Facilitating processes of development in kindergartens/preschools Programme description

Se emneplanen for beskrivelse av studiet

Målgruppen for studiet er pedagogiske ledere og barnehagelærere.

Opptakskravet er bachelorgrad innen barnehagelærerutdanning eller tilsvarende pedagogisk utdanning på bachelornivå, jfr. Barnehagelovens bestemmelser §§ 24 og 25. Studentene skal i løpet av studiet gjennomføre oppgaver og arbeidskrav som tar utgangspunkt i refleksjon, kunnskapsdeling i profesjonsfellesskap og utprøving på eget arbeidssted. Det er derfor et krav at studenten arbeider i barnehage, eller har kontakt med en barnehage der det er mulig å gjennomføre arbeidskrav som er del av videreutdanningen, under hele studiet. Dette dokumenteres med en bekreftelse fra arbeidsgiver, eller barnehagen der arbeidskrav skal gjennomføres.

Med tilsvarende pedagogisk utdanning på bachelornivå menes følgende utdanninger i kombinasjon med tilleggsutdanning i barnehagepedagogikk (60 studiepoeng):

• grunnskolelærer for trinn 1–7 eller tidligere allmennlærerutdanning
• faglærer (fireårig faglærerutdanning i praktiske og estetiske fag eller treårig faglærerutdanning som gir kompetanse for tilsetting fra 1. klassetrinn)
• spesialpedagog, barnevernspedagog eller kateket
• Steinerhøyskolens bachelorutdanning i førskolepedagogikk eller Steinerhøyskolens lærerutdanning med bachelorgrad i steinerpedagogikk

Veiledet praksisopplæring knyttet til arbeid med barn må inngå som en integrert del av utdanningen.

For lærere er det krav om undervisningskompetanse fra 1. trinn i grunnskolen, eller tilsvarende kompetanse fra utdanning fra utlandet.

Dersom det er flere kvalifiserte søkere enn ledige studieplasser, rangeres søkere etter karakterpoeng fra bachelorutdanning. Søkere som har fått innvilget tilretteleggingsmidler fra Utdanningsdirektoratet (Udir), får 5 tilleggspoeng.

Se emneplanen.

The programme's target group is people who want to contribute to changes that promote coping and improve living conditions and quality of life for disabled people and people with different needs for assistance in cooperation with recipients of services and other service providers in different arenas.

Acts, regulations and guidelines in different parts of the health, care and education sectors use different terms to refer to disabled persons, children and pupils to whom services are provided. In this programme description, we use the term ‘service recipient’.

The admission requirements are, in accordance with the Regulations for Admission to Higher Education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with attending the programme. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical placement.

After completing the Bachelor's Programme in Social Education, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of the development of the service provision for persons with intellectual disabilities and is familiar with the development and traditions of the social educator profession
• has broad knowledge of communication, interaction and cooperation
• has broad knowledge of habilitation and rehabilitation
• has broad knowledge of the relationship between health, disability, and illness in an individual, social and lifespan perspective
• has broad knowledge of symptoms and treatment of the most common somatic illnesses and mental disorders
• has broad knowledge of participation, inclusion, equality, non-discrimination and human rights, including the UN Convention on the Rights of Persons with Disabilities
• has knowledge of research methodology, measurement, principles and concepts relevant for assessing scientific quality
• has knowledge of welfare technology and of how such technology can be used in services to support the resources of each individual and their opportunities for coping and independence
• has knowledge of social conditions and cultural diversity with a bearing on professional practice at the national and international level

Skills

The candidate

• can cooperate with service recipients in applying relevant methods in assessment and testing to identify goals, interests and needs to form a basis for measures and facilitating change
• can practice applied behaviour analysis in change, education and/or health and care work
• can contribute to good public health through empowerment, participation, health promotion and prevention of illness in a lifespan perspective
• can identify symptoms of illness and take necessary action, including obtaining assistance from other health professionals to ensure that health care is provided in a professional sound manner
• can carry out medication handling in a professional sound manner
• can apply up-to-date knowledge of the health and welfare system, applicable legislation, regulations and guidelines in their practice to ensure that service recipients receive equal and professionally sound services
• can apply academic knowledge, scientific methods and relevant research and development results as a basis for understanding practical and theoretical issues and make well-founded choices in his/her professional practice
• can plan, carry out and evaluate counselling/supervision of individuals and groups undergoing learning, coping or change processes

General competence

The candidate

• has insight into relevant academic and ethical issues related to social education practice and can identify, reflect on and deal with them with professional discretion in his/her practice
• has insight into new theories, processes and methods required to carry out coordinated, systematic and evidence-based milieu therapy, habilitation and rehabilitation for disabled people in general and intellectual disabilities in particular
• can, in cooperation with service recipients and other professions, plan, carry out, document and evaluate safe health care and habilitation/rehabilitation with an emphasis on applied behaviour analysis, including projects that take place over time 
• can use relevant forms of expression to communicate academic opinions and evidence-based practice in order to contribute to self-determination and equal participation in society for disabled people
• can be inventive and plan and carry out service innovation to contribute to systematic quality-enhancing work in cooperation with service recipients, next of kin, and other service providers and parties
• can reflect on his/her own academic practice and adjust it on the basis of feedback and supervision
• is familiar with global challenges facing disabled people and professional practice in an international perspective

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods and the areas covered in the programme are organised to promote both theoretical understanding and practical action competence.

The programme comprises fifteen compulsory courses. The courses include skills training and theoretical teaching activities at the university and practical training off campus.

Each academic year has a scope of 60 credits and lasts for 40 weeks. The programme is a full-time course of study over three years. Students are normally expected to spend 40 hours per week on their studies, and this also applies during periods of practical training. This includes organised learning activities, self-study activities, required coursework and exams.

Each course has a scope of 5, 10, 15 or 20 credits. The courses that make up the programme build on each other to ensure gradual progress, both in terms of theoretical knowledge and practical skills. All the courses conclude with a final assessment. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

First year of the programme

The first year of study provides an introduction to the professional field and role of the social educator, the welfare state and important framework conditions for professional practice. The situation of service recipients is also highlighted as well as factors that influence their development and quality of life. Furthermore, there is a focus on health promotion, care and health care.

Second year of the programme

The courses in the second year of the programme build directly on the courses taken during the first year. The second year starts with practical training in health promotion, care and health care, followed by more in-depth studies of the service recipients’ challenges and mechanisms in society with a bearing on its view of people with disabilities. The mutual influence between individuals and society will be a key aspect of the course, together with what this means to the professional role. The fourth semester focuses on learning and habilitation/rehabilitation, with an emphasis on applied behaviour analysis. This year of the programme provides a thorough introduction to how to analyse behaviour and facilitate the environment to allow disabled people to lead the best possible life. Knowledge from different knowledge areas is synthesised.

Third year of the programme

The emphasis is on professional practice in two periods of supervised practical training. Habilitation and rehabilitation with an emphasis on applied behaviour analysis continues. The students choose an area for in-depth studies for their specialisation. The in-depth study includes the bachelor's thesis. Management and providing counselling/supervision are important elements during this year.

Interprofessional courses taught jointly with other professional education programmes at OsloMet

The Bachelor's Programme in Social Education includes the following joint courses that also form part of other programmes at the university:

VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits

INTERACT (Interprofessional Interaction with Children and Youth), required coursework integrated into other courses in the programme description.

In VERB1060 students learn about evidence-baced practice with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

INTERACT(Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The purpose of this is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning. The teaching programme is carried out at the beginning of January each academic year. See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor more details.

Study progress*

The following progression requirements apply in the programme:

• For the second-year course VERPRA10, the coursework requirements in VERB1210 and VERB1510 must be approved, and the courses VERB1100, VERB1600, VERB1300 and VERB1400 from the first year of study must be passed.
• For the second-year courses VERB2100, VERB2200, and VERB2300, the first-year courses VERB1100, VERB1600, VERB1300, VERB1400, VERB1510, and VERB1210 must be passed.
• For the third-year courses VERPRA21 and VERB3200, the coursework requirements in VERB2300 must be approved, and all other credit-earning courses from the second year of study must be passed.
• For VERB3100, coursework requirements in VERB2300 must be approved, and VERPRA21 as well as all other credit-earning courses from the second year of study must be passed.
• In order to start VERPRA35 all credit-earning courses in the 2nd year of study as well as VERPRA21 be passed.
• VERPRA21, VERB3100 and VERPRA35 must be passed in order to submit the bachelor's thesis VERB3900 for grading.
• There are requirements for participation in the interprofessional teaching programs in INTERACT (INTER1100, INTER1200 and INTER1300), which must be approved in order to be awarded a diploma.

* Exempt from progression requirements: The course VERB1060 Evidence-Based Practice (EBP) in Health Care and INTERACT are exempt from progression requirements in the programme and can be started even if the other courses have not been passed.