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     pre-school education teacher
     pre-school and primary school teacher

          Directors of the Syllabus: dr.psych. T.Liepina

                                      By the RTTEMA Senate session
                                              Decision No ________


1. General Description of the Syllabus .....................................................3
2. Purpose and Tasks of the Syllabus .......................................................5
3. Contents and Organization of Studies ..................................................7
    3.1. Subsidiary syllabus “Pre-school education teacher”....................8
    3.2. Subsidiary syllabus “Pre-school and primary school teacher” ....9
4. Comparison of the Syllabus with Syllabi of the European Union
States ....................................................................................................... 12
5. Evaluation of Students’ Progress in Studies ...................................... 15
6. Possibilities and Achievements of Students’ Growth ....................... 15
7. System for Quality Evaluation of the Process of Studies .................. 22
8. Assurance and Management of the Syllabus ..................................... 30
Summary ................................................................................................. 33

    Teacher’s Professional Syllabus with Subsidiary
              pre-school education teacher
              pre-school and primary school teacher

                       Self-Evaluation Statement
      The subsidiary syllabus “Pre-school education teacher with additional
speciality” is formed by means of extending and improving the current “Syllabus for
Pre-School and Family Teachers”. In terms of its contents, there are no material
changes, the only thing is that structuring and revision of the contents of individual
courses have been made. The name has been changed according to the Education
Classifier of the Republic of Latvia, with changes being approved by the Senate
      The subsidiary syllabus “Pre-school and primary school teacher” is formed
taking into account trends of society and the demand for assurance of possibility for
succession in the sphere of pre-school and primary school education. (The syllabus
for primary school teachers has been accredited for 6 years.)

     Self-evaluation has been performed by a subsidiary committee of 12 persons,
with membership thereof being approved on March 26, 2001 by RTTEMA Senate
(See Appendix No 1).

1. General Description of the Syllabus.
      Currently, society goes through a period of dynamic changes. Transition to
market economy, approaching the European Union affect trends of education in
Latvia in many respects.
      Transition from authoritative to democratic policy in all stages of education
determines new lines and aspects in teachers’ training.
      The syllabus is formed on the basis of standard documents of the Republic of
Latvia Ministry of Education and Science, laws on education and higher educational
establishments, as well as the concept of the higher educational establishment of Riga
pedagogical and Educational Management and other documents regulating higher
educational establishments.
      Conclusions of UNESCO International Commission report, requirements of
information society have been used.
      The contents of courses of studies included in the teacher’s professional
syllabus assures
       possibilities to encourage the teacher’s professionalism, competence,
       implements the concept of the RTTEMA,
       is based on scholarly research of different issues of education in Latvia and
          in the world (integrated studies, cooperation pedagogic, children-centered
          approach in the training process, etc..),
       formation of specific knowledge, skills and attitudes of students.
      In the view of RTTEMA

       professionalism is skills to perform one’s work with competence and creation,
based on deep understanding of one’s mission, full knowledge in one’s trade, high
intelligence, love for work, experience and continuous self-improvement;
       competence is ability acquired in the process of education and based on
knowledge, experience, and attitudes, manifested in skills – readiness for professional
       intelligence – as integrity of mental abilities, degree of attitudes representing
values of critical thinking, respect for the value of culture and ideals, and skills to for
independent judgement, orientation in new situations, projection of what is
happening, offering problems solution, successful action in any social environment
and culture, one’s improvement control.
       Experience of designing of the contents of higher education approved and
acknowledged throughout the world has been used widely in the syllabus. Special
attention has been paid to conditions of formation of readiness for life activities and

      Figure 1

      Contents of studies
      Integrity, priority, competence of the teacher’s personality
      Forms of studies work
      Evaluation system
      Studies environment
      Attitude to oneself, others, work, society, nature

     Objective and principles of life activities
     The pupil’s personality “I”

      As a result of work of RTTEMA faculty of many years a syllabus of self-
development for mastering teacher’s professional competence has been established to
cover all years of studies. Students make their self-analysis once a year, asking both
their group-mates, and teachers to express their thoughts about them in writing.
Competence chart is given in Appendix No 2 No ….

     2. Purpose and Tasks of the Syllabus.
       To create circumstances for purposeful development of the would-be teacher’s
personality being able to creatively transfer its social and cultural experience to
children, able to understand children’s needs, individual peculiarities, to
independently choose the contents of studies and respective methods of teaching, to
forecast the trend of pupils’ development.
1. To assure studies environment for the would-be teacher where the same would be
    able to improve his:
     self-development program
     teaching competence,
     social competence,
     competence of pedagogical action,
     methodological competence,
     personal properties required for the teacher,
     enterprise and commitment,
     creative activity and self-expression.
2. To encourage mastering of value of pedagogic, psychology and other sciences
    conforming to modern requirements, principles, interest in trends and topical
3. To continue tradition of teachers’ training in Latvia, observing variable public
    needs, recent scientific studies in pedagogic and psychology in Latvia and abroad
    at the same time.
4. To organize the process of studies based on:
     implementation of students’ knowledge, capacities, skills, attitudes,
         enrichment of one’s experience;
     motivated cognition and self-education work;
     joint relations of students and faculty.

5. To implement students’ skills of mastering establishment of an integrated studies
    model and use thereof in practical work in pre-school institutions and at primary
6. To consider the child as personality with his own I, to create pedagogical and
    psychological circumstances corresponding to development and upbringing of the
    child, to develop the child comprehensively in cooperation with the family.
7. To develop students’ skills to develop their syllabi to prepare pupils for
    independent life activities.
8. To improve ability of thinking and acting – of understanding and making oneself,
    of thinking in prospect, of expressing and justifying one’s opinion, of undertaking
    responsibility for one’s action and results of the process of studies.
9. To develop students’ emotional world, creative abilities, artistic taste,
10. To establish organization skills in organizing extracurricular events.

3. Contents and Organization of Studies.
       In establishment of courses of studies, the opinion that in education policies in
Latvia and Europe great attention is paid to the pupil as individuality, improvement of
his personality, encouragement of creative activities, humanization, has been taken
into account, as it is important to prepare the teacher to be able to pass specific
professional courses for implementation of the teacher’s mission and to achieve his
general, mental and academic growth at the same time.
       For the teacher to be able to transfer accumulated spiritual values to future
generations, heritage of world culture, philosophy, national and world pedagogical
ideas, modern information technologies are to be mastered during studies, and one is
to be able to use the same in the State Language and in foreign languages.
       The teacher’s syllabus is planned for 5 academic years both for full-time, and
part-time studies. The syllabus covers a standardized academic section to the amount
of 80 credit points, assuring possibilities for Master’s studies (Order No 700 of the
Ministry of Education and Science of 05.12.1997)
       A Block of the teachers’ syllabus is the same in both subsidiary syllabi for
studying students. The same assures mastering of subjects of the standardized
academic section.
       B1, B2 Blocks of the syllabus cover the integrity of subjects required for
mastering of the subsidiary syllabus chosen.
        B1 subsidiary syllabus for qualification as a pre-school education
           teacher with additional speciality.
        B2 subsidiary syllabus for qualification as a pre-school and primary
           school teacher
       C block concerns studies supplementing professionalism and assures possibility
to master 2 of major specialities offered to the pre-school education teacher too:
              1. The teacher of the Latvian language as the second language in
                 minorities kindergartens and primary school
              2. The teacher of a pre-school art circle
              3. Pre-school logopedist
              4. Assistant psychologist in pre-school work

Qualification requirements

        The student is to master the integrity of A Block subjects.
        In order to qualify under the subsidiary syllabus, one is to master the
         integrity of the respective B Block subjects, to successfully fulfil
         requirements of practical work in pedagogic according to requirements of
         qualification chosen, to defend course papers.
        In order to master major speciality chosen, one is to successfully master the
         integrity of C section subjects of major speciality.

Description of State Examinations:
      Integrated qualification examination in pedagogic, psychology.
      Qualification examination for evaluation of competence in pedagogical
         work with children (the Commission comes for students to the school and
         pre-school institution).
     According to Decision No of the Senate … on examinations, the lowest allowed
mark in State Examinations is 5 (satisfactory) points.

3.1. Subsidiary syllabus “Pre-school education teacher”
       Formation and implementation of the syllabus is based on the Law on Education
and the Law on Higher Educational Establishments, and the concept of the higher
educational establishment of Riga Pedagogical and Educational Management. The
situation is taken into account that pre-school education is the initial stage of
educational system assured by the family and pre-school educational establishments
making a basis for the child’s development in the pre-school age and creating pre-
conditions for implementation of the purpose of education in further stages of
education. According to Article 14, paragraph 13, Article 48, part 1 of the Law on
Education, and Article 18 of the Law on Professional Education, it is stated that from
September 1, 2004 pre-school education teachers with professional higher
pedagogical education qualified as pre-school teachers will be able to work in pre-
school educational establishments. Currently, social demand has grown for the pre-
school education teacher, and understanding of children’s education, the need to
master different forms of education organization by parents has increased. Hence the
syllabus is developed in order to train the competent, sensitive, creative teacher who
is able to study, understand individuality of each child, internal processes of his
development, encourage children for various activities, to prepare them for school.
       A Block is the same in both subsidiary syllabi, covering 80 credit points. The
contents of subjects is given in the Statement, page …
       B Block covers subjects meant for professional training, as well as subjects
(music, fine arts, etc.) encouraging development of the student’s creative self-
expression, his pedagogical and psychological readiness for work with children and
their parents. Part of courses makes one acquainted with peculiarities of psychic
development of children of pre-school age, peculiarities of children’s upbringing in a
family. Important part of professional training is formed by practical work in
pedagogic and students’ research work (theoretical reports, course papers, applied
studies). The total number of credit points in B Block is 85 credit points. Special
attention is paid to subjects promoting creative self-expression.
       C Block covers additional specialities for mastering the integrity of necessary
subjects. Students may choose additional specialities of the pre-school logopedist, the
head of an art studio, the teacher of the Latvian language as the second language in
minorities kindergartens and primary school, the assistant psychologist in pre-school
work in addition. Students choose two of the above integrities of optional subjects.

     Upon fulfilling syllabus of successfully mastered A, B and C Blocks, the
student is qualified as a pre-school education teacher and receives a certificate of
mastering additional speciality.

3. 2. Subsidiary syllabus “Pre-school and primary school teacher”
       The subsidiary syllabus assures training of qualified specialists on the basis of
succession in pre-school institutions and primary school, providing for possibility to
master both competent required for the pre-school education teacher, and skills and
knowledge to teach all subjects in primary school, on professional terms
       Special attention is paid to topical approach, implementing integrated studies in
primary school grades. The lesson as an organization form disappears, being replaced
by especially structured thematic blocks of studies assuring mastering of the contents
of studies envisaged, establishing possibility for the pupil to understand current laws,
unity in nature and himself much more.
       During all years of studies, special attention is paid to music, students’
individual playing different instruments, mastering skills of music classes. From the
first year of studies great attention is paid to musical education of students and
development of their creative potential. The plan of subjects is given in the Statement,
page …
       A Section of the subsidiary syllabus is the same as for the pre-school education
teacher – 80 credit points.
       B and C Sections cover peculiarities of the subsidiary syllabus chosen. The
total number of credit points is 128.
       Upon fulfilling the syllabus successfully and passing the State Examinations,
students are qualified as pre-school and primary school teachers.
       Conceptual approaches and connection of both subsidiary syllabi with tasks set
are shown in Figure 2, page 11
      The contents of both subsidiary syllabi covers integrity of subjects of the
professional Bachelor, assuring academic prospective, skills of research of the
       The Self-Evaluation Committee has evaluated the contents of studies for both
subsidiary syllabi as good. Restructuring of the contents of studies has been evaluated
positively, taking into account that the family teacher is not detached as a profession
in the profession classifier.
       Fragmentation has been removed in part, however work is to be continued in
this sphere, in order to unite smaller subjects in larger blocks.
       There are difficulties in assuring possibilities for students to perform
independent observations in pre-school institutions or at school. Practising teachers
very often object to students participating in the process of studies, observing
children, making questioning beyond the period of their practical work.

                                                                                          Analysis of the curriculum of subsidiary syllabi                           Figure 2
                      Cooperation of faculty and students in the process of studies, assuring formation
                      of properties, enterprise and commitment, pedagogical readiness required for

                                                                                                                                                                                 Implementation of the program of one’s professional
                                                                                                          Formation of pedagogical understanding, pedagogical thinking,
                                                                                                          action, formation of the teacher’s intelligence, assuring mastering
                                                                                                          of teaching competence, social competence, competence of
                                                                                                          action, methodological competence, creative activity, self-
                                                                                                          expression by the student in the process of studies

                                                                                                           A Improvement of the level
                                                                                                                                                     B Subjects encouraging
                                                                                                             of general education and
                                                                                                                                                      students’ creative self-
                                                                                                               subjects forming the                         expression
                                                                                                               teacher’s intelligence

                                                                                                                                  B Subjects forming
                                                                                                                                  competence according
                                                                                                                                  to qualification chosen

                                                                                                                                 C      Major speciality chosen


4. Comparison of the Syllabus with Syllabi of the European Union
       In analyzing modern experience of European Union states in teachers’ training,
we conclude that teachers’ training mainly proceeds in higher educational
establishments of university or non-university types. Professional training of teachers
proceeds in two ways: either simultaneously with studies for the academic degree
(Bachelor), or upon acquiring the academic degree. The first model is most often used
in training of primary school teachers. (See comparative analysis of syllabi in Table
       The Self-Evaluation Committee notes that syllabi have much in common.
Taking into account the extensive volume of courses to be mastered during studies at
RTTEMA, it is possible to improve one’s growth along different other lines too, upon
graduation from the higher educational establishment, e.g., in applied computer
science, foreign languages, making use of the computer in one’s studies and at school
with children.. Such additional training makes it possible for our graduates to compete
in manpower market, to participate in exchange of students for studies abroad during
their studies. In their turn, additional professional syllabi mastered allow them to
choose professional activities conforming most to their abilities and interests.
Students having special interest in research work in pedagogic are able to choose an
additional syllabus for Bachelors of Pedagogic and be qualified as a Bachelor of
       The above conclusions, references of faculty have been discussed in
conferences and seminars arranged by higher educational establishments of Liepaja,
Rezekne and Daugavpils.
       Further on, attention is to be paid to development of means of teaching for
independent work of students, organization of exchange of students among higher
educational establishments.

                                          Comparative of analysis the syllabus
                                                                                                                                              Table 1
        Higher educational
                                                               Daugavpils Pedagogical             Vilnius Pedagogical             Stockholm Institute of
              establishment            RTTEMA
Common and different                                                University                         University                      Education
                                Professional (possibility to
         Syllabi                 acquire the degree of the    Academic and professional        Academic and professional               Professional
                                  Bachelor of Pedagogic)
    Studies duration                      5 years                       4 years                          4 years                          4 years
                                    State qualification           State qualification              State qualification              State qualification
                                examination in pedagogic,     examination in pedagogic,        examination in pedagogic,         examination in pedagogic,
                                        psychology.           psychology. Qualification        methods. Graduation paper.            practical work.
                                    State qualification                  paper                     Bachelor’s Thesis.                 Project paper.
                                 examination in practical          Bachelor’s Thesis
                                    State qualification
                                examinations in additional
                              professional syllabi chosen (5
                              – 9 grades) in primary school.
                              Bachelor’s Thesis (by choice)
                               Subjects encouraging the  Thorough mastering of                Subjects for mastering          Courses of studies in
                                  teacher’s intelligence,       teaching methods.                culture of Lithuania,            pedagogic, teaching
                                  creative work, general      To master academic,               history of language, folk        methods, pedagogical
                                  level of education.           pedagogical subjects,            pedagogic.                       drama, culture and
                               Dominant is stated for          subjects of the cycle of        Subjects of pedagogical,         communication.
                                  each academic year.           psychology.                      psychological studies.          Swedish language.
  Characteristics of the       To master methods of          Subjects for                     Music, subjects of              Art education.
        syllabi                   teaching all subjects of      encouragement of the             individual music classes.       Chosen courses of
                                  primary school,               student’s creative self-        Optional seminars in             training in social studies,
                                  simulation of the process     expression are not               conclusions of individual        natural studies or
                                  of studies in primary         separated.                       specialists in pedagogic,        language for pupils of 4 –
                                  school                                                         psychologists.                   7 grades.
                               Didactics of 2 subjects in
                                  primary school.

With pedagogical traditions of Latvia, local conditions and peculiarities of speciality
being observed, syllabi of RTTEMA have the following differences:
 intensive course of studies of general education (history of world culture, ethics
    and aesthetics, basics of philosophy, etc.);
 with traditional of Latvian folk pedagogic being observed, considerable attention
    has been paid to encouragement of creative self-expression of students in different
    types of art, promoting development of artistic self-expression of children in fine
    arts, handicraft, music, in its turn;
 according to speciality, the curriculum includes subjects related to understanding
    of the family as a system, peculiarities of the child’s upbringing in a family,
    rendering pedagogical assistance to the child and his family.
According to the foregoing, studies last not for 4, but for 5 academic years.

5. Evaluation of Students’ Progress in Studies.
       Choice and use of methods and organization forms of studies are determined by
peculiarities, contents of each specific subject, principles of its selection. According to
the syllabus, faculty have developed individual syllabi for subjects, in keeping with
unified requirements. In development of syllabi for subjects the concept of the higher
educational establishment, conditions of making the syllabus, peculiarities of
individual courses, students’ interests and needs have been taken into account. One
may get acquainted with all syllabi for subjects with the Syllabus Director dr.psych. T.
Liepina or in the Faculty of Pre-School and Primary School.
       Each individual syllabus for the subject states tasks, establishes the contents of
studies, develops methods of studies and forms of work organization, methodical
ways for evaluation of students’ progress in studies, projected knowledge, skills,
attitudes after mastering of the course of studies, according to the purpose. Syllabi of
courses developed by faculty are discussed in sessions of departments, approved in
the Board of the Faculty, examined by experts in the Academic Council of the higher
educational establishment.
       As a result of analysis of work, Syllabi Directors, faculty and students came to
the conclusion that confidence in examinations in tests as the most important
evaluation in the process of studies established in the course of years, was to be
revised. In studying Western experience, being trained in different seminars, faculty
in cooperation with students and Syllabi Directors have developed a system of
analytical evaluation. (See Figure 3).
       In such approach, the process of studies, active participation of students,
independent observations, diverse group works are stressed.
       In 2001/2002 academic year, approach that is not very popular –organization of
continuous process of studies in 40-week year will be tested in both subsidiary syllabi,
declining examination sessions, with subjects being arranged in large blocks, and
students’ progress being evaluated after mastering of the respective block.
       The system of testing improved during 2 years is to be evaluated positively.
Students appreciate possibility to disclose their pedagogical skills in pedagogical
work with children in the presence of the commission established by RTTEMA, to
make self-analysis of their work.
       One may get acquainted with descriptions of tests in Appendix No …, with the
Syllabus Director T. Liepina, in the Faculty of Pre-School and Primary School.
       Description of the integrated test of the subsidiary syllabus “Pre-school
education teacher”
Integrated subjects                 music, eurythmics, fine arts, handicraft.
Form of testing                     practical.
Level of testing                  test with a mark.
Purpose of the test               to implement oneself in humane spiritual
Task of the test                  to show skills in integrated studies.
Contents                           to stage a play,
                                    to make scenery, props and costumes,
                                    to use music, games, songs, musical
                                   instruments or recordings,
                                    to include stage movements, pantomime,
                                   dancing or rhythm studies.

Necessary skills                   feeling of artistic style,
                                    skills to make a script and production,
                                    skills to apply musical genres,
                                    to set out the material and to make it
                                   artistically important.

As a result                        literary, mythological work or that
                                   composed by oneself, with a name;
                                    other treatments are possible,
                                    a whole joint collective work formed
                                   from elements.

Progress of the test                all 2 year students participate,
                                     the test is open for all students and
                                    faculty of RTTEMA. 15-20 min. are given
                                    to each year to demonstrate their work.
Students acquire                    general outlook of the world in terms of
                                     satisfaction for what has been performed,
                                     the method of self-evaluation and
                                    comparison (showing one’s work and
                                    watching others),
                                     possibility to use cultural values created
                                    in pedagogic.
      The Self-Evaluation Subsidiary Committee notes that unified approach to
development of syllabi for subjects, diversity of methods of studies, development of
the projected result are to be evaluated positively. The evaluation system established
will improve too.
      Further on attention is to be paid to establishment of blocks of problem
studies, development of integrated testing.

                                          Analytical evaluation during the

   Tests, examinations in the session                                                                                      Open defence of course papers
   30% - 50 %                                                                                                              before the commission
   Final evaluation is determined by                                                                                       (at the end of 2, 3, 4 academic years)
   studies work during the term
                                                  Integrated test in students’ creative self-expression,
                                                  combining music, movement, fine arts, handicraft
                                                  (at the end of 2 academic year)    50 %

                                                  Use of theoretical knowledge and pedagogical
                                                  readiness in practical work with children (results of
                                                  practical work).

             Figure 3                              Forms of evaluation of knowledge, skills, attitudes

              - projects, small reports           - work in groups                 - seminars            - tests                - individual work
                       20 %                             10 %                         20 %               10 %                          20 %

State qualification examinations, defence of the Bachelor’s Thesis in terms 9 and 10 (cognition sphere – knowledge, understanding; affective sphere – values,
evaluation attitude; psychomotor sphere – skills, perception, physical abilities)
The student’s readiness for pedagogical activities, expression of professional competence in work with children, improvement of the teacher’s intelligence.

6. Possibilities and Achievements of Students’ Growth.
      One of indications of the syllabus quality is assurance of possibilities of
students’ growth in the process of studies. We have chosen more than one aspect for
description of such process (See Figure 4).
      Students’ practical work with children during practical work in pedagogic
is one of material factors showing students’ professional growth. In order to assure
purposeful readiness for practical work in pedagogic, specific models of practical
work in pedagogic, requirements for each course of studies have been developed, as
well as purposes and tasks of respective practical work in pedagogic have been stated
for each type of practical work in pedagogic. The total duration of practical work is 22
weeks (practical work starts in 2 Year).
      Before practical work, the adviser arranges practical classes where students are
made acquainted to specific tasks, the contents of practical work, documentation,
forms of reports after practical work in pedagogic (See Appendix No …). Most tasks
of practical work are the same in both subsidiary syllabi. For example:
      2 Year. Purpose of practical work:
      In I half-year To get acquainted with different types of educational
establishments, cooperation of the child and the teacher in pedagogical process.
      In II half-year To master skills of observation of the child on the basis of
pedagogical and psychological knowledge, the child as the subject of one’s
development, as individuality with peculiar properties, cooperation of the teacher and
the child.
      3 Year. Purpose of practical work:
      To promote development of the would-be teacher’s personality (tolerance,
empathy, self-consciousness, self-expression), to develop his pedagogical competence
and creative ability, planning and managing the process of studies in pre-school
establishments and primary school. (Purposes set refer both to the pre-school
education teacher, and the pre-school and primary school teacher.)
      1. Observing the process of studies, to establish skills to analyze practical
           application of different didactic models.
      2. To improve skills to set the purpose and tasks of studies for selection of
           integrated contents according to the child’s interests, needs, levels of
           mastering knowledge and guidelines of the Ministry of education and
           Science in subjects.

                                                                                                                       Diagram 3

                                               Students’ growth, achievements

                                                          Demonstration of
                         Participation in             pedagogical readiness in                                     Cooperation of
 Participation in         research work,
 improvement of                                          practical work with                                         faculty and
                         quality of course           children, pupils in practical        Examinations             students in the
     studies                  papers
  environment                                            work in pedagocics                                       process of studies

                                                                                      Possibilities of
 Organization of                                                                      reflection of
  speciality parties               Participation in students’                          students’ creative
                                      scientific research                              self-expression in
                                          conferences                                  the integrated test.
                                                                                                              Skills to use conclusions
                                                                                                                obtained in studies in
   Pedagoģiskās olimpiādes                                                                                    non-standard situations
    organizēšana                                                 Expression of pedagogical
                                                                  readiness in simulated
                                                                  lessons, theoretical
                                                                  knowledge in the State
                        Organization of different                Qualification Examinations.
                         events in the Students’
           Figure 4

      4 and 5 Years. Purpose.
      To master professional skills in additional speciality chosen, to understand and plan the
process of studies, in order to help the pupil to study, understand and develop his wishes and
creative activities.
      1. According to analysis of different concepts of education, to form one’s own approach
          to selection of the contents in keeping with State Educational Standards set in
          subjects in the primary school.
      2. To teach to form connection between subjects, [to improve ability to see mutual
          connection of methods of different subjects.
      3. To form skills to analyze learning activities of pupils and to develop criteria for
          evaluation of progress in studies.
      In 5 Year during qualification practical work, students pass their qualification
examination. A commission established by the higher educational establishment come to
schools and pre-school institutions to evaluate pedagogical process managed by the student.
      One may get acquainted with diaries of students’ practical work, materials of conferences
of practical work in the Department of Family and Pre-School Pedagogic, the Department of
Primary School Pedagogic.
      Model of practical work in pedagogic of the pre-school education teacher.


               to promote development of personality qualities of the pre-school teacher
               (tolerance, empathy, self-consciousness, self-expression), his pedagogical
               competence, with the child, his “I” being put to the fore.


                   to study children of the group of one’s practical work, making use
                    of theoretical knowledge acquired in pedagogic and psychology;
                   to get acquainted with work style of the group (formation of habits
                    of children, rituals, traditions, work forms …);
                   to plan one’s activities with a specific purpose, to independently
                    choose forms and contents of work according to the purpose and
                    tasks chosen, as well as to children’s interests, abilities, the level of
                    their development, peculiarities of upbringing in the family;
                   in the final stage of one’s practical work, to make self-analysis of
                    one’s work - oneself, communication with children, changes of
                    children in different spheres.


            the student observes children in different situations, analyzes children’s
             drawings, practical process of activities and results, talks to the child, etc.
             (in connection with his course paper);
            observes and manages pedagogical process, throughout the day, the student
             chooses different forms of work organization in centres of interests of
             playing activities, subsidiary groups, and individual work, plans the same
             together with the form master. Organizes excursions, makes experiments
             and observations;
            studies peculiarities of children’s upbringing in the family, performs
             individual work with children’s parents (if required and in connection with
             the subject of his course paper).

      Organization of practical work in pedagogic is coordinated by the adviser of practical
work according to rules of practical work.
      Students’ growth during practical work in pedagogic is indicated by the contents of post-
practical work conferences. In such conferences, one may get acquainted with practical work of
students, teaching means prepared, notes for lessons (classes), analysis of conclusions made
during practical work, evaluation of methods specialists of practical work.

WORK IN PEDAGOGICS                                          WORK IN PEDAGOGS
                                                            (FACULTY, DEPARTMENT,
                                                            ADVISER OF PRACTICAL WORK)

                             AT SCHOOL                                      AT THE HIGHER
                   Analysis, evaluation of everyday
                                work,                                 Geeting acquainted with tasks of
                                                                       practical work in pedagogics
                         Geeting acquainted with
                        curricula, teaching means                        Individual consultations of
                          developed by students                            faculty, visiting schools

                                                                       Visiting the Scientific Methods
                    Negotiations, consultations with                                Centre
                    managament of practical work
                                                                        Final conference of practical
                    Pedagogical analysis of work of                         work in pedagogics
                      course mates, self-analysis
                                                                           Students’ questioning

                                                                          Analysis of evaluation of
                                                                       practical work in the session of
                                                                               the department

                                                                        Development of materials of
                                                                        practical work in pedagogics
                                  Peculiarities required in
                                    work with children                  Use of materials obtained in
   Progress of the                                                     practical work in seminars, in
                                                                      development of course papers
student’s pedagogical              Pedagogical skills and
     competence                         knowledge

                                       Creative skills

            Figure 5 Analysis of activities of the student and member of faculty during practical work
      in pedagogic:

            Both subsidiary syllabi have unified approach in the sphere of research activities, subjects
      and problems to be studies are different.

     Students’ growth is related with students’ research work, cooperation with faculty and
students in the process of research to a great extent. (See Figure 6)

                The child, factors
                                                             Student – would-be teacher, his
            affecting his development                      interest in scientific research work,
                                                                     pedagogical skills

                                                  2 Year
                           Study of pedagogical and psychological literature,
                       understanding of the child’s development – scientific report

                                                  3 Year
                          Mastering of methods of children study, understanding
                         children, analysis of materials obtained, setting tasks for
                              research work. Practical work with children –
                                               course paper

                                                  4 Year
                       Analysis of theoretical conclusions. Regular work with
                               children for continued research work–
                        Development of the Bachelor’s Thesis (by choice)

                                            5 Year
                           Deepening one’s pedagogical competence.
                                  Individual consultations –
                                 qualification examinations

       Research of dynamics of the child’s development, reflection thereof in scientific work.
       Formation of scientific attitude towards the child, mastering of specific research skills

      Figure 6 Students’ research activities

      In order to assure possibility for a larger number of students to participate in presentation
of their research, the Faculty arranges students’ scientific research conferences on a regular
basis. Students of other higher educational establishments are glad to participate in such
conferences. In 2001, subjects of the students’ research conference was coordinated with the
scientific conference of faculty of the Faculty, assuring possibility of participation in discussion
of common problems.
      Students’ involvement in scientific activities of departments is to be evaluated positively.
(See Appendix No ….)

    7. System for Quality Evaluation of the Process of Studies.
          In establishing criteria of quality evaluation, the basic condition is to create a system to
    help in evaluation of syllabi, the process of studies on a regular basis. The system consists of:

                                Conformity of faculty to the law of
                                     the higher educational
                                   establishment See page …

 Further training of faculty                                                Self-evaluation of pedagogical
    See Appendix No …                                                             activities of faculty,
                                                                                individual “portfolios”
                                                                            See in departments
    Scientific research
See Appendix No …                                                                 Colleagues’ evaluation taking
                                      SYSTEM FOR                                    into account classes visited
                                                                                  Material of sessions of
    Material supply                     QUALITY                                   departments
     Seee page …                      EVALUATION
                                                                                    Students’ references on
                                      The syllabus is revalued once per
                                  academic year in the Department, in the           pedagogical activities of
 Employers’ references              General Meeting of the Faculty, the                     faculty
See Appendix No …                    session of the Board of the Faculty         See Appendix No …

                                                                                Students’ references on the
  References of students for                                                     contents of the curriculum
  the Master’s degree on the                                                   See Appendix No …
   syllabus See Appendix No

                                    Graduates’ references on the
                                  See Appendix No …

          Taking into account that RTTEMA was founded only in 1994 by merger of Riga Imanta
    Pedagogical Institutes and most of former faculty wished to continue their work in the newly
    established higher educational establishment, by improving their competence, studying for the
    Master’s or Doctor’s degree, that affected membership of faculty of the higher educational
    establishment in terms of quality. Upon graduation, part of students continue their studies for
    the Master’s degree and start assistant’s work. Already 9 members of faculty being graduates of
    RTTEMA, have become lecturers, study for the Doctor’s degree. Diagram 1 shows growth of

                                                                               Diagram 1
       Quality composition of academic personnel in full-time and part-time studies
                  1994/ 1995 academic year and 2000/ 2001 academic year

     Assistant lecturers
     Master lecturers
1994/ 1995 academic year
2000/ 2001 academic year

      Growth of faculty in terms of quality during the period of existence of the higher
educational establishment is to be evaluated positively. During five years, 8 members of faculty
working under the syllabus acquired the Doctor’s degree. Seven Doctors have been elected
Associated professors. Currently 3 students for the Doctor’s degree have finished their Doctor’s
studies, preliminary defence of theses developed has been held. One may get acquainted with
faculty CV in Appendix No ….
      Students’ references of quality of the process of studies are one of the most material
indications of the process of studies in terms of its quality. Most 4-, 5-year students (80%)
consider the level of education offered to be high, it helps them to develop understanding of
general human values (“.. the higher educational establishment offers a wide range of subjects,
giving a general view of different sciences, hence comprehensive personality is formed”).
Students point out that knowledge in pedagogic and psychology is given well, although 45% of
students state that there could be lectures in psychology.
      In subsidiary syllabi “Pre-school education teacher” and “Pre-school and primary
school teacher” students’ questionings are held on a regular basis. One may get acquainted
with results of questioning in Appendix No …, in the Faculty of Pre-School and Primary
      One of questioning options: to find out improvement of the general level of education,
readiness for work with children and feelings in passing practical work in pedagogic.
      189 students participated in questioning – 100 % (See Diagram 2)
                                                                                     Diagram 2

                        7%                                        1

         1. Ability to work with children already at the present moment.
         2. I feel more theoretical readiness, lack practical skills in work with children.
         3. I feel rather confident and safe in my knowledge.

     Students’ opinion of improvement of general education in RTTEMA.
                                                                                       Diagram 3

                60%                           56%
                                        43%                 45%
                40%                                   32%

                20%               14%

                        1         2     3     4       5     6

         1.   Extensive possibilities to improve oneself in A Block subjects.
         2.   Too large number of classes.
         3.   High level of competence of faculty.
         4.   Possibility to develop one’s creative abilities.
         5.   Integrated approach is implemented successfully in methods of the subject.
         6.   There could be more lectures in psychology.

      Students appreciate classes for creative self-expression, as well as courses in pre-school
methods. This allows students to conclude that the process of studies is universal for
professional growth, and hence students feel well trained for work with children in pre-school
development. During practical work positive contacts with children and cooperation with
kindergarten personnel are appreciated most (See Diagram 4) Students evaluate very high
consultations given by faculty during their practical work.

                                                                                      Diagram 4

                  60%                                             47%

                  40%                               32%

                             1          2         3         4     5     6

         1.   The period of practical work is creative and interesting.
         2.   Successful contacts and cooperation with teachers and children.
         3.   Parents’ attitude is sympathetic and positive.
         4.   It is interesting to connect theoretical knowledge with practical activities.
         5.   Possibility to get acquainted with different types of pre-school educational

      Recommendations for further improvement of studies might include replenishment of
funds of RTTEMA Library with modern literature, it is stated too that syllabi in individual
subjects need approval.

      Students’ readiness to perform scientific activities:
                                                                                        Diagram 5

                        38%                                    3

         1. May express my thoughts and attitude on a specific subject with confidence.
         2. Feel more readiness in development of the theoretical part.
         3. Development of empirical part of research is more successful.

      Students characterize their professional work positively, many of them state that
knowledge is of great volume, and practice is missing.
      5-year students (80%) evaluate improvement of the general level of education very
positively because “lectures are offered that establish a universal view of the pedagogical
process”. It is stressed that in the process of studies attention is paid to modern pedagogical and
psychological literature, introduction of new forms of work and use of new technologies
continuously. (One may get acquainted with students’ questionnaires in the Department of Pre-
School and Family Pedagogic, with Syllabi Directors.)
      References of graduates, employers are important for high-quality evaluation of the
      The questionnaire developed by the Association of Graduates of Higher Educational
Establishments is to be evaluated positively, being used in questioning graduates having started
their pedagogical work in schools. Replies to questions of the questionnaire disclose students’
thoughts on the higher educational establishment as a whole, individual courses of studies. One
may get acquainted in the Faculty of Pre-School and Primary School.
      74% of graduates consider subjects to have promoted their mental growth, general level
of education, however the issue of the form master’s work, work with parents has been dealt
with insufficiently. 57% of graduates recommend to include more courses of practical
psychology, courses of special pedagogic in the syllabi.

       Opinion of graduates on knowledge, experience obtained in the higher educational
                            (58 students participated in questioning)
                                                                              Diagram 6

  90   84
  70                                63
  60                                                              53
                     52                       52
  50                                                                       a
%                                        37        37        35
  40                                                                       b
  30                      25
                               23                                          c
  20        16
  10                                      0             3              0
        1             2              3         4              5

1. Are you satisfied with having graduated from RTTEMA?
   a) yes
   b) partially
   c) no
2. In studies in the higher educational establishment
   a) sufficient theoretical knowledge has been acquired
   b) there could be more theoretical knowledge
   c) there could be less theoretical knowledge
3. In studies in the higher educational establishment
   a) sufficient methodical knowledge, skills have been acquired
   b) could be more
   c) could be less
4. Studies in the higher educational establishment
   a) sufficiently encourage our creative self-expression
   b) could encourage more
   c) could encourage less
5. In studies in the higher educational establishment
   a) we acquired sufficient cooperation skills for work with children and colleagues
   b) could be more
   c) could be less

      Comparing results achieved with experience of previous years, one may conclude that
students’ skills for research work, ability to make an independent decision, to choose solution
have improved. Quality of the syllabus is affected and further education of faculty is
encouraged to a great extent by participation of faculty in various international conferences,
symposia, etc.
      One may get acquainted with forms of improvement of pedagogical skills of each
members of faculty in individual charts kept in the Department of Primary School Pedagogic,
Department of Pre-School and Family Pedagogic (See Appendix No …)
      Survey of improvement of pedagogical skills of members of faculty in 2000/2001.
      Probation abroad                     83 % of faculty
      International projects               8 % of faculty
      International conferences            45 % of faculty
      Studies in the “Small Academy” 78 % of faculty
      Scholarly pedagogical activities of faculty is evaluated by the department of major
speciality according to rules of evaluation of processes of studies and activities of faculty in the
Faculty of Pre-School and Primary School. (See Appendix No …)
      Special attention is paid to:
       conformity of the contents, methods, ways of syllabi of subjects developed by a
          member of faculty to encouragement of the student’s pedagogical awareness,
          thinking, action in his studies and practical work with children;
       promotion of properties of students’ personality to encourage their readiness, internal
          freedom, creative self-expression.
      In order to get acquainted with implementation of purposes and tasks set in individual
syllabi of subjects of faculty in pedagogical activities, diversity of methods and forms chosen,
the Syllabus Director together with the Chairman of the Department organize visiting of
classes, participate in open classes.
      “Faculty Chart” is developed for self-evaluation of each member of faculty, where such
member makes entries. Special stress is made on the place of his subject in the concept of the
higher educational establishment. One may get acquainted with faculty charts in the

Department of Primary School Pedagogic and the Department of Pre-School and Family
      In evaluation of quality employers’ references are of great importance. In their
references employers stress the idea that students successfully use new, active forms of work in
their pedagogical activities with children, and have pedagogical motivation, however lack of
confidence is felt in use of conclusions obtained in teaching methods of individual subjects in
the process of studies yet. (See Appendix No ….) Comparing references of employers with
preliminary self-evaluation, one may conclude that new teachers have inherent greater
enterprise, creative tinge, pedagogical motivation of their action and activities.

      Material and technical supply of the higher educational establishment determines
quality of studies to a great extent. Although the Ministry of Education and Science has been
unable to assign material support for development of the higher educational establishment since
foundation of the higher educational establishment, the Self-Evaluation Committee considers
that assurance of the process of studies with computers and copiers has improved during six
years of existence of the higher educational establishment:
                               Number of computers          Number of copier
1994                           –                            3
2001                           198                          12

       In 2000/2001 academic year, there is one computer per 4 students. (See The Report of
Improvement of the Material and Technical Base in Appendix No ….)
       In replenishment of funds of the library, great attention is being paid to literature in pre-
school and primary school pedagogic and psychology. There is much literature on physical and
physiological development of children, theoretical basics of games and types of games.
       In replenishment of funds, attention is paid to possibility for students to get acquainted
with recent school-books for primary school. The library has rich funds of experimental school-
       Thinking of general training of students, funds of the library are replenished with
literature both in history of culture, and philosophy too. The library has a wide range of various
       Great attention is paid to automation of the library. Students are able to use free access
computers, to work with more than one data base.
       The library collects the best works of faculty and students of its higher educational
establishment too, processing and classifying the same.
       An agreement has been concluded with the State Library for use of the fund of books for
needs of students of the higher educational establishment.
       Survey of funds of the library.
     No                        Branch                        Total number of books
    1.        Pedagogic, psychology                                   14000
    2.        School-books                                            10100
    3.        Dictionaries                                              70
    4.        Ethics, aesthetics                                       1760
    5.        History, civil studies                                   1980
    6.        Encyclopaedias for children                               60
    7.        Health studies                                           3000
    8.        Economics                                                1000
    9.        Fiction, folklore                                        3000
    10.       Miscellaneous                                            2000

     8. Assurance and Management of the Syllabus
      For successive implementation of the syllabus, assurance and management of studies are
of material importance. (See Diagram No 5).
      In order to satisfy public demand for competent personnel and to improve the syllabus,
the contents of the syllabus is updated each academic year. Changes (up to 20%) are made by
the Syllabus Director according to the major speciality department and approved by the Board
of the Faculty.
      One may see membership of the Board and minutes in the Dean’s Office of the Faculty of
Pre-School and Primary School.
      In order to assure high-quality implementation of syllabi according to their purpose and
tasks, the Board of the Faculty considers issues related to improvement of the syllabus contents,
further education of faculty.
      Seminars are arranged both in departments, and joint seminars of the Faculty held 3 times
a year are to be mentioned as a tradition. The process of studies is evaluated, analyzed, new
conclusions for further improvement of the syllabus are received in such seminars. According
to results of analysis, departments organize further scholarly pedagogical work, set subjects for
pedagogical readings, sessions of departments.
      The Scientific Methods Centre of the Faculty has commenced its work successfully,
which helps students to get prepared for practical work in pedagogic and scholarly research
work with high quality.
      Representatives of students’ groups are involved in organization of the process of studies.
The Dean of the Faculty meets most active members of students’ groups on a weekly basis, in
order to discuss students’ problems, to help to solve them, if required. Results of questioning
show that such forms of work help to establish cooperation of faculty and students in the
process of studies, to coordinate pedagogical work with independent departments.
      A specific system for coordination of pedagogical work is to be developed, work beyond
the higher educational establishment is to be improved with involvement of children of
different age in centres of activities managed by students, further on.
      It is important to improve support school network. Such school would be involved in
joint pedagogical work of the Faculty, help to prevent contradictions existing in practice. (See
Appendix No …)
      The Self-Evaluation Subsidiary Committee has given positive evaluation to the
system developed for high-quality assurance of studies, pointing out principles for
cooperation with society and other institutions.

                              THE FACULTY OF PRE-SCHOOL AND PRIMARY SCHOOL
                                             STUDIES ASSURANCE
                                                                                                School boards

  Ministry of Education and                 The Board of the Faculty
       Science (MES)                                                        Cooperation
                                               of Pre-School and
                                                                            with society       Family Centre
                                                Primary School
    Centre of Education
  Contents and Examination
           (CECE)                                                                              Further training
                                                 Dean’s Office                                   of teachers

                                                                            Methods Centre        Centres of
                                                                                                 interests for
                                              Departments of the
     Scientific research                                                        Library
   conferences of faculty
                                            Professional syllabi and
                                            syllabi for the Bachelor          Independent
 Seminars and pedagogical                        of Pedagogics                departments
  readings of the Faculty

    Publishing activities                           Student                     Adviser of
                                                                              practical work
Figure 7.

                        SYLLABI FOR 2000 – 2002 ACADEMIC YEAR

                                    Adjustment of curricula,               Improvement of forms         Development of international contacts
                                   syllabi according to results               of cooperation of         and participation in international and
                                                                                                             state educational projects
                                            of research                     faculty and students

        Advertising development.                                                                                               Improvement of studies
       Improvement of organization                                                                                                  environment
        of competition “I will be a
                                                                                                                                     Improvement of forms of
                                                                                                                                      scientific research work
Understanding and study of                                            Improvement of the
potential manpower market
                                                                  professional syllabus for the
                                                                                                                                     Further training of faculty
                                                                pre-school and primary school                                          in Latvia and abroad
Extension of cooperation with                                    teacher with subsidiary syllabi
 educational establishments

                                                                                                                                Extension of the material
 Establishment of a scientific
      methodical centre                                                                                                            and technical base

                                                                                                             Improvement and improvement of
              Development of materials,
                methodical means for                                                                       professional qualification of faculty in
               correspondence studies           Improvement of the base         Further training of             RTTEMA Small Academy
                                                 school and kindergarten
                                                                             teachers of the Republic
    Figure 8

      Upon analyzing the purpose and tasks of the syllabus, we conclude that the curriculum
provides for implementation thereof on a regular basis and in succession according to years. In
development of the contents of studies, thinking over methods to be used, improving studies
environment, special attention is paid to improvement of the teacher’s competence, the
teacher’s personality.
      Improvement of practical work in pedagogic is to be evaluated positively: tasks
developed for each type of practical work, organization of practical work.
      Faculty and students have evaluated favourably introduction of new forms of work in the
process of studies. Simulation of classes, integrated studies, simulation of lessons in the State
Qualification Examination have made it possible to evaluate students’ readiness for work with
pupils, their professional competence more objectively.
      The wish of faculty to improve their pedagogical skills is to be evaluated positively.
There are new studies in scholarly research work, with students being involved in such work
      In order to prevent contradictions existing in practice, we recommend to organize courses
for further training of teachers acting as advisers of practical work.
      It is important to decrease the great number of contact classes in the syllabus, to improve
preparation of materials for correspondence training for independent studies of students, in
development of new teaching means.
      Upon analyzing various spheres of the syllabus activities, appendices to the Statement,
the Self-Evaluation Committee evaluates the syllabus as promising, conforming to
requirements of the higher educational establishment, with a good mark.
Benefits and possibilities of improvement of subsidiary syllabi “Pre-school education teacher
with additional speciality” and “Pre-school and primary school teacher”

   A specific system in organization of practical work in pedagogic has been established with
    an attempt to introduce the new, to retain positive trends of folk pedagogic.
   The Department supports non-traditional nature, creative approach of each student in work
    with children.
   The curriculum includes subjects assuring professional readiness of the pre-school education
    teacher for circumstances of modern society.
   Special attention is paid to subjects encouraging formation of intelligence, creative abilities
    of the young teacher.
   The curriculum is flexible, allowing for response to public needs, innovations in pedagogic
    and psychology. With recommendations of students and faculty being observed, 20% of it is
    updated on an annual basis. The ability for the student to choose two of major specialities
    offered is observed in the curriculum.
   Faculty and students cooperate in the process of training, wish and are able to diverse forms
    and methods of studies and teaching.
   A system of evaluation of progress has been introduced.
   Theoretical knowledge is related to practice, pedagogical thinking is encouraged in the
    process of studies, with establishment of the respective training environment.

        In further work it is recommended:
   To supplement the range of scholarly and methodical literature in RTTEMA Library,
    Scientific Methods Centre.

   To assure better conditions for studies in small-size groups, as this would allow for
    cooperation of the student and faculty to be deepened and individualized.
   To establish conditions for involvement of research work in the process of studies
   To extend the base network and to improve cooperation with the base pre-school
    institutions, schools.

         Subsidiary syllabi “Pre- School Education teacher”
             and “School and primary School Teacher”
                              A BLOCK

                                   1st year

                         Study subject
A   1.     History of world culture                                   3
A   2.     Culture of the Latvian language                            2
A   3.     General psychology                                         2
A   4.     General pedagogy                                           2
A   5.     Introduction to pedagogical studies                        1
A   6.     Logic                                                      1
A   7.     History of pedagogy, pedagogical ideas in                  4
A   8.     Teaching of human beings                                    1
A   9.     Biologic aspects of psyche                                  2
A   10.    First aid                                                   1
A   11.    Sports                                                      2
A   12.    Chours                                                      2
                                                         In total     23

                                  2nd year

                          Study subject
A   1.     Principles of philosophy                                   3
A   2.     Ethics and esthetics                                       2
A   3.     Rhetoric and art actor                                     3
A   4.     Music                                                      3
A   5.     Personality development psychology                         2
A   6.     Didactic                                                   2
A   7.     Methodology and scientific research methods                3
A   8.     Upbringing theory and methods                              2
A   9.     Pre – school and school pedagogy                           3
                                                         In total    23

                                   3rd year

                         Study subject
A   1.   Pedagogical psychology                                      2
A   2.   Applied foreign languages                                   6
A   3.   Information science in pedagogy                             4
A   4.   Communication pedagogy and psychology                       3
A   5.   Communication training                                      1
A   6.   History of music                                            2
A   7.   Principles of natural sciences                              2
A   8.   Workshop for stimulation of self        –                   1
         development of a teacher
                                                        In total    21

                                   4th year

                         Study subject
A   1.   Legal base of pedagogical process                           1
A   2.   School management                                           2
A   3.   Introduction to special pedagogy                            2
A   4.   Pedagogy of adults                                          2
A   5.   Social psychology and social pedagogy                       4
                                                        In total    11

                                    5th year

                        Study subjects
A   1.   Teacher’s professionalism                                   1
A   2.   Principles of business activity                             1
                                                     In total        2
         Kopā 1. – 5. kursā                                         80

                                Optional qualification
          “Pre – school education teacher with specializations”

                                       1st year
                       Name of the subject
B   13.    Family pedagogic                                                2
B   14.    Health of the child and mother                                  2
B   15.    Children’s literature and culture for                           4
B   16.    Children’s language                                             1
                                                                 Total     9

C   17.    Foreign languages (1 and 2 foreign language)                    4
C   18.    Business informatics                                            4
                                                                 Total     8
                                                          Total A,B,C     40

                                       2nd year

                          Name of subject
B   10.    House – keeping teacher                                         2
B   11.    Students’ creative self - expression:
            fine arts                                                     2
            handicraft                                                    2
            dancing art                                                   2
B   12.    Modern Latvian language                                         2
B   13.    Individual music classes                                        2
B   14.    Practical work                                                  4
B   15.    Theoretical report                                              1
                                                                 Total    17

C   16.    Foreign languages (1 and 2 foreign language)                    4
C   17.    Business informatics                                            2
                                                                  Kopā     6
                                                         Total A,B,C      46

                                    3rd year

                     Name of the subject
B   9.     The content of the child’s education before
           school and in the family:
            speech development                                            2
            the child in society                                          2
            the child in nature                                           3
            mathematical concepts                                         3
B   10.    Artistic self – expression of children:
            fine arts methods                                             3
            handicraft methods                                            3
            music methods                                                 2
B   11.    Physical activities                                             3
B   12.    Individual music classes                                        2
B   13.   Practical work                                                   4
B   14.   Course paper                                                     2
                                                                 Total    29

C   15.   Optional courses                                                 1
                                                                 Total     1
                                                         Total A,B,C      51

                                       4th year

                          Name of subject
B    6.     Psychology of teaching activities                                1
B    7.     Pedagogic of creative work                                       1
B    8.     Individual music classes                                         2
B    9.     The toy in theory and practice                                   2
B    10.    practical work                                                   4
B    11.    Applied research in major speciality (course                     2
                                                                   Total    12
               Specialization in work of the assistant
C1   12.    Special diagnostics (psychological research of                   4
            the child, family research)
C1   13.    Basics of genetics, study of family history                      2
C1   14.    Toy therapy                                                      3
                                                                Total C1     9
                       Pre school logopedics
C2   16.   Anatomical and physiological basics of speech                     1
C2   17.   Introduction into neuropathlogy                                   1
C2   18.   Logopedic in pre – school establishments                          7
                                                                Total C2     9
               Teacher of the Latvian language as the
             second language minorities kindergartens
                         and primary schools
C3   19.    Pedagogical and psychological justification of                   2
           teaching of the second language
C3   20.   Phonetic, grammar, stylistic peculiarities of the                 1
           Latvian language
C3   21.   Methods of teaching of the Latvian language in                    5
           minorities kindergartens
C3   22.   problems of bilingual teaching in the world and                   1
           in Latvia
                                                                Total C3     9
                     The teacher of a pre – school art circle
C4   22.   pedagogical and psychological basic, methods                      4
           of creative self – expression of children
C4   23.   Colour, shapes therapy                                            3
C4   24.   Diagnostic of creative abilities                                  2
                                                                Total C4     9
     The student choose two integrities of optional subjects
                                                            Total          12
                                                         Total A,B,C        41

                                      5th year

                        Name of the subject
B    3.    Management of pre – school establishments                      2
B    4.    Gifted children                                                2
B    5.    Introduction into logopedics                                   1
B    6.    Violence against the child, prevention of its                  1
B    7.    Music psychology                                               1
B    8.    Practical work                                                 9
B    9.    State qualification examinations in practical                  3
           work in pedagogics, children’s pedagogics,
           children’s psychology
                                                             Total       18
              Major speciality in assistant psychologist’s
C1   8.     Psychoanalytical theories                                     2
C1   9.     Pathopsychology                                               2
C1   10.    Roles and positions in the family, correction                 2
                                                             Total C1     6
                       Pre – school logopedics
C2   12.    Logarhytmics                                                  1
C2   13.    Pre – school logopedics                                       4
C2   14.    Speech psychology                                             1
                                                             Kopā C2      6
                Teacher of the Latvian language as the
              second language minorities kindergartens
                         and primary schools
C3   15.    Methods of teaching of the Latvian language                   6
            in primary school
                                                             Total C3     6
                  The teacher of a pre – school art circle
C4   16.    Art psychology                                                2
C4   17.    Contents, means, organization of art circle                   2
C4   18.    Floristics for children                                       2
                                                             Total C4     6
     The student chooses two integrities of optional subjects.
                                                             Total        12
                                                         Toatl A,B,C      32
                                     Total 1.-5. kursā      A,B,C        210

            Optional qualification “Pre – school and primary school teacher”


1 Year
B   Literature and culture for children                                        4
B   Health of the child and mother                                             2
B   Child’s readiness for school                                               1
                                                                 Total:        7
C   Business informatics                                                       4
C   Foreign languages                                                          4

2 Year
B   Theories of elementary mathematics                                      1
B   Modern Latvian language                                                 2
B   Children’s language                                                     1
B   Childhood pedagogics                                                    1
    Student’s creative self - expression                                    0
B             fine art                                                     2
B             handicraft                                                   2
B             dancing art                                                  2
B   Basics of puppet theatre                                                1
B   Individual music classes                                                2
B   Course paper                                                            1
B   Practical work                                                          4
                                                                  Total    19
C   Business informatics                                                       2
C   Foreign languages                                                          4

3 Year
    Contents of primary school education of
B   Child in society                                                        4
B   Activation of mathematical concepts                                     3
B   Child in nature                                                         4
B   Child’s self – expression in fine arts                                  3
B   Child’s self – expression in handicraft                                 3
B   Child’s self – expression in sports                                     3
B   Child’s self – expression in music                                      3
B   Individual music classes                                                2
B   Practical work                                                          4
                                                                 Total:    29

4 Year
B   Form upbringing and control                                    2
B   Didactics of the Latvian language and literature in            4
    primary school
B   Didactics of mathematics in primary school                      4
B   Didactics of environment in primary school                      4
B   Didactics of handicraft in primary school                       3
B   Didactics of fine arts in primary school                        3
B   Didactics of sports in primary school                           3
B   Didactics of music in primary school                            3
B   Psychology of music                                             1
B   Theoretical principles of integrated studies                    1
B   Individual music classes                                        2
B   Practical work                                                  5
                                                          Total:   33

5 Year
B   Introduction into logopedics                                   1
B   Simulation in methods of subjects
                 in the Latvian languages                          2
                 in mathematics                                    2
                 in fine arts                                      2
                 in handicraft                                     2
                 in music                                          2
                 in sports                                         2
B   Program “Step by step”                                          1
B   Alternative pedagogic                                           2
B   Qualification practical work                                    9
B   Qualification examinations                                      8
                                                          Toatl:   32


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