Programme description for Bachelor's Programme in Early Childhood Education (2026–2030)

The kindergarten teacher programme qualifies a graduate to practice as a professional kindergarten teacher in a society characterised by diversity and change. Learning outcomes are formulated on the basis of the national qualification framework for higher education at the bachelor level.

Upon completing the programme, a graduate will have acquired the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

Graduates

• have knowledge of kindergartens in Norway, including their distinctiveness, history, social mandate, legal basis and governing documents
• have broad pedagogical knowledge and professional didactic knowledge of leadership and the facilitation of pedagogical work, in addition to play, care and learning
• have broad knowledge of children’s educational processes, modern childhood, children’s culture, varying conditions for children’s upbringing and their background and development in a society characterised by linguistic, social, religious, worldview and cultural diversity
• have broad knowledge of children’s linguistic development, multilingualism, social, physical and creative development and early digital, reading, writing and mathematical skills
• have broad knowledge of children’s rights and the characteristics of an inclusive, equal and health-promoting kindergarten environment based on learning
• have knowledge of children in difficult living conditions, including knowledge of child abuse and sexual assault, and how to initiate necessary measures in accordance with legislation
• are familiar with national and international research and development work relevant to the kindergarten teaching profession and are able to update their knowledge in the field

Skills

Graduates

• can use their professionalism and relevant results from research and development to guide and facilitate children’s play, curiosity, learning and development, and to justify their decisions
• can assess, stimulate and support each individual child’s all-round development in collaboration with parents/guardians and relevant agencies
• can use their professional skills for improvisation in play, learning and communication
• can assess, stimulate and support each individual child’s abilities, taking into account their background and capabilities
• can foster creative processes and cultural and nature experiences with a focus on children’s creative activities, holistic learning and experience of mastery
• can use relevant professional tools, strategies and forms of expression in their own learning processes, in pedagogical work, in interactions with parents/guardians, as well as with relevant external organisations
• can identify the unique needs of each individual child and quickly implement measures based on professional assessments
• can lead and guide co-workers, critically reflect on their own practice and make the necessary adjustments under supervision
• can find, assess and refer to information and professional resources and present them in a manner that highlights an issue

General competence

Graduates

• have an understanding of professional ethical dilemmas, particularly in relation to responsibility, respect and power perspectives
• can plan, manage, carry out, document and reflect on pedagogical work related to kindergarten content and activities in line with ethical requirements and guidelines, and based on research and evidence-based knowledge
• is proficient in the Norwegian language, both Bokmål and Nynorsk, in a qualified manner in a professional setting
• Can integrate global, national, regional, local and multicultural perspectives characterised by respect and tolerance into kindergarten activities
• have competence in areas of change and development, are able to lead pedagogical development activities, and can contribute to innovative thinking and processes for the kindergarten of tomorrow
• can communicate key professional content both in oral and written form, and can participate in professional discussions within the various subject areas of the programme and share their knowledge and experiences with others

The study programme is based on the Norwegian Regulations relating to the framework plan for kindergarten teacher training established by the Norwegian Ministry of Education and Research on 4 June 2012 (revised on 30 June 2023), the National guidelines for kindergarten teacher training, revised on 17 October 2018, and the Norwegian Qualifications Framework for Lifelong Learning established by the Ministry of Education and Research on 15 December 2011.

The programme rotates between three different campuses each year: Kristiansand, Grimstad and Lister. Find more information about this on the programme websites.

Kindergarten teacher training is a research-based programme intended to ensure that students develop into professionals with the right knowledge, skills and ability for analytical reflection. Students undergo a formative development process in which they develop their own professional role based on ethical and historical perspectives and critically examine children’s upbringing and the role of society in relation to the kindergarten teacher profession. The programme is based on local, national and international perspectives. The programme aims to promote an understanding of the importance of human dignity, respect and involvement.

There is emphasis on an understanding of diversity in kindergartens and the necessity of co-operation and dialogue with children’s parents and guardians. Students will develop knowledge of how to nurture the abilities of each individual child, while taking into account the child’s unique background and capabilities. Through both theory and practice, students will develop an understanding of the child as a subject, the value of the child’s holistic learning and the child’s participation in creative processes and cultural and nature experiences.

The content of the kindergarten teacher training programme is divided into six areas of knowledge, in addition to specialisation and a bachelor’s thesis. The knowledge areas are professionally oriented and incorporate relevant pedagogical, professional and didactic knowledge adapted to the framework plan for the kindergarten.

The kindergarten teacher programme is based on knowledge in the areas of pedagogy, Norwegian language and literature, social studies, mathematics, drama, arts and crafts, music, natural sciences, physical education, nutrition and health, as well as religion, worldviews and ethics. Pedagogy is a central and unifying subject, which is specifically intended to ensure that the programme is comprehensive and that it promotes progression and a focus on professional training.

Prioritised topics
The programme consistently takes into account the role of the kindergarten in children’s formative development. The programme will emphasise:

• pedagogical leadership
• diversity and equality
• the Indigenous perspective, including Sámi culture, language and society
• children with special needs for care and support
• children's life skills and health
• professional digital competence
• sustainability

A framework plan has been developed to establish how the programme ensures a comprehensive and coherent progression of these topics. (Link to website/framework)

Students will encounter different approaches in each area of knowledge. Instruction is both session-based and web-based, and includes various forms of digital and in-person teaching, supervised practical training and online instruction. Sessions will be in the form of seminars, lectures, independent study, project participation and development activities. Students will receive extensive training in working independently, collaborating with others in groups, and in assessing their own work and that of others. Digital tools are also used in the programme to promote students’ professional digital competence. Students are required to work together with other students regardless of background (gender, ethnicity, religion, age, etc.).

Practical training:

Practical training is an integral part of the programme in all knowledge areas and specialisations. It is intended to contribute to continuity, coherence and progression. The teaching profession and subject didactics are reflected in practical training throughout the programme to support students’ professional development.

Students will gain experience with different aspects of the kindergarten teaching profession in a field characterised by change, diversity and complexity. Students are given the opportunity to participate in, explore and observe pedagogical practices in the kindergarten. They will gain experience working with children of different ages and capabilities. Through practical training, students will develop greater clarity on pedagogical leadership responsibility and what it entails. Progression related to professional competence and pedagogical leadership is incorporated into practical training in the following focus areas:

1BLU: Self-leadership and leadership for children,
2BLU: Leadership for children and co-workers,
3BLU: Leadership for children, in the kindergarten and
4BLU: Specialisation

Students’ experiences and problems from practical training in the kindergarten are linked to theoretical and professional perspectives in each area of knowledge. This provides students with an evidence- and research-based foundation for professional practice. All parties must collaborate on the development, implementation and assessment of the practical training to ensure a holistic and coherent education.

At the end of each practical training period, students are given an individual written assessment. The assessment is based on the learning outcome descriptions for each practical training period. To ensure sufficient progression in leadership and practical training, students submit assessment reports to the practical training supervisor.

Practical training has a scope of 107 days. In the part-time programme, 97 days are completed in the first three years and 10 days in the fourth year. 102 days are spent at one of the University of Agder’s partner kindergartens. 5 days focus on the transition from kindergarten to primary school.

A detailed description of the contents and progression of practical training can be found in the course plans for the training and on the websites.

Expected study effort – learning environment:

Much of the study programme consists of organised learning activities conducted at the various campuses and in the practical training kindergartens. Students are expected to be engaged and to actively participate in learning activities. Professional competence is developed through practice, dialogue and interaction with teachers, practical training supervisors and fellow students. Active participation is essential for a good learning environment among the students and reflects the profession for which they are studying. The study programme also has a strong focus on independent learning through various types of assignments and preparations, which also characterises the work of a professional kindergarten teacher. Key focus areas of the programme are study effort, the learning environment and professional development.

The minimum class attendance requirement is 80 per cent for all subjects in the kindergarten teacher training programme. Absence exceeding 20 per cent may be granted in extenuating circumstances, provided the student can document equivalent knowledge (compensatory coursework requirements) in accordance with Section 41.4 of the Regulations relating to study programmes and examinations at the University of Agder.

There will be 3-4 sessions over 3 days per semester, as well as online instruction weekly. When instruction takes place in Lyngdal, the first session of each semester will be held on the Kristiansand campus. Further information about teaching days and attendance is available on the programme offer page.

During the eighth semester, students will work on a bachelor’s thesis that demonstrates an understanding of research and scientific methods, as well as academic writing skills.

Throughout the study programme, students will encounter various assessment methods in the form of both continuous and final assessment. The assessment methods are adapted to the learning outcomes and approaches used in the study programme. Students are assessed by written, verbal, digital and practical assessment methods. The various methods that are used are meant to help students progress in their studies, and these take into account students who have different backgrounds and with different capabilities and needs.

For each course, students are assessed are on an A-F grading scale. Practical training is assessed on a pass/fail basis.

The course descriptions and instruction facilitate internationalisation throughout the entire study programme. This includes a semester abroad, student exchange, practical training abroad and the integration of global and multicultural perspectives in the study programme. The programme syllabus may include Danish, Swedish and English texts during the study period.

Teacher training programmes at the University of Agder has partnerships with several institutions outside Norway. Students enrolled in the part-time kindergarten teacher training programme may do their exchange at one of our partner institutions abroad during their seventh semester. Students can take different subjects with a focus on kindergarten-aged children, in some cases including a two-week practical training period.

Students also have the opportunity to do their practical training period abroad during their sixth semester. Requirements for applying for part-time studies abroad:

• Students must have completed at least 60 credits before studying abroad.
• Students must fulfil the requirements of the host university/academic institution.
• Studies abroad must be pre-approved by the University of Agder.

For information about partner institutions and application deadlines, see https://www.uia.no/om-uia/fakultet/lererutdanningene/utveksling-lu/index.html

Students must pass practical training before they are permitted to sit for the examination in each area of knowledge/specialisation.

The practical training period in each semester must be passed before students can begin practical training during the subsequent semester.

Students must have passed their practical training period during the first year of study before starting the second year.

Students must have passed their practical training period during the first and second year of study before starting the third year.

Students must have passed their practical training periods during the first, second and third year of study before starting the fourth year.

Before starting their 4th year of study, students must have completed and passed Child Development, Play and Learning 1 and 2 (BUL102D and BUL202D), Nature, Health and Movement (NHB102D) and Language, Text and Mathematics (STM102D).

After completing this programme, a graduate may work as a kindergarten teacher, pedagogical leader or kindergarten director/manager. As kindergarten teachers, graduates can also work within other organisations with a focus on working with children.

Completion of the programme qualifies graduates for admission to the Master’s programme in kindergarten knowledge and other master’s programmes at the University of Agder. With two years of relevant practice, the degree qualifies a graduate for admission to the Master’s programme in Management, with specialisation in kindergarten management.

The degree also qualifies graduates for admission to various programmes at the master’s and continuing education levels at other universities and academic institutions, both within early childhood education and multidisciplinary fields of study.

Suitability assessment:
A degree in kindergarten teacher training qualifies a graduate to work as a kindergarten teacher. This certification is maintained through a suitability assessment based on the Regulations relating to suitability assessments in higher education.

The university determines whether the kindergarten student teacher is suited to the profession of kindergarten teacher. This assessment is conducted throughout the entire study programme and addresses professional, pedagogical and personal qualifications.

All those involved in the kindergarten teacher training programme, including fellow students, employees in the practical training kindergartens and employees of the University of Agder, have a responsibility in this respect. Students who demonstrate insufficient suitability for the profession must receive information about this as soon as possible after starting the programme. All involved parties are obligated to report any concerns about student suitability.

Certificate of good conduct:
In accordance with Chapter 6 of the Regulations relating to the certificate of good conduct on admission to higher education passed on 1 January 2021, all students in the kindergarten teacher training programme shall submit this certificate at the start of the programme. Students who do not submit this certificate will not be permitted to participate in practical training. The certificate of good conduct is valid for three years.

Other information:
All students at the University of Agder are required to have their own laptop computer for use in teaching and examinations, cf. the Regulations relating to study programmes and examinations at the University of Agder, section 12d. See additional information about the requirements for your own PC and Mac: https://www.uia.no/student/uia-hjelp/krav-til-studenters-datamaskin

Responsible department

The faculty responsible for the programme is the Department of Teacher Training.

Contact person: Programme Coordinator for the Kindergarten Teacher Training Programme.

Academic responsibility for each knowledge area, specialisation and bachelor's thesis is divided between the departments as follows:

Faculty of Humanities and Education:

• Child development through play and learning
• Bachelor’s thesis
• Early childhood education
• Language, literature and new media in the kindergarten
• Society, religion, worldviews and ethics

Faculty of Social Sciences:

• Leadership, collaboration and development
• Society and the local environment
  

Faculty of Engineering and Science:

• Language, text and mathematics

Faculty of Arts:

• Art, culture and creativity
• Arts and crafts
• Creativity and artistic development work

Faculty of Health and Sports Sciences:

• Nature, health and movement
• Outdoor education
• Food and meals in the kindergarten