Introduction

The curriculum for the three-year BA in Pre-School Teacher Education at Telemark University College builds on the national curriculum for pre-school teacher education, which was established by the Ministry of Education and Research on 4^th June 2012.

Target Group and Admission Requirements

General admission requirements/prior experiential learning.

Aim of the Programme

By graduation, the candidate will be able to organise and lead pedagogical activities for children. He/she will have knowledge and skills in management and cooperation with parents and be a constructive and reflective pre-school teacher. The candidate’s professional attitudes will be based on the kindergarten’s fundamental values.

Learning outcome

After successfully completing the study program, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Knowledge

The candidate has:

• Knowledge of kindergarten-related disciplines and educational work, and education through caring, play and learningKnowledge of the management of children’s play and learning processes, educational guidance, and dialogue with the home and other relevant partners
• Broad knowledge of children’s language development and bilingualism
• Knowledge of national and international research and developments relevant to the teaching profession in kindergartens, and can use this to update their knowledge in the field
• Knowledge of what characterises an inclusive, equality-oriented, multicultural, healthful and educational environment in the kindergarten.

Skills
The candidate can:

• Lead and motivate both individual and groups of children at play, wonder and in their learning processes, whilst taking into account children’s different abilities, aptitudes, interests and socio-cultural backgrounds
• Identify special needs of individual children and on the basis of professional evaluations implement measures to support their learning
• Lead and supervise staff, receive guidance, reflect critically on their practices and make necessary adjustments
• Interact with parents and the relevant agencies concerning children’s development, learning and well-being
• Encourage children to interact with nature and develop cultural experiences by focusing on creative activities, holistic learning and experience of mastery.

General competence
The candidate:

• Can plan, implement, document and reflect on educational work related to the kindergarten’s goals and tasks, based on research and experiential knowledge
• Has an understanding of, and insight into, professional-ethical issues, particularly those relating to responsibility, respect and power perspectives
• Possesses change and development expertise, and is able to lead development activities and contribute to new thinking and innovation in the kindergarten
• Can promote understanding of human dignity and democracy, particularly through children’s participation, in accordance with the values set out in the kindergarten’s statutory objective
• Can communicate key professional topics orally and in writing, and master the fluent use of Norwegian in professional contexts.

Curriculum and structure

Compulsory courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) BULL1 Children’s Development, Play and Learning 20.00 O 10 10         SRLE1 Society, Religion, Life Stance and Ethics 20.00 O 20           KKK1 Art, Culture and Creativity 20.00 O   20         STM1 Language, Text and Mathematics 1 20.00 O     20       BULL2 Children’s Development, Play and Learning 2 10.00 O       10     NHB1 Nature, Health and Movement 1 20.00 O     10 10     KKK2 Art, Culture and Creativity 2 10.00 V       10     NHB2 Nature, Health and Movement 2 10.00 V       10     LSU Leadership, Cooperation and Development 15.00 O         15   BABLU Pre-School Teacher Education: Bachelor’s Thesis 15.00 O           15 Total: 30 30 30 30 15 15 *) O - Mandatory course, V - Optional course

Specialization courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) LEDINNVE A Future-Oriented Kindergarten: Leadership, Innovation and Supervision 30.00 O         15 15 FLERKULT Multicultural Kindergarten Work 30.00 O         15 15 ISCENE Staging and Communication – Picture Book and Oral Narratives 30.00 O         15 15 MATDIG Material and Digital Exploration - Experience and Knowledge in Children’s Art Processes 30.00 O         15 15 MERUTE GET OUTSIDE MORE! - The Kindergarten’s Outdoor Spaces as a Landscape for Play and Learning 30.00 O         15 15 SMÅBARN Young Children and Aesthetics 30.00 O         15 15 Total: 0 0 0 0 15 15 *) O - Mandatory course, V - Optional course

The Pre-School Teacher Education study program is structured into six areas of knowledge, and also includes specialization courses and a Bachelor’s thesis. The first two years of study are structured in such a way to enable a period of mobility after the second year of study.
All areas of knowledge are professionally-oriented and designed to be relevant to kindergarten disciplines. Each study year has specific professional days. Furthermore, as the study program is founded on research-based knowledge and rooted in a research environment, the program includes research and development days for students.
Specialization courses are based on online teaching and workshops at the Notodden campus. In some cases, the specialization courses are based on regional workshops.

Internationalization

The study program offers the option of participating in student exchange programs in the sixth semester with foreign cooperative institutions, and also the possibility of field work abroad. The International Office is responsible for providing information and organizing student exchanges in collaboration with the study program coordinator and teachers of the specialization courses. It is also possible to carry out practical training abroad related to the knowledge area, Leadership, Cooperation and Development.

The study program has student exchange agreements with:

• University College Capital (UCC), Copenhagen, Denmark
• Leuven University College, Belgium
• Augustana College, South Dakota, USA

The study program also offers the opportunity for fieldwork and practical training in:

• Kenya
• India
• China

Teaching and Learning Methods

Throughout the study programme, students will experience varied teaching and learning methods, which are described in the curricula of the various courses. Throughout the whole of the study programme, efforts will be made by the individual student, the student group, and the teaching team to relate the following elements to each other; theoretical knowledge, practical training and didactic reflection.

The study program uses the web-based learning environment Fronter; students will be instructed in how to use it. Skype and Nefsis may also be used for teaching and mentoring.

Study program requirements
Attendance of lectures is compulsory, as is participation in practical training. This is specified in the various course descriptions, semester plans and practical training notes.

Student participation
By means of class and committee meetings and in other student groups, students will be able to contribute to renewing, changing and improving the study program and their own learning environment. All students are responsible for ensuring that the learning environment is a positive and informative one through active participation.

Theory and Practical Training

Supervised, varied and assessed practical training is integrated into all the areas of knowledge. The periods of practical training in the kindergarten are distributed throughout the three years of study. Requirements regarding the level of skill will increase as the student progresses through the study programme. The practical training must receive passing marks before students can be awarded a diploma; please refer to the practical training notes for further information.

Year of study	Practical training (autumn)	Practical training (spring)
1st year	3 weeks	5 weeks
2nd year	4 weeks	2 weeks +1 week
3rd year	5 weeks

Assessment Methods

The forms of assessment are varied and reflect the study program’s learning methods. In other words, they include both practical and theoretical aspects and subject-specific characteristics.

The course plans describe the methods of assessment used.

The various assessment methods use either a graded scale from A to F, where A is the highest and E the lowest passing grade, or a pass/fail mark.
Students with special needs in connection with the examination may apply for more time and the use of examination aids; this application must be registered.

Please refer to Telemark University College’s examination regulations for more information.

Suitability

A suitability assessment is included as part of the total assessment of the student’s professional and personal aptitude and pedagogical skills which enable him/her to function as a kindergarten teacher. Continuous assessment of suitability will be carried out throughout the whole of the study programme (cf. Regulations for Suitability Assessment).

Minor adjustments may occur during the academic year, subject to the decision of the Dean