Bachelor's Programme in Pre-school Education

The study programme is based on national regulations on a framework plan for preschool teacher education established by the Norwegian Ministry of Education and Research on 4 June 2012 (revised on 30 June 2023), national guidelines for preschool teacher education revised on 17 October 2018 and the national qualification framework for lifelong learning established by the Ministry of Education and Research on 15 December 2011.

Preschool teacher education is a research-based programme in which students develop into professionals with the right knowledge, skills and attitude necessary for a preschool teacher and the ability to reflect analytically. The students undergo a formative process in which they develop their own professional role based on ethical and historical perspectives and critically examine children’s upbringing and the role of society in the preschool teacher profession. The programme is based on local, national and international perspectives and aims to promote an understanding of the meaning of human dignity, respect and involvement.

The emphasis is on an understanding of diversity in preschools and the necessity of cooperation and dialogue with children’s parents and guardians. The students develop knowledge on ways to stimulate the abilities of each individual child, while taking into consideration their unique background and capabilities. Through both theory and practice, students develop an understanding of the child as a subject, the value of the child’s holistic learning and the child’s participation in creative processes and cultural and nature experiences.

The content of the preschool teacher education programme is divided into six knowledge areas, in addition to specialisation and a Bachelor’s thesis. The knowledge areas are professionally oriented and incorporate relevant pedagogical, professional and didactic knowledge adapted to the framework plan for the preschool.

The preschool teacher education study programme is based on knowledge in the areas of pedagogy, Norwegian, social studies, mathematics, drama, art, music, science, physical education, nutrition and health, as well as religion, spirituality and ethics. Pedagogy is a central and unifying subject, and is specifically intended to ensure that the programme is comprehensive, promotes progression and includes professional training.

Main topics covered

The study programme consistently considers the role of preschool in children’s upbringing. The emphasis is on pedagogical leadership, diversity and equality, indigenous perspectives (including Sami culture, language and society), children with special care and supervision needs, children’s coping skills and health, professional digital skills and sustainability.

A framework plan has been developed that establishes how the study programme safeguards comprehensiveness, coherence and progression in relation to these topics.

Teaching practice:

Teaching practice is an integral part of the programme in all knowledge areas and specialisations. It is intended to contribute to continuity, coherence and progression. The teaching profession and didactics are reflected in teaching practice throughout the study programme to support the professional development of students.

Students gain experience with different aspects of the preschool teaching profession in a field characterised by change, diversity and complexity. Students are given the opportunity to participate in, explore and observe pedagogical practices in the preschool. They gain experience working with children of different ages and capabilities. Teaching practice should make clear to students what pedagogical leadership responsibility entails. Teaching practice includes progression in relation to professional competence and pedagogical leadership through the following focus areas:
1BLU: Management of self and children,
2BLU: Management of children and co-workers,
3BLU: Management of children and preschool.

Students’ experiences and problems from teaching practice in the preschool are linked to theoretical and professional perspectives in each knowledge area. This provides students with an evidence and research-based foundation for professional practice. Comprehensiveness and coherence in the study programme require that all parties cooperate with regard to the development, execution and assessment of teaching practice.

At the end of each teaching practice period, students receive an individual written assessment. The assessment is based on the learning outcome descriptions for each teaching practice period. To ensure sufficient progression in leadership and teaching practice, students submit assessment reports to the teaching practice supervisor.

There are 105 days of teaching practice, 100 of which take place at the University of Agder partner preschool in Agder, and five of which focus on the transition from preschool to primary school.

A more detailed description of teaching practice content and progression can be found in the curriculum for teaching practice and at https://www.uia.no/om-uia/fakultet/lererutdanningene/praksis-lu/praksis-blu/

Working forms in teaching practice

Teaching practice periods require planning and execution of learning processes, educational management, cooperation with co-workers and parents, documentation and assessment. Teaching practice assignments and individual management days are integrated into the teaching practice periods. Course descriptions for the knowledge areas contain a further description of the relationship between teaching practice and the individual knowledge area.

Teaching practice assessment

Teaching practice is assessed with a pass/fail grade. In order for students to be able to sit the final examination in an individual knowledge area, they are first required to pass their teaching practice. The assessment is based on expected learning dividends as presented in the course descriptions for each knowledge area.

Further information regarding teaching practice content and progression may be found in semester schedules and the document Praksisdokument for barnehagelærerutdanningen (Teaching Practice in Kindergarten).

The preschool teacher education study programme qualifies the graduate to practice the profession of preschool teacher in a society characterised by diversity and change. The learning outcome is formulated based on the national qualification framework for higher education on the bachelor level.

On competing the study programme, the graduate will have acquired the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

Graduates have:

• Knowledge about preschools in Norway, including their distinctiveness, history, social mandate, legal basis and governing documents
• Broad knowledge about education in general and preschools in particular, knowledge about leadership and facilitation of pedagogical work, and about play, care and learning
• Broad knowledge about children’s educational processes, childhood today, children’s culture, children’s different upbringing conditions, background and development in a society characterised by linguistic, social, religious, spiritual and cultural diversity
• Broad knowledge about children’s linguistic development, multilingualism, social, physical and creative development and early digital, reading, writing and mathematical skills
• Broad knowledge about children’s rights and the characteristics of an inclusive, equal, health-promoting and learning preschool environment
• Knowledge about children in difficult living situations, including knowledge about child abuse and sexual assault and how to initiate the necessary legal measures
• Knowledge about national and international research and development work relevant to the preschool teacher profession and are able to update their knowledge in the field

Skills

Graduates can:

• Use their professionalism and relevant results from research and development to guide and facilitate children’s play, curiosity, learning and development, and to justify their decisions
• Assess, stimulate and support each individual child’s all-round development in collaboration with parents, guardians or other relevant persons
• Use their professional skills for improvisation in play, learning and communication
• Assess, stimulate and support each individual child’s different abilities, taking into account their background and capabilities
• Foster creative processes and cultural and nature experiences with a focus on children’s creative activities, holistic learning and experiences of mastery
• Use relevant professional tools, strategies and forms of expression in their own learning processes, in pedagogical work, in interactions with parents or guardians, as well as with relevant external organisations
• Identify the unique needs of each individual child and implement measures based on professional assessments
• Manage and guide co-workers, reflect critically on their own practice and make the necessary adjustments under supervision
• Find, assess and refer to information and professional resources and present them in a manner that clarifies issues

General competency

Graduates:

• Have an understanding of professional ethical dilemmas, especially in relation to responsibility, respect and power perspectives
• Can plan, manage, carry out, document and reflect on pedagogical work related to preschool content and activities in line with ethical requirements and guidelines and based on research and evidence-based knowledge
• Are fluent in the Norwegian language, both bokmål and nynorsk, in a qualified manner in a professional setting
• Can integrate global, national, regional, local and multicultural perspectives characterised by respect and tolerance into preschool practice
• Have change and development competence, are able to lead pedagogical development activities and contribute to new ways of thinking and innovation processes for the preschool of the future
• Can communicate key professional content both verbally and in writing, can participate in professional discussions within the various subject areas of the study programme and share their knowledge and experiences with others

Throughout the study programme, students encounter various methods of evaluation in the form of both a mid-term and final assessment. The assessment methods are adapted to the learning outcomes and approaches used in the study programme. Students are assessed using written, verbal, digital and practical assessment methods. The various methods used help students to progress in their studies and facilitate students of different backgrounds and with different capabilities and needs.

Course are graded based on a grading scale of A-F. Teaching practice is graded on a pass/fail basis.

The course descriptions and instruction facilitate internationalisation throughout the entire study programme. These include a semester abroad, student exchange, teaching practice abroad and integration of global and multicultural perspectives in the study programme. The curriculum may include Danish, Swedish and English texts during the study programme.

The teacher education study programme at the University of Agder has partnerships with several institutions abroad. Students of the preschool teacher education study programme can go on an exchange at one of our partner institutions abroad during the fifth semester. They can take different subjects with a focus on preschool-aged children, including a two-week teaching practice period.

During the sixth semester, students also have the possibility to do their teaching practice abroad.

Requirements for applying for part-time studies abroad:

• The student must have completed at least 60 credits before going abroad.
• The student must fulfil the requirements of the host university/academic institution.
• The study programme abroad must be pre-approved by the University of Agder.

For information on partner institutions and application deadlines, see https://www.uia.no/om-uia/fakultet/lererutdanningene/utveksling-lu/index.html

The student must receive a ‘pass’ for teaching practice before being allowed to take the exam in each knowledge area/specialisation.

The teaching practice period in the individual semester must be completed with a ‘pass’ before the student can start teaching practice during the subsequent semester.

To start the second academic year of study, students must have passed teaching practice during the first year of study.

To start the third academic year of study, students must have passed teaching practice during the first two years of the programme and have completed and earned all 60 credits during the first year of study.

After completing this study programme, graduates can work as a preschool teacher, pedagogical leader or preschool director. As a preschool teacher, graduates can also work within other organisations with a focus on working with children.

Completing the programme qualifies the graduate for admission into the early childhood education and care and other master’s programmes at the University of Agder. With two years of relevant practice, the degree qualifies graduates for admission into the master’s programme in management with specialisation in early childhood education management.

The degree also qualifies graduates for admission into various programmes on the master’s and continuing education levels at other universities and academic institutions, both within early childhood education and multidisciplinary fields of study.

Suitability assessment

A degree in preschool teacher education qualifies the graduate to work as a preschool teacher. This certification is maintained through a suitability assessment based on regulations regarding suitability assessments in higher education.

The university assesses whether the preschool teacher education student is suitable for the profession of preschool teacher. This assessment takes place throughout the entire study programme and includes professional, pedagogical and personal qualifications.

All those involved in the preschool teacher education study programme, including fellow students, employees of teaching practice preschools and employees of the University of Agder, have a responsibility in this respect. Students who show insufficient suitability for the profession must receive information on this as soon as possible after starting the programme. All parties involved are obligated to report any concerns about student suitability.

Certificate of good conduct

In accordance with chapter 6 of the regulations on the certificate of good conduct on admission to higher education passed on 1 January 2021, all students of the preschool teacher education study programme must submit this certificate at the start of the study programme. Students who do not submit this certificate will not be allowed to participate in teaching practice. The certificate of good conduct is valid for three years.