BUB1 Sustainable Development by Involvement

Applies for the academic year 2017/2018

Content

Sustainable development is considered a necessity for future humans. Early childhood education practices should build upon values as human dignity, intellectual freedom, love of each other, solidarity, democracy, human rights, ecological responsibility, tradition and future, heritage and diversity, critical thinking and ethical action. These values mirrors the democratic, economic, social / cultural and ecological sustainability, considered as the four fundamental pillars of sustainable development. This study is about empowering the children to contribute to sustainable development. We achieve this by working with ecological perspective and through understanding early childhood education as an arena where children with different social, economic, ethnic and cultural backgrounds meet, and become parts of a larger and different community than in their home. The program will qualify early childhood teachers to be co-creators of an equally worthy community of different people, through a broad knowledge of the children's rights and characteristics of an including, rendering inclusion, balance, health promotion and learning environment in the kindergarten (R - 2012). The study shows different ways to work with ecological, economic, social / cultural and democratic sustainability in early childhood education.

The course will focus on how one can initiate the processes of change in cooperation with children in the context of early childhood education. Paradox in relation to education for sustainable development in early childhood education will have a central role in the course. The teaching will be organized in themes and associated with different paradoxes of sustainable development, such as: individual and community, individuality and solidarity, freedom and responsibility, participation and disciplination, local and global, majority and minority countries, gender inequality in a "balanced" society, economy and value, culture and nature, stability and change, harmony and critical attitude, attitude and action, powerlessness and empowerment, and teacher- and child-initiated learning.

Learning Outcome

Knowledge

The student will have an expanded knowledge on

  • the concept of sustainable development and the paradoxes associated with this
  • the importance of children's experiences of human and nature's interdependencies
  • the connections between local and global communities and work with sustainable development
  • children's perspective on values in economic sustainability
  • relevant professional content within each of the four pillars of sustainable development
  • children as citizens and agents of change
  • children's ways to participate and communicate, regardless of age and level of functioning
  • power in ecological, physical and social relations

Skills

The student is able to

  • lead work in kindergartens in accordance with different input from children, both verbal and physical
  • see, interpret and support children to be co-creators of the early childhood community
  • identify paradox and challenges related to the four pillars in sustainable development, in the daily practice
  • detect conditions, situations or phenomena in the kindergarten that can be used in pursuit of sustainable development
  • conduct philosophical discussion in connection with sustainable development
  • Use digital tools to promote sustainable development

General competence

The student

  • is able to reflect on their own contribution in interactions with children and staff
  • see children and early childhood education in a local and global context
  • can plan, lead and evaluate interdisciplinary project and development work.
  • see democratic participation as relational, procedural and contextual
  • have awareness of power perspectives

Work Methods

Sustainable development by involvement is a new theme in kindergarten teacher training and the syllabus will only partially cover relevant topics. Teaching sessions will therefore be directly relevant to the exam. Parts of the teaching is organized as work in study groups, and it is expected that students are actively present at the lessons. Teaching will alternate between disciplinary and interdisciplinary lectures, academic discussions, student presentations, group work, self-study, project work, tutoring and two weeks practice in an early childhood education setting.

Itslearning is the name of Western Norway University of Applied Sciences's Learning Management System, and it is assumed that students use it regularly. Many of the study activities and a lot of knowledge- and information-exchange takes place within Itslearning. Students will use Itslearning and be active in relation to the use of the college library.

Prerequisites

Students of Early Childhood Education and Teacher Education. Students must have completed 2 years at BA-level before entering the course.

Preliminary Examinations

In order to take the exam, students must have completed a folder with various requirements related to the project work (specified at the start of the study). Students without an approved folder gets one (1) new possibility to deliver in the same semester. Resubmission must be approved at least three weeks prior to the exam. All requirements in the folder must be approved to complete the exam.

Evaluation

There is a two-fold individual oral exam. The first part is related to the project work (appr. 50%). The second part is a general examination related to the the entire subject (appr. 50%). The grading scale is A-F.

Aids at the Examination

Personal notes

Course Responsible

Marianne Presthus Heggen