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 ECEC that emphasizes children’s participation and children’s competences as a point of departure for all planning of learning and development activities for young children. Furthermore, the course emphasizes responsibility for the natural environment and sustainable development, as well as the importance of play, creativity and the cultural influences that are fundamental to the development process and well-being of children.

Other values fundamental for this course are gender equality and equality between all people in a social and ethnic diverse society. Accompanying this are values and practices which constitute the foundation for a modern democracy, 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, as well as play, well-being and participation.

This course will contribute to the development of a beginner teacher with the ability to support and promote an inclusive, trusting, 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 an Early childhood teacher 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.

Expected 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. Communicate in a trustful, caring and supportive way to promote the development and well-being of young children.

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

3. Express in and reflect on art processes together with, and for children in Early Childhood Education and Care (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. Actively engage in ongoing ethical reflections related to his/her professional development as an ECEC teacher with intercultural experience.

Organisation, Teaching and Working methods

The course is a part of a professional education, where theory and practice hold equal importance and are interconnected sources of knowledge. It serves as a platform for a reflective integration of theoretical subject knowledge, practical skills, and professionalism. The course encompasses three areas of learning outcomes, which together form a holistic unit. As a result, certain components of the programme will involve practical training in an Early Childhood Education and Care (ECEC) setting. Additionally, students will be expected to undertake a small-scale research project as part of the course curriculum.

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