BUL101 Children's development, play and learning

The course is connected to the following study programs

• Workplace based Pre-school education, bachelor's programme
• Workplace based Pre-school education, bachelor's programme

Teaching language

Norwegian.

Course contents

The field of study includes children¿s development, play and learning in a society characterized by diversity, change and complexity. The field of study will also give the pre-school teacher the understanding and insight necessary to arrange for play, learning and formation processes. This competence is important to foster children¿s overall development in an including community characterized by care, involvement, cooperation and dialogue with parents.

Our understanding of children¿s development must be based on a perspective which includes past, present and future. Children are independent participants with the right to be heard, seen and included in the community. Moreover, they have the right to influence and contribute to their own learning and development.

Playing is emphasized both as basic life experience and as a learning method with intrinsic value and as a basis for comprehensive development.

Focus will be on the environmental impact on play, development and learning where questions about language, diversity, ethnicity, indigenous people, equality, inclusion, equal opportunity and variation are included.

This field of study pays considerable attention to how interaction and relations between people form the basis of play and learning, and of democratic thinking.

The field of study is based on the following teacher training subjects: pedagogy, Norwegian, drama and physical education.

Learning outcomes

Knowledge

Students will acquire:

• knowledge about current theories and research regarding
  children's development, play, learning and education

• knowledge about play as a phenomenon in childhood and life, and as an arena for learning, linguistic development, friendship and contact between children

• knowledge about observation and educational documentation as a prerequisite for didactic planning of children's play- and learning processes and of the play- and learning environment in kindergarten/school

• knowledge about children¿s behavior, young children's need for caring, play and learning in the kindergarten and the transition from kindergarten to school

• knowledge about pedagogic and digital tools that can promote children's play and learning and how these can be used creatively and critically

• knowledge about Sami child-raising
  

SKILL
Students will be able to:

• enter into caring relationships with children characterized by empathy and acknowledgement and appear as a conscious role model for both children and in cooperation with personnel and parents

• organize and disseminate daycare center content in such a manner that this includes children's experiences, interests and right to participation

• plan, justify and reflect upon their own and others' educational work in light of practical experiences, theory and research

• analyze and reflect upon basic questions regarding social and cultural diversity and use this as a resource in educational work with children and in cooperation with parents or guardians

• lead educational processes as well as acknowledge and support children's curiosity and creative expression in versatile play and learning experiences

 

GENERAL SKILLS
Students will be able to:

• use their professional and educational competency in relation to both practical and theoretical problems

• express tolerance, interest and respect for all children regardless of age, social, cultural, religious or spiritual affiliation

• demonstrate ethical and professional insight through reflection about children¿s integrity and based on understanding of democracy, equality and equal opportunity

• analyze and reflect critically upon professional and ethical challenges connected with educational work with children's development, play, learning and formation

• articulate, disseminate and further develop their own competency regarding pedagogical work with children

 

 

Examination requirements

In order to be allowed to sit the examination, students must have passed teaching practice and work assignments as well as participated in compulsory instruction. Additionally they must have passed the following requirements:
One oral proposal in group and one individual written asignment.
(Passed/not passed)

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluation

Course evaluation is conducted at midterm. A final evaluation is conducted as required.

Assessment methods and criteria

An individual oral examination. Graded assessment.