 с. 7. Мошков В.А. Гагаузы Бендерского уезда. Этнографические очерки и материалы. Кишинев, 2004. 494 c.

Internet sources 8. https://culture-art.ru/ 9. https://www.youtube.com/watch?v=KczEz-m445w 10. https://www.youtube.com/watch?v=625YGo9Chi4 11. https://www.youtube.com/watch?v=2IWLW_-Go20 12. https://www.youtube.com/watch?v=b__lvuXWXgs 13. https://www.youtube.com/watch?v=E02Cav4Rkgk

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Curriculum Ethnopedagogy

Author: Maria VLAH, univ. lecturer

I. PRELIMINARIES

Today, in the context of continuous update of educational contents, there is an acute need to improve the quality of specialist training in accordance with newest trends in the global educational space, provided that the national educational traditions are preserved. Therefore, there is an increasing need for a teacher who is able to competently, creatively comprehend and apply in practice the achievements of ethnopedagogy. In this regard, the curriculum “Ethnopedagogy” provides an independent discipline that focuses on the development of students’ ideas about the origins of folk educational traditions, their essence, characteristics and practical significance, the impact of folk pedagogy on modern educational paradigms, and the culture of interethnic relations. The subject of study of the discipline “Ethnopedagogy” is the pedagogical culture, patterns and characteristics of folk, ethnic education. Ethnopedagogy is a scientific view of the phenomenon of education; it analyzes social and pedagogical processes, interconnections, interactions, mutual influ- ences of pedagogy with the educational traditions of one or another ethnic group in the context of intercultural education. The goal of the discipline: the development of students’ competences that underline professional pedagogical activity in the context of modern ethnopedagogical and intercultural education. Objectives of the discipline: – familiarization of students with conceptual provisions that reflect the essence and distinctive features of ethnopedagogy; – the formation of students’ ideas about the features of professional pedagogical activity in the context of modern educational approaches to preserving national traditions; – familiarization with the diversity and characteristics of the ethnic culture of different peoples; – the development of students’ awareness about the unity of ethnic and universal culture; – the use of national pedagogy potential in the implementation of intercultural interaction of students; – development of practical skills in designing various forms of educational work from the perspective of intercultural education; – education of a spiritual and moral personality, showing the features of tolerant behaviour in the process of intercultural interaction.

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II. COURSE ADMINISTRATION

Code of Name of Semester Number of hours Evaluation discipline discipline Lec- Semi- Individual To- Form Number ture nar work tal of credits S2.07.A.058 Ethno- VII 30 30 60 120 E 4 pedagogy

III. COMPETENCES

• the ability to understand the significance of culture as a form of human existence and be guided in its activities by the principles of intercultural education; • the ability to identify and use the capabilities of the regional ethnocultural educational environment for the organization of intercultural interaction; • willingness to tolerate the social and cultural differences of representatives of different cultures, respectful and careful attitude to the historical heritage and cultural traditions of the peoples living in Moldova; • the ability to solve the problems of education and spiritual/moral development of students’ personality; • willingness to organize joint activities and intercultural interaction of subjects of the educational environment; • the ability to organize students’ cooperation, maintain their activity, initiative, inde- pendence, creative abilities; • the ability to identify and use the multicultural educational environment for the organization of cultural and educational activities.

IV. REQUIREMENTS FOR LEARNING OUTCOMES ACHIEVEMENT

As a result of studying the discipline, students will form competencies at the level of: knowledge and understanding: – the essence of ethnopedagogy, interaction and interconnections with intercultural education; – features of the functioning of the pedagogical culture in various ethnocultural conditions; – ritual features in various ethnic groups and communities; foundations of public diplo- macy, etiquette of the people; – the essence of interethnic communication, methods of preparation for intercultural interaction, ways and means of forming a culture of interethnic communication; – principles and technologies for the development of a culture of interethnic communication.

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application: – carry out pedagogical analysis of the learning process from the perspective of ethnopedagogical and intercultural approaches; – use the potential of public pedagogy in the formation of tolerance and skills for intercultural interaction; – comply with ethical behavioural standards in an intercultural environment; – cultivate respect for a person of a different nationality; – to form a culture of interethnic communication. integration: – select and use didactic strategies of ethnopedagogy; – establish trans-disciplinary relations in the process of study of ethnopedagogy; – introduce skills of the use of means and factors of folk pedagogy in the development of intercultural interaction; – own the skills of intercultural interaction, organization of intercultural dialogue; – organize professional activities in a multi-ethnic environment taking into account socio-cultural characteristics; – plan educational work in a multi-ethnic environment of an educational institution; – take into account the ethnocultural and confessional differences of the participants in the educational process when building intercultural interaction.

V. CONTENTS AND DIDACTIC STRATEGIES

Topic: Means of public education and peculiarities of their use in the pedagogical activity Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to identify folklore as a set of instruments of 1. Folklore as a means of public ped- folk pedagogy; agogy in the context of intercul- – to operate the basic means of public education tural interaction in a multicultural environment; 2. Means of public pedagogy, their – to determine the pedagogical conditions and use in a multicultural educational the effectiveness of public pedagogy in the environment context of intercultural interaction; 3. The use of public pedagogy in the – to use the possibilities of various forms of pub- educational system lic education in a multicultural educational environment; Key terms: folklore, genres of pub- – to demonstrate tolerant behavior in the pro- lic education, means of public peda- cess of intercultural interaction. gogy, multicultural educational environment, intercultural interaction.

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Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Interactive 2 • Discussion/Power Point presentation lecture • The technique Inventory; The technique Cluster • Heuristic conversation method • Group work • Venn diagram; The technique POPS formula Seminar-round 4 • Problematization: Why do small folk genres act as means of table folk pedagogy? • Discussion. Questions for discussion: 1. A folk tale as a means of public education: functions, features, opportunities, in the modern educational process, give examples 2. Proverbs and sayings as a means of public education: functions, features, relevance 3. Riddles as a means of public education: functions, relevance in modern conditions 4. Folk music as a means of public education: varieties, opportunities 5. Folk theater as a means of public education: varieties, functions, opportunities 6. Folk games as a means of public education: functions, features • Work in groups. Drama games. • Quiz on small folklore genres • Technique Plus - Minus - Interesting Individual activ- 6 1. Suggest 10 proverbs in different languages that reveal the ity of students educational essence of intercultural interaction 2. Make up a fairy tale with national characters specific for one’s own culture 3. Develop a Padlet electronic board to form proverbial file cabinets on the subject. Create a collage reflecting the concept of folk pedagogy 4. Choose folklore material for the implementation of one of the areas of folk pedagogy: environmental, moral, aesthetic, labor, intercultural (optional) from the perspective of an intercultural approach in the implementation of pedagogical activity. Create a video Evaluation: Frontal discussion: peer evaluation – Justify the meaning of the selected proverbs, a selection of self-evaluation fairy tales for the implementation of intercultural interaction of children (give examples) – Evaluation of completed collages – Argue the importance of folklore material for the education of intercultural interaction in children

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Topic: Ethnic peculiarities of family education in the context of interculturalism Key objectives + content Outcomes (tasks, competences) Content units Students will be able: Key points/ideas: – to compare the peculiarities of 1. The concept, goals and objectives of family family education from an inter- education in the context of interculturalism cultural perspective; 2. The educational climate in the family: the – to compare styles of family edu- style and values of the family in bringing up a cation; child – to use forms, methods of assist- 3. Ethnopedagogical potential of the family in ing the family in promoting na- fostering intercultural relations tional traditions; 4. The interaction of educational institutions and – to use ethnopedagogical poten- families in promoting national and universal tial in the formation of a culture traditions of interethnic relations; 5. Family traditions as a factor for successful home – to argue the importance of the education ethnopedagogical potential of the family in intercultural inter- Key terms: family education, family education action. style, educational potential of the family, cooperation between teachers and parents, national and family traditions. Didactic strategies Forms of organi- No. of Didactic activity zation/types of hours (methods, techniques, means, strategies) evaluation Interactive 4 • Discussion/Power Point presentation lecture • The technique Associations • The method of Heuristic conversation • The exercise Education style in fairytales • Group work. The exercise Always, sometimes, never • The technique Introspection Seminar-discus- 4 • Discussion. Questions for discussion: sion 1. Highlight the ethnic characteristics of the family. 2. Justify the impact of public education on family values. 3. Explain the essence of the ethnopedagogical potential of the family in fostering intercultural relations 4. Prove that each family is connected with the historical past, with the traditions of its ancestors 5. Analysis: “The family yesterday, today, tomorrow.” Video “Gender education in a traditional family from the perspective of public pedagogy” • Group work: Gender education in public education • Work with the situation: Case Method

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Seminar-discus- 6. What is family assistance in reviving national traditions? sion • The technique Tree of Desires 7. The technique of Three Ms. Students are invited to list three points that are connected with the material already studied Individual activity 6 1. To prepare information on the experience of family edu- of students cation in Moldovan, Gagauz, Bulgarian, Muslim, Asian and other families (optional) 2. To compile an ethnographic study “My Family” 3. To develop a model/scheme “Intercultural interaction of the family and the educational institution” 4. Make guidelines for educators on intercultural interaction with parents Evaluation 1. Oral survey: – Define the main directions, methods and means of family education; – Identify the benefits of family education 2. Mutual evaluation of developed models 3. Mutual evaluation of the developed recommendations 4. Analysis of the results of ethnographic research

VI. INDIVIDUAL ACTIVITY (FINAL RESULTS)

Final result Realization Final product Evaluation criteria strategies Master and operate Collection and doc- Collage: “Means of pub- Logic with the basic termi- umentation of ma- lic education” Originality nology on the topic terial using various Methodological kit on Sequence Development of sources folklore material Argumentation skills for intercul- Recommendations for Structure tural interaction teachers from an inter- Generalization in a multicultural cultural perspective environment

VII. EXAMINATION QUESTIONS

1. Compare folk pedagogy methodology from a multicultural perspective: fairy tales, heroic epic 2. Argue the educational value of proverbs, sayings, riddles in the context of intercultural interaction 3. Discover the features of folk music and folk theater in a multicultural world 4. Determine the importance of folk craft and folk dance in intercultural interaction 5. Prove the value of the family in a multicultural environment 6. Highlight the goals and objectives of family education in the context of intercultural

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interaction 7. Justify the importance of public education and the continuity of generations in a multicultural environment 8. Make a “portrait” of the family in terms of interculturalism

VIII. BIBLIOGRAPHY

1. Cucoș C. Educația – dimensiuni culturale și interculturale. Iași: Polirom, 2000. 2. Plugaru L., Pavalache M. Educație interculturală. Sibiu-Brașov: Psihomedia, 2007. 3. Silistraru N. Mediul etnopedagogic ca model de educaţie socială. În: Responsabilitate publică în educaţie. Simpozionul Internaţional. Constanţa: Crizon, 2012, pp. 379-382. 4. Волков Г. Н. Этнопедагогика. Москва: АКАДЕМИЯ, 2000. 5. Кукушкин В. С. Этнопедагогика. Москва: Издательство Московского психолого- социального института; Воронеж: НПО МОДЭК, 2002. 6. Недземовская Г. Этнопедагогика. Москва: Академический проект, 2011.

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