ABLU-STM Language, text and mathematics

Contents and structure

This area of knowledge covers children's linguistic, conceptual, mathematical and textual¿cultural development. The content of this area focuses on children's language and linguistic development, children's literature and media culture and children's creation of mathematical meaning, creative curiosity and problem solving. This area focuses on the role of the kindergarten teacher and their responsibility for giving children varied experiences with adapted linguistic, literary and mathematical activities. The area addresses topics linked to the relationship between kindergarten and school.

The area combines theoretical and practical knowledge of linguistic and mathematical development, as well as review and assessment. Linguistic and mathematical practices exist in children's play and exploration. This area places emphasis on the kindergarten teacher actively relating to the learning and educational potential in these practices.

 

The teaching highlights both a pedagogical and a didactic approach to kindergarten teaching, where research and development and practice are included as integral parts of the course.

 

This area of knowledge will feature special collaboration on the students' work on cultural and constructional pathways, in which topics and issues from the teaching in the area will be followed up by means of didactic assignments in practice.

 

The content is organised into five main topics:

(1) Children's play and learning, (2) language and mathematics in everyday activities in kindergartens, (3) children's literature, (4) mathematics and language in aesthetics, culture and nature, and (5) the relationship between kindergarten and school.

 

General topics that are common to all the areas of knowledge in the programme are:

- educational leadership

- diversity and equality

- the youngest children

- children's participation

- didactics

 

Practice in the area of knowledge

20  days spring. 15 days in kindergarten and 5 days in primary school.

The content and tasks of practice must be in line with the learning outcome of the area of knowledge.

Learning Outcome

• knowledge of children's problem-solving competencies and conceptual development in mathematics and children's oral and written language and linguistic development ¿ including from a multilingual and multicultural perspective
• knowledge of genres in oral children's culture, the oral story-telling tradition, modern media cultures, and poetry and songs for children
• knowledge of fiction and non-fiction for children
• knowledge about the significance of developing positive attitudes to mathematics, language and linguistic diversity
• knowledge of mathematical areas that are relevant for children and about mathematics as a tool for systematic exploration and thinking
• knowledge of the significance of play for linguistic and mathematical learning
• knowledge of the Sami story-telling tradition
• knowledge of how children develop mathematics, linguistic and aesthetic competence through different sensory media, play and exploratory activities
• knowledge about how to assess children's books as an aesthetic product in a cultural perspective
• knowledge of the transition from kindergarten to school and the first teaching in arithmetic, reading and writing
• knowledge of observation and interviews as scientific methods, and analysis and discussion of data, for example. in the form of dialogue

 

• be able to observe, facilitate, review and follow up on children's linguistic and mathematical development
• be able to seek knowledge, know how to use interview and observation guides
• be able to be a conscious linguistic role model and a discussion partner who promotes development, learning and cultural formation in the work on the kindergarten's content
• be able to be a conscious linguistic role model and a discussion partner who paves the way for children's perception and perspective, as well as stimulating children to fantasise, recount, describe, explain and explore
• be able to work didactically on children's linguistic, textual and mathematical development and learning
• be able to assess children's books as an aesthetic product
• be able to organise and facilitate mathematical activities that promote curiosity and creativity
• be able to be aware of his or her own role as a discussion partner, guide, story teller and communicator when children encounter oral and written genres, mathematical questions, symbols and contexts
• be able to use ICT as an educational tool in work in this area of knowledge
• be able to organise an inclusive, diverse and stimulating cultural fellowship in which reading aloud, discussion and other forms of aesthetic expression have their place.

 

• be able to document and evaluate the kindergarten's work on language, text and mathematics
• be able to present, analyse and discuss academic and didactic issues both orally and in writing
• be able to communicate and discuss academic educational issues with staff, parents / guardians and external partners
• be able to actively relate to contemporary discussions on kindergarten issues related to language, text and mathematics
• be proficient in written and spoken Norwegian and be able to use the language in a qualified manner in a professional context

Entry requirements

None

Teaching methods

The teaching will alternate between online lectures and teaching in group sessions on campus, classroom discussions, excursions, individual and group guidance, presentations and oral presentation, creating text, work on multidisciplinary practice tasks and projects, and single-subject tasks.

Compulsory learning activities

* 80% attendance at teaching

* 100% participation in excursions

* Mandatory assignments

* Preparation and follow-up work in teaching practice (examination practice)

 

All course requirements and the required language form of written work are specified in semester plan.

Assessment

Home Exam 40/100 - A-F

Written Exam 60/100 - A-F

Practice in Kindergarten, 20 days 0/100 - 

Examination support material

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