Nature, Outdoor Life and Professional Ethics Education
Through knowledge and experiences in nature, outdoor activities and physical activity, this specialisation course will provide a basis for understanding and skills in the use of nature for play and learning in kindergartens. Specialisation in professional ethics education will provide ethical knowledge, reflection on diversity in kindergarten and the kindergarten’s core values, and facilitate the students’ professional education. The specialisation course is mainly based on the teacher education subjects of physical education, science, pedagogy and religion, philosophies of life and ethics. The specialisation course is mainly aimed at students studying the 3-year Bachelor in Kindergarten Teacher Education.
Outdoor Life, Nature and the Local Environment: play and activities in nature and reflection on the use of nature as a learning arena, nature in the local environment with a focus on forests and aquatic environments, outdoor life and health, rough-and-tumble play and exciting physical play that takes place at the pivotal point between safety and risk, nature playgrounds - mapping, assessment and facilitation of natural areas for children’s play and learning, the effect that nature, outdoor and farm kindergartens have on children’s development, the use of farms and farm-related activities as an educational resource, and sustainable development. Professional Ethics Education: ethical theory, values, formation and professional integrity, professional ethics discussions, philosophical conversations with children, and children in grief and crisis. Excursions and trips are included in the field of study.
KNOWLEDGE
Candidates
• can account for the relationship between physical activity, outdoor activities and health
• have knowledge about nature, outdoor and farm kindergartens as an educational resource
• have knowledge about nature
• have knowledge about ethical theory
• have knowledge about kindergarten’s core values, formation and socialisation
SKILLS
Candidates
• have the ability to promote the joy of movement
• can facilitate good formation processes in nature
• can talk to children about ethical and philosophical questions
• can reflect critically on their own values, attitudes and behaviour
GENERAL COMPETENCE
Candidates
• have an understanding of sustainable development
• can map and analyse a natural area located in the vicinity of the kindergarten and be able to use it in activities involving subject didactics
• can plan, carry out and assess an activity involving subject didactics with children based on the framework plan for kindergarten subject areas ‘Nature, environment and technology’ and ‘Body, movement, food and health’
• can meet ethical challenges in everyday kindergarten life and reflect critically on ethical issues
• can work educationally on ethical and philosophical issues with children
The programme of study involves varied forms of study and work in both practical and theoretical courses. The course includes several day excursions and two overnight trips. Activities in connection with trips and excursions take place in the local environment and further afield.
Active participation and collaboration between students are prerequisites for achieving the course’s learning outcomes.
Supervised professional training is integrated into all fields of study in the kindergarten teacher education programme. Detailed information about the content of the supervised professional training period can be found in the supervised professional training course plan.
The supervised professional training period must be passed in order to proceed to the next supervised professional training period. In special cases, the head of studies may decide on deviations from this rule.
Composite assessment:
• Compulsory participation, 80% attendance requirement in teaching and scheduled activity. Assessed as approved/not approved, set as a condition for obtaining a final course grade.
• Coursework 1: Individual written coursework related to the outdoor life, nature and local environment course.
• Coursework 2: individual written coursework related to the professional ethics education course.
• Coursework 3: Practical group coursework in the outdoor life, nature and local environment course.
Coursework is described in more detail in the course’s semester plan. The main rule is that a maximum of two submission attempts are given on written coursework. All coursework must be approved in order to receive a final course grade.
Final assessment
• Written examination: Outdoor life, nature and local environment, 4 hours. Represents 40/100 of the grade. Grading scale A-F.
• Written examination: Professional ethics education, 4 hours. Represents 30/100 of the grade. Grading scale A-F
• Oral: Oral examination in groups, 3 Days. Represents 30/100 of the grade. Grading scale A-F
The coursework may be divided into several parts with different deadlines. This is described in more detail in the semester plan.
Permitted examination support materials on the written examination are the Framework Plan for the Content and Tasks of Kindergartens and the Kindergarten Act. The Framework Plan for the Content and Tasks of Kindergartens and the Kindergarten Act are available in Inspera during the written examination.
Bilingual dictionary
Overlap refers to a similarity between courses with the same content. Therefore, you will receive the following reduction in credits if you have taken the courses listed below:
ABLU330 - Outdoor Life, Nature, Local Environment and Professional Ethics Education - 30 credits
BLU3301 - Outdoor Life, Nature, Local Environment and Professional Ethics Education - 30 credits