Course Objectives

Through an investigation of language, textual and cultural theories, students will acquire knowledge of, and insight into:

• How culture and heritage is disseminated by the subject, Norwegian
• Children’s own culture.
• Text comprehension, with focus on an expanded definition of the concept ‘text’, where texts may be understood as including written texts, sounds and images.
• Various types of fiction and media-texts by children and about children, and be able to evaluate the quality of such texts.
• Development of children’s language and how they develop language in social interactions with other children and adults.
• The relationship between spoken and written language, so that they are able to help children develop a solid basis for learning to read and write in school.
• How we can work to create an effective environment in kindergartens that stimulates reading and writing skills.
• How to plan effective theoretical and methodical teaching of reading and writing skills.
• Multilingualism, so that one may adapt teaching situations and assist in optimal development for children from different linguistic and cultural backgrounds.

Through practical work with the Norwegian language, and during teaching practice in a kindergarten, students gain experience of:

• How one can use texts effectively.
• How one may create a diverse language environment in the kindergarten, by allowing the child to be linguistically and culturally active.
• How to be a good communicator and listener, when cooperating with children and adults.
• How one may improve both oral and written language skills, in both forms of the Norwegian language.
• Reflecting and discussing the role of kindergartens as a disseminator of culture in society.

Course Description

The use of language and texts are the central elements in the teaching of Norwegian at the pre-school level. The development of language provides pre-school children with a basis for communicating, thinking and acquiring knowledge. Language is important for developing a sense both of self-identity and of belonging to a cultural community.

The part of the course that deals with texts sheds light on the role teachers have as mediators of texts – everything from reading fiction to children to giving practical messages to parents. The study of texts will also provide students with insight into children’s thoughts and imaginations.

In today’s information society, children are influenced by various media, and the pre-school teacher should be aware of the impact this has on children’s culture and language.

Pre-school teachers will come in contact with children whose mother tongue is not Norwegian; in this context, topics related to multilingualism forms an important part of the course.

Students will work with the subject such that they will be prepared for work with children in kindergartens and in the first grade of primary schools.

The subject, Norwegian, is divided into three areas of study: Textual Studies, Theoretical Studies and the Practical Use of Language.

These three major course units are closely related. Students need to acquire a theoretical basis in order to be able to interpret and use texts effectively. Skills and insight into the practical use of language follow naturally from the subject matter of the first two major course units. However, Textual and Theoretical Studies are the most important elements of the course, considered as a whole.

Textual Studies

The concept ‘text’ includes all forms of linguistic expression, from fictional texts to oral presentations, from everyday conversations to the use of images in modern mass media. Literary texts will, however, make up the central part of the study. The selection of texts is represented by the following types of texts:

• Both older and more recent children’s literature
• A selection of picture books for children
• A selection of adult writings on children and youths
• A selection of factual prose for children
• Studies of texts from the local, national and international literary traditions, including children’s traditions
• Studies of texts aimed at the youngest kindergarten children
• Studies of child-oriented mass-media texts
• Studies of display texts for children

Theoretical studies

Theoretical study is not a goal in itself, but is aimed at providing an analytical tool that can assist students in their everyday work with language and texts. The course units are as follows:

• Development of spoken language in pre-school children
• Stimulation of written language skills and preparatory teaching in reading and writing
• The first steps in reading and writing
• Language, play and imagination
• Literary theories, specifically focussed on children’s literature
• Language and texts as forms of cultural expression, including children’s culture
• Norwegian as a second language
• Storytelling and communication

The Practical Use of Language

Pre-school teachers should acquire communicative competence. Contact with children, parents, and colleagues and with administrative authorities is important in the daily work of kindergartens. Students will attain skills relating to:

• Good written and oral use of language for communicative purposes in the context of the kindergarten and school, and other contexts.
• The practical use of both official Norwegian languages in written communication.
• The practical use of information and communications technology (ICT).

Learning Methods

Part of the organisation of the teaching may be determined through agreement between teachers and students. The teaching and learning methods that may be encountered in the study of the subject of Norwegian include:

• Individual assignments, both oral and written
• Group assignments
• Lectures
• In-class discussions
• Self-study
• Interdisciplinary work and project work is included in the course
• The course subject is included in the teaching practice placement. The subject teacher is responsible for guidance in subject didactics
• Some assignments will involve co-operation with the kindergartens where students carry out their teaching practice placements

The semester plan will provide details of obligatory student work.

Assessment Methods

Students will be continually assessed throughout the course, and will also be assessed at the end of the course. Assessment takes the form of oral presentation, examinations of basic knowledge in the subject, and various written assignments.

Continuous assessment:

Each student will hold at least one individual oral presentation during the course of the year that will be assessed as pass/fail.

The course includes a writing day, which is obligatory.

Students will prepare at least two texts during the course of the study, which will be assessed as pass/fail.

Final assessment:

The final assessment at the end of the second term includes an oral examination and an individual, written examination, both of which cover the central aims of the course.

The written examination may be administered via the Internet.

The final grade consists of a combination of marks from the oral examination (60%) and the written examination (40%). Grades A to F will be awarded, where A is the highest and E the lowest passing grade.

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

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