Children's Development, Play and Learning
The field of study called Children’s Development, Play and Learning is an interdisciplinary course based on the subjects of pedagogy, drama, music, Norwegian and physical education.
The field of study is based on the kindergarten’s core values and will contribute to the professional insight necessary to be able to work pedagogically with play, learning, care and formation in a diverse society. This field of study devotes great space to the importance of play for children’s development and learning, as well as how interaction and relationships between people form the basis for children’s learning, the development of democratic thinking, and an understanding of the role of kindergartens in society. Students will gain understanding and awareness of their own professional role so that they can facilitate the management of children’s learning, development and formation process. Particular emphasis is placed on aesthetic forms of work and expression in this field of study. Expertise is important for promoting children’s holistic development in an inclusive community that is characterised by care, participation, collaboration and dialogue with parents/guardians. The teaching will focus on a pedagogical kindergarten approach and subject didactics research related to the field of study. Supervised professional training is an integral part of the field of study.
Knowledge
Candidates
• Have a knowledge about relevant theories and research on children’s development, play, learning and formation, and about the relationships that exist between these.
• Have knowledge about play as a childhood phenomenon and as an arena for exploration, friendship and interaction between children, and between children and adults.
• Have knowledge about observation, reflection and pedagogical documentation as a prerequisite for didactic work
• Have knowledge about how interaction and relationships are of importance regarding children’s learning and development.
• Have knowledge about the professional role and pedagogical management.
• Have knowledge about children in different life phases, including transition to kindergarten, transitions within kindergarten and the transition between kindergarten and school/after-school programme.
• Have knowledge about Sámi perspectives on childhood.
Skills
Candidates
• Can create, participate in and maintain caring relationships and demonstrate the ability and willingness to empathise with and recognise each individual child.
• Can observe, plan, explain, collaborate on and reflect on pedagogical work in light of supervised professional training experiences, theory and research, and include children’s experiences, interests and right to participate in this work.
• Can manage pedagogical processes, participate in play with children, support children’s curiosity and creative expression, and contribute to well-being and joy in a safe but also challenging play and learning environment.
• Can reflect on the core values of kindergarten and issues concerning diversity.
General competence
Candidates
• Can demonstrate nascent professional judgement and reflect critically on their own actions while interacting with children and staff.
• Can demonstrate the nascent ability to formulate and convey their pedagogical knowledge orally and in writing.
• Can demonstrate basic understanding of democratic principles, and can reflect on power relationships that affect pedagogical practice.
• Can demonstrate the nascent ability to lead themselves and the child while interacting with children and staff.
Composite assessment:
- • Compulsory participation, 80% attendance requirement in teaching and scheduled activity. Assessed as approved/not approved, set as a condition for obtaining a final course grade.
- Folder (MA) consisting of 2 parts. (autumn semester). Individual reflection task. Didactic assignment related to children's development and learning theory. Guidance is given on work in the folder. The student finally delivers a combined folder and the folder is given an overall grade. Graded assessment scale A-F, where F is not passed. Weighted 50/100
- • Coursework 1, Written individual assignment with emphasis on aesthetic forms of work and expression in kindergarten. Assessed as approved/not approved, set as a condition for obtaining a final course grade.
- • Home examination, individual, 3 days spring semester. Grading scale A-F. Weighted 50/100.
The main rule is that a maximum of two submission attempts are given on written coursework.
Permitted examination support materials on the written examination are the Framework Plan for the Content and Tasks of Kindergartens and the Kindergarten Act. The Framework Plan for the Content and Tasks of Kindergartens and the Kindergarten Act are available in Inspera during the written examination.
Bilingual dictionary
