Siolta cpd Norwaypres


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  • In some settings we visited, they mentioned that they submit a monthly plan to parents
  • Outdoor kindergartens- interpret this as Understanding- mutual respect and recognition of each others tasks and responsibilities re. the child Collaboration- regular contact to exchange info on the child
  • Care and upbringing- based on fundamental values previously mentioned, interactions (Siolta) Outdoor play an important part of child culture that must be retained, regardless of geographic and climatic conditions
  • Areas largely the same as those the children will encounter in school Basic knowledge of central and topical fields Thematic, linkable with the everyday activities, community, play 3 objectives- a number of goals
  • Optional from setting to setting re. other types of plans
  • Can be easily compared to Aistear in this format
  • Siolta cpd Norwaypres

    1. 1. NCNA Study Trip to Queen Maud University and the Kindergartens in Trondheim, Norway March 2011
    2. 2. Background to the trip <ul><li>NCNA granted funding from Leargas and Leonardo </li></ul><ul><li>Scotland, Norway and Italy </li></ul><ul><li>Who is eligible </li></ul><ul><li>Síolta Co-ordinators </li></ul><ul><li>Michelle Hart, Aoife O’Gorman, Annette Kearns, Máire Corbett </li></ul>
    3. 3. Outline of todays Presentation <ul><li>Aoife: Framework Plan (Curriculum and Regulation) </li></ul><ul><li>Máire: Outdoor Play and other impressions </li></ul><ul><li>Annette: Risky Play </li></ul>
    4. 4. Framework Plan for the Content and Tasks of Kindergartens NCNA – Queen Maud’s College - Léargas Lifelong Learning Programme Study Week Trondheim, Norway April 2011
    5. 5. Content <ul><li>The Kindergarten Act </li></ul><ul><li>Overview of the Framework </li></ul><ul><li>Aims and Outcomes </li></ul><ul><li>‘ The social mandate of kindergartens’ </li></ul><ul><li>‘ The content of kindergartens’ </li></ul><ul><li>‘ Planning and collaboration’ </li></ul><ul><li>Quality in ECCE Norway </li></ul>
    6. 6. The Kindergarten Act <ul><li>In 2006, the Framework Plan for the Content and Tasks of Kindergartens became a regulation in the Kindergarten Act. </li></ul><ul><li>Government has overall responsibility for quality development, leadership and financing of the kindergarten sector; allocates funds for the running of kindergartens to municipalities </li></ul><ul><li>The municipalities are responsible for providing and running municipal kindergartens, as well as guidance and supervision in both private and public kindergartens. They also ensure that kindergartens operate within the Kindergarten Act, the regulations, and the Framework Plan. </li></ul><ul><li>A parents council in every kindergarten contributes to and considers the implementation of the Framework Plan in the local annual plan. </li></ul>
    7. 7. <ul><li>) </li></ul>
    8. 8. Aims The Present The Future The unique nature of the educational activities of kindergartens
    9. 10. Outcomes
    10. 11. The Social Mandate of Kindergartens <ul><li>Activities based on ethical values rooted in Christianity (ex. privately owned kindergartens) </li></ul><ul><li>Fundamental Values- human dignity, equality, intellectual freedom, tolerance, health, appreciation of sustainable development* </li></ul><ul><li>Children and Childhood- holistic, childhood as a life phase with intrinsic value ‘for children who experience a childhood of conflicts, kindergartens must face up to their responsibilities by providing compensatory measures’ </li></ul><ul><li>Collaboration with homes of children- two concepts within the law- understanding and collaboration </li></ul><ul><li>Kindergartens as pedagogical undertakings- ‘shall have a head teacher’ ‘must change and develop…constantly developing staff skills and competencies’ </li></ul><ul><li>Cultural diversity in Kindergartens: ‘many ways of being Norwegian’ </li></ul>
    11. 12. Care, Play and Learning
    12. 13. The Content of Kindergartens
    13. 14. Planning and Collaboration <ul><li>Compulsory Annual Plan- must contain content on care, upbringing , play and learning in close collaboration and cooperation with families </li></ul><ul><li>Must specify work on facilitating the participation of children - ‘direct comments during conversations on what they like doing at the kindergarten’ </li></ul><ul><li>Parents must be given the opportunity to participate actively in the planning of the programme </li></ul><ul><li>‘ Documentation can be a means of finding out about different perceptions, and of encouraging critical and reflective practice ’ </li></ul><ul><li>Assessment of the kindergarten’s work- reference to interactions . </li></ul><ul><li>The kindergartens work must be ‘ described, analysed and interpreted ’ </li></ul><ul><li>Assessments as a way of ‘ refreshing the approach and organisation of kindergartens ’ </li></ul><ul><li>Collaboration - primary school, child welfare service, mother and child health clinics, pedagogical-psychological counselling service, educational establishments, Sámi Parliament, other </li></ul>
    14. 16. Quality in ECCE- Norway <ul><li>Norwegian Ministry of Education and Research- White Paper No.41 (2008-2009) </li></ul><ul><li>3 Goals: ‘Ensuring Equity and High Quality’, ‘Strengthen the kindergarten as a learning arena’, and ‘all children participating in an inclusive community’ </li></ul><ul><li>The kindergarten as a learning area: </li></ul>The Content of Kindergartens Documentation and Evaluation <ul><li>Considering whether more distinct goals for the learning areas in the framework plan would beneficial? </li></ul><ul><li>Considering how work on gender equality can be renewed and strengthened </li></ul><ul><li>Offer state grants for development of linguistic competence and confidence on Sámi traditional work </li></ul><ul><li>Conduct a public hearing on introducing a legal entitlement for all kindergartens to share written documentation on children’s interests, play, learning and development with schools </li></ul>
    15. 17. Fundamental Statements from the Framework <ul><li>‘ The plan emphasises the importance of adults’ attitudes, knowledge and ability to relate to and understand children, so that they can bring up children to participate actively in a democratic society’ </li></ul><ul><li>‘ Christian values are taken to mean empathy or charity, forgiveness, a belief in human worth, equality, communal responsibility, honesty and fairness. These are values that can be found in most religions and ideologies’ </li></ul><ul><li>‘ Staff must reflect on their own attitudes towards, and on societies expectations of, boys and girls’ </li></ul><ul><li>‘ Seeds of inconsiderate behaviour, bullying and lack of empathy may be found in violations to the child’s self-esteem’ </li></ul>
    16. 18. Fundamental Statements from the Framework <ul><li>‘ Parents must feel confident that their child is noticed and respected and that they are participating in a social environment that benefits them’ </li></ul><ul><li>‘ Kindergartens help to create our culture, and play an important role in promoting cultural values’ and ‘Charity and solidarity are cornerstones of our culture’ </li></ul><ul><li>‘ Learning about themselves, about other people, about interaction, and about the physical world around them are processes that help make children’s lives meaningful’ </li></ul>
    17. 19. In Summary…
    18. 20. Outdoor Play in Norway <ul><li>Being outdoors is integral to children’s education and learning </li></ul><ul><li>Features in Bachelor programme, Physical education modules and Natural Science and Environmental Studies </li></ul><ul><li>Queen Maud College has a Forest Farm </li></ul><ul><li>Vocational school training held out side 1 day per week </li></ul>
    19. 21. Barnehage <ul><li>“ Indoor” and outdoor barnehage </li></ul><ul><li>Outdoor services spend substantial time (5 hours per day) outside and away from the service </li></ul><ul><li>“ Indoor” services spend 2 hours per day outside, in the expansive outdoor areas adjacent to the services </li></ul>
    20. 22. “ Indoor service”
    21. 23. Norwegian Sleep Room
    22. 24. Learning Outdoors
    23. 25. Outdoor Service
    24. 26. More Outdoor
    25. 27. Statoil Workplace Service
    26. 28. More
    27. 29. Risky Play the Norwegian Way!
    28. 30. Definition <ul><li>Risky play is play that is thrilling and exciting and involves the potential risk of physical injury </li></ul><ul><li>It involves exposing oneself to hazards </li></ul>
    29. 31. Six Categories of Risky Play <ul><li>These include: </li></ul><ul><ul><li>Play with great heights – risk of injury from falling </li></ul></ul><ul><ul><li>Play with high speed – uncontrolled speed and pace that carries a risk of collision with something or someone </li></ul></ul><ul><ul><li>Play with dangerous tools - that can lead to injuries </li></ul></ul><ul><ul><li>Play near dangerous elements carrying a risk of falling into or from something </li></ul></ul><ul><ul><li>Rough-and-Tumble play where the children can harm each other </li></ul></ul><ul><ul><li>Play where the children can ‘ disappear’/get lost </li></ul></ul>
    30. 32. heights Play with great
    31. 33. <ul><li>Different challenges for different levels of ability </li></ul>
    32. 34. Play with high speed
    33. 35. Sometimes..... you can get double the thrill!!
    34. 36. Play with dangerous tools
    35. 37. Play with dangerous elements
    36. 38. Play where children can disappear ...
    37. 39. ... and get lost!
    38. 40. Sometimes that just means going ‘round the corner and out of sight!
    39. 41. Rough and Tumble Play
    40. 42. What is happening when the children engage in risky play? Emotionally, they balance on the edge between excitement and fear. In that inbetween space of ‘Scareyfunney’
    41. 43. Benefits of Risky Play <ul><li>It leads to: </li></ul><ul><ul><li>Courage and a realistic and sound sense of risk – risk perception (Aldis, 1975; Ball, 2002; Boyensen, 1997). </li></ul></ul><ul><ul><li>Emotional Competence – experience a range of contrasting emotions . </li></ul></ul><ul><ul><li>Increased physical strength and motor competence (Ball, 2002; Boyensen, 1997; Stutz, 1999) </li></ul></ul><ul><ul><li>Improved perception of objects, depths, heights, speed and the required reaction/adjustment of movements accordingly (Rakison, 2005). </li></ul></ul><ul><ul><li>All leading to Risk Mastery which is the best injury prevention and safety precaution available! </li></ul></ul>
    42. 44. Scaryfunny... <ul><li>This can be felt when... </li></ul><ul><ul><li>You are cycling very fast and you don’t know if you’ll be able to stop in time </li></ul></ul><ul><ul><li>When you are about to jump from a height and you don’t really know if you have gone too high </li></ul></ul><ul><ul><li>When you are just about to get caught in a game of chasing </li></ul></ul><ul><ul><li>When you are skiing and about to crash into a tree and still you are not able to turn </li></ul></ul>
    43. 45. <ul><li>This will have a 10 sec video clip </li></ul>
    44. 46. General Reflections <ul><li>Men in Childcare </li></ul><ul><li>Transitions </li></ul><ul><li>Calm children </li></ul><ul><li>A place for staff too </li></ul><ul><li>Independence </li></ul><ul><li>Supervision </li></ul>