Bachelor Programme in Early Childhood Education and Care Programme description

The Master’s Programme in Applied Social Sciences – Programme Option Child Welfare Work is intended for social workers, child welfare officers and social educators who want to deepen their knowledge of child welfare work and the field of child welfare. The programme is also relevant to work in other arenas targeting children, young people and families in vulnerable life situations.

The programme qualifies students for:

• positions in municipal and state child welfare services
• positions in other welfare services and public administrative bodies working with children and families in vulnerable life situations
• positions in specialist environments, research and educational institutions
• admission to PhD programmes

Parts of the further education in Assessment of Children's Needs and further education in Law in Child Welfare Work may be incorporated into the study programme.

The admission requirement is a completed bachelor’s degree or three-year first degree programme in social work, child welfare or social education.

After completing the programme, the graduate should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The graduate has

• advanced knowledge and understanding of social science theories of relevance to the child welfare service’s sphere of activity
• in-depth knowledge of the child welfare service’s heterogeneous knowledge base and interdisciplinary perspectives
• in-depth knowledge of different analytical perspectives on professional practice, institutions and social policy interventions
• specialised knowledge of the exercise of discretionary judgement involved in child welfare assessments and decisions

Skills

The graduate can

• analyse and take a critical approach to different sources of knowledge and use them when making decisions in the best interests of the child
• carry out comprehensive care assessments by analysing and assessing the child’s best interests in light of context, relevant theories and methods
• analyse and reflect on the child welfare service’s complex remit and function in society
• carry out professional child welfare work in a metropolitan context
• analyse and assess methodological procedures for exploring the subject area

General competence

The graduate can

• apply research-based knowledge in areas relating to child welfare work
• critically assess social policy measures and the implementation of (new) work models and work methods that affect children and families
• critically assess the opportunities and limitations of research-based knowledge in the field of child welfare
• analyse ethical issues related to research, innovation and development in the field of child welfare

The programme is offered as a full-time course of study over two years and a part-time course of study over three years. The full-time workload is 30 ECTS credits per semester.

In addition to the master’s thesis, the programme option comprises eight compulsory courses and one elective course. The courses build on each other. It is therefore recommended that students take the courses in the order in which they are listed in the table. In the second semester, Philosophy of Social Science and one of the methodology courses will be taken. The remaining methodology course will be taken in the fourth semester. The student should therefore first choose the method he/she plans to use in his/her master's thesis. The master's thesis is an independent work of 30 ECTS credits. Ongoing research projects that the student can link up to will be presented in the second semester at the Mastertorg. In the second semester, the student will prepare a project outline for the master's thesis and then be assigned a supervisor. The part-time student completes the master's thesis in the sixth semester.

Students must have passed all the programme courses before they can submit their master’s thesis for assessment.

The programme consists of the following knowledge areas and courses – in total 180 credits:

Areas of knowledge

• Children`s Development, Play and Learning (BULL) (20 credits)
• Nature, Health and Movement (NHB) (20 credits)
• Art, Culture and Creativity (KKK) (30 credits)
• Society, Religion, Worldviews and Ethics (SRLE) (20 credits)
• Language, Text and Mathematics (STM) (20 credits)
• Management, Cooperation and Development Work (LSU) 15 credits

Other courses

• Pedagogy and the Kindergarten Teaching Profession (PEDPROF) (10 credits)
• Specialisation (30 credits)
• Bachelor`s Thesis (15 credits)

The structure of the programme is as follows:

First year:

• Children`s Development, Play and Learning 1 (BULL1) (10 credits)
• Children`s Development, Play and Learning 2 (BULL2) (10 credits)
• Nature, Health and Movement (NHB) (20 credits)
• Society, Religion, Worldviews and Ethics (SRLE) (20 credits)
• Supervised placement study 40 days, 20 days in the autumn semester and 20 days in the spring semester

Second year:

• Pedagogy and the Kindergarten Teaching Profession (PEDPROF) (10 credits)
• Language, Text and Mathematics 1 (STM1) (10 credits)
• Language, Text and Mathematics 2 (STM2) (10 credits)
• Art, Culture and Creativity (KKK) (30 credits)
• Supervised placement study 35 days, 20 days in the autumn semester and 15 days in the spring semester

Third year:

• Specialisation (30 credits)
• Management, Cooperation and Development Work (15 credits)
• Bachelor`s Thesis (15 credits)
• Supervised placement study 25 days in the spring semester

The knowledge areas are research-based and profession-oriented, and they also integrate relevant subject-related educational and didactic knowledge that is adapted to the kindergarten’s framework plan. The organisation and contents of the individual knowledge areas are outlined in the course descriptions.

The six knowledge areas in the study programme and the course Pedagogy and the Kindergarten Teaching Profession are compulsory and identical for all students enrolled in the full-time programme. Specialisation courses based on the knowledge areas are offered in the third year. The bachelor’s thesis shall be profession-oriented and thematically based on the knowledge areas, the course Pedagogy and the Kindergarten Teaching Profession or the specialisation course.

The practical placement study shall be supervised, varied and subject to assessment, and it shall be an integral part of all the mandatory knowledge areas and the course Pedagogy and the Kindergarten Teaching Profession. There must be progress in the students’ practical placement study.

The practical placement study is particularly intended to strengthen the students’ competence in interaction and educational supervision and will gradually help the students to be perceived as professional practitioners by children, guardians, the staff and other partners in the kindergarten. Refer to the national guidelines for kindergarten teacher education for detailed descriptions of the progression of pedagogical leadership and practice.

General topics and academic profile

Cities, diversity and inclusion

OsloMet shall reflect urban environments and their diversity. Children, parents and staff bring different experience and different abilities and backgrounds to kindergartens. Values such as democracy and equality shall characterise the study programme. The programme shall enable the students to safeguard children’s rights, recognise different cultural expressions and make use of the many opportunities the city offers. OsloMet shall educate kindergarten teachers who are equipped to meet and include children and families with varied cultural, social, and linguistic backgrounds. In response to our diverse society, globalization, migration, and the geographic mobility of people across borders, multicultural perspectives are integrated throughout the kindergarten teacher education programme. Relevant international perspectives are also addressed in the programme. The education shall promote students’ understanding of Sami culture and emphasise the status and rights of indigenous peoples.

Pedagogical leadership and cooperation

Kindergarten teachers have a broad leadership responsibility. Educational supervision in a kindergarten entail managing both groups of children and staff, and includes planning, organisation, implementation, documentation and evaluation. The programme shall teach the students about and give them experience of different forms of leadership in different types of kindergartens. Throughout the programme, the students will gradually develop assurance, self-confidence and a reflective attitude to their future role as leaders. Kindergarten teachers supervise children’s learning and formative processes, alongside professional process leadership in collaboration with the staff. Educational leadership also includes the development of the kindergarten as a learning organisation. The education shall emphasise the importance of cooperation, understanding and dialogue with the children's homes, as well as other parties responsible for children's upbringing.

The youngest children (0–3 years)

The youngest children now make up a large proportion of children in early education and care, and the programme is intended to give students special expertise in educational work with this age group. The expertise shall be based on research-based knowledge about and experience of the youngest children’s needs, care for the youngest children and children’s play, exploration, creativity, learning and formative development.

Innovation

The students will learn about and gain experience of creative processes and innovation that is relevant to their future professional practice. Through student-active learning methods, such as group work, practical activity in workshops, seminars and practice in the professional field, the students will gain insight into and experience of how creativity, and fresh thinking can contribute to competence-raising in kindergartens. The programme aims to promote students’ understanding of kindergartens as learning organisations and important institutions in society.

Sustainable development

Sustainable development encompasses nature, economy, and social relations and is a necessity for taking care of life on Earth. People are part of nature, and we need nature to carry on our social and cultural traditions and practices.

The programme shall contribute to knowledge about sustainable development and kindergartens are intended to promote children’s ethical reflection and commitment to sustainability among the students, and thereby contribute to sustainable development for future generations.

The programme should impart knowledge of international matters of relevance to children’s development and the legal status of children and parents. Several of the courses deal with international matters with a bearing on the development of social problems as well as possible solutions to these problems. The UN Convention on the Rights of the Child is a document that forms the basis for discussion. Different ways of understanding the concept of the child’s best interests are analysed in light of cultural diversity. Child welfare services are also considered in light of majority and minority perspectives relating to othering, among other things. These perspectives are represented both in the course literature and in the topics taught.

The university and the kindergartens in which the students undergo training are equally important and integrated learning arenas, and the students’ learning during training periods is as important as their learning at the university.

During placement periods, the students will acquire experience-based knowledge, which is developed primarily through social processes. The theoretical and practical knowledge students acquire at the university is intended to shed light on different ways of acting in kindergartens and give meaning and context to the theory.

The supervised placement study periods include exploration and observation, planning, implementation, assessment and documentation of educational work with children. During the supervised placement study, the students will, among other things, practice interaction with children, lead play and learning processes with children, in cooperation with the staff, as well as lead change and development work together with the kindergarten staff.

The supervised placement study is intended to give the students opportunities to practice their oral and written skills and to discuss different issues together with parents and kindergarten staff. During the supervised placement study, the students are required to use work methods that support the learning outcome descriptions in and across knowledge areas.

The supervised placement study will help to make the students independent, give them self-confidence and the ability to take responsibility in educational and professional work in the kindergarten, with particular emphasis on ethical issues relating to the profession.

The supervised placement study is linked to the content of the knowledge areas and it is related to the students’ experience, background and competence. The supervised placement study shall take place in close and binding cooperation between the kindergartens where the placement occurs, the practical placement supervisors in the centres, students and lecturers at the university. Binding arenas will be established between the different parties for the purpose of planning and sharing experiences.

The scheduling of training periods throughout the study programme is designed to ensure progress and continuity. The placement, organisation and duration of the supervised placement study periods will be based on the learning outcome descriptions for the various knowledge areas.

Assessment

The supervisors from the teacher education institutions, the practical placement supervisor and the manager have joint responsibility for assessing students in practical placement study. The practical placement supervisor sets the grade pass/fail in cooperation with OsloMet.

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

Attendance and absence from supervised practical placement study periods

Practical placement study is a compulsory part of the programme, and 100% attendance is required. The number of training days is set out in the National Curriculum Regulations for Kindergarten Teacher Education and specified in the programme description. The attendance requirement cannot be deviated from due to illness or for other reasons, nor can exceptions be made from this requirement. Only absence for valid reasons, meaning the student’s own or their child’s illness or approved leaves of absence, entitles students to an extension of the placement period. The student must make up for their absence as soon as possible after the ordinary period of training, and by the end of the semester at the latest. Absence in excess of 30% means that the whole practical placement period must be retaken, regardless of the reason for the absence. In such cases, the student will be delayed by one year. (Cf. Guidelines for practical placement study in the Early Childhood Education and Care programme)

Attendance is compulsory at activities in preparation for and follow-up of practical placement periods. In the event of absence, students will be required to submit a compensatory assignment.

New period of practical placement

Students who fail a supervised practical placement period may complete the academic year they have started, but must then take a year out from their studies before they can continue the programme. The new period of practical placement must be taken the next time an ordinary placement period is held, normally the next academic year. If the student passes the placement period at the second attempt, they may resume their studies. Students who fail the same placement period twice will have to leave the programme.

Postponed placement period

In the event of childbirth, military service or long-term illness, the student’s studies will be delayed by one year. The student may complete the year, but cannot proceed with the programme before they have taken and passed the practical placement study period. The student must take the postponed practical placement study period when it is organised for the next year-group.

Progress requirements

Students must complete their first-year practical placement study period before they can take the second year of the programme. Corresponding requirements apply to all years of the programme.

Students who fail the same training period twice will normally have to leave the programme. (Cf. Regulations relating to Studies and Examinations at OsloMet)

Guidelines for practical placement study

Guidelines for Practical Placement Study is a document that contains information about:

• the submission of transcripts of police records and documentation relating to MRSA/TUB
• travel grants for training periods
• attendance at the practical training institution
• detailed information about absence during training periods
• detailed information about new and postponed training periods

For more information about the guidelines, see www.oslomet.no

Exams are held in each course, and different forms of assessment are used. The form of assessment, assessment, examiner arrangements and aids permitted for each course are specified in each course description.

Suitability assessment

The Master programme in Child Welfare Work is covered by the Regulations on suitability assessment in higher education adopted by the Ministry of Education and Research.

A suitability assessment is a comprehensive assessment of the student’s academic and personal qualifications for work as a health care or social worker. More information about the suitability assessment can be found on the intranet for OsloMet students.

Assessment is an important element in qualifying students for the profession. It is based on coursework requirements, exams and practical placement study. It shall be possible to test the students in relation to the expected learning outcomes.

The students will be subject to different forms of assessment during the course of their studies. They will be tested by written, oral and practical forms of assessment. The different forms of assessment are intended to contribute to the students progressing in their education and to take account of the fact that students have different backgrounds, abilities and needs. Detailed descriptions of assessment forms are provided in the individual course descriptions.

Continuous assessment is based on the expectations and goals defined for the course/knowledge area as part of the learning process. Such assessments can be oral or written, formal or informal. The final assessment measures and approves the achieved learning outcome and is related to exams and practical placement study.

The students are responsible for familiarising themselves with the different exam dates and any changes relating to exams. The students are responsible for ensuring that they have registered for the exam.

Assessment and grading are carried out in accordance with the provisions on assessment in the Act relating to universities and university colleges (the universities and university colleges Act) and the Regulations relating to studies and examinations at OsloMet.

Examiners

To provide an external perspective on all assessments, an external examiner or a programme supervisor will take part in the different assessments in the programme. A programme supervisor is an external examiner appointed to evaluate the assessment arrangement for a course or the study programme as a whole. The evaluation is documented in a report in which any proposals for changes to the assessment form or process are outlined.

Qualitative assessment criteria

The following general national assessment criteria form the basis for assessments:

A – Excellent: An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.

B – Very good: A very good performance. The candidate demonstrates sound judgement and a very god degree of independent thinking.

C – Good: A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.

D – Satisfactory: A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.

E – Sufficient: A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.

F – Fail: A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Rights and obligations in connection with exams

The exam candidates’ rights and obligations are set out in the Regulations Relating to Studies and Examinations at OsloMet. The regulations describe, among other things, the conditions for resit/rescheduled exams, the right to appeal and what is considered cheating in an exam. The candidates are obliged to familiarise themselves with the provisions of these regulations. A description of each exam is found in the relevant course description.

Suitability assessment

Teacher education institutions are responsible for assessing whether students are suited to the teaching profession. Suitability assessments are carried out on a continuous basis throughout the study programme, and will be included in the overall assessment of the student’s professional and personal suitability for the teaching profession. A student who represents a potential threat to the life, physical or mental health, rights and security of children is not suited to the profession. Students who demonstrate little ability to master the profession of ECEC teacher must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice to enable them to meet the requirements for suitability for the teaching profession, or be advised to leave the programme. The suitability assessment takes place continuously throughout the programme.

For further information about suitability, see http://www.oslomet.no/Studier/Skikkethetsvurdering.

Study progress

Pedagogical competence is particularly important for ensuring progression and making the education profession-oriented. This is linked to national guidelines and local support tools for progression in the practice. The progression of professional orientation is followed up through professional supervision and guidance during practice periods, based on the following progression plan:

1st year: Self-leadership, as well as interaction with and leadership of children

2nd year: Pedagogical leadership of children, co-workers, and home-kindergarten collaboration

3rd year: Pedagogical leadership of children and the kindergarten

Further details are provided on what this entails in different academic years of the program.

1st year:

The professional supervision covers both the student role and the kindergarten teacher role. In the conversations with the professional supervisor, the student's role and self-leadership in the study and cooperation with others, as well as professional ethical dilemmas and experiences from practice, are reflected upon in light of theory and the future professional role. The purpose of the professional supervision is to promote the student's ability to lead themselves, as well as to assess and reflect on their own conduct, self-leadership, and interaction with others considering the future professional role.

2nd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include collaboration with others, pedagogical leadership, didactics, and understanding of the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the fundamental knowledge and value base of the kindergarten teacher, as well as their own professional identity, and to practice articulating their own professional competence.

3rd year:

The professional supervision focuses on the kindergarten teacher as a professional practitioner in the kindergarten. Topics addressed in the profession-related conversations include cooperation with others, pedagogical leadership of democratic processes in the kindergarten, and awareness of profession ethics in the professional role. The purpose of professional supervision is for the student to gain an increased understanding of the kindergarten teacher’s fundamental knowledge and value base, as well as their own professional identity, and to practice communicating their own pedagogical philosophy

Progress requirements

Normal progress for a full-time student is 60 credits in the course of an academic year.The Early Childhood Education and Care programme at OsloMet is subject to special progress requirements. This means that the students must meet the following requirements in order to be allowed to start the final year of the programme:

• The student must have passed all knowledge areas from the first year in order to start the final year of the programme.
• The student must have earned at least 80 credits by the end of the second year of the programme in order to start the final year.
• The practical training period must be approved before the student can continue to the next year of the programme.

Students who do not meet the progress requirements must take a year out from their studies to resit exams / retake supervised practical placement study.