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Studiehåndbokas program for 2016/2017:

(English)Bachelor - Preschool Teacher Education

Brief Facts:

Study Program Code: BLU
Department: Faculty of Teacher and Cultural Education
Study Program: Teacher Education
Campus: Rommetveit (Stord)
Number of Credits: 180
Degree: Bachelor of Preschool Teacher Education
Duration: 6 Semesters
Required Reading (Syllabus): www.hsh.no/pensum

Program content:

The study programme is based on the National regulations concerning the framework plan for Preschool Teacher Education determined on 4 June 2012 by the Ministry of Education and Research.

 

Preschool Teacher Education at HSH is a professional study that qualifies for educational work in kindergartens. The programme gives a broad introduction to the various aspects of the exercise of the profession of kindergarten teacher. The core of the work will always be the educational work with children, but other key aspects are management/collaboration with employees, collaboration with parents and collaboration with other bodies. The programme is intended to contribute to the students' continual professional development and to their ability for critical reflection and professional understanding. The kindergarten teacher training programme is organised into the following areas of knowledge:

  • The child's development, play and learning (BULL)
  • Society and religious and ethical education (SRLE)
  • Language, text and mathematics (STM)
  • Art, culture and creativity (KKK)
  • Nature, health and movement (NHB)
  • Management, collaboration and development work (LSU)

The educational programme is integrated, professionally directed and research based. There will be binding collaboration between the educational institution and the practice field. Educational study and practice will be included in all the areas of knowledge. The programme has an integrated and holistic profile, in that academic, educational and practice-related elements will be put into context in the course. Working methods, syllabus and forms of assessment will correspond to the description of learning outcome in the areas of knowledge.

Consistent themes for all the areas of knowledge in the course of study are:

  • educational management
  • diversity and equality
  • the youngest children
  • the child's involvement
  • didactics

 

Practical information about the course of study

Study model 1: Profiling in nature, health and movement from and including the 2nd study year

First study year, autumn

  • The child´s development, play and learning (BULL)

10 days practice

  • Society, religion, philosophy and ethics (SRLE) 20 sp

10 days practice

 First study year, spring

  • The child´s development, play and learning (BULL) 20 sp
  • Language, text and mathematics (STM) 20 sp

20 days practice

Second study year, autumn

  • Nature, health and movement 1(NHR 1) 20 sp

Practice relating to the connection between kindergarten and

School, 5 days

  • Art, culture and creativity (KKK)

10 days practic

Second study year, spring

  • Nature, health and movement 2 (NHR 2) 20 sp

20 days practice

  • Art, culture and creativity (KKK) 20 sp

Third study year, autumn

  • Management, collaboration and development work (LSU) 15 sp

15 days practice

  • Bachelor´s thesis 15 sp

 Third study year, spring

  • Specialisation unit 30 sp: Nature and outdoor activities

10 days practice

Possibility of internationalisation for the entire semester

Study model 2: Profiling in art, culture and creativity from and including the 2nd study year

First study year, autumn

  • The child´s development, play and learning (BULL)

10 days practice

  • Society, religion, philosophy and ethics (SRLE) 20 sp

10 days practice

 First study year, spring

  • The child´s development, play and learning (BULL) 20 sp
  • Language, text and mathematics (STM) 20 sp

20 days practice

Second study year, autumn

  • Art, culture and creativity 1 (KKK 1) 20 sp

Practice relating to the connection between kindergarten and school, 5 days

  • Nature, health and movement (NHR)

10 days practice

Second study year, spring

  • Art, culture and creativity 2 (KKK 2) 20 sp

20 days practice

  • Nature, health and movement (NHR) 20 sp

 

Third study year, autumn

  • Management, collaboration and development work (LSU) 15 sp

15 days practice

  • Bachelor´s thesis 15 sp

 Third study year, spring

  • Specialisation unit 30 sp: Art education specialisation

10 days practice

Possibility of internationalisation for the entire semester

Even though the practice periods are linked to the individual area of knowledge, to a limited extent tasks can also be linked at times to other areas of knowledge where this is appropriate.

The study models have a common composition in the first study year for all students of Preschool Teacher Education at HSH. In the spring semester of the first study year, students choose the profiling in effect from the second study year. One class will follow study model 1, which is profiled in the area of nature, health and movement (NHB). the other class will follow study model 2, which is profiled in the area of art, culture and creativity (KKK).

In the 3rd study year, the bachelor's thesis can be connected with the choice of profile and specialisation unit (NHB or KKK), and students can thus produce 85 sp within these two areas of knowledge. The students can also choose to write a bachelor's thesis in one of the other areas of knowledge and will then produce 70 pp within their choice of profile and specialisation. An offer can also be given of a 3rd specialisation in collaboration with UH- Nett Vest.

Art education specialisation in the area of art, culture and creativity

Students will gain knowledge and experience of art education development work in the kindergarten. By means of project work that is focused on children's aesthetic forms of expression, students will gain experience in how the three arts subjects can contribute to reinforcing play and children's creative development.

The focus areas are artistic self-development, aesthetic communication and stimulation and aesthetic interaction.

Working with composition and form is central to all three arts subjects. In creative processes, students work with various materials and techniques, aesthetic instruments, improvisation, movement and play.

By means of study, students will gain knowledge and experience of a diversity of cultural expressions, including through an encounter with art - and cultural institutions.

 

Nature and outdoor activities, specialisation in the area of nature, health and movement

The students will acquire theoretical knowledge and practical experience of various types of nature, movement environments and children's motor development in different seasons of the year. They will develop knowledge and understanding of relationships between nature and people, so as to be able to stimulate all children to play, wonder, pleasure and achievement, on the basis of the child's own circumstances. The students will also be able to create a process-oriented learning environment for children, where independence, responsibility and creativity are developed.

The students will further develop didactic competence, critically reflective abilities, philosophical considerations and an insight into educational development work related to being with children in nature.

Excursions, with or without overnight accommodation, are an important part of the programme and are made in winter, spring and early summer.

 

 

Forms of teaching and work

The methods of work in the kindergarten are based on subject, multi-disciplinary and inter-disciplinary understanding of knowledge. This is reflected in the organisation of the individual area of knowledge and in the programme as a whole. The overall themes will be illustrated by means of a combination of single-subject teaching, in which the subjects will supplement and detail the description of the theme from various perspectives, and multi-disciplinary projects and tasks that summarise and bring together the different perspectives. By means of a combination of single subject and multi-disciplinary approaches to a common theme, the student will seek to develop an inter-disciplinary understanding of the overall themes.

Key forms of work include lectures, learning dialogues in plenum and groups, basic group work, seminars, study presentations, excursions, practical work in workshops or laboratories, individual study etc. In addition, the student diversity will be used as a resource in the choice of working methods.

Within each area of knowledge, there will be a larger inter-disciplinary collaboration project - a so-called focus area. There will also be several smaller collaboration projects that involve the different subjects in the area of knowledge.

Practice

Organisation, content and scope

Practice has a central position in the Preschool Teacher Education. Practice has a scope of at least 100 days guided practice during the course of the bachelor programme. 75 days are in the first two study years and 25 days in the third. 95 days will be in kindergartens and 5 days will relate to the connection between kindergarten and school. Preparation for and follow-up work after practice are mandatory and are not included in these 100 days. Practice is integrated into all six areas of knowledge and into the specialisation units.

During practice, students will be present for 6.5 hours a day. This includes a half-hour lunch break. Students are expected to take part in the everyday activities of the department/base and to perform the tasks that are given by practice teachers and the university college. Guidance is given during the hours students are present in practice. During the course of the day, students will have work in the kindergarten corresponding to 7.5 hours a day. Students will thus have an hour a day for pre and post work in connection with practice, as well as group work with fellow students.

Practice teaching is a joint responsibility between the educational institution and the practice field. It is assumed that subject teachers, educational teachers, practice teachers kindergarten management and students will participate in the development, implementation and evaluation of practice. The controller/unit manager of the kindergarten has overall responsibility for facilitating good conditions in the practice teaching.

The practice teaching will be organised so that students

  • will develop their performance competence in interaction with children, parents and employees
  • reflect on their own actions, attitudes and academic knowledge (basic educational views) in their encounter with children and adults
  • perceive the connection between theoretical teaching, tasks and practice
  • meet the requirements for progression, independence and responsibility as educational leader
  • are challenged in didactic work in connection with both formal and informal situations

Assessment in practice

Practice will be an integral part of the course plan for the individual area of knowledge and specialisation. The study programme and course plan for each area of knowledge shows what learning outcome will be assessed in the different practice periods. Subject teachers, educational leaders, practice teachers and the controller/unit manager all have a responsibility for assessing the student in practice, but the practice teacher has overall responsibility.

Practice is a specific part of the examination for the area of knowledge and will be assessed as Pass/Fail. A student with a mark of Fail in practice can still take the examination in the other sections of the area of knowledge, but will not be awarded study points until the practice has been marked as passed.

A student must have a mark of Pass in all practice periods during the first study year in order to continue into the second study year, and of Pass in all practice periods during the second study year in order to continue into the third study year. If a student has a mark of Fail in a practice period in one year, he or she must wait until the next study year before being able to retake the practice. It is not possible to retake the same practice period more than once. With a Fail mark for a practice period for a second time, the student cannot receive the concluding certificate for kindergarten teacher training.

A student can withdraw from practice up to one week before the practice begins. If the student withdraws from practice after this deadline without a valid reason, the student will be deemed to have used one practice attempt for the practice in question.

 

Study participation and study progression

Preschool Teacher Education requires students to be active participants. Full-time study corresponds to an average 40 hour working week for the student. There is a requirement for mandatory participation in teaching. The requirement for participation is based on the descriptions of learning outcome for the kindergarten teacher training, where learning is developed through collaboration, testing and practical work with other students, children and teachers. HSH has a socio-cultural learning platform. A central aspect is that the individual constructs his or her knowledge in interaction and dialogue with others. The semester plans indicate in detail which parts of the study are mandatory.

Mandatory means an 80 % participation requirement if a student is to receive a final mark in the area of knowledge. Students with too much absence do not fulfil the study requirement and will not receive the concluding assessment in the area of knowledge until the study requirement is approved.

Where teaching is defined as mandatory excursions, 100% participation is required.

All practical training, including preparation and subsequent work, is mandatory. Absence due to illness may be documented by means of self-certification or a doctor's certificate. Only absence du to own or their children's illness and granted leave will be approved. 

Absence should be taken as soon as possible after regular period of pracitcal training, and not later than the end of the semester.

The university college can organise supplementary practice within the bounds of what is academically reasonable. Subject teachers and practice teachers, together with the practice coordinator, will decide in each case the scope and possibility of supplementary practice.

In order to ensure the quality of education for the profession, it is a requirement that the student has passed all areas of knowledge in the first study year in order to start the autumn semester of the third study year.

 

Evaluation

Evaluation in Preschool Teacher Education will reflect the students' academic and inter-disciplinary knowledge and understanding of the different themes in the areas of knowledge. Evaluation will be in accordance with the descriptions of learning outcome in the study programme and in accordance with the individual area of knowledge/specialisation. There will be variation in the educational assessment - and forms of examination and the diversity of the content and methods will be safeguarded.

Each area of knowledge has study requirements that must be approved in order to take the examination.

Written and verbal study requirements in the area of knowledge will be both individual and in groups and will not exceed five in number.

Qualification assessment

The Regulations Regarding Qualification Assessment in Higher Education were determined by the Ministry of Education on 30 June 2006 pursuant to the Act of 1 April 2005 No. 15 Regarding Universities and University Colleges section 4-10 paragraph six.

The teacher training institution is responsible for assessing whether the student is qualified for the teaching profession. This is a total assessment of the student that covers academic, educational and personal circumstances and is continuous throughout the study programme. Practice and subject teachers have a joint responsibility for communicating any doubts about whether the student is qualified as early as possible in the programme. Students and other employees may also notify of doubts. Such notifications must be made via the appointed institutional officer at HSH. Students will receive more information about qualification assessment early in the course of study.

Regulation regarding qualification: http://www.lovdata.no/for/sf/kd/kd-20060630-0859.html

Learning outcome:

After completing the Preschool Teacher Education, the candidate should have the following learning outcome defined as knowledge, skills and general competence. This will provide the basis for educational work in the kindergarten and further education to master's level.

Knowledge

The candidate

  • has knowledge about kindergartens in Norway, including the kindergarten's characteristics, history, social mandate, statutory basis and governing documents.
  • has broad knowledge of education and in the kindergarten subject areas, about leadership and facilitating educational work and about children's play and learning processes.
  • has broad knowledge of how the education of children is conducted, about modern childhood, children's culture, children's different conditions for growing up, backgrounds and development in a society characterised by linguistic, social, religious, life philosophy and cultural diversity.
  • has broad knowledge of children's linguistic development, multilingualism, social, physical and creative development and dawning digital, reading, writing and mathematics skills.
  • has broad knowledge of children's rights and about what characterises an inclusive, equal, health-promoting and learning kindergarten environment.
  • is aware of national and international research and development work with reference to the kindergarten teaching profession and can update his or her own knowledge in the subject area.

Skills

The candidate:

  • can use his or her professionalism and relevant R&D results to lead and facilitate children's play, curiosity, learning and development and can justify his or her choices.
  • can evaluate, stimulate and support different children's all-round development in collaboration with the home and other relevant stakeholders.
  • can use his or her professionalism for improvisation in play, learning and communication.
  • can evaluate, stimulate and support children's different abilities and take children's different backgrounds and circumstances into account.
  • can promote creative processes and cultural and natural experiences, with the focus on children's creative activity, total learning and perception of achievement.
  • can use relevant academic tools, strategies and forms of expression in learning processes, in educational work and in interaction with the home and relevant external stakeholders.
  • can identify the specific needs of individual children and against a background of professional assessment, take rapid action.
  • can lead and guide employees, critically reflect on his or her own practice and adjust this under guidance.
  • can find, evaluate and refer to information and subject matter and present this so as to clarify a problem issue.

General competence

The candidate:

  • has insight into professional ethical issues, especially relating to responsibility, respect and power perspectives.
  • can plan, lead, implement, document and reflect on educational work connected with the kindergarten's content and tasks in line with ethical requirements and guidelines and on a basis of research and experience based knowledge.
  • is proficient in the Norwegian language, both bokmål and nynorsk, in a qualified manner in a professional context.
  • can draw global, national, regional, local and multi-cultural perspectives, characterised by respect and tolerance, into the work of the kindergarten.
  • has change and development competence, can lead educational development work and contribute to creativity and in innovative processes for the kindergarten of the future.
  • can communicate key subject matter verbally and in writing, can participate in academic discussions in the various subject areas of the programme and share his or her knowledge and experience with others.

Teaching methods:

: Som ferdig førskulelærar vil du ha store sjansar til å få deg jobb. Det er stort behov for førskulelærarar på mange felt i arbeidsmarkedet. Med den raske utbygginga av nye barnehagar vil det vere stort behov for nye styrarar/einingsleiarar eller pedagogiske leiarar i barnehage, men og jobbar i skolefritidsordninga og med barn som treng særskild oppfølging. Det er og jobbar innan miljøinstitusjonar, verna bedriftar, spesialpedagogiske institusjonar og i privat eller kommunal barnehageadministrasjon.

Student exchange:

All students in Preschool Teacher Education have the opportunity to participate in education abroad. For this reason the study programme allows for an international semester in spring of the 3rd study year, where the student takes the entire specialisation unit abroad. 3-month exchanges are also possible

Admission information:

The deadline for applications is 1 March for those who are seeking early admission / are seeking special evaluation / have a foreign educational background / have Rudolf Steiner School / have IB / are applying on the basis of real competence.

The deadline for all ordinary applicants is 15 April (coordinated intake).

Check the current Applicants' Manual from the Norwegian Universities and Colleges Admission Service for verification of dates. See http://www.samordnaopptak.no for more information about admission procedures.

Admission requirements:

General study competence or prior learning and work experience.

Certificate of good conduct issued by the police

The Regulations regarding admissions to universities and university colleges, chapter 6, point 6-2 state that applicants for this type of education must present a certificate of good conduct issued by the police. The valid certificate from the police must be presented before it is possible to start practical training.

The certificate must be presented at the start of studies. The certificate must not be more than three months old. The certificate is valid for 3 years. Students on 4-year courses and students who have taken a break in the course (leave of absence etc.) and thus are studying for more than 3 years, must provide a new certificate.

Further education:

A bachelor's degree as a kindergarten teacher gives a basis for further study to master's level at other university colleges in Norway and abroad. HSH offers master's programmes in ICT in learning and in practical-aesthetic subjects and learning processes. A minimum of 60 study points in supplementary education aimed at teaching in primary school gives a basis for employment in year 1 to 4 classes.

National Curriculum Regulations:

http://www.regjeringen.no/upload/KD/Vedlegg/UH/Rammeplaner/Lærer/Endret%20rammeplan%20FLU.pdf

Program / Course Plan

Courses for Students Starting Their Studies in 2016
Initial Semester Title and code Num. of
Semesters
Credits
1 Children's development, play and learning BLU-BULL 1 20
1 Society, Religion, Philosophies and Ethics BLU-SRLE 1 20
2 Language, Text and Mathematics BLU-STM 1 20
2 Mathematics in Language, Text and Mathematics BLU-MAT7 1 7
Courses for Students Starting Their Studies in 2015
Initial Semester Title and code Num. of
Semesters
Credits
1 Children's development, play and learning BLU-BULL 1 20
1 Society, Religion, Philosophies and Ethics BLU-SRLE 1 20
2 Language, Text and Mathematics BLU-STM 1 20
2 Mathematics in Language, Text and Mathematics BLU-MAT7 1 7
3 Art, Culture and Creativity 1 BLU-K-KKK1 1 20
4 Art, Culture and Creativity 2 BLU-K-KKK2 1 20
3 Nature, Health and Movement BLU-K-NHB 1 20
3 Mathematic BLU-MAT3 1 3
3 Nature, Health and Movement 1 BLU-N-NHB1 1 20
3 Art, Culture and Creativity BLU-N-KKK 1 20
4 Nature, Health and Movement 2 BLU-N-NHB2 1 20
Courses for Students Starting Their Studies in 2014
Initial Semester Title and code Num. of
Semesters
Credits
1 Children's development, play and learning BKN-BULL 1 20
1 Society, Religion, Philosophies and Ethics BKN-SRLE 1 20
2 Language, Text and Mathematics BKN-STM 1 20
2 Physical Education and Nature in Children¿s development, play and learning BLU-NATFYS 1 4
3 Art, Culture and Creativity 1 BLU-K-KKK1 1 20
4 Art, Culture and Creativity 2 BLU-K-KKK2 1 20
3 Nature, Health and Movement BLU-K-NHB 1 20
3 Mathematic BLU-MAT3 1 3
3 Pedagogy BLU-PED7 1 7
3 Nature, Health and Movement 1 BLU-N-NHB1 1 20
3 Art, Culture and Creativity BLU-N-KKK 1 20
4 Nature, Health and Movement 2 BLU-N-NHB2 1 20
3 Pedagogy BLU-PEDN7 1 7
5 Management, Cooperation and Development Work BLU-LSU 1 15
5 Bachelor Thesis BLU-BACH15 1 15
6 Specialization art, culture and creativity BLU-KKK3 1 30
5 Management, Cooperation and Development Work BLU-LSU 1 15
5 Bachelor Thesis BLU-BACH15 1 15
6 Specialization Nature Health and Movement BLU-NHB3 1 30
Courses for Students Starting Their Studies in 2013
Initial Semester Title and code Num. of
Semesters
Credits
1 Children's development, play and learning BKN-BULL 1 20
1 Society, Religion, Philosophies and Ethics BKN-SRLE 1 20
2 Language, Text and Mathematics BKN-STM 1 20
3 Art, Culture and Creativity 1 BK-KKK1 1 20
4 Art, Culture and Creativity 2 BK-KKK2 1 20
3 Nature, Health and Movement BK-NHB 1 20
3 Nature, Health and Movement 1 BN-NHB1 1 20
3 Art, Culture and Creativity BN-KKK 1 20
4 Nature, Health and Movement 2 BN-NHB2 1 20
5 Management, Cooperation and Development Work BLU-LSU 1 15
5 Bachelor Thesis BLU-BACH15 1 15
6 Specialization art, culture and creativity BLU-KKK3 1 30
5 Management, Cooperation and Development Work BLU-LSU 1 15
5 Bachelor Thesis BLU-BACH15 1 15
6 Specialization Nature Health and Movement BLU-NHB3 1 30

Required Reading (Syllabus):

www.hsh.no/pensum


Study program's last update: 04/13/2016 10:43

Sida ble sist oppdatert: 02.08.2017