BLH3340 Play, movement, nature and outdoor education – Nordic Childhoods Course description

After completing the course, the student is expected to have achieved the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge  

The student  

• has knowledge of environmental, social and economic dimensions of sustainability 
• has knowledge of place-based learning as embodied and emplaced 
• has knowledge of philosophical, pedagogical and ethical dilemmas in environmental and sustainability education 
•  has knowledge of central sustainability concepts from natural sciences, social sciences, humanities and aesthetics  
• has insight into the key concepts of climate, ecology, biodiversity and technology systems 
• has an understanding of how language, texts (in a broad perspective) and educational practices can increase children’s awareness of both nature and current environmental challenges
• has knowledge of social sustainability, citizenship and children’s rights such as the right to education and play
• has knowledge of cultural identity and indigenous and minority perspectives for pedagogical work with sustainability  
• has knowledge of international and national policy, such as the UN Sustainable Development Goals, and teaching curricula

Skills 

The student 

• can implement outdoor place-based play and learning in kindergartens and schools
• can apply sustainability knowledge in diverse didactic practices such as inquiry-based and dialogue-based learning approaches 
• can facilitate active and experience-based learning in various extended classroom environments 
• is able to identify and discuss core themes and questions related to social justice and diversity, including indigenous and minority perspectives 
• has the ability to engage children in critical dialogue based on encounters with natural and urban environments and literary texts 
• can facilitate problem-based learning with the help of technology and digital/virtual spaces 
• is able to communicate with children about sustainability issues with the aim of generating hope, solidarity and agency  

General competence 

The student 

• is able to reflect on dilemmas, challenges and possibilities in work with sustainability and place-based education  
• can facilitate transformative learning and develop action competence in kindergartens and schools 
• can reflect on pedagogical experiences with place-based education and sustainability in early childhood to lower secondary education
• can contribute to an awareness of how local actions have an impact on a global scale through learning activities 

Marie Hatlelid Føleide and Birgitte Nyblin-Austgulen

Knowledge

The student

· has knowledge of the importance of theory of science in scientific work

· has broad knowledge of research ethics, fundamental social science research methods and their possibilities and limitations

· has knowledge of different epistemological positions, new ideas and innovation processes of relevance to the selected topic and research question for the bachelor’s thesis

· has in-depth multidisciplinary knowledge of a topic of their own choosing of relevance to child welfare officers’ area of expertise

Skills

The student

· can reflect on power structures, professionalism and their own role as a professional in the child welfare system

· can develop research questions of relevance to the field of practice and apply new professional knowledge in a methodical and scientific manner

· can find, assess and refer to research and practice-based knowledge in the field of child welfare in a relevant manner that sheds light on the research question

· can conduct advanced literature searches in various databases and apply knowledge of child welfare and social pedagogy in major written works

· can reflect critically on theory of science perspectives and different sources of knowledge in their own work

· can exercise source criticism when assessing and selecting literature and obtaining information online and in databases

General competence

The student

· can analyse and critically reflect on research ethics issues in the performance of child care and welfare work

· has knowledge of the formal and methodological requirements that apply to academic writing

· has broad knowledge of research and development work of relevance to a child welfare officer’s areas of work

· can document and communicate professional assessments in writing

· can update their knowledge of the field of child care and welfare

The topics of study are:

Play, movement, nature and outdoor education.

• Outdoor education in different natural environments

• Play and movement in nature and outdoor environments

• Practical work on natural science, food literacy and physical education

• Practical work in selected biotopes

• Motor behaviour, physical activity, play and risk-taking

• Role model and gender awareness in pedagogical work outdoors

• The Nordic concept of "friluftsliv" (outdoor life)

• A more in-depth study of a chosen topic

Childhood in a Nordic welfare system

• Education, cultural formation and childhood

• Critical reflective work on play, movement and outdoor education

• Physical literacy and motor development

• Different cultural traditions and pedagogical approaches to outdoor activities

• Focus on the relevant target group in the student`s educational system 

Field experience, reflective practice and didactics regarding play, movement, nature, food and

outdoor education

• Different approaches to outdoor didactics and sustainable development

• Development work related to institutional work

• Comparative approaches to cultural and pedagogical traditions

The final assessment consists of two parts: 

• Individual practical oral exam outdoors demonstrating competence in sustainability education and place-based learning (30 minutes). The students are allocated a place outdoors and a topic from the curriculum one week before the exam. The students present an educational project related to the place and topic. The presentation takes place at the actual site and needs to involve a map to provide an overview over the activities proposed and the sites involved. This exam counts for 33% of the final grade. Language: English
• Individual written exam written during the semester and handed in digitally: an article on a chosen topic addressed in the course’s learning outcomes (3000 words, +/- 10%). This exam counts for 67% of the final grade. Language: English

The two grades are used to calculate the overall grade awarded for the course. The final certificate of 30 ECTS credits will be awarded on completion of the above-mentioned requirements and exams.

Resit exam 

If a student fails an exam or is absent at the time of the exam for a valid reason, they are entitled to resubmit the written exam the following semester. The oral exam resit will be organised within the same semester, if possible. The resit exam will be organised in the same manner as the ordinary exam for the written part. For the oral exam there will be a digital exam. The students are responsible for registering for the resit exam by the given deadline. 

For the written semester article, all examination support materials are permitted. However, sources must be acknowledged in accordance with the applicable rules for source referencing. The articles will be checked for plagiarism.

Further specifications will be given for the outdoor exam.  

Grades will be awarded in accordance with the ECTS grade scale, with A–E as pass grades. The grade F means that the student has failed the exam. The criteria for the different grades will be presented to the students at the beginning of the course.

Final assessments will be reviewed and approved by internal and external examiners.

• The oral exam will be evaluated graded by internal examiners.
• The written exam will be evaluated and graded by internal and external examiners.

This course is designed for students from institutions of early childhood to primary and lower secondary teacher education institutions. Students from other relevant educational areas may also be considered for admission

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The following admission requirements also apply to this course:

• Students must have completed at least one year of an undergraduate or bachelor’s degree programme at their home institution (for international students).
• Students must present a valid transcript of police records to OsloMet in order to visit kindergartens and schools in the region.
• Students from OsloMet may take the course in the third year of their teacher education programme.

• Selected topics and concepts from the humanities, social and natural sciences, aesthetics and technology relating to sustainability 
• Place-based pedagogy in schools and kindergartens 
• Pedagogical, critical and ethical thinking and systemic understanding in education for sustainability 
• Problem-based interdisciplinary teaching, including extended classroom and outdoor education 
• Senses, body and place in approaches to teaching and learning 

The target groups are:

• Students in the third year of the fulltime/seventh semester of the part time Bachelor

Programme in Early Childhood Education at Oslo Metropolitan University.

• International exchange students at the Faculty of Education and International Studies from

preschool and primary school teacher education institutions. Students from other

academic areas may also be accepted.

Students must be prepared to participate in various outdoor activities.

The course is designed to offer a fulltime studyprogramme in English for students of Early

Childhood and Primary School Teacher Education. The period of study will be for four months.

The course may be taken as an elective in-depth programme by students in their final year

of the Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.

Admission

For students at the Department of Early Childhood Education:

• Students in the third year of the full-time/seventh semester of the part-time Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.
• International exchange students at the Faculty of Education and International Studies from preschool and primary school teacher education institutions. Students from other academic areas may also be accepted. 

For international exchange students:

• Admission as an international student at the Faculty of Education and International Studies. Students from other academic areas may also be accepted. Students must have completed at least two years of their undergraduate degree studies at their home institution in order to be accepted.