The main emphasis in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in social contexts and that they have a 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.

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.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The course aims to provide students with knowledge of the main trends and ideologies that influence policymaking, curriculum development, and assessment in preschools, as well as understanding and the ability to promote equality in preschool, 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 appear in policymaking (national curriculum guidelines), pedagogy, planning, and assessment in preschools. Also, factors shaping teachers' professionalism and role are discussed, focusing on the fundamental pillars of ethics and equality. Concurrently, the emphasis is on students developing critical thinking about issues in preschool, reflecting on their own views, and assessing how these views affect their practice theory.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

From the perspective of children (ages 1-3), the course will address development and learning in preschool and discuss how children create their communities through playful actions. The transition from home to preschool, where the communication and relationships between preschool teachers and diverse groups of parents and children are in focus. External and internal conditions of the pedagogical work, as well as Laws and curricula. Quality, pedagogical approaches and the learning environment of young children will be discussed. Key concepts such as care and learning, expression, communication, play, creativity, and documentation will be addressed.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The main goal of this course is for students to acquire a solid understanding of children's language development from infancy through adolescence, along with the fundamental influencing factors. The main emphasis is on increasing students’ proficiency in providing children with high-quality language intervention as a foundation for education and reading. Further, the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on the students getting to know Icelandic and international research in the field, and what teachers can learn from the research results on what experience, education, communication, and intervention, both at home and in school, provide the best practice for good language development

Central topics of the course: Development of language with a historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth: phonemic development, vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The primary disorders of language and speech include developmental language disorder (DLD), speech-sound disorder, and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching, whose central aim is to support and provide children with opportunities to develop their language skills to become active language users.

The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support children's language development and active language use.

The central topics are: a) encouraging language environment that enhances children's language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are available on the course website, and students participate in discussions both during meetings and on the website.

The course is focused on practice and collaboration, and the aim is for participants to develop learning communities within and across schools, which they can further develop after completing the course. Thus, participants will have the opportunity to learn together and support each other as they develop their activities with children. The basic idea is that it is the responsibility of every teacher and every school employee to support and encourage children's language development and their active language use.

Participants write a report diary in which they discuss each topic, reflect on their work with children, and explain how they implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers during local and online sessions.

Who the course is for
The course is intended for all those who work with 1-7-year-old children, including kindergarten and primary school teachers, parents, and others interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

The course explores the concepts of belonging and inclusion and their application in preschools and the early years of primary school. It examines the theoretical development of these concepts and key theories on children’s participation in school activities from social, emotional, and cultural perspectives. Students explore how belonging can be reflected in children's well-being, engagement, and learning, and the roles that teachers, parents/families, and the learning environment play in creating conditions where all children feel they belong, are respected, and can learn on their own terms.

Students analyse real-life examples from school practice, assess their own attitudes and professionalism, and develop ideas for actions and improvements that promote greater belonging and inclusion in everyday work. The course is based on critical discussion and theoretical analysis of early childhood education.

Emphasis is placed on student participation and contribution in class sessions and on the course website. Teaching methods include lectures, student discussions, independent work, and collaborative projects.

The main emphasis in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in social contexts and that they have a 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.

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.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The course aims to provide students with knowledge of the main trends and ideologies that influence policymaking, curriculum development, and assessment in preschools, as well as understanding and the ability to promote equality in preschool, 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 appear in policymaking (national curriculum guidelines), pedagogy, planning, and assessment in preschools. Also, factors shaping teachers' professionalism and role are discussed, focusing on the fundamental pillars of ethics and equality. Concurrently, the emphasis is on students developing critical thinking about issues in preschool, reflecting on their own views, and assessing how these views affect their practice theory.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

From the perspective of children (ages 1-3), the course will address development and learning in preschool and discuss how children create their communities through playful actions. The transition from home to preschool, where the communication and relationships between preschool teachers and diverse groups of parents and children are in focus. External and internal conditions of the pedagogical work, as well as Laws and curricula. Quality, pedagogical approaches and the learning environment of young children will be discussed. Key concepts such as care and learning, expression, communication, play, creativity, and documentation will be addressed.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The main goal of this course is for students to acquire a solid understanding of children's language development from infancy through adolescence, along with the fundamental influencing factors. The main emphasis is on increasing students’ proficiency in providing children with high-quality language intervention as a foundation for education and reading. Further, the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on the students getting to know Icelandic and international research in the field, and what teachers can learn from the research results on what experience, education, communication, and intervention, both at home and in school, provide the best practice for good language development

Central topics of the course: Development of language with a historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth: phonemic development, vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The primary disorders of language and speech include developmental language disorder (DLD), speech-sound disorder, and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching, whose central aim is to support and provide children with opportunities to develop their language skills to become active language users.

The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support children's language development and active language use.

The central topics are: a) encouraging language environment that enhances children's language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are available on the course website, and students participate in discussions both during meetings and on the website.

The course is focused on practice and collaboration, and the aim is for participants to develop learning communities within and across schools, which they can further develop after completing the course. Thus, participants will have the opportunity to learn together and support each other as they develop their activities with children. The basic idea is that it is the responsibility of every teacher and every school employee to support and encourage children's language development and their active language use.

Participants write a report diary in which they discuss each topic, reflect on their work with children, and explain how they implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers during local and online sessions.

Who the course is for
The course is intended for all those who work with 1-7-year-old children, including kindergarten and primary school teachers, parents, and others interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

The course explores the concepts of belonging and inclusion and their application in preschools and the early years of primary school. It examines the theoretical development of these concepts and key theories on children’s participation in school activities from social, emotional, and cultural perspectives. Students explore how belonging can be reflected in children's well-being, engagement, and learning, and the roles that teachers, parents/families, and the learning environment play in creating conditions where all children feel they belong, are respected, and can learn on their own terms.

Students analyse real-life examples from school practice, assess their own attitudes and professionalism, and develop ideas for actions and improvements that promote greater belonging and inclusion in everyday work. The course is based on critical discussion and theoretical analysis of early childhood education.

Emphasis is placed on student participation and contribution in class sessions and on the course website. Teaching methods include lectures, student discussions, independent work, and collaborative projects.