A theoretical and work-related 120-credit programme with a special focus on preschool education. Among the topics covered are views on children and learning in modern society, fundamental ideas about children's learning, and how conditions are created for learning where participation, empowerment, democracy, and children's well-being are central. Students gain experience in professional leadership and leading roles in developing a learning community in the preschool field.
In the final year, students can be in 50% paid fieldwork. Upon completion of the programme, students obtain a license to use the teacher title.
Important information about studies at the School of Education.
Bachelor's degree (BA/BS) in the learning areas of preschool, according to the Icelandic national curriculum guide for preschools, or in the field of upbringing or education, with a first grade (7.25) or higher.
When graduating from a teacher's program at an Icelandic university, a teacher must, according to regulation no. 1355/2022, have completed a minimum of 90 standard study units in the learning areas of the Icelandic national curriculum guide for preschools, in addition to 60 standard study units that relate to the general competence of teachers.
For the final exam, students must complete 120 ECTS credits. After completing a programme in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR).
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
The main emphases 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 the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.
The main 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 on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The 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 gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:
During the course, the challenges 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’ knowledge of the main trends and ideology that influence policymaking, curriculum development, and assessment in preschools, knowledge, and ability to promote equality in preschool as well as to reflect on their views attitude 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, ethics, and equality. Concurrently, the emphasis is placed on students developing critical thinking on issues in preschool, reflecting on their own views, and assessing how they affect their practice theory.
This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
In the course children‘s (1-3 years) perspectives, development and learning in preschool will be adressed, and how children create their communities through playful actions will be discussed.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, and 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.
Aim
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.
Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with 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 related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice.
Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. 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.
The course is a fieldwork where the students are supposed to work with a subject through the process of action research.
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as 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 that the students get 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 schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of 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 main disorders of language and speech like 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 which central aim is to support and provide children 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 language development and active language use of children.
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 accessible on the course's website and students participate in discussions both at meetings and on the website.
The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.
Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.
Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are 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 course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
The main emphases 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 the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.
The main 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 on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The 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 gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:
During the course, the challenges 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’ knowledge of the main trends and ideology that influence policymaking, curriculum development, and assessment in preschools, knowledge, and ability to promote equality in preschool as well as to reflect on their views attitude 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, ethics, and equality. Concurrently, the emphasis is placed on students developing critical thinking on issues in preschool, reflecting on their own views, and assessing how they affect their practice theory.
This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
In the course children‘s (1-3 years) perspectives, development and learning in preschool will be adressed, and how children create their communities through playful actions will be discussed.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, and 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.
Aim
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.
Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with 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 related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice.
Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. 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.
The course is a fieldwork where the students are supposed to work with a subject through the process of action research.
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as 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 that the students get 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 schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of 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 main disorders of language and speech like 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 which central aim is to support and provide children 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 language development and active language use of children.
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 accessible on the course's website and students participate in discussions both at meetings and on the website.
The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.
Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.
Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are 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 course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
The main emphases 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 the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.
The main 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 on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The 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 gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:
During the course, the challenges 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’ knowledge of the main trends and ideology that influence policymaking, curriculum development, and assessment in preschools, knowledge, and ability to promote equality in preschool as well as to reflect on their views attitude 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, ethics, and equality. Concurrently, the emphasis is placed on students developing critical thinking on issues in preschool, reflecting on their own views, and assessing how they affect their practice theory.
This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
In the course children‘s (1-3 years) perspectives, development and learning in preschool will be adressed, and how children create their communities through playful actions will be discussed.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, and 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.
Aim
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.
Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with 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 related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice.
Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. 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.
The course is a fieldwork where the students are supposed to work with a subject through the process of action research.
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as 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 that the students get 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 schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of 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 main disorders of language and speech like 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 which central aim is to support and provide children 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 language development and active language use of children.
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 accessible on the course's website and students participate in discussions both at meetings and on the website.
The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.
Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.
Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are 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 course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Most of those who complete a degree in teacher education go on to become teachers, but people with a background in this subject can also find careers in other professions, either within the education system or elsewhere. Teacher education is internationally recognised and opens up a wide range of career opportunities.
An education in this area can open up opportunities in:
This list is not exhaustive.
What interests you?
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If you still have questions, feel free to contact us.
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