BLU-STM Language, Text and Mathematics

Contents and structure

The themes of this area of knowledge are children's linguistic, conceptual, mathematical and textual cultural development. The content of this area is about 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 the responsibility for giving children varied experiences with adapted linguistic, literary and mathematical activities. The area addresses themes that are linked to the kindergarten-school connection.

The area combines theoretical and practical knowledge about 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 of the kindergarten teacher's actively relating to the learning and educational potential in these practices.

The teaching will identify an educational approach and didactic research related to the area of knowledge, in which practice is an integral part.

Focus area

This area of knowledge will feature a particular collaboration in students' work with practice assignments related to Language, Text and Mathematics in which academic themes and issues from teaching in the area will be followed up by means of didactic tasks in practice.

The content is organised into three main themes: (1) Children's play and learning, (2) Norwegian and mathematics in children's everyday lives and (3) the kindergarten - school connection.

Consistent themes for all the areas of knowledge in the course of study are:

• educational management
• diversity and equality
• the youngest children
• child's involvement
• didactics

 

Practice in the area of knowledge

14 days spring

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

Learning Outcome

 Knowledge:

After completing the subject, the student will have:

• knowledge about children's problem solving competence and conceptual development in mathematics and children's verbal and written language and linguistic development - including from a multi-lingual and multi-cultural perspective.
• knowledge about genres of modern child culture, the oral story-telling tradition, modern media cultures and poems and songs for children.
• knowledge about the significance of developing positive attitudes to mathematics, language and linguistic diversity
• knowledge about 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 how children can finish kindergarten in a good way
• knowledge of how collaborate on the best possible transition from kindergarten to school
• knowledge of Sami story telling tradition

 

Skills:

After completing the subject, the student will:

• be able to observe, facilitate, review and follow up on children's linguistic and mathematical development
• be able to be a conscious linguistic role model and a discussion partner who promotes development, learning and education when working on the kindergarten's content
• be able to work didactically on children's linguistic, textual and mathematical development and learning
• be able to organise an inclusive and stimulating environment for mathematical and linguistic play, exploration and learning.
• be able to be aware of his or her own role as discussion partner, guide, story teller and communicator when children encounter verbal and written genres, mathematical questions, symbols and contexts
• be able to use ICT as an educational tool in work on this area of knowledge
• be able to analyze and evaluate various mapping tool

 

General competence:

After completing the subject, the student will:

• be able to observe, document and evaluate the kindergarten's work on language, text and mathematics
• be able to communicate and discuss academic educational issues with personnel, parents and external partners
• be able to actively relate to contemporary discussions on kindergarten language, text and mathematics
• be proficient in written and verbal Norwegian (bokmål and nynorsk) and be able to use the language in a qualified manner in a professional context

Entry requirements

Passed practice

Teaching methods

The teaching will alternate between lectures, classroom discussion, excursions, individual and group guidance, presentations and verbal presentation, creating text, work on multi-disciplinary practice tasks and projects and single-subject tasks.

Compulsory learning activities

 80% participation in teaching.

Mandatory tasks

Preparing for practice (part 2)