Emneplan forMBH4320 Barnehager for barn under tre år
A global tendency in early childhood education and care (ECEC) institutions, is the increased enrolment of children under three years of age. Recent research draw attention to the importance of high quality ECEC for the youngest children¿s wellbeing, relations, development and learning. High quality ECEC for children under three, depends on specific knowledge about pedagogy for this age group. However, quality and knowledge are not objective. They are deeply rooted in values and in societal and cultural conditions.
After completion of the course, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence
- has advanced knowledge within the field of children under the age of three in ECEC
- has thorough knowledge about international perspectives on quality in ECEC for infants and toddlers
- can analyze different (vital) perspectives concerning young children¿s everyday life, relations and activities on the basis of ethical and academic knowledge and premises
- can analyze and deal critically with various perspectives concerning quality in ECEC
- can evaluate theoretical and empirical approaches to young children in ECEC
- can carry out an independent analyses concerning young children in ECEC
- can analyze questions concerning quality in ECEC for the very young ones from academic, professional and practical perspective
- can reflect critically over academic and practical knowledge
- can apply knowledge and skills in ways that lead to innovation and new practices
Parallel to the increased enrolment of children under the age of three in child care, there has been an increased research-based knowledge concerning quality, everyday life, relations and activities in early years child care. The content in this course will emphasize some vital aspects of this, sometimes contradictory, knowledge.
- Quality in ECEC for children under three years in an international context
- ECEC for the youngest: A group-life
- Multiple relationships in ECEC
- Everyday situations as basis for wellbeing, togetherness and learning
- Play, learning and activities
Arbeids- og undervisningsformer
Both individual self-study and learning in cooperation with fellow students and lectures are expected. During the course there will be a combination of lectures and seminars.
Arbeidskrav og obligatoriske aktiviteter
- In groups: Analysis of optional tool / approach for exploring of quality in ECEC for children under three years. Oral presentation in class 30 minutes (discussion included).
There is a requirement of a minimum of 80 per cent attendance. The purpose of the course-work requirements is to contribute to professional reflection and to provide training in the presentation of professional content in an organized manner. Together with other academic work, the course-work requirements shall help the students achieve the skills stated in the subject plan.
Absence beyond 20 per cent means that the student cannot take the exam in the course. Students who exceed the absences quota due to valid documented absence, will be able to receive alternative assignments, by agreement with the supervisor and can give the examination right. Such alternative tasks are not given to students who have absence exceeding 50 per cent, regardless of the reason for absence.
Vurdering og eksamen
Individual written semester assignment 3000 words (+/- 10%) exclusive list of content and references.
In case of failed exam, the student can submit an improved assignment, one time.Regulations for new or postponed examinations are available in Regulations relating to studies and examinations relating to studies and examinations at Oslo Metropolitan University. Students must register for a new or postponed examination.
Hjelpemidler ved eksamen
Examination support material is permitted.
Letter grades ranging from A to F are used, with A being the highest grade and E the poorest pass grade, and F being a fail grade.
To be assessed by an internal and external examiner.