Brief introduction to the course

The purpose of the course is to introduce the student to the holistic and integrated approach to play, learning, care and formative development reflected in the Norwegian ECEC-model. The course provides experiences, insight and knowledge about everyday life in Norwegian early childhood education and care institutions. The emphasis is placed on the significance of outdoor play and learning as well as children’s rights to participation. The student will learn to recognize elements of an inclusive learning environment based on the founding principles of the UN’s convention on the rights of the child.

The course is based on an understanding of children that emphasizes children’s participation and children’s competences, a societal view that emphasizes responsibility for the environment and sustainable development, and a view on culture that embraces both cultural heritage and cultural criticism. The course gives the students an insight into children’s culture and the formative influences that are part of the processes in a child’s development. 

Other values fundamental for this course are gender equality and equality between all people in a social and ethnic diversity. Accompanying this are moral values which constitute the foundation for a modern democracy, and are in accordance with the United Nations (UN) Human Rights. The UN Convention on the Rights of the Child (UNCRC) forms the ethical foundation by emphasizing the child’s rights to a life that allows a physical, spiritual, moral and social development. In addition it is also a foundation for developing an understanding of the values inherent in religious cultural traditions.

This course will contribute to the development of a beginner teacher with the ability to support and promote an inclusive, stimulating and child friendly learning environment. He/she will take responsibility of his/her continuing professional development and engage in ongoing comparative reflection and learning as early childhood teachers with intercultural experience.

The course contains elements from the following subjects 

• Nature and Outdoor Activities 
• Art/Drama/Music 
• Norwegian language 
• Maths
• Education/Pedagogics  
• Norwegian Culture and Society  
• Religion, Philosophies of Life and Ethics  

Total ECTS credits 20
The student will get one grade at the end of the course, and not individual grades for each subject.

Learning Outcomes

On successful completion of the course the student will be able to

Knowledge: 

1. Describe the holistic and integrated approach to play, learning, care and formative development reflected in the ECEC-model in Norway

2. Explain what signifies an inclusive learning environment in ECEC settings

3. Identify some of the fundamental elements of society, culture and language of relevance to ECEC in Norway

Skills: 

1. Compare the importance and relevance of children’s rights to ECEC settings across countries and cultures

2. Organize physical activities for children in a safe and natural envorinment

3. Promote the importance of children’s participation to ECEC

General competence: 

1. Consider the diverse and multifaceted roles and responsibilities of the ECEC teacher in various socio-cultural contexts

2. Discuss the different ways in which ECEC is conceptualized and structured across socio-cultural context

3. Engage in ongoing ethical reflections related to his/her professional development as ECEC teachers with intercultural experience

Organisation, Teaching and Working methods

The course is part of a professional education where theory and practice form two equal sources of knowledge which are inter-related. The course is a platform for a reflexive meeting between theoretical subject knowledge, practical skills and professionalism, and the three areas of competence should be seen as a holistic unit. Therefore parts of the programme will be practical training in an ECEC setting. 

Mentored practical training

During the programme the students will gain experience with planning, carrying out and evaluate pedagogical work in the ECEC setting, and gain experience with the preschool teacher profession. Tutoring of the practical training is a joint responsibility for all teachers during the course. The students will have 25 days practice experiences throughout the programme. The practice tutor at the college has the coordinating responsibility for the students during their practical training, and the practice mentor in the ECEC setting is responsible for the practical training in the ECEC institution.

Duration of Practical Training: 25 days in an Early Childhood Education and Care Setting 0-5 years.

Responsibility for own learning
Students are expected to take joint responsibility and to have a joint influence during the programme. They are required to work independently and actively to be well prepared for co-operation with children, colleagues, parents and the community, both during the study and in a lifelong learning process. In addition to lecturers and other teacher initiated activities, the students have to take responsibility to acquire knowledge of the contents of the course through self-study, groups, as well as individual work.

Student participation
All teaching and learning activites throughout the course is compulsory. In order to have the various parts of the course approved and to take the final exam the students have to fulfill all compulsory assignments.

All required work has to be done before the exam.

Target group 

The course is designed for visiting students in Norway on 13 weeks of exchange.

It is free for students from institutions with an exchange agreement with Queen Maud University College (QMUC).

Admission 

Students have to be enrolled in early childhood education and care (ECEC) studies at their home institution. The home institution nominates students for the exchange programme. Students send in their application with copies of reports of marks from all finalised subjects at their home institution and letter of motivation. A registration form is filled in by the students after admission is granted.

Students nominated from partner institutions are given priority if there are more applicants than places.
Free movers must document at least 60 ECTS credits of studies in preferably the field of Early Childhood Education, alternatively in Education. Students with background in ECEC will be given priority.

Applicants must also provide documentation of English proficiency.

For more information about admission requirements, see: https://dmmh.no/en/studies/admission

Further information 

For additional information, see: www.dmmh.no/en