Bachelor Programme in Early Childhood Education and Care Programme description

The programme description for the Bachelor’s Programme in Early Childhood Education and Care is based on the amendment to the regulation on the National Curriculum Regulations for Kindergarten Teacher Education amended by the Ministry of Education and Research on 30 June 2023, the National Guidelines for Kindergarten Teacher Education of 17 October 2018, the Kindergarten Act adopted by the Ministry of Education and Research on 17 June 2005, and the National Qualification Framework for Lifelong Learning adopted by the Ministry of Education and Research on 15 December 2011.

The Early Childhood Education and Care programme at OsloMet aims to educate responsible, energetic and reflective kindergarten teachers. The programme is profession-oriented, practice-focused and builds on research-based knowledge. The programme qualifies students for work in the kindergartens of today and on further developing the kindergartens of tomorrow. The study programme forms the basis for further competence development and qualifies students for further studies at master’s degree and PhD level.

The education shall adopt a holistic pedagogical approach to play, care, learning, and formative development. The education shall emphasise the increasing diversity in kindergartens, the importance of cooperation, understanding, and dialogue with the children’s homes and other bodies responsible for children's upbringing. The Early Childhood Education and Care programme shall emphasise pedagogical leadership and contribute to inclusive practices in the kindergarten.

The programme shall qualify students for the profession of a kindergarten teacher by offering a holistic education that promotes connections between pedagogy, practice, subject didactics, areas of knowledge, professional formative development, and cross-disciplinary professional topics. Pedagogy is a central and unifying subject and is particularly important for ensuring progression and making the education profession oriented. Educational theory and professional supervision shall contribute to the students' formative development processes, development of leadership competence, and integration of theory and practice. Interdisciplinary activities are included in the education, in which pedagogy as a unifying subject will be incorporated.

The programme also includes participation in the INTERACT: ‘The Same Child – Different Arenas’ initiative. INTERACT is part of a big initiative at OsloMet, the aim of which is to give students the knowledge and skills required to interact with other professions that work with children and adolescents, such as child welfare officers and health personnel. Participation in INTER1100, INTER1200 and INTER1300 is specified in the course descriptions.

Successful completion of the programme leads to the award of a Bachelor`s degree in Early Childhood Education and forms the basis for the candidate to apply for, among other things, the Master's program in Early Childhood Education at OsloMet, which can further qualify them to apply for a PhD in Educational Science for Teacher Education.

General information for students

Changes are continually taking place that affect students` daily lives, and it is the responsibility of OsloMet`s students to keep up to date. Key channels for important information include OsloMet’s website, Studentweb and the university’s digital learning platform. Students are also expected to actively use their student email accounts.

The programme description is the primary source of information for all students admitted to the Early Childhood Education and Care programme, and all students are required to familiarise themselves with the programme description for their course of study.

Master of Aesthetic Practices in Society (part time)

The Master’s Degree Programme in Aesthetic Practices in Society, Part-time (MESTD) with specializations is a master’s degree programme of 120 credits in accordance with Section 3 of the Regulations relating to requirements for a master’s degree laid down by the Norwegian Ministry of Education and Research. The programme is authorised under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The Master’s programme in Master of Aesthetic Practices in Society, Part-time emphasizes a community-oriented and interdisciplinary approach to the aesthetic field and creative practice. There is focus on research, critical reflection, innovation, application of theory and development of creative practice.

Currently, the Master’s Programme of Aesthetic Practices in Society, Full-time comprises four specializations with different admission requirements. The Master’s Programme of Aesthetic Practices in Society, Part-time comprises two specializations: Art- and Design Didactics, and Art Therapy. Art- and Design Didactics is offered both full-time and part-time, while Art Therapy is only offered on a part-time basis. The specialization in Art Therapy is normally taught entirely in English. The specializations cover different subject areas associated with aesthetic subjects as a common denominator. Among other things, students will learn about the importance of innovation and creativity in creating new solutions, and how art and design affect the individual and society. In the programme, ethical challenges related to research and development work will also be highlighted and discussed.

The specialization in Art Therapy will help respond to the growing regional and national mental health needs of people from all age groups and with different cultural backgrounds. This is achieved by integrating art, creative development, research and clinical skills into treatment and therapeutic processes. Art Therapy includes specific research-based knowledge of interdisciplinary practice to promote good mental health, and develop social and emotional regulation skills, positive self-image and identity. Art Therapy has proved to be important and accessible as a preventive psychosocial intervention. The focus of the programme will help respond to future needs, innovation and development in a field in which there are no comparable national programmes.

Applicants must choose their specialisation when applying for admission to the Master’s Programme of Aesthetic Practices in Society,, Part-time by applying directly for the required specialisation. There are different admission requirements for the specializations; see more information under admission requirements.

Students who pass the part-time programme will qualify for the degree of Master’s Programme of Aesthetic Practices in Society, with one of the following specializations:

Art- and Design Didactics

Art Therapy

In addition to Master’s Programme of Aesthetic Practices in Society, as the degree name, the name of the specialization will appear on the student’s diploma.

Specialisation in Art and Design Didactics

The specialization has a professional perspective on teaching and research in design, art and craft. The specialization focuses on subject didactic issues related to the subject area. Renewal, critical reflection, application of theory and development of professional knowledge are in focus. Emphasis is placed on a multidisciplinary, contemporary and community-oriented approach to the professional field in education and practice at all levels.

Specialisation in Art Therapy

The specialization in Art Therapy integrates knowledge of the use of creative expression with psychological theories, therapeutic methods and research. The specialization focuses on how art therapy is used in different contexts within mental healthcare, somatics, social work, or in educational or cultural contexts. Students will learn how to develop interventions and methods to work with prevention, treatment, rehabilitation or recovery, based on different clients’ needs. The specialization also introduces how different methods can be used as part of art therapeutic interventions, in user experience evaluation and in research. Throughout their studies, students will reflect on personal experiences in relation to art therapy methods, professional practice and research-based knowledge. The specialization includes practical training under professional supervision. Students are expected to become creative and innovative actors who can influence the current practice of prevention and rehabilitation of health-related challenges.

Relevance for working life

The Master’s degree in Visual and Performing Arts qualifies students for artistic and/or design work within and outside the field of art. The Master’s programme in Visual and Performing Arts puts particular emphasis on education, as well as institutional and organisational perspectives.

The programme generally qualifies students to apply for a PhD programme, such as Innovation for Sustainability at TKD.

The Art and Design Didactics programme option provides the basis for the title of lecturer and qualifies for teaching in primary and upper secondary education and vocational colleges.

With an emphasis on didactic, dissemination and public relations based on art and design expertise, the master’s degree also provides the opportunity to work with cultural and social issues in various fields.

The Art Therapy specialization provides various opportunities for a career in the public or private sector. After completing the programme, relevant fields of work and career paths might be practical art therapeutic work in social, health professional, educational or cultural contexts. The master’s degree also provides the opportunity to work with service and professional development, research and teaching.

Sustainability

The UN’s Agenda 2030 contains the World Action Plan for Sustainable Development and is specified as 17 global Sustainable Development Goals. Through global partnerships, the world will work to eradicate poverty and hunger, ensure good health and education for all, and reduce climate change and inequality in the world. The master’s specialization in Art Therapy focuses in particular on promoting Good Health and Well-Being (3), Quality Education (4), Reduced Inequalities (10) and Partnership for the Goals (17).

The 17 Sustainable Development Goals form a whole, whereby all the goals must be viewed in context. The purpose of the programme is to educate candidates who are active global citizens with knowledge of how aesthetic subjects contribute to sustainable health services and teaching at different levels of education, and to good health and an inclusive society for all, regardless of age, gender, ethnicity, education, sexuality and functional ability.

Key target groups are students with a bachelor’s degree from relevant subject areas. There is emphasis on recruiting students with varied educational and professional backgrounds in order to stimulate professional development across disciplinary and professional boundaries. See the admission requirements for more information.

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 kindergartens. See also the course descriptions for learning outcomes’ descriptions in the individual areas of knowledge.

Knowledge

The candidate

• has knowledge of kindergarten in Norway, including their distinctive nature, history, social mandate, legal basis and governing documents
• has broad knowledge of pedagogy and subject didactics, knowledge about leading and facilitating educational work and about children’s play, care and learning
• 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, multilingualism, social, physical and creative development and early digital, reading, writing and mathematical 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 research and development 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 related to the content and duties of the kindergarten sector, in accordance with ethical requirements and guidelines, and based on knowledge acquired 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’s overall learning outcomes for the Master’s Programme in Visual and Performing Arts, Part-time correspond to the description for the master’s level (level 7) in the national qualifications framework.

After completing the programme, the candidate will have the following learning outcomes defined in terms of knowledge, skills and general competence:

The candidate acquires advanced competence in planning, implementing and evaluating research and development tasks (R&D tasks) and further develops professional activities and critical reflection.

During the programme, the candidate develops specialised knowledge, skills and competences in art and design didactics, and art therapy.

After completing the master’s degree, the candidate’s knowledge, skills and general competence are described as follows:

Knowledge

A candidate who has completed the education programme will have:

• Advanced knowledge of research and practice in their own field within various interdisciplinary and professional contexts
• In-depth knowledge of discourses and issues within their own field of study
• In-depth knowledge of relevant scientific theories and methods and of the distinctive nature of their own specialisation as a research area
• In-depth knowledge of ethical issues and key sustainability perspectives in their own field
• Advanced knowledge of aesthetic practices applied in their own professional context and in society

Skills

A candidate who has completed the education programme will be able to:

• Analyse and evaluate theories, methods and interpretations that are relevant for their own field of study
• Use relevant methods for research and/or artistic development work
• Apply knowledge from their own field in a creative and critical manner and evaluate and contextualise aesthetic practices in a societal perspective
• Map, analyse and ethically reflect on the professional role and relationships, and create good collaborative alliances
• Creatively develop and critically evaluate new interventions and map, evaluate and research the field’s practice 

General competence

A candidate who has completed the education programme:

• Can use acquired knowledge and skills in innovative work and projects within their own field of study
• Is qualified to work in a research context
• Understands their own field’s role in society within different, complex situations
• Has the expertise to create knowledge-based, ethical and creative solutions for current and future challenges

The part-time Master's Programme of Aesthetic Practices in Society lasts for three years, with a scope of 120 credits. The programme is organised as general courses and courses related to the specialization. In the third year of study, an independent master’s thesis (30 credits) is written. 

The master’s programme must be holistic in that academic content and pedagogical methods are linked, so that there is a clear connection between learning outcome descriptions, learning activities and forms of assessment. The courses in the study programme are built partly on each other and provide academic progression with increasing competence and understanding requirements within each specialization. 

The specialization in Art Therapy comprises three compulsory general courses and six compulsory specialization courses. The master’s thesis accounts for 30 credits.

The specialization in Art and Design Didactics comprises three compulsory general courses and three compulsory specialization courses. The master’s thesis accounts for 30 credits.

The academic year is 40 weeks, and for a full-time student, a normal workload of 40 hours per week is expected. This includes scheduled activities, the student’s own activity and exams. The course descriptions provide a more detailed description of learning outcomes, work methods, coursework requirements and examinations.

See the figure below, showing the standard course of study for the specializations.

Content of compulsory general courses

Three courses are compulsory for all students on the programme and will be taught for all the programme options: MESTD4312 Theory of Science and Research Methods 1, and MESTD4320 Project in Practice, Project Development and Research Design, in addition to MESTD5930, the master’s thesis of 30 credits. 

The Master’s Programme of Aesthetic Practices in Society, Part-time has a master’s thesis of 30 credits. The project description is primarily prepared during the MESTD4800 Project Development and Research Design course (4th semester), with support from the supervisor, who quality assures the project in terms of scope and difficulty. Regardless of the length of the thesis, the basis is formed by the same frameworks for scientific work and research craftsmanship.

Students choose the topic for their master’s thesis on the basis of their academic background and interests. Students can initiate a master’s project themselves. The master’s thesis can be written individually or in groups of two.

Study progression

The following progression requirements apply to the programme:

All courses in the programme must be passed before submitting the master’s thesis for grading

Some courses may have special progression requirements. See the individual course descriptions.

The master’s programme is based on individual studies, with attendance of lectures, workshops, seminars and skills training, as well as group work. The programme uses varied, student-active forms of learning. Good learning outcomes depend first and foremost on the students’ own efforts. The number of hours of facilitated teaching by the university will be at a relatively low level. Own effort entails benefiting from teaching and supervision, and following up with independent work in the form of art and design processes, theoretical studies and possibly skills training. Normal study progression makes high demands of self-activity. The most important work and teaching methods used in the programme are described below. The course descriptions specify which methods are used in each course. Requirements for compulsory participation in teaching are stated in the course descriptions.

  Web-based teaching and learning methods

The programme uses several types of digital learning resources, such as online textbooks, online lectures, film clips, podcasts, tests and assignments. These resources can be used in preparation for teaching, during seminars organised as flipped classrooms and as part of self-study. This type of teaching requires students to be prepared for organised teaching. Interaction may also take place on online platforms, such as web-based meetings, webinars, workshops or similar.

Self-study and student cooperation/group work Learning requires a high degree of self-activity and self-study that involves both individual work and cooperation with fellow students. Through the exchange of ideas, presentations, discussions, assignments and problem-based assignments, students will be stimulated to learn by communicating professional knowledge and experience, expressing their own opinions and reflecting together on their own attitudes, actions and professional understanding. Students are encouraged to take the initiative to participate actively in study groups, to promote learning.

The R&D seminars related to the master’s thesis are compulsory, as they are a key working method whereby the students’ individual assignments are presented and discussed.  

There are 5-6 campus sessions each semester. These are for between 12-18 lesson hours. The third year consists of 2-3 sessions, and individual supervision, either on-campus or online. For information about supervision, see the course description for the course’s master’s thesis. The part-time study is based on individual and group-based work and supervision via the Internet by using asynchronous and synchronous communication. The number of hours of supervision between sessions will vary between the different courses in the programme. This will be clarified in the curriculum.

Part-time students have access to various digital resources to ensure continuity between sessions. Some lectures will be in English. Both practical and theoretical study methods are emphasised.

Teaching plans and timetable

Detailed teaching plans are prepared for all projects and lecture series based on course descriptions. The teaching plans provide more detailed information about the content of the teaching and relevant literature related to this. The plans will be available on the Canvas learning platform at the start of the course. 

Lectures Lectures are mainly used to introduce new subject matter, provide an overview and highlight main elements, and to highlight connections within the topic, while also communicating relevant research-based issues and literature.

Practical workshops

With emphasis on artistic processes, interventions, skills training and reflexive discussion of theoretical and ethical issues.

Seminars

The seminars emphasise dialogue and discussion between the teacher(s) and students, to stimulate the students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, R&D seminars are held at which the master’s theses are presented and discussed. Students receive feedback from fellow students and teachers. Arrangements are made for students to learn from each other. Research-related issues, methods and supervision are topics at the seminars. It may be appropriate to conduct seminars using online collaboration platforms. 

Projects, tasks and supervision

Through project work, case studies, written assignments and the master’s thesis, students will prepare research questions for assignments on which they work over time, either individually or in collaboration with others. Students will learn theory and develop skills in using sources, analysis, discussion and written and oral scientific communication. The main purpose is to further develop their ability for critical reflection, to see elements of the subject in context and to develop a deeper understanding of a topic.

Training in academic writing skills is central to all parts of the programme.

Supervision constitutes an essential aspect of the work on the master’s thesis. The guidance is intended to ensure that the project complies with research ethics frameworks and contributes to the formulation of research questions and the quality of data collection and data analysis.

The specialisation in Art Therapy includes 160 hours of practice. Practical training will be supervised and evaluated as part of the course of study. The practical training is spread over one and a half academic years and is integrated into three courses. Practical training helps to promote the students’ ability to reflect on and develop their own professional practice. In art therapy, the practical training can take place individually and/or in groups, in a physical context and online. Practice can take place in a clinical, social, educational or cultural context; in special schools, municipal health services, hospitals, patient organisations, rehabilitation clinics, housing units and institutions.

Participation in practical training is compulsory and requires 90% attendance. Any absence exceeding two working days must be made up for by agreement with the practical training establishment, for the practical training to be approved. The student, in cooperation with the faculty, is responsible for finding the practice venue. Students who work at a professionally relevant workplace can complete the practical training period at their own workplace. The practical training venue must be approved by the Faculty of Technology, Art and Design, OsloMet. See the course description for the specialisation in Art Therapy for more information.

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.