BLH2200 Society, Religion, Life-stance and Ethics Course description

Kunnskapsområdet Samfunn, religion, livssyn og etikk (SRLE) gir en forståelse av barnehagen med utgangspunkt i det samfunnet barnehagen er en del av. Kunnskap om samfunnsmessige forutsetninger samt kulturelle og religiøse utviklingslinjer er en viktig innfallsvinkel. Målet er å gi barnehagelæreren en konkret forståelse av hva det vil si å leve i et flerkulturelt samfunn og pedagogisk kompetanse i arbeid med religiøse, språklige, kulturelle og sosiale forskjeller i barnehagen. Utdanningens plassering i en storby understøtter dette perspektivet. Barnehagelæreren trenger innsikt i og evne til å forholde seg til en barnegruppe med ulike tros- og livssynstradisjoner og ulik sosial og kulturell bakgrunn. Kunnskapsområdets arbeid med grunnleggende verdier i barnehagen gir barnehagelæreren et godt grunnlag for samarbeid med foreldre, samt gir et grunnlag for personalmessig og pedagogisk ledelse i barnehagen.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har

• kunnskap om det flerkulturelle samfunnet, forholdet mellom fellesskap og forskjeller i samfunnet og sammenhenger mellom religion, kultur og tradisjon
• kunnskap om ulike religioner og livssyn, om kristen og humanistisk arv og tradisjon og om sammenhengen mellom identitet, livssyn og verdier
• kunnskap om relasjonen mellom samfunn og individ, kunnskap om barns sosialiseringsprosesser og inkludering i barnehagen
• kunnskap om velferdsstaten, kunnskap om barns oppvekst og rettigheter, familier og felles velferdsordninger
• kunnskap om grupper og sosial ulikhet, kunnskap om forskjeller knyttet til kjønn, kultur og etnisitet samt kunnskap om den samiske urbefolkningens status og rettigheter

Ferdigheter

Studenten

• kan reflektere over og begrunne barnehagens praksis ut fra etisk teori og kunnskap om barns moralske danning
• kan arbeide med høytider og sentrale fortellinger fra religionene
• kan samarbeide med foreldre basert på barnehagens samfunnsmandat
• har handlingskompetanse i møte med barn i vanskelige livssituasjoner, herunder kan identifisere mulige tegn på vold og seksuelle overgrep

Generell kompetanse

Studenten kan

• arbeide med og reflektere over etikk, livssyn og religion sammen med kolleger, barn og foreldre
• arbeide med grunnleggende verdier i barnehagen og ta aktivt del i barns danningsprosess
• utøve personal- og pedagogisk ledelse i barnehagen basert på profesjonsetisk kompetanse og forståelse av maktforhold

KNOWLEDGE

The candidate

• has knowledge of the role of ECEC teachers and of the history and distinctive nature of ECEC centres
• has knowledge of relevant theories and research into children’s development, play, learning and formative development, and the relationship between these
• has knowledge of play as a childhood phenomenon and arena for exploration, friendship and contact between children and between children and adults
• has knowledge of observation and educational documentation as a precondition for educational work in ECEC centres
• has knowledge of children’s behaviour, their desire to play and learn, and their care needs, and of how this is linked to their interests, abilities and life experience
• has knowledge of educational work in ECEC centres with groups of children in societies characterised by diversity, change and complexity
• has knowledge of children at different stages of life, including the transition to early childhood education and care and transitions within the ECEC centre
• has knowledge of Sami perspectives on childhood

SKILLS

The candidate

• can create, participate in and maintain caring relationships and demonstrate an ability and willingness to empathise with and acknowledge each individual child
• can plan, give reasons for, cooperate and reflect on educational work in light of experience gained through practical training, theory and research, and include children’s experiences, interests and right to participation in this work
• can analyse and reflect on ECEC centres’ values and issues relating to diversity
• can lead educational processes, participate in play with children, support children’s curiosity and creative expressions, and contribute to their well-being and happiness in a safe and, at the same time, challenging play and learning environment

GENERAL COMPETENCE

The candidate

• has obtained and is capable of exercising a degree of professional judgement, further develop his/her educational knowledge and formulate this knowledge orally and in writing
• can demonstrate a fundamental interest in, tolerance of and respect for children regardless of their age, gender identity, ethnicity, appearance, functional ability, sexual orientation, and social, cultural, religious or life stance affiliation
• can analyse and reflect critically on power structures that influence educational practices
• can analyse and reflect critically on his/her own professional practice in interaction with children, staff and parents/guardians

The subjects addressed can be viewed as part of the student’s formative development, which will require time for in-depth study. In this course, students will develop knowledge, skills and general competence through a theoretical as well as practical approach.

Work methods vary between classroom teaching, joint lectures, group work, self-study and supervision.

Supervised practical training

Practical training has a total scope of 40 days. There are 20 days of practical training in the first semester (Part 1) and 20 days in the second semester (Part 2). The students are placed in the same ECEC centre for both practical training periods. Part 1 and Part 2 are assessed as a whole. Students must make up for any absence in Part 1 by the end of the autumn semester and in Part 2 by the end of the spring semester.

For more information about practical training, see ‘Guidelines for practical training’ and the booklet ‘Information about the practical training assignment’, which will be published on OsloMet’s digital learning platform before the period of practical training begins.

For more detailed information about the practical training, see the programme description for the full-time Bachelor’s Programme in Early Childhood Education and Care (180 credits).

Required coursework and participation in compulsory teaching activities must be approved before the student can take the exam. 

Coursework requirements

Autumn

•  Individual written coursework relating to play and the importance of play. Scope: 2,000 words (+/- 10%).

Spring

• Oral presentation in groups relating to linguistic and cultural diversity (around 20 minutes)

Compulsory activities

The students must have participated in the following activities before they can take the exam:

• Participation in Inter1100; seminar over two days. See Inter1100
• Group supervision relating to an individual written coursework relating to play and the importance of play
• Group supervision and attendance in connection with the oral presentation of a coursework relating to linguistic and cultural diversity
• Participation in preparation for and summary of the practical training

An 80% attendance requirement applies to the teaching

The attendance requirement for all teaching activities is 80%. 

For more detailed information about coursework requirements, compulsory activities and attendance requirements, see the programme description for the full-time Bachelor’s Programme in Early Childhood Education and Care (180 credits).

Suitability assessment

See the programme description for the full-time Bachelor’s Programme in Early Childhood Education and Care (180 credits) for further information.

All aids are permitted.

Grade scale: A–F.

The exam is assessed by one internal and one external examiner.