Pre-School Education-bachelor, Vesterålen

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1 Pre-School Education-bachelor, Vesterålen NO EN BACHELOR OF PRE-SCHOOL EDUCATION, WEB BASED AND CONCENTRATED TEACHING, VESTERÅLEN ECTS Credits 180 Study level Bachelor Start semester Autumn 2016 Teaching language Norwegian Faculty Campus Application deadline Faculty of Professional Studies JOB OPPORTUNITIES FURTHER EDUCATION ADMISSION REQUIREMENTS Admission occurs based on general study competence (university entrance) or real life and work competence (prior learning) according to current Norwegian regulations. Page 1 of 25

2 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2016 Arts, culture, and creativity KKK100SL Nature, health and motor learning (1/2) NHB100SL Spring 2017 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 2017 Children s development, play, and learning BUL100SL 25 SP Society, religion, lifestances, and ethics (1/2) SRL100SL 20 SP Spring 2018 Society, religion, lifestances, and ethics (2/2) SRL100SL 20 SP CHOOSE COURSE Language, text and math, reinforcement - Specialization Nature, health and movement, reinforced - Specialization 3RD STUDY YEAR Spring 2019 Leadership, cooperation, and development LSU200SL 15 SP Bachelor's Thesis BO200SL 15 SP Page 2 of 25

3 Study plan ADMISSION REQUIREMENTS Admission occurs based on general study competence (university entrance) or real life and work competence (prior learning) according to current Norwegian regulations. EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".refer to applicable legislation, rules and regulations QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to applicable legislation, regulations and related guidelines COSTS No special costs except semester registration fee and syllabus literature. 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 3 of 25

4 Subject descriptions (9) 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 Year of study Course location Faculty 1st study year Bodø Faculty of Professional Studies RIGMOR SYNNØVE SÆTHER Course coordinator Universitetslektor Start semester Autumn 2016 Teaching language Application deadline Phone: rigmor.s.sather@nord.no Page 4 of 25

5 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 5 of 25

6 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. ASSESSMENT AND EXAMINATIONS Vesterålen - Compound evaluation (first instance 2016 autumn). Vesterålen - Practical work, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Practical work, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Practice, 15 Days. Worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Home examination, 3 Days. Worth 50/100 of the grade (first instance 2016 autumn). Vesterålen - Practical work, 3 Days. Worth 50/100 of the grade (first instance 2016 autumn). 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 6 of 25

7 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 2016/spring 2017 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 7 of 25

8 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 8 of 25

9 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 (s.192) 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: Bie, K. (2016) Refleksjonshåndboka for barnehagelærere. Universitetsforlaget. ISBN: ( Kapittel 4,5,6,7 og 8. 38s) Norsk førstehjelpsråd (2007). Førstehjelp. 176 sider. 1. utgave. ISBN/EAN: Lundheim, R. (2013): Helse. Forebyggende helsearbeid i barnehagen. ISBN: (s.112) 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. ( kapittel 1,3,5 og s) Madland, A. Betydningen av hele meg. Gyldendal akademiske. (kapittel 4,5,6 og 7. s-34) Moser, T., Hagen, T. L. og Sandseter, E. B. H. (2013). Kroppslighet i barnehagen: pedagogisk arbeid med kropp, bevegelse og helse. ( Kapittel sider. Gyldendal Akademisk. ISBN , Pramling Samuelsson, I/Asplund Carlsson, M. (2009) Det lekende, lærende barnet: i en utviklingspedagogisk teori ISBN (Kapittel 6,7 og 8) Rønning, G.S. (2013). Rammeplan i barnehagen. Hva så? Oslo: Cappelen Damm akademisk. ( Kapittel 1.4,5 og s) Søbstad, F. (2006) Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag. Kapittel 4,5 og 6 (s ) 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. (del III s ) «Mat i Salten» - Nordbotten, Gerd Lise M.N ( 2014). «Barns fysiske utvikling: hvordan stimulere barns fysiske utvikling».. Cappelen Damm Akademisk, Kompedium 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) Sageidet, B. Inquirybaserte naturfagaktiviterer i barnehagen. Vist,T. og Alvestad.M (red)(2012) Læringskulturer i barnehagen.( S.26) Cappelen Damm Akademisk, Anbefalt litteratur Nilsen, Anne-Britt og Nilsen Tore: Aktiviteter i ulike miljø. Univ. forlaget, Oslo 1989 (140 s) Supplement 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. Page 9 of 25

10 ASSESSMENT AND EXAMINATIONS Vesterålen - Compound evaluation (first instance 2016 autumn). Vesterålen - Assignment 1, worth 12/100 of the grade (first instance 2016 autumn). Vesterålen - Assignment 2, worth 12/100 of the grade (first instance 2016 autumn). Vesterålen - Assignment 3, worth 20/100 of the grade (first instance 2016 autumn). Vesterålen - Compulsory work 1, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Compulsory work 5, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Practice, 2 Weeks. Worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn). Vesterålen - Oral examination, 30 Minutes. Worth 56/100 of the grade (first instance 2016 autumn). 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 10 of 25

11 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 2017 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 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 11 of 25

12 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. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2014 spring, last instance 2017 spring). Assignment, worth 30/100 of the grade (first instance 2014 spring, last instance 2017 spring). Compound evaluation (first instance 2016 spring, last instance 2016 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring, last instance 2016 autumn). Practice, 10 Days. Worth 0/100 of the grade (first instance 2016 spring, last instance 2016 autumn). Assignment, worth 30/100 of the grade (first instance 2016 spring, last instance 2016 autumn). Home examination, 3 Days. Worth 70/100 of the grade (first instance 2016 spring, last instance 2016 autumn). 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. Page 12 of 25

13 COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 13 of 25

14 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 2017 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 14 of 25

15 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 15 of 25

16 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 16 of 25

17 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 2017/spring 2018 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 17 of 25

18 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 18 of 25

19 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 19 of 25

20 Leadership, cooperation, and development LSU200SL No costs except semester registration fee and course literature. LEADERSHIP, COOPERATION, AND DEVELOPMENT LSU200SL ECTS Credits 15 Level Course type Undergraduate degrees Obligatory Year of study Course location Faculty 3rd study year Bodø/Stokmarknes Faculty of Professional Studies MAY LISS OLSEN TOBIASSEN Course coordinator Universitetslektor Start semester Spring 2019 Teaching language Application deadline Phone: RECOMMENDED OR REQUIRED READING Gotvassli, Kjell-Åge: Veiledning og den lærende organisasjon. I: Flerstemt veiledning/asbjørn Kärki Ulvestad og Freja Ulvestad Kärki (red.) Oslo: Gyldendal.2012 Gotvassli, Kjell-Åge: Barnehager, organisasjon og ledelse. Oslo : Universitetsforlaget Gotvassli, Kjell-Åge. Et kompetent barnehagepersonale: om personal- og kompetanseutvikling i barnehagen. Kristiansand: Høyskoleforlaget Lov om barnehager, m. forskrifter Utdelt materiale om konflikthåndtering Løkken, G. (2012) Levd observasjon En vitenskapsteoretisk kommentar til observasjon som forskningsmetode Oslo: Cappelen Damm Akademisk Jæger, H. og Torgersen J. K. (red) (2012) Medialisert barndom Digital kultur i barnehagen Oslo: Universitetsforlaget utvalgte kapitler Kjørholt, A.T (red) (2012) Barns som samfunnsborgere; til barnets beste? Oslo: Universitetsforlaget utvalgte kapitler ASSESSMENT AND EXAMINATIONS Assignment (first instance 2016 spring, last instance 2018 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring, last instance 2018 spring). Practice, 15 Days. Worth 0/100 of the grade (first instance 2016 spring, last instance 2018 spring). OVERLAPPING COURSES LSU200L Leadership, cooperation, and development - 15 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 20 of 25

21 Language, text and math, reinforcement STMF100SL LANGUAGE, TEXT AND MATH, REINFORCEMENT STMF100SL ECTS Credits 15 Level Course type Undergraduate degrees Year of study Course location Faculty 2nd study year Faculty of Professional Studies IRENE LØSTEGAARD OLSEN Course coordinator Førstelektor Start semester Spring 2018 Teaching language Application deadline Phone: ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2016 spring, last instance 2017 spring). Assignment, worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Practice, worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Presentation, worth 40/100 of the grade (first instance 2016 spring, last instance 2017 spring). Assignment, worth 60/100 of the grade (first instance 2016 spring, last instance 2017 spring). Vesterålen - Compound evaluation (first instance 2016 spring). Vesterålen -Assignment, worth 0/100 of the grade (first instance 2016 spring). Vesterålen - Practice, worth 0/100 of the grade (first instance 2016 spring). Vesterålen - Compulsory attendence, worth 0/100 of the grade (first instance 2016 spring). Vesteålen - Presentation, worth 40/100 of the grade (first instance 2016 spring). Vesteålen - Assignment, worth 60/100 of the grade (first instance 2016 spring). OVERLAPPING COURSES STMF100L Language, text and math, reinforcement - 15 study points. Page 21 of 25

22 Nature, health and movement, reinforced NHBF100SL No costs except semester registration fee and cource literature. NATURE, HEALTH AND MOVEMENT, REINFORCED NHBF100SL ECTS Credits 15 Level Course type Undergraduate degrees Start semester Spring 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies Page 22 of 25

23 RECOMMENDED OR REQUIRED READING Fra fellespensum forutsettes videre arbeid med: Bakke, H.H.K. (2013): Natur 1. Barn opplever naturen. Cappelen Damm. ISBN: Utgis sommer Doverborg, E., & Pramling Samuelsson, I. (2000). Att förstå barns tankar. Metodik för barnintervjuer (3. upplag.). Stockholm: Liber forlag. Friluftsrådenes Landsforbund: «Barnehage i friluft». Ideperm. Oslo Osnes H., Skaug, H. N. og Kaarby, K. M. E. (2010). «Kropp, helse og bevegelse i barnehagen». Universitetsforlaget, Oslo Langholm, G. (red), Hilmo, I., Holter, K., Lea, A. og Synnes, K. (2011). «Forskerfrøboka». Kap.3 og kap.5. Fagbokforlaget FRA STM-kompendium vår 2015 arbeides det videre med Åberg, A., & Lenz Taguchi, H. (2006). Lyttende pedagogikk. Etikk og demokrati i pedagogisk arbeid. Oslo: Universitetsforlaget. Kapittel 2: Hva betyr det å dokumentere? S , Kapittel 3: Å forandre det pedagogiske læringsmiljøet s , Kapittel 5: Ulike måter å praktisere etikk og demokrati på. Pensum og anbefalt litteratur Berg, Ø. (2012). «Kom ut!» Barnas store friluftsbok.. Opplag: 2, Cappelen Damm Faktum. Dalland O. (2014). «Metode og oppgaveskriving». 5. utgave. Gyldendal Akademisk. Farstad, E., Larsen, D. H. og Kaardahl, A. (2000). «Uteboka». Tøffe tips for hele året. s Gyldendal Norsk Forlag AS. Halvorsen, K. V., Tveit, M. M.(1991). «Barn oppdager naturen». Kapittel om vinter i skogen vår. Landbruksforlaget, 1991 Heinrich, B. (2009). «Winter World». Harper Collins. ISBN , Hellman, A. (2010). Kan Batman vara rosa? : förhandlingar om pojkighet och normalitet på en förskola Phd-avhandling, Gøteborg : Acta Universitatis Gothoburgensis. Kapittel Tilgjengelig elektronisk via nb-acec og bibsys. Maanum, L. (2013). «Mangfoldig naturglede i barnehagen»: lek med natur, miljø og teknikk. Kommuneforlaget, Nilsen, Anne Britt (2010). «Aktiviteter i naturen». 2 oppl. Akilles Oslo. Nordbotten, G. L. N. (2014). «Barns fysiske utvikling». Hvordan stimulere barns fysiske utvikling? 2. utg. Cappelen Damm Akademisk. Sandseter, T. L. Hagen & T. Moser (red.) (2013). «Kroppslighet i barnehagen - pedagogisk arbeid med kropp, bevegelse og helse» Oslo: Gyldendal Akademisk Vygotskij, L.S. (2001) Tenkning og tale (3.oppl. 2008) Oslo:Gyldendal Akademisk kap 1 7. Ødegaard, E. E. (2006) Kaptein Andreas og hans mannskap drøfting av forskningsdata om en gutts stemme og hans innflytelse på barnehagens innhold. Bergen: Høgskolen i Bergen, Avdeling for lærerutdanning, Pedagogikkseksjonen. Tilgjengelig elektronisk på nb-ecec Østberg, S (2013) i (sjekk MaMe) Flerkulturell kompetanse. Kapittel 1 i Bjarnø, V., Nergård, M.E., Aarsæther, F. (2013) Språklig mangfold og læring Didaktikk for flerspråklige klasserom. Oslo:Gyldendal Artikler: Aarnes, Halvor (2013): Hvordan overlever dyr og planter en kald vinter? hentet Sanderud, Jostein; Pedersen, Kirsti Gurholt ( ) «Derfor må barn leke i naturen», hentet fra Kjensli, Bjørnar ( ): Begynn med forskning i barnehagen, hentet ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2016 spring, last instance 2017 spring). Assignment, worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Practice, 10 Days. Worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring, last instance 2017 spring). Presentation, worth 40/100 of the grade (first instance 2016 spring, last instance 2017 spring). Assignment, worth 60/100 of the grade (first instance 2016 spring, last instance 2017 spring). Vesterålen - Compound evaluation (first instance 2016 spring). Vesterålen - Assignment, worth 0/100 of the grade (first instance 2016 spring). Vesterålen - Practice, 10 Days. Worth 0/100 of the grade (first instance 2016 spring). Vesterålen - Compulsory attendence, worth 0/100 of the grade (first instance 2016 spring). Vesterålen - Presentation, worth 40/100 of the grade (first instance 2016 spring). Vesterålen - Assignment, worth 60/100 of the grade (first instance 2016 spring). Page 23 of 25

24 OVERLAPPING COURSES NHBF100L Nature, health and movement, reinforced - 15 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 24 of 25

25 Bachelor's Thesis BO200SL No costs except semester registration fee and course literature. BACHELOR'S THESIS BO200SL ECTS Credits 15 Level Course type Undergraduate degrees Start semester Spring 2019 Year of study Course location Faculty Teaching language Application deadline 3rd study year Bodø Faculty of Professional Studies MERETHE OLSEN Course coordinator Universitetslektor Phone: ASSESSMENT AND EXAMINATIONS Bachelor Thesis (first instance 2015 spring, last instance 2018 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring, last instance 2018 spring). Assignment, worth 0/100 of the grade (first instance 2016 spring, last instance 2018 spring). OVERLAPPING COURSES BO200L Bachelor's Thesis Pre-School Teacher - 15 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 25 of 25