Bachelor's Programme in Pre-school Education

The study programme is based on national regulations regarding the framework plan for preschool teacher education determined by the Ministry of Education on 4 June 2012 pursuant to the University and Colleges Act of 1 April 2005 nr. 15 subsection § 3-2. The preschool teacher education study programme at the University of Agder offers students a research-based academic programme from which they develop the solid knowledge and skills necessary for professional practice. Students become part of an educational process during which, through working from ethical and historical perspectives, they develop their own professional role. They also learn to think critically regarding children's upbringing and social role as they relate to the preschool teacher profession. The objective is to create secure and skilled practitioners who can lead both children and young people. The study programme promotes understanding of human worth, respect and collaboration. Emphasis is placed on understanding the increasing diversity in kindergartens and the necessity of cooperating with and engaging in dialogue with children's parents and guardians. Students develop an understanding of how one can stimulate children's abilities while taking their different backgrounds and abilities into consideration. Through their study of theory and completion of teaching practice, students gain an understanding of the value of both holistic learning for children and their participation in creative cultural and outdoor experiences. One of the kindergarten's unique features has traditionally been its multidisciplinary nature. The academic content in the preschool education study programme is organized into six areas of knowledge as well as a specialization and the Bachelor's thesis. The following topics are included in the knowledge areas: subject courses, subject didactics, a combination of education and practice that takes into account content and organization, the latter of which contributes to an integrated and professional study programme.

The preschool teacher education study programme is based on knowledge areas in education, Norwegian, social studies, mathematics, drama, art, music, science, physical education as well as religion, spirituality and ethics. Education is a central and unifying subject found in all the knowledge areas, and has the unique responsibility of providing the study programme with comprehensiveness, progression and professional training.

Consistent theme

The study programme consistently considers the kindergarten's role in children's upbringing, emphasizing the increasing diversity found in kindergartens, including very young children, children with special needs and multilingual children. The preschool teacher's role as leader as well as the significance of establishing and maintaining cooperation, understanding and dialogue with children's homes and other agencies having responsibility for children's upbringing, are consistent themes explored and discussed in the study programme.

Teaching practice

Teaching practice is an integrated part of the study programme, and is based on all knowledge areas and specializations. The study programme has an integrated and holistic profile in that academic, educational and teaching practice-related courses are taught in connection with one another. Education's many basic themes are therefore reflected in teaching practice throughout the entire study programme as a source of support for students' personal development as professionals. One of the study programme's main objectives is that students develop good professional practices, the ability to think critically and professional understanding.

Students will get experience with various aspects of the preschool teacher profession in a kindergarten characterized by change, diversity and complexity. Students will get the opportunity to participate, explore and observe the educational work taking place in the kindergarten. They will also get experience working with children with different backgrounds, abilities and needs as well as different age groups.

Students' experiences and problems from kindergarten teaching practice are integrated with theoretical and professional perspectives in the individual knowledge area. This helps give students an experience and research-based foundation for professional practice. Comprehensiveness and context in education presupposes that all parties cooperate with one another with regard to the planning, execution and assessment of teaching practice. Learning dividend descriptions for teaching practice are integrated in the course descriptions for the various knowledge areas and specializations.

Teaching practice organization

There are one hundred days of teacher practice training, ninety-five of which are completed in kindergarten and five in the primary school, focusing on the transition from kindergarten to school.

Teaching practice is organized in the following manner:

• First semester 20 days
• Second semester 20 days
• Third semester 5 days*
• Fourth semester 30 days
• Fifth semester 10 days
• Sixth semester 15 days

*Primary school teaching practice

First academic year

First-year teaching practice runs over forty days in connection with knowledge areas 1) Children's Development, Play and Learning, 2) Nature, 3) Health and Physical Activity and 4) Society, Religion, Spirituality and Ethics.

Second academic year

Second-year teaching practice runs over thirty-five days, of which five days are in the primary school's lower grades. Teaching practice is connected with knowledge areas 1) Language, Text and Mathematics and 2) Art, Culture and Creativity.

Third academic year

Third-year teaching practice runs over twenty-five days, of which ten days are connected with an elective specialization while fifteen days are connected with knowledge area Management, Cooperation and Development.

Working forms in teaching practice

Teaching practice periods require planning and execution of learning processes, educational management, cooperation with co-workers and parents, documentation and assessment. Teaching practice assignments and individual management days are integrated into the teaching practice periods. Course descriptions for the knowledge areas contain a further description of the relationship between teaching practice and the individual knowledge area.

Teaching practice assessment

Teaching practice is assessed with a pass/fail grade. In order for students to be able to sit the final examination in an individual knowledge area, they are first required to pass their teaching practice. The assessment is based on expected learning dividends as presented in the course descriptions for each knowledge area.

Further information regarding teaching practice content and progression may be found in semester schedules and the document Praksisdokument for barnehagelærerutdanningen (Teaching Practice in Kindergarten).

Upon completion of the preschool teacher education study programme, graduates will have acquired the following learning dividends, defined as knowledge, skills and general competency:

Knowledge

Graduates will:

• have knowledge about kindergarten's unique character, history, social mandate, legal basis and governing documents
• have a broad knowledge of both education in general and kindergarten as educational arena, about management, organizing educational work and children's play and learning processes
• have a broad knowledge of children's educational processes, about childhood, children's culture and their various upbringings in a society characterized by linguistic, social, religious, spiritual and cultural diversity
• have a broad knowledge of children's linguistic development, multilingualism, social, physical and creative development and early digital, reading, writing and mathematical skills
• have a broad knowledge of children's rights and what characterizes an inclusive, equal, health-promoting and learning kindergarten environment
• are familiar with national and international research and development work with relevance for the preschool teacher professional and are able to update their knowledge within their subject area

Skills

Graduates:

• can use their professionalism and relevant results from R&D to manage and organize children's play, curiosity, learning and development and to justify their choices
• can assess, stimulate and support different children's general development in cooperation with homes and other relevant agencies
• can use their professionalism for improvisation in play, learning and dissemination
• can assess, stimulate and support children's different abilities, taking into account their different backgrounds and abilities
• can promote creative processes and cultural/outdoor experiences focusing on children's creative activity, holistic learning and feeling of mastering an activity
• can apply relevant professional tools, strategies and forms of expression in their own learning processes, in educational work, in interaction with the home and other external agencies
• can identify special needs among individuals and, based on professional assessment, quickly implement corrective measures
• can lead and supervise co-workers while thinking critically about their own practice and adjusting this practice under supervision
• can find, assess, refer and present relevant information and professional material

General competency

Graduates:

• have insight into professional-ethical problems, particularly in connection with responsibility, respect and power
• can plan, manage, execute, document and think critically about educational work associated with kindergarten's content and tasks in accordance with ethical requirements and guidelines and based on research and experience-based knowledge
• master the Norwegian language, both Bokmål and Nynorsk, in a highly proficient manner in professional contexts
• contribute to having global, national, regional, local and multicultural perspectives, characterized by respect and tolerance, are integrated into everyday life in the kindergarten
• have change and development competency, the ability to manage educational development work and contribute to new ways of thinking and innovation processes for the kindergarten of the future
• can disseminate central professional material in both oral and written form, participate in professional discussions in the study programme's various knowledge areas and share their knowledge and experiences with others

Two main types of examinations are administered during the study programme:

1. Written (theoretical) with digital submission
2. Practical/oral

The asessment forms are adapted to the knowledge areas' particular characteristics.

In order to be allowed to sit the final examination, students must have received approval for all compulsory assignments in the study programme as they appear in the individual course description.

Teaching practice is assessed with a pass/fail grade, and must have been passed in order for students to be allowed to sit the final examination in the individual knowledge area/specialization.

The teacher education study programmes at UiA have established good cooperation with several foreign institutions. Students in the preschool teacher education study programme can go on exchange at one of our partner institutions abroad during their fifth academic semester. Students can take elective courses aimed at preschool-age children, including two weeks of teaching practice.

Guidelines for applying for part-time studies abroad:

• Students must have completed at least 60 study points before going abroad
• Students must fulfill the host university/college's requirements
• The foreign study programme must receive advance approval from UiA

Information about partner institutions and application deadlines may be found at: http://www.uia.no/no/portaler/student/studentutveksling

In order for students to be allowed to start their third academic year of study, they must have completed and passed a minimum of 60 study points from their first two academic years, of which the course Children's Development, Play and Learning (20 study points) is to be a component.

Students must complete and pass a teaching practice period in the first semester in order to be allowed to participate in teaching practice in the next semester.

Successful completion of this education qualifies students for work as early childhood teachers, educational supervisors or heads of daycare institutions. As early childhood teachers, students can also work in other establishments with an emphasis on work with children.

This education qualifies students for admission to the master's programme in Master in Early Childhood Education and Care and master's programme in pedagogy. With two years of relevant practical experience, the education qualifies students for admission to the master's programme in management with specialisation in daycare management.

Study programme evaluation is conducted annually in the programme committee in accordance with the Quality System, section 4.2. Before the meeting of the study programme committee, the student representative may obtain suggestions and ideas from fellow students.

Suitability assessment

Having a preschool teacher education study programme diploma certifies the graduate to practice the preschool teacher profession. This certification is maintained through a suitability assessment based on Regulations Regarding Suitability Assessment in Higher Education determined by the Ministry of Education on 30 June 2006, pursuant to law 1 April 2005 nr. 15 for universities and colleges, subsection § 4-10.

The university will assess if the preschool teacher student is suitable for the preschool teacher profession. The assessment takes place throughout the entire study programme, evaluating students' academic, educational and personal qualifications.

All those involved in the preschool teacher education study programme, including fellow students, staff members in practice kindergartens and UiA staff members, have a responsibility in this regard. Students showing little suitability for the profession must receive information about this as soon as possible after starting the programme. All involved parties are obligated to report their concern if doubtful about any student's suitability for the profession.

Certificate of good conduct

In accordance with the Regulations on Certificate of Good Conduct Upon Admission to Higher Education passed on 16 March 2001, all students in the preschool teacher education study programme are to submit this certificate at the outset of the study programme. Students who have not submitted this certificate will not be allowed to participate in teaching practice.

The certificate is valid for three years.

Personal expenses in connection with excursions and rescheduled teaching sessions

Students must expect certain out-of-pocket expenses in connection with compulsory excursions and rescheduled teaching session. These expenses are calculated to be between NOK 1,500-2,000.

Faculty

The academic responsibility for each area of knowledge and Bachelor's thesis is divided among the faculties in the following manner:

Faculty of Humanities and Education:

• Children's Development, Play and Learning
• Society, Religion, Spirituality and Ethics
• Bachelor's thesis

Faculty of Fine Arts:

• Art, Culture and Creativity

Faculty of Economics and Social Sciences:

• Management, Cooperation and Development Work

Faculty of Health and Sport Science:

• Nature, Heath and Physical Activity

Faculty of Science and Engineering:

• Language, Text and Mathematics