Course Objectives

The students will:

• Acquire theoretical knowledge of, and practical experience with, various types of environments and activity environments, and develop an understanding of and insight into the interactions between people and nature.
• Acquire theoretical and practical skills that will allow them to stimulate children to play, wonder, enjoy and master skills in nature, on the children’s own terms.
• Acquire the necessary knowledge to create a process-oriented learning environment, and to stimulate independence, responsibility and creativity.
• Further develop subject-didactic competence, capacity for critical reflection and insight into pedagogical development work related to teaching children outdoors.
• Acquire greater insight into the relationship between children and their natural environment, the motor development of children, and the interplay between their motor development and their activities in nature in different seasons.

Course Description

The course is built upon the following three course units:

1. PEOPLE AND NATURE
2. CHILDREN – ACTIVITY – NATURE
3. THE OUTDOORS AREA AND LOCAL ENVIRONMENT OF KINDERGARTENS AND SCHOOLS

Subject didactics is integrated in all three areas.

1. PEOPLE AND NATURE

In the course unit, People and Nature, stress is placed on developing an ecological understanding of how the environment functions, and of different forms of life, life processes and the basis of life on earth. Humans are part of the global ecological system, and the relationship of humans to the environment is an important aspect of this course unit. Experiences from outings in the natural surroundings, understanding of ecology and eco-philosophy and insight into Sami culture are basic elements of this course unit.

Topics

• Ecology: the most common biotopes in Norway, living conditions in different natural environments
• Fundamental forces and processes in the environment and processes in nature which contribute to shaping the landscape, environment and the basis for life, geology and the climate
• Basic topics within ecological philosophy associated with the relationship humans – culture - environment, uses of the environment, the interpretation of nature in Sami culture and ecologically sound use of the environment
• Outdoor activities in a cultural-historical perspective, laws and regulations for hiking and trips to the countryside
• Field methodology and outdoor activity pedagogy, outdoor activities for children

2. CHILDREN – ACTIVITY – NATURE

Nature represents an environment with many challenges. Children can acquire basic experiences and skills by playing and learning in the natural environment. Nature represents a playground which can stimulate their senses and motor development, creative skills, curiosity and their need to explore. Intuitively, children use the countryside for physical challenges, playing and exploring. Active, participating and value-conscious adult-models are necessary to ensure the child’s progression and overall development and learning.

Topics

• Play and learning in nature
• Use of natural materials
• Children’s culture and the question of gender roles in relation to free and organised play in the natural environment
• Children’s motor development and the stimulation of motor skills through play in the natural environment
• Practical professional development with children through the various seasons

3. THE OUTDOORS AREA AND LOCAL ENVIRONMENT OF KINDERGARTENS AND SCHOOLS

The exploration and use of the environment provide an opportunity to seek challenges in the various elements of nature in relation to the senses, discovering, experiencing and mastering skills. Children need all-round and varied physical stimulation for optimal physical, mental and social development. It is therefore important to be able to evaluate an outdoors area and have knowledge and skills concerning how it may be used.

Topics

• Reference area
• Natural playgrounds and the local environment of kindergartens
• Safety and challenges
• Outdoor life and trips in the local area
• First aid and life saving skills

Learning Methods

This course is taught through workshops (four 2-day workshops, Thursday-Friday) each semester; and there is also a field course.

Group work and individual work will be carried out between the workshops:

Work in a reference area is a theme which is focused on throughout the year, and should be reported in a journal. At the beginning of the course, students form groups and they select an area which they intend to focus on. The reference area is important for much of the teaching and work which is done throughout the year.

An important part of the course are the four individual portfolio assignments, two of which must be submitted before Christmas and two in May. The portfolio assignments include both theoretical and practical work, as well as subject didactics’ work relating to children.

Fieldwork is also an important part of the course; students will be required to meet the costs associated with fieldwork.

The teaching will include:

• Fieldwork: 3 days and nights in the autumn mountains
• Fieldwork: 2 days and nights in the winter mountains
• Fieldwork: 3 days and nights on the coast
• Field trips to the forest, and to lakes and waterways
• Lectures
• Supervisor-directed and student-directed group work
• Individual work, practical and methodological
• Student-training/training in skills
• Project work
• Practical-methodological work with children

Assessment Methods

The assessment throughout the course includes requirements which must be approved, assignments, exercises and an examination.

Requirements:

• Approved attendance of obligatory teaching
• Fieldwork and journals relating to these must be approved
• Approved journals from assignments, field work and practice
• Approved skills exercise in chosen topic

The above requirements must be met before students can take the examination.

The examination consists of:

a) Individual practical-oral examination. Graded mark (50%).

b) Written group work from the area of reference. Graded mark (25%).

c) Four individual practical-written assignments. Graded mark (25%).

d) Species tests. Pass/fail.

A, b and c must each receive a passing mark in order to receive a final passing mark for the course.

A single graded mark is entered on the diploma, graded from A to F where A is the highest and E the lowest passing mark.

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

Utefag ved Høgskolen i Telemark

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