Management, Cooperation and Development Work
The field of study called Management, Cooperation and Development Work is an interdisciplinary course based on the subjects of pedagogy, social studies and Religion, Philosophies of life and Ethics.
The field of study is based on the overall competency the student has acquired through the five other fields of study and the area of specialisation, and must be research based and proffesion oriented. This also involves collaboration on relevant topics in the course with external partners.
The main focus is management and development of the kindergarten as a learning organisation, as well as cooperation with children, employees, guardians and external agencies in the best interest og children. Central to the knowledge area is management of learning processes, supervision and use of various methods and tools suitable for planning and leading development work. Laws, governing documents and political processes that govern and influence the kindergarten's social mandate are also central.
This entails knowledge of how pedagogical leadership, leadership actions and one's own leadership role can help promote children's play and strengthen kindergarten as a learning and development arena. The knowledge area shall provide competence in reflecting on how professional ethical issues, power relations and the kindergarten's organizational conditions affect management processes.
Supervised professional training is an integral part of the program.
Knowledge
Candidates
• have knowledge about different management and organisation theories
• have knowledge about laws, steering documents and international conventions relevant to kindergarten
• have knowledge about how political processes can affect kindergarten’s organisation and mandate
• have knowledge about relevant research, methods and tools as a basis for management, learning and development work
• have knowledge about personel management, professional ethics and power relationships within a diverse kindergarten environment
• have knowledge about how their own management affects collaborative processes between children, parents/guardians, colleagues and external agencies
Skills
Candidates
• Can analyse, use and critically reflect on legislation and steering documents as a basis for justifications and decisions within a diverse kindergarten environment
• Can identify and reflect on ethical dilemmas and make choices that safeguard children’s best interests
• Can lead, plan, implement and critically assess a delimited piece of development work in kindergarten, both independently and in collaboration with others
• Can motivate, guide and critically reflect on play and development and learning processes in kindergarten
• Can work with colleagues, parents/guardians and external agencies with children’s best interests in mind
General competence
Candidates
• Have insight into and can apply research-based knowledge and professional ethics in the development of their own leadership role
• Can lead pedagogical work and make decisions that lead to the development of the kindergarten as a learning organisation
• Can assess how structural and cultural conditions inside and outside the organisation set frameworks for management and development work
• Exercises ethical awareness and makes choices in the best interests of the child in connection with management and in cooperation with children, guardians, employees and external agencies
Exercises good pedagogical judgement and relational competence in all management and cooperation processes in kindergartens
Varied teaching methods, individual assignments and group assignments. The teaching integrates practical, didactic and theoretical perspectives. Group work will be included as part of pedagogical management, reflection and supervision. Active participation and collaboration between students are prerequisites for achieving the course’s learning outcomes. Based on practical training experiences, the student will develop the ability to reflect on and justify pedagogical choices. Emphasis is placed on close collaboration with the kindergartens and teachers conducting supervised professional training, and other relevant partners.
The teaching at campus Bodø is session-based. Session weeks are stated in the course schedule.
Supervised professional training is integrated into all fields of study in the kindergarten teacher education programme.
Detailed information about the content of the supervised professional training period can be found in the supervised professional training course plan. The supervised professional training period must be passed in order to proceed to the next supervised professional training period. In special cases, the head of studies may decide on deviations from this rule.
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.
• Oral, individual, 30 minutes. Grading scale A-F. Weighted 100/100.
