Browsing by Subject "Oslo"

Objective. In the thesis the learning environments of two Norwegian kindergartens and schools are observed and studied. The Norwegian kindergarten act and education act are opened for discussion. Especially the links between the values presented in the acts with the corresponding field of education are emphasized. Procedure. The data for the thesis was collected by observing two Norwegian kindergartens and schools in the Spring 2016. To support the observation the staff was interviewed. The learning environments of the kindergartens and schools are being analyzed through the theory of Kopko, which discusses the effect of crowding, noise and quality of neighborhood. The construction of social skills in childhood is also viewed through Stig Brorström’s theory of childhood construction. Results and Conclusion. Connections were found between the acts and the kindergartens and schools. The Norwegian kindergarten act and both kindergartens observed emphasize care, play, respect for human and nature, equality, solidarity and creativity. The schools ob-served named Koulu1 and Koulu2 focused on knowledge and skills presented in the Nor-wegian education act. Also equality and solidarity listed in the school act was emphasized with Koulu1. The students should be couraged to solve problems together and share their knowledge. The process of learning is ought to aim at a shared experience, where the skills of an individual are brought to day light and being developed further with the peers.