SRE100G Society, religion, believs and ethics

The course is connected to the following study programs

• Bachelor's Programme in Pre-school Education

Teaching language

Norwegian

Course contents

The course emphasises the mandate of pre-school and its unique set of values in a democratic society. Focus is placed on students’ ability to acquire insight into the society surrounding children, the role of pre-school in society, pre-school as organisation and an educational institution, including political structures. Emphasis is placed on pre-school as a stake-holder in the local community and surrounding society, where educational work is undertaken in accordance with national and local prerequisites. Instruction also focuses on ethics, different religions and world-views, including their narratives and practices. It will give students the necessary competency to promote positive attitudes in pre-school and make children capable of being active participants in a sustainable and multicultural society. Instruction also deals with topics such as Sami history and will make students familiar with the religious aspects of Sami culture. Instruction expands on teacher education programme subjects such as social studies, religion and world-views as well as ethics.

Learning outcomes

KNOWLEDGE

Students

• acquire knowledge about the daycare center's unique values and what this means in practice in a multicultural society, including knowledge about Sami children's culture and civil rights

• acquire knowledge about societal developments, focusing on the welfare state, diversity, gender equality and social diversity as well as acquire knowledge about childhood, the daycare center and the family from historical, contemporary and future perspectives

• acquire knowledge about children's reactions and adults' responsibility for children experiencing difficult life situations as well as knowledge about how adults can support children and cooperate with other support agencies

• acquire knowledge about Christian beliefs and cultural heritage, about Judaism, Islam, Hinduism, Buddhism, Jehovah's Witnesses and other spiritual beliefs as well as philosophy, basic ethical theory and children's moral development

• acquire knowledge about children's rights, international conventions as well as laws and regulations that govern daycare center operations and other work involving children

 

SKILLS

Students

• can justify, articulate and practice the daycare center's societal mandate and basic values

• can utilize daycare center surroundings as a part of educational work

• can critically reflect upon personal values, attitudes and behaviors and act in accordance with the daycare center's intentions

• can communicate various cultures' stories and celebrate holidays and special days in cooperation with homes

• can talk with children about ethical, religious, philosophical and spiritual questions

• can stimulate children to gain a better understanding of democracy by practicing it

 

GENERAL COMPETENCY

Students

• can identify and manage ethical challenges in everyday daycare center situations, reflect upon ethical questions and their own choice of action

• have acquired an academic and professional basis for being able to work on an interdisciplinary and interagency basis at the daycare center

• can cooperate with children's parents

• can cooperate with and lead children and staff members having various backgrounds and provide ethical advisement

• have the ability to see connections between individuals, groups and societies and relate these connections to their own practices

Examination requirements

• The compulsory attendance requirement of 70% must be met.

The following must be completed and passed:

• The practice period

• Assignments related to the practice period

• Project work, autumn and spring

• Other assignments that will be described in Canvas when the semester starts.

Teaching methods

There will be a combination of lectures, seminars, group work and project work. The field of study is also related to practice. During the practice period, students will focus mostly on the learning dividend formulations listed under Skills. Students will, among other things, be assigned leadership days during which they will receive assignments related to teaching in general and skills development in particular. A more detailed description of content and practice progression may be found on the programme’s web site.

The workload is estimated at 540 hours.

Evaluation

The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.

Assessment methods and criteria

• Individual assignment in the autumn semester, based on practice and project work. Counts 40% towards the total grade

• 5-hour individual written examination. Counts 60% towards the final grade.

Further information will be given on Canvas when the semester starts.

Graded assessment.

Reduction of Credits

This course’s contents overlap with the following courses. A reduction of credits will occur if one of these courses is taken in addition:

Course	Reduction of Credits
SRE100K – Society, religion, beliefs and ethics	20