Course Description

Study programme curriculum – content and structure

The study programme is built upon the following three course units:

1. PEOPLE AND NATURE
2. CHILDREN – MOVEMENT – NATURE
3. DAY CARE CENTRES’ AND THE SCHOOLS’ OUTDOOR AREAS AND LOCAL ENVIRONMENT

Subject didactics is integrated in all three course units.

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 target area. 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.

Course components

• 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 use and 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 – MOVEMENT – 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.

Course components

• 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 DAY-CARE CENTRES AND SCHOOLS

The exploration and use of the environment provide the opportunity to seek challenges in the various elements of nature in relation 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.

Course components

• Referance area
• Natural playgrounds and the local environment of day-care centres
• Safety and challenges
• Outdoor life and trips in the local area
• First aid and life saving skills

Assessment Methods

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

Requirements:

• Approved attendance of obligatory teaching
• Excursions and journals relating to these must be approved
• Students must complete two camping trips on their own, according to specific guidelines
• Approved journals from assignments, field work and teaching practice
• Approved skills exercise in chosen topic

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

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