Pre-School Teacher Education-bachelor.

NO EN Pre-School Teacher Education-bachelor. Do you want an occupation where each day is different from the last, and offers its own brand of excitement? Can you see yourself as a leader, working with children, parents and colleagues? Pre-school teachers provide children with the conditions for development through play and learning; through song, philosophical exchanges, toboggan rides and much more. It is no simple professional task to provide children with the best possibilities for positive development, which is why UiN educates pre-school teachers that can offer a great degree of professional knowledge, engagement, inventiveness and solid occupational understanding. BACHELOR OF PRE-SCHOOL TEACHER EDUCATION ECTS Credits 180 Study level Bachelor Start semester Autumn 2016 Teaching language Norwegian Faculty Campus Application deadline Faculty of Professional Studies JOB OPPORTUNITIES Pre-school teacher education qualifies graduates for pedagogical work with children i kindergarten, professional/administrative leadership, kindergarten management and before and after-school care. FURTHER EDUCATION Graduates of the programme qualify for entry to various Master degree programmes. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines Page 1 of 26

Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2016 Arts, culture, and creativity KKK100L Nature, health and motor learning (1/2) NHB100L Spring 2017 Nature, health and motor learning (2/2) NHB100L 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 STM100L 20 SP 2ND STUDY YEAR Autumn 2017 Children s development, play, and learning BUL100L 25 SP Society, religion, lifestances, and ethics (1/2) SRL100L 20 SP Spring 2018 Society, religion, lifestances, and ethics (2/2) SRL100L 20 SP CHOOSE COURSE Nature, health and movement, reinforced - Specialization Language, text and math, reinforcement - Specialization 3RD STUDY YEAR Spring 2019 Leadership, cooperation, and development LSU200L 15 SP Bachelor's Thesis Pre-School Teacher BO200L 15 SP Page 2 of 26

Study plan BACHELOR OF PRE-SCHOOL TEACHER EDUCATION Pre-school teacher studies are designed with a professional focus. The academic profile of the programme emphasises the enquiring and creative child. The complete individual, and the child's right to develop into their own person, that takes center stage in the activities of pre-school teachers. One important task is related to the child's growth and development: giving the child the opportunity to develop the knowledge, skills and attitudes, with a basis in culture and values, that provide the basis for future personal growth and learning in school and in the community. Preschool teacher studies emphasise pedagogical leadership and qualify graduates for pedagogical work with children in kindergartens. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines PROGRAMME DESCRIPTION The structure and organisation of pre-school teacher education is designed to ensure students attain the learning goals outlined below. The programme is a 3 year full-time study load, worth 180 ECTS. The programme is structured using six focus areas, as well as a specialisation and Bachelor thesis. Each of the focus areas is profession-oriented, integrating relevant pedagogical, disciplinary and didactical knowledge adapted for pre-school teacher education. Pre-school teacher studies emphasise pedagogical leadership, and qualify graduates for pedagogical work in kindergartens. The programme is campus-based. External teaching is used in several of the focus areas, information about which is available in the individual course unit outlines. In the first year of study, one week focused on nature, health and movement (NHB) and texts and mathematics (STM) will be held off campus and outside of Bodø. Minors and teaching in the third year will be coordinated with Bachelor in Pre-school Teacher Education (concentrated teaching model). Between teaching sessions, students will carry out group work, indvidual assignments and participate in supervision. The programme has a workload of approximately 40 hours per week. Students will be allocated a primary group. The purpose of the groups is to provide a forum for students to develop their ability for pedagogcal reflection. Participation in the primary groups is compulsory. The groups will be compose a log of their activities. Students' own study and effort are an integral part of the entire programme. The content of the programme is given in more detail in the individual course unit outlines. Work placement is supervised and forms a part of all focus areas and specialisations. During work placement, students will familiarise themselves with the challenges and demands relevant for pre-school teachers. Students will experience collaboration with children and groups of children in different age groups, and under different conditions. Students will acquire knowledge about being a leader for both children and adults, and have the opportunity to work through their experiences. Work placement takes pace over a period of 100 days. 95 of the days are carried out in a kindergarten, while 5 days are used for professional practice with a focus on the transition between kindergarten and school. Work placement is spread over the three years of studyas follows: 35 days in the first year, 40 days in the second year, and 25 days in the final year. Work placements are designed with academic progession in mind. Detailed descriptions of the content and assessment of work placements can be found in the "plan for prfoesjonspraksis" and in the individual course unit outlines. The student must have passed first year work placement prior to proceeding to work placement in the second year. Students can choose between two minors in spring 2017: minor STM, or minor NHB. Students choose their minor at the start of the third semester. In case of competition for places in one of the minors, the grade in the relevant focus area from the first year will be decisive in determining which student is allocated in which minor. Specialisations (majors), taken in the fifth semester, comprise 30 credit points. Students may, to a certain degree, choose their own specialisation within the areas of Diversity and Mastery, Early Childhood Pedagogy, or Outdoor Life. Open specialisations will be announced in the fourth semester, at which point students have the opportunity to choose a field. 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 3 of 26

LEARNING OUTCOMES Learning outcomes: Knowledge have knowledge of play, understands childrens play and can participate in childrens play, and can facilitate play have knowledge of pre-schools distinctive character, history, development, and place in society have broad knowledge of pedagogy and other subject areas relevant to pre-school, of didacticalplanning, and of the connections between goals, content, mode of working, assessment, and the individual childrens preconditions have broad knowledge of childrens development, learning and formation, of modern childhood and childrens culture, of childrens 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 childrens 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 childrens 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 childrens 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, indigenous and multi-cultural perspectives, characterized by respect and tolerance, into the work at pre-school can plan, lead, implement, document and reflect on pedagogical work linked to pre-school's content an 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 ASSESSMENT METHODS The programme uses different forms of assessment (see course descriptions).assessments takes the form of written exams, portfolio assessment, home exams, online exams, oral exams and practical exams. Information about compulsory submissions, compulsory participation in class, practice and other forms of assessment specified as "compulsory" are given in the course descriptions. 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 Semester registration fee and course literature. Page 4 of 26

GRADUATION REQUIREMENTS Final examinations in each of the course units, and the Bachelor thesis. In order to obtain a final evaluation, the student must have completed the work and assessment stipulated in the study plan and in the course unit descriptions. Pre-school teacher education sets requirements for academic progession. Each area of study builds consecutively on the previous area. There are increasing demands upon professional and didactic reflection as students progress through the programme, as well as in relation to reflection upon practice. To ensure quality in professional studies, the examinations regulations at UiN require students to have passed all courses in the first year, as well as the focus area "Children's development: play and learning" from their second year, in order to begin their third year studies. The "Regulation about suitability in higher education" states: "There is to be a continuous assessment of all the students throughout the study programme and it is to be incorporated in a comprehensive assessment of the students academic and personal qualifications for work as a teacher or as a health or social care worker. A student posing a potential danger to the lives, physical and mental health, rights and safety of kindergarten children and pupils or patients, clients and users, is not suitable for the profession." If there is reasonable doubt as to the suitability of a candidate, a suitability assessment must be carried out. The Public Administration Act provides rules for case management in instances of extraordinary suitability assessment. 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. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If the applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevent to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. General arrangements for recognition of prior learning PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system. Page 5 of 26

Subject descriptions (9) Arts, culture, and creativity KKK100L 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 people's 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 KKK100L ECTS Credits 20 Level Course type Undergraduate degrees Compulsory Start semester Autumn 2016 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: +47 75 51 78 71 E-mail: janne.v.lossius@nord.no Page 6 of 26

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 the Bachelor of Early Childhood Teacher programme. 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 2011. S. 33-53 (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 barnehagen. Oslo: 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) 2009. ISBN 978-82-15-01386-2 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 978-82-02-25821-4 / 82-02-25821-9 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 barnehagen. Oslo: abstrakt forlag (30s) ISBN 82-7935-041-1 1. og 2.år. Page 7 of 26

MODE OF DELIVERY Face-to-face. 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 Compound evaluation (first instance 2015 autumn). Practical work, worth 0/100 of the grade (first instance 2015 autumn). Practical work, worth 0/100 of the grade (first instance 2015 autumn). Practice, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 3 Days. Worth 50/100 of the grade (first instance 2015 autumn). Practical work, 3 Days. Worth 50/100 of the grade (first instance 2015 autumn). PRACTICE 20 days (5 days overlapping with NHB) OVERLAPPING COURSES KKK100SL 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 8 of 26

Nature, health and motor learning NHB100L The course focuses on the education subjects; physical education, science and pedagogy, and includes relevant professional perspective in working with the areas; body, movement and health and nature, environment and technology. NATURE, HEALTH AND MOTOR LEARNING NHB100L 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 ELISABETH EVJEN Course coordinator Universitetslektor Phone: +47 75 51 75 64 E-mail: elisabeth.evjen@nord.no LEARNING OUTCOMES On successful completion of the course the student should: Knowledge about: how children learn the world and themselves to know through bodily activity health promotion, ergonomics, motor skills and physical and mental development in children. nature and the environment as an arena for health development, and to support children's self-initiated, lessons and learning relationships between children's participation, bodily mastery and self-perception the most common plants, insects and animals found in the vicinity and the interaction between these and the environment sustainable development, this includes love for nature, understanding of the interaction of nature and between man and nature physical phenomena in the atmosphere and on Earth and environmental challenges the importance good habits and a healthy diet have for children's health and learning in a multicultural perspective and how this diversity is contained as a whole in a nursery safety in play and hiking in nature Skills: plann, organize and evaluate play environments inside and outside, which promotes children's play and learning in all seasons and facilitate children's self-regulatory risk coping observe and assessing children's movement skills based on the children's curiosity, interests and qualifications stimulate them to experience with all senses, observe and marvel about natural phenomena, natural diversity and everyday technology determine the species of a variety of common plants, insects and animals facilitate so that children experience the joy of exploring nature and get basic insight into the nature, environmental interactions in nature take care of children's health and safety and performe first aid plan, implement and reflect on preventive health care in the nursery facilitate and inspire confident and challenging physical play and activity for everyone, regardless of assumptions, gender and cultural background in the health kindergarten General practice: use the opportunities that exist in the community to plan, organize, implement and evaluate educational work based on science and physical education helping, inspiring and be a good role model with their children, and to facilitate the children's curiosity, sensory experiences, conceptual development, movement games and physical activity so that they experience satisfaction and joy by using their body and being outside analyzing and critically reflect on key satisfaction factors and health factors in the nursery, as well as to safeguard children and their own health facilitating and inspiring confident and challenging physical play and activity for everyone, regardless of assumptions, gender and cultural background in the health kindergarten Page 9 of 26

RECOMMENDED OR REQUIRED READING Langhorn, G. (red.) (2011): Forskerfrøboka. Fagbokforlaget. ISBN 978-82-450-0957-6. (257 s) Bakke, H.H.K. (2013): Natur 1. Barn opplever naturen. Cappelen Damm. ISBN: 9788202406226. Fonstad, T., Hansen, R. (2000). «Dyr og planter i fjellet». Aschehoug & Co. ISBN13 9788203221897 Lundheim, R. (2013): Helse. Forebyggende helsearbeid i barnehagen. ISBN: 9788202406240. 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 82-00-21148-7 Boken er gått ut, vi ser på alternativ (30 s) Gjervan, M m.fl (2012) Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagen Oslo: Cappelen Akademisk forlag ISBN13:978-82-02-24804-8 (25 s) Løkken, G og Søbstad, F. (2013): Observasjon og intervju i barnehage. Oslo: Universitetsforlaget ISBN:978-82-15-02141-6, h., 4. utg. (70 s) Olofsson, B Knutsdotter (1997) De små mesterne Oslo: Pedagogisk Forum ISBN 82-7391-050-4 (50 s) Pramling Samuelsson, I/Asplund Carlsson, M. (2009) Det lekende, lærende barnet: i en utviklingspedagogisk teori ISBN 978-82-15-01386-2 (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 kontekt : en arena for kulturell meningsskaping. Dokumentet er en artikkel/bok-kapittel i Barn - (bind-/heftenr. 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 978-82-02-25821-4 / 82-02- 25821-9 Ytterhus, B (2002) Sosialt samvær mellom barn; inklusjon og eksklusjon i barnehagen Oslo: abstrakt forlag, ISBN 82-7935-041-1 1. og 2.år. (40 s) Nordbotten, Gerd Lise M. N. (2014). «Barns fysiske utvikling». Hvordan stimulere barns fysiske utvikling? 2. utg. Cappelen Damm Akademisk. Osnes, H., Skaug, H. og Kaarby, K: Kropp, bevegelse og helse i barnehagen, Universitetsforlaget 2010 (265 s) Friluftsrådenes Landsforbund: Barnehage i friluft, Ideperm, Oslo 2002 Nilsen, Anne-Britt og Nilsen Tore: Aktiviteter i ulike miljø. Univ. forlaget, Oslo 1989 (140 s) Supplement Ingrid Espelid Hovig: Den rutete kokkebok. Gyldendal 6 utg. 2010 Bjørg Korsnes: Mat og helse. Cappelen Akademisk forlag, 2009 Kostråd for å fremme folkehelsen og forebygge kroniske sykdommer, 2011 Kjersti Sortland: Ernæring; mer en mat og drikke. Fagbokforlaget 3 utg. 2010 Det kan bli aktuelt med kompendier i emnet og disse vil være mulig å få kjøpt ved semesterstart i Pensum bokhandel. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2016 autumn). Assignment 1, worth 12/100 of the grade (first instance 2016 autumn). Assignment 2, worth 12/100 of the grade (first instance 2016 autumn). Assignment 3, worth 20/100 of the grade (first instance 2016 autumn). Compulsory work, worth 0/100 of the grade (first instance 2016 autumn). Compulsory work, worth 0/100 of the grade (first instance 2016 autumn). Practice, 2 Weeks. Worth 0/100 of the grade (first instance 2016 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn). Oral examination, 30 Minutes. Worth 56/100 of the grade (first instance 2016 autumn). OVERLAPPING COURSES NHB100SL Nature, health and motor learning - 20 study points. NHB110L Nature, health and motor learning - 20 study points. Page 10 of 26

Language, text, and mathematics STM100L 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 1200. LANGUAGE, TEXT, AND MATHEMATICS STM100L 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 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 26

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 (30 s.). ISBN 82-00-21148-7 Løkken, G. og Søbstad, F. (2013). Observasjon og intervju i barnehagen, 4. utgave. Oslo: Universitetsforlaget. (70 s.). ISBN 978-82-15-02141-6 Nordland, E. (1997). Gruppen som redskap for læring. Oslo: Ad Notam Gyldendal. Kapittel 5 og 6. (11 s.). Olofsson, B. K. (1997). De små mesterne. Oslo: Pedagogisk Forum. (50 s.). ISBN 82-7391-050-4 Rønning, G.S. (2013). Rammeplan i barnehagen. Hva så? Oslo: Cappelen Damm akademisk. (40 s.). Storjord, M. H. (2009). Barnehagebarns liv i en samisk kontekst: en arena for kulturell meningsskaping. (20 s.). Søbstad, F. (2006). Glede og humor i barnehagen. Oslo: Cappelen akademisk forlag. (15 s.). ISBN 978-82-02-25821-4 / 82-02-25821-9 Ytterhus, B (2002). Sosialt samvær mellom barn; inklusjon og eksklusjon i barnehagen. Oslo: abstrakt forlag (30 s.). ISBN 82-7935-041-1 Carlsen, M., Wathne, U. og Blomgren, G., Matematikk for barnehagelærere, 2. utgave, Kristiansand: Høyskoleforlaget 2012. Høigård, A., Barns språkutvikling muntlig og skriftlig, 3. utgave, Tano Aschehoug 2013. Mjør, I., Birkeland, T. og Risa, G., Barnelitteratur - sjangrar og teksttypar (LNU), 3. utgave. Cappelen Damm Oslo 2012. Palsdottir, Herdis, Språkglede i barnehagen, Kommuneforlaget 2008. 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. Et kompendium bestående av: 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), 1-21. (21 s.). Bjørnestad. E. (2005). Hvordan forstå tradisjonsmøtet mellom barnehage og skole på 1.trinn? Norsk Pedagogisk Tidsskrift 5/2005, 379-390. (11 s.). Gjems L. (2010). Kartlegging av barns språk: Godt for hvem, godt for hva? Nordisk barnehageforskning, vol 3, no. 3 (s. 175-182). (8 s.) Gifford, S. (2015). Teaching mathematics. Berkshire: Open University Press. Kapittel 11: Problem solving s. 145-159. (14 s.) Greibrokk, J. (2013). Å analysere bildebøker. (13 s.). Johansson, E. og Pramling Samuleson, I. (2009). Å lære er nesten som å leke. Bergen: Fagbokforlaget. Kapittel 6 Læringens objekt; matematikk og skriftspråk, s. 96-110. (14 s.). Nutti Jannok, Y. (2003). Räkna og mäta på samisk vis. Nämnaren 2003(4), s. 37-42 (6 s.). 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 2016 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring). Practice, 10 Days. Worth 0/100 of the grade (first instance 2016 spring). Assignment, worth 30/100 of the grade (first instance 2016 spring). Home examination, 3 Days. Worth 70/100 of the grade (first instance 2016 spring). PRACTICE 2 weeks Page 12 of 26

OVERLAPPING COURSES STM100SL Language, text, and mathematics - 20 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 13 of 26

Children s development, play, and learning BUL100L 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. Semester 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 BUL100L 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: +47 75 51 77 43 E-mail: merethe.olsen@nord.no Page 14 of 26

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 circumstancesbe 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 pre-school 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 26

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Praksis, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendence, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 3 Days. Worth 70/100 of the grade (first instance 2015 autumn). Oral examination, 1 Days. Worth 30/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES BUL100SL 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 26

Society, religion, lifestances, and ethics SRL100L 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 social 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. 1000 NOK) SOCIETY, RELIGION, LIFESTANCES, AND ETHICS SRL100L 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: +47 75 51 77 58 E-mail: odd.s.eide@nord.no Page 17 of 26

LEARNING OUTCOMES On successfull 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 Students must have been admitted to The Early Childhood Education programme. 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. Eidha mar (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. 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) Children's 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 Page 18 of 26

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Professional Practice 1, 15 Days. Worth 0/100 of the grade (first instance 2015 autumn). Professional Practice 2, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 3 Days. Worth 60/100 of the grade (first instance 2015 autumn). Presentation, worth 40/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES SRL100SL 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 26

Leadership, cooperation, and development LSU200L The course mainly covers the subjects pedagogy and social sciences. The course relates pedagogical leadership to personnel leadership and leadership of change and development processes. The course emphasises leadership tasks in learning organisations in which new knowledge is exchanged between the staff resulting in new objectives and new kinds of responsibility and task distribution. Creative learning and problem-solving tools to stimulate organisational development in kindergartens is emphasised, particularly leadership as an integrated part of the subject. Through leadership practice students are to gain concrete understanding of central challenges in kindergartens. Special focus is directed at the leader's responsibility to create an including and equality based common fellowship amongst children and adults with different cultures, background and qualifications. The course will present knowledge about making the necessary arrangements for cooperation between children, staff and parents. Professional ethical leadership challenges in a kindergarten characterised by diversity is a major theme. No costs except semester registration fee and course literature. LEADERSHIP, COOPERATION, AND DEVELOPMENT LSU200L ECTS Credits 15 Level Course type Undergraduate degrees Obligatory Start semester Spring 2019 Year of study Course location Faculty Teaching language Application deadline 3rd study year Bodø Faculty of Professional Studies ODD STÅLE EIDE Course coordinator Førsteamanuensis Phone: +47 75 51 77 58 E-mail: odd.s.eide@nord.no Page 20 of 26

LEARNING OUTCOMES The student should on successful completion of the course: Knowledge: have understanding of important parts of the research behind leadership and developmental work in kindergartens have an overview of the divisions and connections between administartive leadership, personnel leadership, pedagogical leadership and development leadership have insight into leadership and supervision of people from different cultures and backgrounds have knowledge of how factors like power, participation aqnd democracy affect decision-making processes in kindergartens Skills: be able to use reserach literature and research method in concrete developmental work have the capability to master cooperation with childrens' homes and with kindergartens' nearest cooperation partners have had experience in resolving conflicts and the leadership challenges this represents have the capability to reflect on professional ethical challenges based on an understanding of one's own role and the kindergarten's practice General competence: have understanding of how organisational structure and organisational culture creates certain preconditions for the leadership of kindergartens be able to identify problem fields in the kindergarten and implement suitable leadership actions based on this problem identification have insight into how leadership can strengthen the kindergarten as a learning and development arena be able to communicate and supervise children, staff and parents in a constructive way through leadership practice have become familiar with team leadership and meeting leadership PREREQUISITIES Students must have been admitted to the Early Childhood Education programme. RECOMMENDED PRIOR KNOWLEDGE Students must have been admitted to the Early Childhood Education programme. RECOMMENDED OR REQUIRED READING Gotvassli, K.Å.(2013): Boka om ledelse i barnehagen. Universitetsforlaget. Larsen, A.K og Slåtten, M. (2014) Nye tider, nye barnehageorganisasjoner. Fagbokforlaget. 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 MODE OF DELIVERY Face-to-face. Learning Management System - Fronter. TEACHING ACTIVITIES AND METHODS Lectures (compulsory). Close cooperation with kindergartens and practice teachers. Work in groups as part of pedagogical leadership and supervision. Excursions. ASSESSMENT AND EXAMINATIONS Assignment (first instance 2016 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring). Practice, 15 Days. Worth 0/100 of the grade (first instance 2016 spring). Page 21 of 26