The purpose of this course is to introduce students to the holistic and integrated approach to play, learning, care, and formative development as reflected in the Norwegian ECEC model. The course provides experiences, insights, and knowledge about everyday life in Norwegian early childhood education and care institutions, with a particular emphasis on the significance of outdoor play and learning. Students will learn to recognize elements of an inclusive learning environment based on the foundational principles of the UN's Convention on the Rights of the Child.

The course is based on an understanding of ECEC that emphasizes children's participation and their competences as a starting point for planning learning and development activities for young children. Additionally, the course underscores responsibility for the natural environment and sustainable development, as well as the importance of play, creativity, and cultural influences that are fundamental to children's development process and well-being.

Other fundamental values for this course include gender equality and equality among all people in a socially and ethnically diverse society. These values and practices form the basis for a modern democracy in accordance with the United Nations (UN) Human Rights. The UN Convention on the Rights of the Child (UNCRC) serves as the ethical foundation by emphasizing a child's rights to a life that allows for physical, spiritual, moral, and social development, as well as play, well-being, and participation.

This course will contribute to the development of beginner teachers with the ability to promote an inclusive, trusting, stimulating, and child-friendly learning environment. They will take responsibility for their 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: 15

Students will receive one grade for the entire course, rather than individual grades for each subject.

Expected Learning Outcomes

Upon successful completion of the course, students 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 the importance of trust, care, and supportive communication in the development and well-being of young children.
3. Identify fundamental elements of society, culture, and language relevant to ECEC in Norway.

Skills:

1. Communicate in a trustful, caring and supportive way to promote the development and well-being of young children.
2. Facilitate nature and outdoor environments to support children's play, development, and well-being.
3. Express and reflect on art processes in collaboration with children in ECEC.

General Competence:

1. Consider the diverse and multifaceted roles and responsibilities of ECEC teachers in various socio-cultural contexts.
2. Discuss the different conceptualizations and structures of ECEC across socio-cultural contexts.
3. Engage in ongoing ethical reflections related to their professional development as ECEC teachers with intercultural experience.

Organisation, Teaching and Working methods

This course blends theory and practice to create a comprehensive learning experience where theoretical knowledge, practical skills, and professionalism are intertwined. Practical training in an ECEC setting is an integral part of the program, and specific learning outcomes and activities for practical training are provided separately.

Mentored Practical Training:

Supervised practical training is a crucial component of the program, enabling students to acquire hands-on experience in planning, implementing, and evaluating pedagogical work within an ECEC setting. This practical training allows students to familiarize themselves with the responsibilities and intricacies of the preschool teacher profession. Responsibility for the students practice period is shared between the college’s practice tutor and the ECEC institution’s practice mentor.

• The practice tutor from the college takes charge of coordinating the students during their practical training, ensuring smooth progress, and providing guidance as needed.
• The practice mentor within the ECEC institution assumes the role of guiding the students in the practical aspects, offering support and expertise specific to the ECEC setting.

A comprehensive outline of the learning outcomes and practical training activities will be presented as part of the teacher-led preparation for the students' practice period.

The practical training duration is set at 25 days in an Early Childhood Education and Care setting catering to children aged 0-5 years.

Responsibility for own learning

Students are expected to take shared responsibility and actively contribute throughout the program. They are required to work independently and actively prepare themselves for collaboration with children, colleagues, parents, and the community, both during their studies and their lifelong learning process. In addition to lectures and other teacher-initiated activities, students are responsible for acquiring course content knowledge through self-study, group work, and individual effort.

Student Participation:

All teaching and learning activities throughout the course are compulsory. To have the various parts of the course approved and to take the final exam the students must fulfil all compulsory assignments.

The activities in the teaching practice are outlined as follows:

1. Maintain a daily log/narrative/observation with reflective entries.
2. Design, execute, and assess five activities, incorporating literature and perspectives from the Norwegian framework plan.
3. Develop, execute, and assess a small project featuring activities (e.g., songs, play, food traditions, or fairy tales) from your home country, while integrating literature and perspectives from the Norwegian framework plan.
4. Compile a written observation report of the kindergarten teacher in action.

All required work has to be done before the exam (OPG).

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