Examination arrangement

Course content

The course aims to further develop theoretical knowledge about oral, written and multimodal language and text development, and mathematical progress. Everyday experiences of pupils' regarding to play and interaction with various texts and mathematical exploration will be used as a resource to promote mathematical concepts, linguistic awareness and the students capability to linguistic interaction. Knowledge about whole-class discussions, story telling, reading loudly and text creation as resources in the early years education.

The students will learn about different aspects of reading, writing and learning mathematics, and will gain knowledge about how to adapt teaching to every pupils needs. They should be aware of linguistic challenges that may be linked to development of concepts, vocabulary and linguistic interaction regarding to second language learners, at the same time know how to use multiple languages as a resource in teaching. Another part of the course will examine the role of assessment in schools and how assessment contribute to adaptive teaching.

Learning outcome

Knowledge

The student has

• knowledge about story-telling, communication and interaction as a resource in reading, writing and mathematics in the early years.
• knowledge about the use of multimodal resources and semiotic representations in writing, reading and mathematics.
• knowledge about children's literature and esthetic teaching methods as a resource in early years education.

• knowledge about different approaches to reading, writing and mathematics, and inquiry based teaching in early years education.
• knowledge about play as a method for learning in the subjects Norwegian and mathematics.
• knowledge about pedagogical, professional and esthetical strengths and weaknesses regarding different forms of assessment.
• knowledge about how to identify language and mathematical difficulties in the early years.

Skills

The student

• can make use of pupils' different expressions from play and discussions to gain insight in informal linguistic and mathematical knowledge, and make use of them in teaching.
• can plan, carry out, and analyse professional and interdisciplinary teaching with inquiry based teaching and the use of varied semiotic resources as central elements.
• can perform theory based analysis of different teaching materials, such as textbook, children's literature, assessment and digital resources.
• can plan, adapt and carry out teaching for pupils with different backgrounds and varying skills in Norwegian.

• is capable of mapping and evaluating reading, writing and mathematical skills, and providing learning-enhancing responses to all introductory pupils

General competence

The student has

• interdisciplinary perspective on teaching writing, reading, mathematics and oral skills in the early years.

• ability to adapt and make use of inquiry based, creative and esthetical methods in interdisciplinary teaching.
• ability to adapt teaching to all pupils.
• up to date knowledge about relevant didactical research in early years education in different subjects.

Learning methods and activities

The length of the course is one semester with three compulsory class sessions, preferably located at NTNU in Trondheim. Different teaching methods will be used, students' active involvement is emphasized. Teaching methods includes discussions, lectures, group work, student presentations, and trial activities involving pupils. During the course students will undertake a certain number of tasks of varied character. These include written work assignments and oral presentations, often linked to practice. The practice field as a learning arena will play a central role.

Compulsory assignments

• Assignments
• Participation at seminars

Specific conditions

Course materials

Final reading list will be published on Blackboard