The local environment as a source for learning (LSS105G)

The emphasis is on students realising how they can use their local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and movement for their health and development is stressed, along with how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, numbers, and volume in their local environment.

The Preschool as a educational institution (LSS101G)

The main aims of the course are for students to gain knowledge about and insight into the role and position of the preschool in the Icelandic educational system, how different ideologies, visions, and attitudes are embedded in the goals and methods of preschool education, and the role of preschool teachers in children's learning.

Issues
It is an introductory course in preschool education that emphasises the educational role and the professional workplace of preschool teachers. The fundamental view is that children are entitled to challenging projects and opportunities to participate in society, grounded in equality and democratic participation. Among the issues that are addressed are:

• law on preschools, fundamental pillars of education and the curriculum framework
• policy and ideology of preschool practice
• role and practice theory of preschool teachers
• children‘s play and learning based environment
• structure and practice methods in preschools
• cooperation between parents and preschools
• food culture  -  the relationship of environmental issues, nutrition and health

Methods
Lectures, seminars, and assignment work, both individual and team work. 

Language development in preschool (LSS108G)

In this course, the focus is on encouraging and supporting language development among preschool-age children in Iceland with diverse needs. The acquisition and development of the Icelandic language will be discussed, including phonology, morphology, syntax, semantics, lexicon, and pragmatics. Icelandic as a second language is an important subject, and it is essential to understand how best to support the language development of multilingual preschool children.

The students will be introduced to various methods to encourage and support language development in a diverse group of preschool children, including listening, oral communication, vocabulary development, language comprehension, phonological awareness, reading children's literature, storytelling, oral narratives, and narrative proficiency. Emergent literacy is one of the course’s subject matters, as well as how best to foster language development through school-home connections.

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

Science and art workshop (LSS211G, LSS212G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.

Visual arts for young children (LSS211G, LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Preschool Education II - Play, communication and documentation (LSS206G, LSS202G)

The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and their right to influence the learning environment. Documentation of children's learning through play, as well as the preschool teachers' roles and curriculum, will be addressed.

It is compulsory to attend classes every week and to attend on-site classes twice over the semester.

The course has a two-week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to participate in the preschool's daily activities and complete practice placement assignments.

Movement and dramatic expression, inside and outside (LSS206G, LSS202G)

This course introduces methods of dramatic expression related to caring, trust and feelings of security in children, as a mechanism to bolster tolerance, friendship and expression.

Music in early childhood (LSS210G)

This course introduces students to scholarly literature on children's musical development and to current methods in early childhood music education. The course readings cover current knowledge about the effects of music from birth through the first years of life. Students learn practical approaches to organising and leading musical sessions in preschools.

Sustainability, nature and arts (LSS309G)

The emphasis in the course is on sustainability and sustainability education, with a focus on children’s participation in society and their learning about nature in connection with sustainability education. Children’s ideas about the body will be discussed, along with how it connects to their health and wellbeing, to biodiversity, and to organisms and nature. The importance and purpose of sustainability education will be stressed, as will the fact that humans are responsible for many environmental problems and how we can solve them, among other things, in light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.

Emphasis will be on nature perception and aesthetics, and how to work with nature and sustainability in the visual arts with children. How to work with the subject of the course in acting will be discussed, such as in role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.

Psychology of Development and Learning (KME301G)

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Toddlers in preschool (LSS306G)

In the course, children's (ages 1-3) perspectives, development, and learning in preschool will be addressed, as will how children create their communities through playful actions. The transition from home to preschool is where communication between preschool teachers, children, and parents is in focus. The organisation of the learning environment, care, play materials, and preschool teachers' views, and how these create conditions for how children are supported in their play and peer relationships, will be addressed. The value of creative work, such as music and crafts, with young children, and how subject areas in the curriculum are interwoven in the preschool work, will also be examined.

Children´s literature – Literature for young children (LSS207G)

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

Creative thinking and philosophical discussion (LSS410G)

The main objective of the course is to introduce students to basic features of creative and critical thinking, in particular, how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The course's approach will be based on the ideas of philosophy for children, but it will be adapted to work with both preschool-age children.

Preschool Education III - Curriculum, professionalism and equality (LSS408G)

The course aims to provide students with knowledge of the main trends and ideologies that influence policy-making, curriculum development, and evaluation in preschools today, as well as understanding and the ability to promote equality in preschools, and to reflect on their views, attitudes, and how they affect their daily practice.

The course discusses ideological trends that affect Preschool Education and how they manifest in policy-making (national curriculum guidelines), pedagogy, planning, and assessment in preschools. Also, factors shaping teachers' professionalism and role are discussed, focusing on the fundamental pillars, ethics and equality. Concurrently, emphasis is placed on students developing critical thinking about issues in preschool, reflecting on their own views, and assessing how these views affect their practice theory.

Students participate in preschool activities paralleled with their assignments.

Educational research (KME501G)

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Transition from preschool to primary school (KME502G)

Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centres. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed, with emphasis on teaching diverse approaches that involve children's participation, such as play, the Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition-to-school programs will be examined.

Inclusive preschool education (LSS606G)

The focus of the course is on diversity and inclusion in Early Childhood Education. Inclusive pedagogy in preschool is connected to human rights, equality and social justice. Collaboration between the preschool, Child Support Services, and social workers.

The students participate and work on special assignments in a two-week fieldwork in a preschool.

Final project (LSS606L)

The bachelor's thesis for a B.Ed. degree in Preschool Education is a 10-credit written assignment completed under the guidance of a supervisor. The thesis work is undertaken towards the end of the undergraduate studies and aims to deepen the student's understanding of:

• a specific subject matter and its connection to their field of study (discipline and specialisation)
• the subject matter must be relevant to the field of early childhood education and care

Bullying prevention, best practices and interventions (TÓS509M)

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

Parenting: Challenges of modern society (UME102G)

The course aims to provide  students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.

Effective Communication (TÓS104G)

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

Life Worth Living - theoritical view and personal values (UME006G)

This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.

This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”. 

Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.

The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.

Introduction to English language teaching (ÍET202G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Play based methods in music education (LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

Creative play and technology (SNU003G)

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Peer to peer support (spring) (TÓS106G)

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive  confirmation that they have completed the course which they can, for example, use in their CV.  

The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester  as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.

Students do a journal and submit a final report on their experience.

Literacy and literacy learning (KME204G)

The central objective of this course is to provide students with an insight into the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.

The main topics include the linguistic prerequisites for literacy, problems in second-language learning, current theories of the development of reading, writing, and reading comprehension, and reading difficulties and effective ways to promote literacy skills. Along with theoretical considerations, we will examine teaching materials and methods used in Icelandic schools.

At the end of the course, students are expected to have theoretical and practical knowledge to motivate and support their future students in reading and writing throughout their school years.

Gender and education (UME004M)

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The art of creating music (LVG009G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Families in Contemporary Society (UME202G)

This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.

Creativity and play: Art, drama and music (KME205G)

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.

Games and activities in shools and leisure (TÓS409G)

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

Peer to peer support (spring) (TÓS213G)

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

Trans children and the society (UME204M)

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

Toy Design (LVG501G)

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

Visual arts for young children (LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Science and art workshop (LSS211G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

The local environment as a source for learning (LSS105G)

The emphasis is on students realising how they can use their local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and movement for their health and development is stressed, along with how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, numbers, and volume in their local environment.

Language development in preschool (LSS108G)

In this course, the focus is on encouraging and supporting language development among preschool-age children in Iceland with diverse needs. The acquisition and development of the Icelandic language will be discussed, including phonology, morphology, syntax, semantics, lexicon, and pragmatics. Icelandic as a second language is an important subject, and it is essential to understand how best to support the language development of multilingual preschool children.

The students will be introduced to various methods to encourage and support language development in a diverse group of preschool children, including listening, oral communication, vocabulary development, language comprehension, phonological awareness, reading children's literature, storytelling, oral narratives, and narrative proficiency. Emergent literacy is one of the course’s subject matters, as well as how best to foster language development through school-home connections.

The Preschool as a educational institution (LSS101G)

The main aims of the course are for students to gain knowledge about and insight into the role and position of the preschool in the Icelandic educational system, how different ideologies, visions, and attitudes are embedded in the goals and methods of preschool education, and the role of preschool teachers in children's learning.

Issues
It is an introductory course in preschool education that emphasises the educational role and the professional workplace of preschool teachers. The fundamental view is that children are entitled to challenging projects and opportunities to participate in society, grounded in equality and democratic participation. Among the issues that are addressed are:

• law on preschools, fundamental pillars of education and the curriculum framework
• policy and ideology of preschool practice
• role and practice theory of preschool teachers
• children‘s play and learning based environment
• structure and practice methods in preschools
• cooperation between parents and preschools
• food culture  -  the relationship of environmental issues, nutrition and health

Methods
Lectures, seminars, and assignment work, both individual and team work. 

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

Science and art workshop (LSS211G, LSS212G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.

Visual arts for young children (LSS211G, LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Preschool Education II - Play, communication and documentation (LSS206G, LSS202G)

The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and their right to influence the learning environment. Documentation of children's learning through play, as well as the preschool teachers' roles and curriculum, will be addressed.

It is compulsory to attend classes every week and to attend on-site classes twice over the semester.

The course has a two-week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to participate in the preschool's daily activities and complete practice placement assignments.

Movement and dramatic expression, inside and outside (LSS206G, LSS202G)

This course introduces methods of dramatic expression related to caring, trust and feelings of security in children, as a mechanism to bolster tolerance, friendship and expression.

Music in early childhood (LSS210G)

This course introduces students to scholarly literature on children's musical development and to current methods in early childhood music education. The course readings cover current knowledge about the effects of music from birth through the first years of life. Students learn practical approaches to organising and leading musical sessions in preschools.

Sustainability, nature and arts (LSS309G)

The emphasis in the course is on sustainability and sustainability education, with a focus on children’s participation in society and their learning about nature in connection with sustainability education. Children’s ideas about the body will be discussed, along with how it connects to their health and wellbeing, to biodiversity, and to organisms and nature. The importance and purpose of sustainability education will be stressed, as will the fact that humans are responsible for many environmental problems and how we can solve them, among other things, in light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.

Emphasis will be on nature perception and aesthetics, and how to work with nature and sustainability in the visual arts with children. How to work with the subject of the course in acting will be discussed, such as in role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.

Toddlers in preschool (LSS306G)

In the course, children's (ages 1-3) perspectives, development, and learning in preschool will be addressed, as will how children create their communities through playful actions. The transition from home to preschool is where communication between preschool teachers, children, and parents is in focus. The organisation of the learning environment, care, play materials, and preschool teachers' views, and how these create conditions for how children are supported in their play and peer relationships, will be addressed. The value of creative work, such as music and crafts, with young children, and how subject areas in the curriculum are interwoven in the preschool work, will also be examined.

Psychology of Development and Learning (KME301G)

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Preschool Education III - Curriculum, professionalism and equality (LSS408G)

The course aims to provide students with knowledge of the main trends and ideologies that influence policy-making, curriculum development, and evaluation in preschools today, as well as understanding and the ability to promote equality in preschools, and to reflect on their views, attitudes, and how they affect their daily practice.

The course discusses ideological trends that affect Preschool Education and how they manifest in policy-making (national curriculum guidelines), pedagogy, planning, and assessment in preschools. Also, factors shaping teachers' professionalism and role are discussed, focusing on the fundamental pillars, ethics and equality. Concurrently, emphasis is placed on students developing critical thinking about issues in preschool, reflecting on their own views, and assessing how these views affect their practice theory.

Students participate in preschool activities paralleled with their assignments.

Children´s literature – Literature for young children (LSS207G)

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

Creative thinking and philosophical discussion (LSS410G)

The main objective of the course is to introduce students to basic features of creative and critical thinking, in particular, how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The course's approach will be based on the ideas of philosophy for children, but it will be adapted to work with both preschool-age children.

Educational research (KME501G)

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Transition from preschool to primary school (KME502G)

Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centres. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed, with emphasis on teaching diverse approaches that involve children's participation, such as play, the Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition-to-school programs will be examined.

Equality in education (KME304G)

Outdoor teaching, outdoor learning and health (ÍÞH325G)

In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.

Inclusive preschool education (LSS606G)

The focus of the course is on diversity and inclusion in Early Childhood Education. Inclusive pedagogy in preschool is connected to human rights, equality and social justice. Collaboration between the preschool, Child Support Services, and social workers.

The students participate and work on special assignments in a two-week fieldwork in a preschool.

Final project (LSS606L)

The bachelor's thesis for a B.Ed. degree in Preschool Education is a 10-credit written assignment completed under the guidance of a supervisor. The thesis work is undertaken towards the end of the undergraduate studies and aims to deepen the student's understanding of:

• a specific subject matter and its connection to their field of study (discipline and specialisation)
• the subject matter must be relevant to the field of early childhood education and care

Green Woodwork and Whittling (LVG015G)

The aim is to teach students how local woods can be used as a basis for craft and other school activities. 

The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students. 

Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.

Games and activities in shools and leisure (TÓS409G)

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

Visual arts for young children (LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Science and art workshop (LSS211G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.

Outdoor Education and Green Design (LVG006M)

Aim: To practice green sustainable craft. 

General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Working Methods: Craft activities and lectures.

Adventure, leadership and reflection: Under an open sky (TÓS004M)

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical reflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete/incomplete. It is not possible to complete part of the course.

Life skills (TÓS404G)

In this course, the aim is that students will gain knowledge about life skills. Life skills are a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context, the concepts happiness, participation, well-being, mindfulness and democracy will be discussed. Also, students will learn about the main core of life skills and how to use life skills methods in leisure and school work.

Fire and ice – Force of nature, education and experience (TÓS003M)

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

Outdoor Recreation and Outdoor Learning in Life and Work (TÓS301G)

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey 6.10.-8.10. and one overnight stay 11.11.-12.11, 2025.

Students have to pay all travel costs.

Course Assessment

To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%

Introduction to place based outdoor education (TÓS001M)

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

The local environment as a source for learning (LSS105G)

The emphasis is on students realising how they can use their local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and movement for their health and development is stressed, along with how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, numbers, and volume in their local environment.

The Preschool as a educational institution (LSS101G)

The main aims of the course are for students to gain knowledge about and insight into the role and position of the preschool in the Icelandic educational system, how different ideologies, visions, and attitudes are embedded in the goals and methods of preschool education, and the role of preschool teachers in children's learning.

Issues
It is an introductory course in preschool education that emphasises the educational role and the professional workplace of preschool teachers. The fundamental view is that children are entitled to challenging projects and opportunities to participate in society, grounded in equality and democratic participation. Among the issues that are addressed are:

• law on preschools, fundamental pillars of education and the curriculum framework
• policy and ideology of preschool practice
• role and practice theory of preschool teachers
• children‘s play and learning based environment
• structure and practice methods in preschools
• cooperation between parents and preschools
• food culture  -  the relationship of environmental issues, nutrition and health

Methods
Lectures, seminars, and assignment work, both individual and team work. 

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

Language development in preschool (LSS108G)

In this course, the focus is on encouraging and supporting language development among preschool-age children in Iceland with diverse needs. The acquisition and development of the Icelandic language will be discussed, including phonology, morphology, syntax, semantics, lexicon, and pragmatics. Icelandic as a second language is an important subject, and it is essential to understand how best to support the language development of multilingual preschool children.

The students will be introduced to various methods to encourage and support language development in a diverse group of preschool children, including listening, oral communication, vocabulary development, language comprehension, phonological awareness, reading children's literature, storytelling, oral narratives, and narrative proficiency. Emergent literacy is one of the course’s subject matters, as well as how best to foster language development through school-home connections.

Science and art workshop (LSS211G, LSS212G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.

Visual arts for young children (LSS211G, LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Preschool Education II - Play, communication and documentation (LSS206G, LSS202G)

The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and their right to influence the learning environment. Documentation of children's learning through play, as well as the preschool teachers' roles and curriculum, will be addressed.

It is compulsory to attend classes every week and to attend on-site classes twice over the semester.

The course has a two-week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to participate in the preschool's daily activities and complete practice placement assignments.

Movement and dramatic expression, inside and outside (LSS206G, LSS202G)

This course introduces methods of dramatic expression related to caring, trust and feelings of security in children, as a mechanism to bolster tolerance, friendship and expression.

Music in early childhood (LSS210G)

This course introduces students to scholarly literature on children's musical development and to current methods in early childhood music education. The course readings cover current knowledge about the effects of music from birth through the first years of life. Students learn practical approaches to organising and leading musical sessions in preschools.

Toddlers in preschool (LSS306G)

In the course, children's (ages 1-3) perspectives, development, and learning in preschool will be addressed, as will how children create their communities through playful actions. The transition from home to preschool is where communication between preschool teachers, children, and parents is in focus. The organisation of the learning environment, care, play materials, and preschool teachers' views, and how these create conditions for how children are supported in their play and peer relationships, will be addressed. The value of creative work, such as music and crafts, with young children, and how subject areas in the curriculum are interwoven in the preschool work, will also be examined.

Psychology of Development and Learning (KME301G)

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Equality in education (KME304G)

Proficiency Course I (TÁK102G)

Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.

Methods: Lectures, sign language text examinations and practical group- and individual practices during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.

Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfil the 80% attendance.

Preschool Education III - Curriculum, professionalism and equality (LSS408G)

The course aims to provide students with knowledge of the main trends and ideologies that influence policy-making, curriculum development, and evaluation in preschools today, as well as understanding and the ability to promote equality in preschools, and to reflect on their views, attitudes, and how they affect their daily practice.

The course discusses ideological trends that affect Preschool Education and how they manifest in policy-making (national curriculum guidelines), pedagogy, planning, and assessment in preschools. Also, factors shaping teachers' professionalism and role are discussed, focusing on the fundamental pillars, ethics and equality. Concurrently, emphasis is placed on students developing critical thinking about issues in preschool, reflecting on their own views, and assessing how these views affect their practice theory.

Students participate in preschool activities paralleled with their assignments.

Creative thinking and philosophical discussion (LSS410G)

The main objective of the course is to introduce students to basic features of creative and critical thinking, in particular, how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The course's approach will be based on the ideas of philosophy for children, but it will be adapted to work with both preschool-age children.

Children´s literature – Literature for young children (LSS207G)

• Children's literature as a literary field: characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children's books as an essential part of youth culture and common cultural awareness.
• Children's books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children's books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children's books regarding multicultural issues and equality.
• The relationship between children's literature with other forms of literature and art.

Profiency Course II (TÁK201G)

Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.

Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic. 

Methods: Lectures, sign language text examinations and practical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory.

Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.

Introduction to Sign Language Studies (TÁK108G)

In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.

Educational research (KME501G)

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Transition from preschool to primary school (KME502G)

Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centres. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed, with emphasis on teaching diverse approaches that involve children's participation, such as play, the Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition-to-school programs will be examined.

Inclusive preschool education (LSS606G)

The focus of the course is on diversity and inclusion in Early Childhood Education. Inclusive pedagogy in preschool is connected to human rights, equality and social justice. Collaboration between the preschool, Child Support Services, and social workers.

The students participate and work on special assignments in a two-week fieldwork in a preschool.

Sign Language Linguistics I (TÁK207G)

A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The aim is that students understand the basic elements and structure of sign languages in general.

Final project (LSS606L)

The bachelor's thesis for a B.Ed. degree in Preschool Education is a 10-credit written assignment completed under the guidance of a supervisor. The thesis work is undertaken towards the end of the undergraduate studies and aims to deepen the student's understanding of:

• a specific subject matter and its connection to their field of study (discipline and specialisation)
• the subject matter must be relevant to the field of early childhood education and care

Visual arts for young children (LSS212G)

In this course, students become acquainted with academic writings on children's drawing development and the basic methods and materials used in their art education.

Various methods of visual art will be introduced, and students will work with two- and three-dimensional materials. Emphasis is on students' independent working methods.

The course will be taught primarily through three or four on-site sessions for all students.

Science and art workshop (LSS211G)

The course will promote an understanding of how physical and natural sciences, multimedia, creative thinking, and communication can be integrated and interwoven into daily work and play within preschools through research and experimentation. It will also introduce ideas on how to work with subject material from within natural sciences, such as light, colour, electricity, magnets, the interaction between the earth, sun and moon, day and night and the seasons, and explore how research, work practices, multimedia and visual art can be connected. We will be exploring ways to promote an understanding of how teachers can introduce and be literate in natural science, technology, and multimedia through creative thought and practice. Special attention will be placed on how child-oriented experiments, digital technology and visual art can be interlinked through play as a way of expression.