Pre-School Education web based and concentrated teaching model-bachelor.

Transkript

1 NO EN Pre-School Education web based and concentrated teaching model-bachelor. The programme description gives directions for instruction and practice training through setting aims and objectives for the programme, together with directions for organization, content, and assessment. In addition to a general part, the programme description contains course descriptions for the individual courses. The programme can also contain courses/seminars in subjects such as nutrition, traffic, grief etc. BACHELOR OF PRE-SCHOOL EDUCATION, WEB BASED AND CONCENTRATED TEACHING MODEL ECTS Credits 180 Study level Bachelor Start semester Autumn 2015 Teaching language Norwegian Faculty Campus Faculty of Professional Studies Bodø Application deadline 4/15/2015 Programme coordinator Academic advisor JOB OPPORTUNITIES The bachelors degree in Early Childhood Teacher Education qualifies for pedagogical work with children at pre-school, professional and administrative leadership, and running the pre-school. There is large demand for Early Childho...od Teachers both in public and private preschools. Early Childhood Teachers also work as leaders in day-care facilities for School Children, and in administrative positions.with 60 ECTS credits advanced education directed at teaching in elementary school, Early Childhood Teachers are qualified for work in grades 1-4 at elementary school. FURTHER EDUCATION The university has different continuing and further education for Early Childhood Teachers. These differ from year to year. With a bachelor's degree as an Early Childhood Teacher the student can apply for admission to master degr...ee programmes depending on the combinations of subjects the student has from the bachelor programme. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines Page 1 of 36

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3 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2015 Arts, culture, and creativity KKK100SL Nature, health and motor learning (1/2) NHB100SL Spring 2016 Nature, health and motor learning (2/2) NHB100SL 20 SP 20 SP 20 SP Mandatory courses 120 ECTS Credits Specialization 15 ECTS Credits Specialization 30 ECTS Credits Bachelor's thesis 15 ECTS Credits Language, text, and mathematics STM100SL 20 SP 2ND STUDY YEAR Autumn 2016 Children s development, play, and learning BUL100SL 25 SP Society, religion, lifestances, and ethics (1/2) SRL100SL 20 SP Spring 2017 Society, religion, lifestances, and ethics (2/2) SRL100SL 20 SP CHOOSE COURSE Language, text and math, reinforcement - Specialization Nature, health and movement, reinforced - Specialization Sami-Lule kindergarten teacher knowledge - Specialization Page 3 of 36

4 3RD STUDY YEAR Spring 2018 Leadership, cooperation, and development LSU200SL 15 SP Bachelor's Thesis BO200SL 15 SP Autumn 2017 CHOOSE COURSE Early Childhood education - Specialization Diversity and Mastering - Specialization Utefag - Specialization Page 4 of 36

5 Study plan BACHELOR OF PRE-SCHOOL EDUCATION, WEB BASED AND CONCENTRATED TEACHING MODEL The programme description gives directions for instruction and practice training through setting aims and objectives for the programme, together with directions for organization, content, and assessment. In addition to a general part, the programme description contains course descriptions for the individual courses. The programme can also contain courses/seminars in subjects such as nutrition, traffic, grief etc. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines Page 5 of 36

6 PROGRAMME DESCRIPTION The programme description for Bachelor in Early Childhood Teacher Education has been developed under the provision of the National Regulations for Early Childhood Teacher Education, set by the Ministry of Education and Research under the provisions of the Act relating to Universities and University Colleges of no second paragraph, and the National Curriculum Regulations for the Early Childhood Education. The educational profile has been termed: The inquiring and creative child. The Early Childhood Teacher Education is a programme of professional study. University of Nordland builds on the National regulations set by the Ministry of Education and Research. Our profile is the inquiring and creative child. The entire child and the child's right to develop his or her identity is to have a central position in the early childhood teacher's activity. An important task is to help the child's formation: to give children the opportunity to develop knowledge, skills and attitudes, with foundation in culture and values, as a starting point for further growth and learning in school and society. The programme emphasizes pedagogical leadership and qualifies for pedagogical work with children in pre-school. The content of the programme is described in more detail in the individual course plans. The Pedagogy subject is central and connects the programme. It is part of every content area, and the subject has particular responsibility for progress in the education, and for aiming the education at professional knowledge. The subject is in addition to develop the individual student's professional and personal identity, connecting the different parts of the education. The professional training is supervised and is part of every content area and the specialization. In professional training, the students will come to know the challenges and demands placed on an Early Childhood Teacher. They will experience interacting with children and groups of children in different ages and with different needs. They will get to know about and experience how to lead children and adults, and cultivate their experience. The professional training consists of 100 days. 95 days will take place at pre-school and 5 days will focus on the transition from pre-school to elementary school. 35 days will be in the first year of study, 40 days in the second year and 25 days in the third year. There will be progression in the professional training. Further description of content, progression and assessment of the supervised professional training is in Plan for profesjonspraksis and in the individual course plans. The supervised professional training from the first year of study must be successfully completed before the students can start supervised professional training in the second year. The in-depth specialization of 15 ECTS credits is elective, and the students choose their in-depth course at the start of the third semester. If there is competition for places, the grades from the 1st year in the Content Area for the specialization course will decide. The specialization course consists of 30 ECTS credits, and takes place in the fifth semester. The students can within certain limits choose between different courses to be announced especially in the 4th semester. In the third year of study, the students write a Bachelors' thesis consisting of 15 ECTS credits. The Bachelors' thesis is aimed at professional knowledge, and thematically rooted in the content areas or in the specialization. There will be possibilities for international student exchange and international cooperation, either as a semester, or where part of the supervised professional training can take place abroad. Work forms In each study years there will be projects and seminars. The projects and seminars are compulsory and must be successfully completed in order to complete the courses. Furthermore, there will be online seminars, group work, and student lectures. Participation is compulsory, the students must be well-prepared and active with their own lectures and in response to other students work. This is further developed in the course plans. The supervision in the subject courses and the supervision in the professional training are related, and quality assured through cooperation between university teachers and professional training supervisors. The professional training supervisors have the main responsibility for supervising the professional training. Page 6 of 36

7 LEARNING OUTCOMES On successful completion of the programme: The main goal for the Early Childhood Teacher Educational programme at University of Nordland is to develop professional Early Childhood Teachers. The programme provides the student with skills in interaction with high professional, didactical and social competencies, and the ability to reflect professionally in the pedagogical work at pre-school. the main learning outcome is to educate Early Childhood Teachers who can meet the inquiring and creative child. The student will dedicate himself to knowledge providing him or her with mastery of society's assignment and the work tasks the teacher will have at pre-school. the student will have a conscious relation to his own formation, and will be able to prepare for and support children's formation, and see his or her own work in the profession in an overall theoretical perspective. The learning outcomes are expressed with their starting point in the National qualifications framework for higher education at bachelor level. On successful completion of the programmet the student should have the following learning outcomes: Knowledge: have knowledge of pre-school's distinctive character, history, development, and place in society have broad knowledge of pedagogy and other subject areas relevant to pre-school, of didactical planning, and of the connections between goals, content, mode of working, assessment, and the individual children's preconditions have broad knowledge of children's development, learning and formation, of modern childhood and children's culture, of children's different conditions of growing up, background, equal opportunities and identities in a society in which there is linguistic, social, religious, life stance and cultural multitude have knowledge of the laws and regulations, and also the purpose of pre-school, the values, the regulations and children's rights in a national and international perspective have knowledge of national and international research and developmental work which is relevant for Early Education Teachers, and can bring his or her own knowledge in the field up- to- date Skills: be able to use his or her professional knowledge and relevant results from research and experience- based knowledge, on his or her own and together with others, to lead and provide for children's play, inquiry, learning, and development, and to give the reasons for his choices be able to provide for and lead good learning processes and create a good environment and good relations between children and adults at preschool be able to assess, stimulate and support all children's all-round development in cooperation with the home and other relevant authorities be able to provide for and lead good and creative learning processes for children and co-workers be able to use his or her professional knowledge in his own learning processes, in pedagogical work, in cooperation with the home and other relevant authorities be able to identify special needs in all children, and put actions into effect quickly on the background of professional judgment be able to find, assess and refer to information and research, and present it in order to illuminate a problem General competency: have insight into professional ethics, in particular about responsibility, respectfulness and power perspectives be able to draw global, national, regional, local, and multi-cultural perspectives, characterized by respect and tolerance, into the work at preschool can plan, lead, implement, document and reflect on pedagogical work linked to pre-school's content and responsibilities on the basis of ethical demands and regulations, and on the basis of research and experience based knowledge master Norwegian language, both oral and written, in both Norwegian bokmål and Norwegian nynorsk in professional settings, and can participate in professional discussions within the different content areas of education, and share his or her knowledge and experience with others have competency for change and development as a basis for meeting future challenges at pre-school The Early Childhood Teacher Education's structure and organization shall contribute to achieving the goals expressed above. The programme consists of courses providing 180 ECTS, and is a full time study programme stretching for three years. The Early Childhood Teacher Education's content is structured into six Content Areas, plus the Specialization and the Bachelor thesis. All content areas in the Education are aimed at professional knowledge, and integrate relevant pedagogical, subject, and didactical knowledge, adapted to the content areas at pre-school. Supervised professional training is part of every content area and in the Specialization. Page 7 of 36

8 ASSESSMENT METHODS The programme uses different forms of assessment (see the course descriptions). Assessment takes the form of written exams, portfolio assessment, home exams, on-line exams, oral exams or practical exams. Compulsory work which must be approved, compulsory participation in class, practice and other forms of assessment are required coursework, as further specified in the course descriptions. Final assessment and suitability To achieve final qualification, the student must have successfully completed the work and the exams that the programme description and the course plans stipulate. There is compulsory participation in parts of the education difficult for the student to learn through self- study, and in parts particularly important for the profession. In the individual course plans there will be a description of which courses, subjects, tasks, work, practice tasks, professional training periods etc. which require compulsory participation. The course plans describe the assessment in the content area/specialization. The grading scale A-F is used, and passed/failed is used in supervised professional training. The assessment takes the learning outcomes as a starting point, and the student must document his or her ability to plan, implement and reflect on work with children and groups of children, and show subject, didactical, social, professional ethical and change- and developmental competencies. The supervised professional training is assessed overall at the end of each year of study. If a student fails in supervised professional training, the student can take the exam again one more time, according to the regulations for exams at University of Nordland. Early Childhood Teacher Education emphasizes progression in professional development. The subjects build upon one another, and there are great demands to professional and didactical reflection throughout the programme and in the professional training. To ensure quality in teacher education, the regulations for exams at University of Nordland stipulate that the student must have successfully completed all courses from the first year of study, and the content area Children's Development, Play, and Learning from the second year, in order to be allowed to start the third year of study. In the Regulations for suitability assessment in higher education, the following is stipulated: Ongoing suitability assessment of all students shall be performed throughout the study, and shall be part of an overall assessment of the student's professional and personal abilities to work as a teacher or as a health or social worker. A student who constitutes a possible danger to children at pre-school, pupils, patients, clients, physical or mental health, right or security, are not suitable for the profession. If there is justified doubt about a student's suitability, a suitability assessment is to be carried out. The Public Administration Act's regulations for administrative procedures are then to be used. EXAMINATION REGULATIONS, ASSESSMENT AND GRADING Examination regulations can be found in "Regulations for studies and exams at University of Nordland (UiN)" as well as the special regulations "Regulations for examination candidates at UiN". The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes failed. Grades can also be given as: passed /not passed or approved/ not approved. QUALIFICATIONS REQUIREMENTS AND REGULATIONS Here we refer to "Regulations pertaining to studies and exams at University of Nordland (UiN)" as well as local regulations and directives, see University Rules and Regulations. COSTS Semester registration fee and literature. See the course descriptions. The concentrated teaching session outside Bodø in the first year costs approx. 1,200 NOK. GRADUATION REQUIREMENTS There will be final examinations on the different courses with a bachelor's thesis in the third year. STUDY ABROAD The programme enables students to take 30 ECTS credits (a semester) abroad, in addition to the opportunity of having supervised professional training abroad. Page 8 of 36

9 SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING Admission based on real life and work experience (formal, informal and non-formal prior learning) according to current Norwegian regulations. PROGRAMME EVALUATION The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university's quality assurance system. Page 9 of 36

10 Subject descriptions (13) Arts, culture, and creativity KKK100SL This subject emphasizes the aesthetic dimension of education, in which development of the student's aesthetic attention, practical skills and creative abilities are central. Another important aspect of this competency is that the student is able to use digital media in a creative and reflected way. The student should be able to plan, perform and assess a diversity of art and cultural expressions with children. The education gives the student the abilities to provide children with inspriring experience of playing, learning and formation. Development of the student's ability to reflect on gender and equal opportunities is central, as is also the ability to convey cultural traditions, including indigenous peoples traditions. The core of the knowledge field is fundamental for play, care, learning and formation. Semester registration fee and course literature. The cost of a guitar. The student pays for travel to and from his or her professional training at pre-school. ARTS, CULTURE, AND CREATIVITY KKK100SL ECTS Credits 20 Level Course type Undergraduate degrees Compulsory Start semester Autumn 2015 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies JANNE VIK LOSSIUS Course coordinator Universitetslektor Phone: janne.v.lossius@nord.no Page 10 of 36

11 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: know about fundamental visual dramatical and musical elements and how they contribute to giving children a variety of different experiences and modes of expression have knowledge of children's musicality, musical development, development in creative work using digital and 2- and 3-dimensional shapes and expressions, and of aesthetic dimensions and formal elements in children's dramatic play and development have knowledge about the Early Childhood Teacher's role and importance in children's wondering, inquiry, creative joy and play have knowledge about different cultures, the multi-cultural perspective, locally, nationally and internationally, and children's own cultural expressions have knowledge about the aesthetic subjects, importance both early in life and for society Skills: have skills in the aesthetic subjects, so they as Early Childhood Teachers can plan, perform, document and assess artistic and art-pedagogic processes with and for children be able to structure and create environments that invite children to aesthetic experience, wonder, inquiry, creative joy and play be able to provide art and culture experiences which foster children's wonder and creative joy be able to stimulate children's creative joy and sense of mastery be able to use different tools, technique and materials from different craft traditions, including Sami, and inquire into these together with children General competency: see children as competent participants who can participate in the art and culture arena in the Kindergarten have a conscious attitude towards, sensitivity about and empathy for children's different aesthetic expressions, and can contribute to give children understanding about one another's different cultural backgrounds understand the importance of the Early Childhood Teacher as co-creator, participant and role model in children's inquiry and expression know the importance of children's creative joy and sense of mastery have the ability to participate in creative processes and take care of gender and multicultural perspectives in creative activities understand developmental work and research as a prerequisite for strengthening art and culture work at pre-school PREREQUISITIES No. Only for students on Bachelor Early Childhood Teacher Education RECOMMENDED PRIOR KNOWLEDGE N/A RECOMMENDED OR REQUIRED READING Andersen, J. (2001): Det gjemmer seg i blyanten, Pedagogisk forum. Bae, B. (2011): Kraften i lekende samspill. I: Bae, B. (red.): Medvirkning i barnehagen. Bergen: Fagbokforlaget S (20 s.) Bakke, Jensen & Sæbø (2011): Kunst, kultur, kreativitet, Fagbokforlaget. Eilertsen,Mona Mentzoni: Kompendium i keramikk, Leire for liten, leire for stor. Bodø: Trykkeriet ved UiN Gjervan, M m.fl (2012): Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagenoslo: Cappelen Akademisk forlag (25s) Jensen, Mia (2013): Estetiske læreprosesser i skole, kulturskole og barnehage, Akademika forlag. Nordland, E (1997): Gruppen som redskap for læring. Oslo: Ad Notam Gyldendal. Kapittel 5 og 6 (20s) Olofsson, B Knutsdotter (1997): De små mesterne Oslo: Pedagogisk Forum (50 s) Pramling Samuelsson, I/Asplund Carlsson, M.(2009) Det lekende, lærende barnet: i en utviklingspedagogisk teori (50s) ISBN Rønning, G.S. (2013):Rammeplan i barnehagen. Hva så? Oslo: Cappelen Damm akademisk (30s) Stehouwer, Gulle (1998): Musikk mellom liten og stor. Musikkaktiviteter for barn 0-6år og foreldre. Hvorfor og hvordan? Norsk Musikkforlag. Storjord, M. H. (2009) Barnehagebarns liv i en samisk kontekst : en arena for kulturell meningsskaping 100 s Dokumentet er en artikkel/bokkapittel i Barn - (bind-/heftenr. 27(2009)nr. 1, (15s) Søbstad, F (2006):Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag (15s)ISBN / Sæbø, Aud Berggraf (2010): Drama i barnehagen, Universitetsforlaget. Sæther, Morten & Angelo, Elin (2012): Barnet og musikken. Innføring i musikkpedagogikk for barnehagelærerstudenter, Universitetsforlaget. OBS 2.utgave Ytterhus, B (2002) Sosialt samvær mellom barn inklusjon og eksklusjon i barnehagenoslo: abstrakt forlag (30s)ISBN og 2.år. MODE OF DELIVERY Face-to-face. Page 11 of 36

12 TEACHING ACTIVITIES AND METHODS The teaching is integrated into practical and theoretical sections, and it is compulsory to participate actively. Individual tasks and group tasks are given. The teaching is organized by getting the students to be active in the community. PRACTICE 15 days (5 overlapping with NHB). The pre-school is to be involved in the course through visits to the University and for tasks carried out by the students. OVERLAPPING COURSES KKK100L Arts, culture, and creativity - 20 study points. KKK110L Arts, culture, and creativity - 20 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system Page 12 of 36

13 Nature, health and motor learning NHB100SL This knowledge area contains children's bodily being and growth, and the early education teacher's knowledge about and interplay with children inside and outside in the Centre and in nature. The student's playful attitude and knowledge about nature, health, and motor learning is also part of the content. So is the responsibility for personnel development and cooperation with parents about children's enquiring attitude, care, and self-perception. The professional competency in observation and analysis of the learning environment, and knowledge about and developing of quality is also a central theme. Cultural perspectives, knowledge about Sami culture and the pedagogue's own importance to be active is central. The knowledge area demands own motor learning as well as planning for children's and adult's playful learning. The teaching in the knowledge area is centered round the following themes: The health-promoting early childhood education Nature, health, and motor learning in a cultural perspective Nature environment and motor learning Children and learning in a playful environment No costs except semester registration fee and course literature. NATURE, HEALTH AND MOTOR LEARNING NHB100SL ECTS Credits 20 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies ASTRID SVENDSEN Course coordinator Høgsk-/øvingslærer Phone: astrid.svendsen@nord.no Page 13 of 36

14 LEARNING OUTCOMES On successful completion of the course the student: Knowledge: will know about children's health-promoting development, self-perception and self-understanding will know about theories for, observation of and analysis of children's physical and psychical development in cooperation with the environment will know about culture and traditions in play, motor learning, outdoors activities, diet and agriculture, and also Sami culture and tradition Skills: can meet children and parents with openness, recognition, and will to cooperate about life in the kindergarten can play and learn in interaction with children and adults can provide for learning with humour and joy in an exciting and quality pedagogical environment, outside and inside can assess and guide children and personell and can challenge his own professional development can show professional insight when meeting children and the kindergarten, fellow students and cooperating partners can show relational competencies when meeting personell, parents, and cooperating partners General competence: will be able to show professional insight and understanding as an Early Childhood Teacher, orally as well as in writing, in the kindergarten as well as in other professional circumstances will be able to show personal and professional insight and understanding in and on play can show personal and professionally ethically reflects commitment in action for all children s right to enjoy a good life in the kindergarten can apply his knowledge about children and the kindergarten as part of a manifold and inclusive play- and learning environment can meet any child and its parents with respect, knowledge and insight and can take responsibility and develop cooperation on professional grounds PREREQUISITIES No. Only for students on the Bachelor of Early Childhood Teacher Education. RECOMMENDED PRIOR KNOWLEDGE N/A Page 14 of 36

15 RECOMMENDED OR REQUIRED READING Aarum, A. O., Amland, A. G., Kongsten, L. G., Osa, H. (2007). Kokebok for alle. Fra boller til burritos. Sosial- og helsedirektoratet. ISBN Bakke, H.H.K. (2013): Natur 1. Barn opplever naturen. Cappelen Damm. ISBN: Bakke, H.H.K. (2013): Natur 2. Barn opplever naturen. Cappelen Damm. ISBN: Norsk førstehjelpsråd (2007). Førstehjelp. 176 sider. 1. utgave. ISBN/EAN: Lundheim, R. (2013): Helse. Forebyggende helsearbeid i barnehagen. ISBN: Bae, B. (1996): Det interessante i det alminnelige, en artikkelsamling. Oslo: Pedagogisk Forum. Kapittel 9 (Voksnes definisjonsmakt og barns selvopplevelse) (21 s.) Balke, E (1995) Småbarnspedagogikkens historie: forbilder for vår tids barnehager Oslo:Universitetsforlaget Boken er gått ut, vi ser på alternativ (30 s) Friluftsrådenes Landsforbund: Barnehage i friluft, Ideperm, Oslo 2002 Gjervan, M m.fl (2012) Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagen Oslo: Cappelen Akademisk forlag ISBN13: (25 s) Langhorn, G. (red.) (2011). Forskerfrøboka. Fagbokforlaget. ISBN (257 s) Løkken, G og Søbstad, F. (2013): Observasjon og intervju i barnehage. Oslo: Universitetsforlaget ISBN: , h., 4. utg. (70 s) Moser, T., Hagen, T. L. og Sandseter, E. B. H. (2013). Kroppslighet i barnehagen: pedagogisk arbeid med kropp, bevegelse og helse. 448 sider. Gyldendal Akademisk. ISBN , Nilsen, Anne-Britt og Nilsen Tore: Aktiviteter i ulike miljø. Univ. forlaget, Oslo 1989 (140 s) Supplement Olofsson, B Knutsdotter (1997) De små mesterne Oslo: Pedagogisk Forum ISBN (50 s) Pramling Samuelsson, I/Asplund Carlsson, M. (2009) Det lekende, lærende barnet: i en utviklingspedagogisk teori ISBN (50 s) Rønning, G.S. (2013). Rammeplan i barnehagen. Hva så? Oslo: Cappelen Damm akademisk. (208 s.) (30 s) Storjord, M. H. (2009) Barnehagebarns liv i en samisk kontekst : en arena for kulturell meningsskaping. Dokumentet er en artikkel/bok-kapittel i Barn - (bind-/hefte nr. 27 (2009) nr. 1, utvalgte kapitler (15 s) Søbstad, F. (2006) Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag. Utvalgte kapitler, 20 s ISBN / Toman, Jan (1979). Den store naturhåndboka, Schibsted, ISBN Wischmann, Finn (1998): Norsk Fargeflora, NKS Forlaget, (eller lignende flora), ISBN Ytterhus, B (2002) Sosialt samvær mellom barn; inklusjon og eksklusjon i barnehagen Oslo: abstrakt forlag, ISBN og 2.år. (40 s) MODE OF DELIVERY Face-to-face TEACHING ACTIVITIES AND METHODS Varied teaching methods, from online tasks to own presentations in class and varied work in the kindergarten. Individual and group tasks. Compulsory and active participation in the different teaching forms. Supervised professional training is included with 15 days. Compulsory lectures. Near professional cooperation with the professional training kindergartens and the supervisors in student active work, individual and in groups. Work in groups as part of professional pedagogcial leadership and guidance. Excursions. Seminars: crisis and sorrow, EC-Teacher's knowledge and responsibilities, together with RLE. Project in a multicultural perspective: care, play, learning and formation. Together with teachers from KKK, NHB and STM. OVERLAPPING COURSES NHB100L Nature, health and motor learning - 20 study points. NHB110L Nature, health and motor learning - 20 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 15 of 36

16 Language, text, and mathematics STM100SL This course focuses on play, the learning of concepts, communication, assessment, transition from early childhood education to school, children's language development, literature for children, leadership and creativity, with a focus on children's development of language, concepts, mathematics, and text culture. There will be a focus on the children's perspective and the early childhood teacher's tasks and responsibility, and on development of intellect, identity, and relationships. The themes will be taught both in a multi-disciplinary way and with contributions from mathematics, Norwegian, and pedagogy. In professional practice, students learn to assess work in early childhood education, with themes from Norwegian and Mathematics. Semester registration fee and course literature. One excursion costing approximately NOK LANGUAGE, TEXT, AND MATHEMATICS STM100SL ECTS Credits 20 Level Course type Undergraduate degrees Compulsory Start semester Spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge about play as a resource for the development of language and mathematics have knowledge of children's development of concepts, mathematics and language have knowledge of the child's transition from early childhood education to school have good knowledge about literature for children and its importance for the formation of identity and the development of language and mathematics Skills: be able to observe, plan, assess, and follow up the development of children's language and mathematics be a conscious model for language development, a dialogue partner, an organizer, an attitude creater, and a supervisor promoting development and the learning of language, text, and mathematics General competency: be able to document and assess work in early childhood education within the Area of Knowledge be able to lead learning processes in the working staff with parents and with external partners master the written Norwegian language (Bokmål and Nynorsk) fluently, and be able to use the language in a qualified way in a professional environment Page 16 of 36

17 PREREQUISITIES No. Only for students on the Bachelor Early Childhood Teacher Education RECOMMENDED PRIOR KNOWLEDGE N/A RECOMMENDED OR REQUIRED READING Balke, E (1995) Småbarnspedagogikkens historie : forbilder for vår tids barnehager Oslo:Universitetsforlaget (30s) Baustad, A.-G. (2012). Using the Infant/Toddler Environment rating Scale for examining the quality of care for infants and toddlers in Norwegian day care centers. Nordisk barnehageforskning, 5(2), (21s) Bjørnestad. E. (2005): Hvordan forstå tradisjonsmøtet mellom barnehage og skole på 1.trinn? Norsk Pedagogisk Tidsskrift 5/2005, (11 s.). Gjems L. (2010). Kartlegging av barns språk: Godt for hvem, godt for hva? Nordisk barnehageforskning, vol 3, no 3 (s ). (8 s.) Løkken, G og Søbstad, F. (2013 Observasjon og intervju i barnehagen Oslo: Universitetsforlaget (70 s). ISBN: , h., 4. utg., Nordland, E. (1997): Gruppen som redskap for læring. Oslo: Ad Notam Gyldendal. Kapittel 5 og 6 (11s) Olofsson, B Knutsdotter (1997) De små mesterne Oslo: Pedagogisk Forum (50 s)isbn Rønning, G.S. (2013). Rammeplan i barnehagen. Hva så? Oslo: Cappelen Damm akademisk. (208 s.) (40s) Storjord, M. H. (2009) Barnehagebarns liv i en samisk kontekst : en arena for kulturell meningsskaping 100 s Dokumentet er en artikkel/bokkapittel i Barn - (bind-/heftenr. 27(2009)nr. 1, (20s) Søbstad, F. (2006) Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag. (15s)ISBN / Ytterhus, B (2002) Sosialt samvær mellom barn; inklusjon og eksklusjon i barnehagen Oslo: abstrakt forlag (30s) ISBN Mjør, Ingeborg/ Birkeland,Tone/ Risa, Gunvor: Barnelitteratur - sjangrar og teksttypar (LNU)/Cappelen Oslo 2000 (230s) Høigård, Anne : Barns språkutvikling muntlig og skriftlig,tano Aschehoug 1999 (315s) Carlsen, M., Wathne, U. og Blomgren, G. (2012). Matematikk for barnehagelærere. 2. utgave. Kristiansand: Høyskoleforlaget Harms, T., Cryer, D. og Clifford, R.M. (2006). Infant/Toddler environment rating scale, Revised edition. New York: Teachers College Press. Sylva, K., Siraj-Blatchford, I. og Taggart, B. (2010). ECERS-E: The early childhood environment rating scale curricular extension to ECERS-R. Stoke on Trent: Trentham Books. MODE OF DELIVERY Face-to-face and online. TEACHING ACTIVITIES AND METHODS Varied teaching methods: face-to-face, online, project, lectures, labs, excursions, professional practice. It is obligatory to participate. PRACTICE A 15 day period of professional training is included and is compulsory. This is both supervised and assessed. OVERLAPPING COURSES STM100L Language, text, and mathematics - 20 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 17 of 36

18 Children s development, play, and learning BUL100SL The course Children's Development, Play, and Learning focuses mainly on pedagogy. This emphasises insight into and knowledge about play as children's way of living and learning. Equal opportunities, equal value, and children's rights to a good and well-adapted stay at pre-school are in focus. Emphasis is also put on new research and the debate concerning the Early Childhood Teacher's profession and quality at pre-school. Knowledge and competencies from other knowledge fields will also be used. Professional knowledge for meeting the inquiring and creative child as an actor in his or her own life are also central topics. Professional knowledge and understanding based on play, care, learning and formation is also an essential theme. Meeting children and adults in complicated life situations is another important field. The Early Childhood Teacher is put in a historical perspective, as the basis for today's choice of a professional standpoint with the ability to make changes and carry out innovation. Children's participation, interaction and relations with other children and adults. Pedagogical documentation, how and why. Pedagogical directions, backgrounds and choices. Curriculum theory and didactics at pre-school and a society in the process of change. Pedagogy is an integrated part of all knowledge fields in Early Childhood Teacher Education. Registration fee and course literature. Excursions and field trips, approximately 1,500 NOK. The student must pay travel expenses to and from his or her professional training pre-school. CHILDREN S DEVELOPMENT, PLAY, AND LEARNING BUL100SL ECTS Credits 25 Level Course type Undergraduate degrees Compulsory Start semester Autumn 2016 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies MERETHE OLSEN Course coordinator Universitetslektor Phone: merethe.olsen@nord.no Page 18 of 36

19 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge about different perspectives on and theories about play, learning and development have knowledge about the youngest children as well as the child in transition to school have knowledge about care, interaction and relations between the different actors at pre-school have knowledge about the Early Childhood Teacher profession and ethical perspectives on the professional role have knowledge about and insight into formation, multitudes and democracy have knowledge about indigenous peoples, national minorities and the multi-cultural Norwegian society have knowledge about pedagogical documentation and cooperation with children and adults Skills: be able to meet children and parents with openness, recognition, and the will to cooperate about life in kindergarten be able to play and learn in interaction with children and adults be able to provide for learning with humour and joy in an exciting and quality pedagogical environment, outside and inside be able to assess and guide children and personnel and can challenge his own professional development be able to show professional insight when meeting children and pre-school, fellow students and cooperating partners be able to show relational competencies when meeting personnel, parents, and cooperating partners General competence: be able to show professional insight and understanding as an Early Childhood Teacher, orally as well as in writing, at pre-school as well as in other professional circumstances be able to show personal and professional insight and understanding in and on play be able to show personal and ethically professional reflection and engagement in action for all children's rights to participate in a good life at preschool be able to apply his knowledge about children and pre-school as part of a diverse environment and an inclusive playing and learning environment be able to meet any child and his or her parents with respect, knowledge and insight and be able to take responsibility and develop cooperation on professional grounds PREREQUISITIES No. Only for students on the Bachelor of Early Childhood Teacher programme. RECOMMENDED PRIOR KNOWLEDGE N/A RECOMMENDED OR REQUIRED READING Gunnestad, A (2007) Didaktikk for førskolelærere : en innføring Oslo:Aschehoug 4.oppl eller tilsvarende Olofsson, B Knutsdotter (1997) De små mesterne Oslo: Pedagogisk Forum Støre Meyer, E. (c2005) Pedagogisk lederskap i barnehagen -praktisk refleksjon i handling Oslo: Universitetsforlaget MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Compulsory lectures. Close professional cooperation with the professional training pre-schools and the supervisors in the student's active work, individually and in groups. Work in groups as part of professional pedagogical leadership and guidance. Excursions. Seminars: crisis and sorrow, EC-Teacher's knowledge and responsibilities, together with RLE. Varied teaching methods, from on-line tasks to own presentations in class and varied work at pre-school. Individual and group tasks. Compulsory and active participation in the different teaching forms. A supervised professional training period of 15 days is included. Project work in a multicultural perspective: care, play, learning and formation. Working with teachers from the other courses on the Early Childhood Education progeramme: KKK, NHB and STM. Page 19 of 36

20 ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn, last instance 2016 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Praksis, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Compulsory attendence, worth 0/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Home examination, 3 Days. Worth 70/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Oral examination, 1 Days. Worth 30/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Vesterålen - Compound evaluation (first instance 2015 autumn). Vesterålen - Presentation, worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Assignment, worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Praksis, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Compulsory attendence, worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Home examination, 3 Days. Worth 70/100 of the grade (first instance 2015 autumn). Vesterålen - Oral examination, 1 Days. Worth 30/100 of the grade (first instance 2015 autumn). PRACTICE A 15 day period (in Norway) is included and is compulsory. The work placement is supervised and assessed. OVERLAPPING COURSES BUL100L Children s development, play, and learning - 25 study points. BUL110L Childrens development, play, and learning - 25 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system Page 20 of 36

21 Society, religion, lifestances, and ethics SRL100SL The course society, philosophy of life and ethics contributes 20 ECTS to the 2nd year of the Early Childhood Education bachelor programme. The knowledge field is based to a large extent on the subjects socila sciences, religion, philosophy/religion and ethics and pedagogy. Pedagogical sociology is one perspective. Professional practice is an integrated part of the knowledge field and this topic lasts for 10 days. The kindergarten's place in society and in interaction with the local community is another central topic. In this topic are included the kindergarten's and the kindergarten teacher's responsibility to manage the kindergarten in accordance with the laws, regulations and framework decided on. Our society's responsibility and opportunities are also included as part of the global influence and democratic interaction in relation to cultural conventions and cultural fields are important areas. Knowledge about indigenouus people and national minorities is interdisciplinary. The course brings in knowlegde about religions, ethics and philosophy as well as values. Common for all these topics is the theme Culture's narratives and traditions. No costs except semester registration fee, course literature and excursion (approx NOK). SOCIETY, RELIGION, LIFESTANCES, AND ETHICS SRL100SL ECTS Credits 20 Level Course type Start semester Undergraduate degrees Obligatory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies ODD STÅLE EIDE Course coordinator Førsteamanuensis Phone: odd.s.eide@nord.no Page 21 of 36

22 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge about children's capability for wondering and philosohical thinking have knowledge about society and about the kindergarten's societal mandate, the kindergarten's legal base and international conventions have knowledge about ethics and ethical reflection as being relevant for daily work in the kindergarten and in meetings with diverse groups of children and parents have knowledge about the kindergarten as an organisation and the actors' responsibility and opportunities have knowledge about the relationship between identity and religion/life philosophy have knowledge about The Christian faith and the cultural heritage and about different religions and life philosophies and their traditions and celebrations Skills: be able to present the cultures' and religions' narratives and traditions be able to use his or her subject knowledge in kindergarten work together with children and adults be able to make the necessary arrangements for an environment offering involvement and cooperative decision-making be able to document and have the necessary subject base for meeting all children and ensuring their wellbeing be able to meet childrens' wondering and questions with awareness, respect and good conversations be able to use and develop ethical reflection in meeting different challenges in a diverse kindergarten General competence: be able to communicate with children and parents about demanding and difficult themes have professional knowledge so as to be able to tutor personnel in meetings with the multicultural society be able to meet parents and participate as a kindergaten teacher in coneverastions with the individual child have personal and kindergarten knowledge and insight into reflecting about actions and own development have high ethical awareness and a reflected attitude to one's own standpoint PREREQUISITIES No. Students must have been admitted to The Early Childhood Education programme. RECOMMENDED PRIOR KNOWLEDGE N/A RECOMMENDED OR REQUIRED READING Eidhamar, L. G. (2002) Små mennesker; stort mangfold. Religioner og livssyn i barnehagen. Høyskoleforlaget Gjervan, M m.fl (2006) Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagen Oslo: Cappelen Akademisk forlag Kringlebotn Sødal, H (2006 eller 2009) Kristen tro og tradisjon i barnehagen Høyskoleforlaget Larsen, A. K. / Vangen, M. (2006): En bok om oppvekst. Samfunnsfag for førskolelærere. Bergen: Fagbokforlaget Leer-Salvesen, P. og L. G. Eidhamar (2000 eller 2008, kap. 3, 5 og 6) Nesten som deg selv. Barn og etikk. Høyskoleforlaget Pramling Samuelsson, I/Asplund Carlsson, M. (2009) Det lekende, lærende barnet: i en utviklingspedagogisk te Svedberg, L (2002) Gruppepsykologi Om grupper, organisasjoner og ledelse Oslo:abstrakt forlag Søbstad, F. (2006) Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag. MODE OF DELIVERY Face-to-face and web-based. Page 22 of 36

23 TEACHING ACTIVITIES AND METHODS Compulsory lectures as part of the teaching and learning set-up. Work in groups as part of pedagogical leadership and supervision. Excursions Two seminars: 1) Childrens' growing up conditions - interdisciplinary cooperation 2) Crisis and grief, the kindergarten teacher's knowlegde and responsibility. Project, interdisciplinary with others, pedagogical documentation, responsibility, purpose and opportunities. Session-based and full-time ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn, last instance 2017 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn, last instance 2017 spring). Professional Practice 1, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn, last instance 2017 spring). Professional Practice 2, worth 0/100 of the grade (first instance 2015 autumn, last instance 2017 spring). Home examination, 3 Days. Worth 60/100 of the grade (first instance 2015 autumn, last instance 2017 spring). Presentation, worth 40/100 of the grade (first instance 2015 autumn, last instance 2017 spring). Vesterålen - Compound evaluation (first instance 2015 autumn). Vesterålen - Mandatory participation, worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Professional Practice 1, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Professional Practice 2, worth 0/100 of the grade (first instance 2015 autumn). Vesterålen - Home examination, 3 Days. Worth 60/100 of the grade (first instance 2015 autumn). Vesterålen - Presentation, worth 40/100 of the grade (first instance 2015 autumn). PRACTICE 10 days' supervised compulsory practice will be assessed. OVERLAPPING COURSES SRL100L Society, religion, lifestances, and ethics - 20 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 23 of 36