This course examines how children's immediate environment can serve as a rich context for learning in science, mathematics and information technology, with particular emphasis on children's own observations, inquiries, and experimental activities. Students are introduced to the foundational principles of outdoor education and explore examples of pedagogical approaches and projects well-suited to this context.

The course addresses scientific and mathematical phenomena present in children's surroundings, including mammals, small animals, plants, shapes, quantity, patterns, water, and air. Students engage with a range of data sources and methodological approaches to support the planning and organisation of teaching, utilising the environment as a meaningful resource for learning in science and mathematics.

In addition, students have the opportunity to implement selected activities with children in authentic educational settings, thereby connecting theoretical perspectives with practical application.

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.

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. The focus is on the importance of movement and training in pre- and primary school settings, on the creation and choice of plays, and on how this relates to other activities and learning processes.

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.

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.

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.

The course covers major theories of play and their influence on preschool practice. It examines diverse expressions of play and learning, on the one hand from children's perspectives and, on the other, from adults' perspectives. Emphasis is placed on research on children's interactions, peer culture, and agency in play. The role of preschool teachers in children's play will be discussed, and observation and documentation methods for assessing and making children's learning in play visible will be introduced. In addition, the course explores how the preschool learning environment affects children's participation in play.

Attendance is required in weekly classes. Attendance is also required in on-site sessions in Saga.

Some course assignments are field-based and are completed by students at their workplace. Emphasis is placed on students practising connecting theoretical readings with preschool practice in the field.

This course examines how children's immediate environment can serve as a rich context for learning in science, mathematics and information technology, with particular emphasis on children's own observations, inquiries, and experimental activities. Students are introduced to the foundational principles of outdoor education and explore examples of pedagogical approaches and projects well-suited to this context.

The course addresses scientific and mathematical phenomena present in children's surroundings, including mammals, small animals, plants, shapes, quantity, patterns, water, and air. Students engage with a range of data sources and methodological approaches to support the planning and organisation of teaching, utilising the environment as a meaningful resource for learning in science and mathematics.

In addition, students have the opportunity to implement selected activities with children in authentic educational settings, thereby connecting theoretical perspectives with practical application.

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.

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. The focus is on the importance of movement and training in pre- and primary school settings, on the creation and choice of plays, and on how this relates to other activities and learning processes.

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.

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.

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.

The course covers major theories of play and their influence on preschool practice. It examines diverse expressions of play and learning, on the one hand from children's perspectives and, on the other, from adults' perspectives. Emphasis is placed on research on children's interactions, peer culture, and agency in play. The role of preschool teachers in children's play will be discussed, and observation and documentation methods for assessing and making children's learning in play visible will be introduced. In addition, the course explores how the preschool learning environment affects children's participation in play.

Attendance is required in weekly classes. Attendance is also required in on-site sessions in Saga.

Some course assignments are field-based and are completed by students at their workplace. Emphasis is placed on students practising connecting theoretical readings with preschool practice in the field.