Course
Children's Thinking in Kindergarten Daily Life (ECM200)
In today's rapidly changing and increasingly complex world, it is essential to move beyond merely accumulating information. We must actively focus on equipping our children with knowledge, critical thinking, problem-solving skills, creativity, and emotional intelligence. These skills will help them process and understand the vast amounts of information they encounter and enable them to adapt, thrive, and lead in this dynamic and challenging century.
This course is designed to enrich students' knowledge and skills so they can use mathematics as a tool to support and develop children's thinking abilities. Through a combination of theory and practical application, students will learn to integrate mathematical concepts in engaging and meaningful ways, thereby enhancing children's analytical abilities, problem-solving competence, and critical thinking. This will ultimately contribute to green transition by equipping children with the tools to make thoughtful choices regarding sustainable alternatives for the community.
Dette er emnebeskrivelsen for studieåret 2025-2026
Fakta
Emnekode
ECM200
Vekting (stp)
5
Semester undervisningsstart
Autumn
Undervisningsspråk
Antall semestre
1
Vurderingssemester
Autumn
Learning outcome
Learning outcome: Knowledge
Students will have advanced knowledge of:
- Concepts such as critical thinking, problem-solving, practice-based deep learning, embodied education, and children's participation.
- Practical applications of mathematics to promote children's thinking skills and the crucial role of kindergarten teachers in facilitating these processes.
Skills
Students will be able to:
- Explain, explore, and apply concepts related to children's thinking skills in a practical context.
- Create and develop personal and collective intrinsic motivation among colleagues to work with mathematics to support children's thinking skills.
- Develop a kindergarten environment that supports children's security and participation, essential for their thinking skills development.
General Competence
Upon completing the micro-course, the student will be able to:
- Critically reflect on children's exploration and learning in early childhood settings, with a focus on how art and mathematics can be integrated to support pattern recognition and conceptual thinking.
- Communicate academic insights related to children’s mathematical and creative development effectively to colleagues and caregivers, contributing to an inclusive learning environment.
- Identify and facilitate activities that promote children’s creative and mathematical understanding, aligning with national guidelines and evidence-based practices.
- Act independently and collaborate in planning and implementing pedagogical activities that merge art and mathematics, emphasizing child participation and diversity.
Forkunnskapskrav
Anbefalte forkunnskaper
Exam
This exam assignment takes the form of an essay, which can be written either individually (2000 words) or collaboratively (2500 words). The essay must follow the course guidelines and consists of a discussion on a specified topic. The exam period lasts 20 working days, starting the Monday after the course ends.
This exam assignment takes the form of an essay, which can be written either individually (2000 words) or collaboratively (2500 words). The essay must follow the course guidelines and consists of a discussion on a specified topic. The exam period lasts 20 working days, starting the Monday after the course ends.
Vilkår for å gå opp til eksamen/vurdering
On-line meeting before the on-site week, the on-site week, the submission of the exam.
Fagperson(er)
Course coordinator:
Francesca GranoneMethod of work
The course is composed by on-line meetings and an intensive one-week program (5 days) held entirely at Sande Kindergarten, alternating between theoretical instruction and practical activities. During the on-site week the students will be engaged in theoretical presentations, and then they will observe children in the kindergarten, receiving support in relation to various practical elements (e.g., language support). After each practical activity, students and instructors will discuss their observations to foster an understanding of children’s actions and conversations.
The on-line meetings are planned one before the start of the on-site week, for introducing the students to the course and for assigning the suggested literature that the students should read in advance.
An on-line meeting in expected at the end of the course, before the submission of the exam, for offering supervision to the students that desire it.
