ERGOB1200 Inclusion, Belonging and Social Participation Course description

The target groups are:

• 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.

Students must be prepared to participate in various outdoor activities.

The course is designed to offer a full-time study programme in English for students of Early Childhood and Primary School Teacher Education. The period of study will be 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:

• Admission to the Bachelor Programme in Early Childhood Education. Special requirements apply, please see ‘Programme description for the Bachelor Programme in Early Childhood Education, full-time/part-time course of study’. Students in their third or fourth year of the Primary School Teacher Education programme at Oslo Metropolitan University may also apply.

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.

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)

Childhood in a Nordic welfare system

• Education, cultural formation and childhood
• Welfare state, 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

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

After completing the course and INTER1100*, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The student is capable of

• assessing and presenting inclusive and excluding factors that influence participation and sense of belonging in the big city
• describing the principles for user participation and resource orientation in local communities
• describing the process of growing up in a society characterised by social and cultural diversity*

Skills

The student is capable of

• using relevant legislation when arguing for equal services for different groups in a diverse society
• using occupational science and knowledge about human rights to argue for people's right to occupation and participation
• reflecting on the cultural significance of activities for belonging in a local community
• planning and defending the use of activities to promote inclusion and belonging adapted to a user group in the big city
• cooperating with students from other programmes of professional study on relevant challenges in the everyday lives of children and young people*
• discussing and reflecting on his/her own future professional role in an interprofessional cooperation with children, adolescents and their parents/guardians*

General competence

The student

• is capable of acting respectfully towards and building relationships with fellow students and with people in the city who are involved in the project work
• has an understanding of interprofessional cooperation with children, young people and their families*

Work and teaching methods comprise lectures, work and supervision in project groups and field studies in Oslo. On the basis of the field studies, the students will develop a project plan including a design of activity measures targeting towards a chosen user group. The students will work on the project plan throughout the course.

INTER1100

INTER1100 The Same Child - Different Arenas includes two seminar days, digital learning resources and conversation and observation assignments related to interprofessional group work. The students will converse, reflect on and discuss selected cases in groups across the different programmes.

In order to be permitted to sit the exam, the following must have been approved: 

• a minimum of 80 per cent attendance in scheduled teaching
• an individual reflection note that describes the group process and the student's own contribution to this, up to 350 words

Coursework requirements relating to INTER1100:

• submitted individual log. Scope: 500 words (+/- 10%). In order to write the log, the student must first attend a seminar over two days.

Written project plan in groups of 4-6 students, up to 1,500 words

Resit exam: If the student fails the ordinary exam, he/she will be given one opportunity to submit a reworked version.

All aids are permitted, as long as the rules for source referencing are complied with.

Pass/fail.

All exam papers are assessed by two examiners. An external examiner will assess at least 20% of the papers together with an internal examiner. Other exams are assessed by two internal examiners. The external examiner’s assessment shall benefit all students.