KDM1200 Faglig fordypning Emneplan

All qualified applicants who wish to work as an ECEC teacher or educational supervisor in an ECEC centre.

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

The training periods include exploration and observation, planning, implementation, assessment and documentation of educational work with children. During the training, the students will, among other things, practise interaction with children, lead learning processes with children and carry out change and development work together with the ECEC centre staff.

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

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

The training is linked to the content of the knowledge areas and it is related to the students’ experience, background and competence. The training shall take place in close and binding cooperation between the ECEC centres where the training takes place, the practical training 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 experience.

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

Assessment

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

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.

Attendance and absence from supervised training periods

Practical training 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 training 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 training period must be retaken, regardless of the reason for the absence. In such cases, the student will be delayed by one year. (Guidelines for practical training in the Early Childhood Education and Care programme)

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

New period of practical training

Students who fail a supervised training 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 training must be taken the next time an ordinary training period is held, normally the next academic year. If the student passes the training period at the second attempt, they may resume their studies. Students who fail the same training period twice will have to leave the programme.

Postponed training 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 training period. The student must take the postponed training period when it is organised for the next year-group.

Progress requirements

Students must complete their first-year training 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. (Regulations relating to Studies and Examinations at OsloMet)

Guidelines for practical training

Guidelines for Practical Training 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

Alle øvrige emner i studiet, obligatoriske og valgfrie, må være bestått før studenten kan levere masteroppgaven til sensur.

The Higher Education Entrance Qualification or prior learning and work experience.

After completing the programme, candidates are expected to have achieved learning outcomes in accordance with the learning outcome descriptions in the National Curriculum Regulations for Kindergarten Teacher Education. The learning outcomes are the foundation for educational work in ECEC centres. See also the course descriptions for the individual areas of knowledge.

Knowledge

The candidate

• has knowledge of ECEC centres in Norway, including their distinctive nature, history, social mandate, legal basis and governing documents.
• has broad knowledge of educational theory and subject areas relevant to early childhood education and care, about leading and facilitating educational work and about children’s play and learning processes.
• has broad knowledge of children’s formative development, modern childhood, children’s culture, different conditions under which children grow up, backgrounds and social development in a society characterised by linguistic, social, religious/life stance and cultural diversity.
• has broad knowledge of children’s linguistic development, about multilingualism and children’s social, physical and creative development.
• has broad knowledge of children’s early digital, reading, writing and maths skills.
• is familiar with national and international research and development work of relevance to the ECEC teaching profession, and is capable of updating their knowledge in the field.
• has broad knowledge of children’s rights and what characterises an ECEC environment that prioritises inclusion, equality, health promotion and learning.
• shall have knowledge of children in difficult life situations, including knowledge of violence and sexual abuse of children and how to implement necessary measures in accordance with applicable legislation

Skills

The candidate

• can use their professional skills and relevant R&D results to lead and promote children’s play, sense of wonder, learning and development, and to justify their choices.
• can assess, stimulate and support different children’s all-round development in cooperation with the home and other relevant parties.
• can use their professional skills to promote improvisation in play, learning and communication
• can assess, stimulate and support different children’s skills and take into account differences in their backgrounds and abilities.
• can promote creative processes and cultural and nature-based experiences, focusing on children’s creative activities, overall learning and sense of mastery.
• can use relevant professional tools, strategies and forms of expression in their own learning processes, in educational work, in cooperation with the home and with relevant external parties.
• can identify special needs in individual children and quickly implement measures based on a professional assessment.
• can lead and supervise co-workers, reflect critically on their own practice and adjust it under supervision.
• can find, assess and refer to information and specialist literature and present it in such a way that it elucidates an issue.
• can identify special needs in individual children, including identifying signs of violence or sexual abuse. Based on professional assessments, the candidate shall be capable of establishing cooperation with relevant interdisciplinary partners in the best interests of the child.

General competence

The candidate:

• has insight into ethical dilemmas in the profession, especially in relation to responsibility, respect and power perspectives.
• can plan, lead, carry out, document and reflect on educational work relating to the ECEC centre’s content and duties, in line with ethical requirements and guidelines and based on knowledge gained through research and experience.
• masters the Norwegian language, both bokmål and nynorsk, at a qualified level and in a professional context.
• can draw on global, national, regional, local and multicultural perspectives, characterised by respect and tolerance, in work in ECEC centres.
• has change and developmental competence, is capable of leading educational development work and contributing to fresh thinking and innovation processes in the ECEC centres of the future.
• can present important subject matter orally and in writing, participate in professional discussions in different areas of the programme and share their knowledge and experience with others.

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) 20 credits
• Society, religion, life philosophies and ethics (SRLE) 20 credits
• Language, text and mathematics (STM) 20 credits
• Leadership, cooperation and development work (LSU) 15 credits

Other courses

• Supplementary subject (20 credits)
• Specialisation subject (30 credits)
• Bachelor`s thesis (15 credits)

The programme is structured as follows:

First year:

• Children`s development, play and learning (BULL) (20 credits)
• Nature, health and movement (NHB) (20 credits)
• Art, culture and creativity (KKK) (20 credits)
• Practical training 40 days, 20 days in the autumn semester and 20 days in the spring semester

Second year:

• Society, religion, life philosophies and ethics (SRLE) (20 credits)
• Language, text and mathematics (STM) (20 credits)
• Supplement to KKK, NHB og STM (20 credits)
• Practical training 35 days, 20 days in the autumn semester and 15 days in the spring semester

Third year:

• Specialisation (30 credits)
• Leadership, cooperation and development work (15 credits)
• Bachelor`s thesis (15 credits)
• Practical training 25 days in the spring semester

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

The first five knowledge areas in the study programme, and Leadership, cooperation and development work in the last semester, are compulsory and identical for all students taking the full-time programme. Supplementary and specialisation subjects based on the knowledge areas are offered in the fourth and fifth semesters. The bachelor’s thesis shall be profession-oriented and thematically based on the knowledge areas, the supplementary subject or the specialisation subject.

Educational theory is incorporated into each knowledge area and is particularly important in relation to ensuring progress and making the study programme profession-oriented. Educational theory shall contribute to the students’ formative education and development of leadership skills, and to the integration of theory and practice.

The practical training shall be supervised, varied and subject to assessment, and it shall be an integral part of all the knowledge areas and the specialisation subject. There must be progress in the students’ teaching practice.

The training is particularly intended to strengthen the students’ competence in educational supervision and will gradually help the students to be perceived as professional practitioners by children, parents, colleagues and other partners.

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 ECEC centres. Values such as democracy and equality shall characterise the study programme. Diversity shall be highlighted and valued. 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. The education shall promote students’ understanding of Sami culture and emphasise the status and rights of indigenous peoples.

Leadership and cooperation

ECEC teachers have a broad leadership responsibility. Educational supervision in an ECEC centre entails 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 ECEC centres. Throughout the programme, the students will gradually develop assurance, self-confidence and a reflective attitude to their future role as leaders. ECEC teachers supervise children’s learning and formative processes, manage personnel, participate in the management and development of the organisation and cooperate with parents and external parties.

Cooperation between the home and the ECEC centre is decisive for the children’s well-being, learning and formative development, and important in relation to the centre’s activities. Throughout the programme, the students will develop skills in communicating and cooperating with different people and families.

The students will learn about cooperation with other professions and institutions, for example primary schools, child welfare services, health services, cultural institutions and businesses.

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, fresh thinking and innovation can contribute to competence-raising in ECEC centres. The programme aims to promote students’ understanding of ECEC centres as learning organisations and important institutions in society.

Sustainable development

Sustainable development is about environmental protection and about solidarity with and equality between all people. People are part of nature, and we need nature to carry on our social and cultural traditions and practices. ECEC centres are intended to promote children’s ethical reflection and commitment to sustainability, and thereby contribute to sustainable development for future generations.

Ingen hjelpemidler tillatt.

The different learning arenas used in the study programme will vary throughout the programme, depending on what knowledge and skills the students are to acquire. The teaching shall be organised in a way that ensures that it is perceived as coherent by the students. The work and teaching methods shall be inclusive, student-active and relevant to activities in the ECEC centre.

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In order to ensure a democratic learning environment, students shall be guaranteed dialogue and participation in the teaching, and shall take part in the planning, practical execution and evaluation of the education. The work methods shall help the students to develop the ability to actively seek knowledge and investigate different sources critically. Binding cooperation between the students’ ECEC centre, the centres in which they undergo training and OsloMet is necessary to ensure overall professional competence. The study programme is responsible for making appropriate arrangements for students from different backgrounds and for endeavouring to ensure that the students’ cultural and experience background is a resource for the learning environment.

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The programme will build on research-based knowledge and establish arenas for binding cooperation between the educational institution and the professional field. The work and teaching methods used shall help the students to acquire professional knowledge, skills and attitudes. This will form the basis for the students’ action competence and ability to critically reflect on their own and the ECEC centre’s educational practice.

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In the course of their studies, the students shall develop self-confidence and independence in their oral and written presentation skills, creative skills and cooperation skills. The students shall acquire written, oral, practical, aesthetic and digital skills that are relevant in a professional context.

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Digital competence

The students shall acquire digital competence through creative, inventive and reflective use of digital tools and media during their studies.

The digital skills ECEC teachers need include the use of digital tools in documentation work in ECEC centres, in communication with parents and society, and as an educational tool.

The courses in digital tools are compulsory throughout the study programme.

Emnet avsluttes med en 30 minutters individuell muntlig eksamen. 

Eksamenen er en individuell muntlig forelesning over et oppgitt tema. Studenten skal i løpet av en uke forberede en forelesning på om lag 15 minutter, som følges opp med spørsmål fra to interne sensorer (om lag 15 minutter). Forelesningen er åpen, og skoleeier kan inviteres. Eksamen gjenspeiler en lederoppgave skoleledere må kunne mestre, det å holde et faglig innlegg med en gjennomgående argumentasjon og evne til å imøtekomme spørsmål og mulige innvendinger.

Ny/utsatt eksamen

Ny/utsatt eksamen gjennomføres som ordinær eksamen.

Studentens rettigheter og plikter ved ny/utsatt eksamen framgår av forskrift om studier og eksamen ved OsloMet. Studenter er selv ansvarlige for å melde seg opp til eventuell ny/utsatt eksamen.

Hjelpemidler er tillatt i forberedelsesfasen.