Norway - BERGEN

In this second phase of our Erasmus+ job-shadowing in Norway, we moved to Bergen to visit several barnehage, which are early childhood education centers for children aged 1 to 6. These centers focus on learning through play, exploration, and hands-on experiences, fostering autonomy, creativity, and social development from an early age. Classrooms mix different ages, promoting cooperation and peer learning.

A notable feature of the Norwegian system is the low adult-to-child ratio: there is one teacher for every three children aged 1 to 3, and one for each group of 1–6 children aged 3 to 6. This allows for small groups, adequate use of classroom space, and personalized attention, supporting the holistic development of each child. Thanks to this support, the teaching staff work without stress, which contributes to high-quality education.

Additionally, special attention is given to emotional well-being, inclusion, and connection with nature, integrating daily life and practical activities as learning tools. This experience allows us to closely observe a child-centered, flexible educational model that respects individual rhythms and needs, providing valuable ideas that we can bring back to our school.

Today we began our stay in Bergen with a meeting at the central offices with the director overseeing the four barnehage and one of the pedagogical leaders from one of the centers. They gave us a detailed presentation on the operation of the centers, providing a broad overview of the Norwegian early childhood education system and what we would observe during our job-shadowing. Both are experts with extensive Erasmus experience and shared their enthusiasm and appreciation for these programs, highlighting the benefits for both children and staff. The welcome was exceptional, and we felt very supported from the start.

After the meeting, we visited one of the barnehage, entering the classrooms where we could observe the daily dynamics. We were impressed by the children’s autonomy; even those aged 2 and 3 serve themselves and handle utensils to spread butter on their bread, demonstrating remarkable independence from an early age. We saw how they eat in the classroom in an organized and calm way, read books in small groups, and spend most of their time outdoors, enjoying free play and nature, even in variable weather conditions.

We were also struck by the low adult-to-child ratio, which allows for individualized attention and close support for each child according to their needs and learning pace. We observed how educators combine play, exploration, and daily routines to develop social, emotional, and cognitive skills, creating a stimulating, safe, and nurturing environment that promotes children’s well-being and collaboration.

Today we continued our job-shadowing at another barnehage, observing the daily work of the educators and how learning is organized through play and outdoor activities. We saw how autonomy, cooperation, and curiosity are encouraged in mixed-age groups.

We participated in a session using do:be, a Norwegian approach that allows activities to be planned and adapted according to each child’s interests and needs. As part of Do:Be, physical cubes with music, sounds, and songs are used to create stories and dynamic learning experiences, combining play, creativity, and digital tools in a flexible way. The low number of children per educator allows for high-quality, personalized attention.

Today we accompanied a group of 9 children aged 3 to 5 to the forest near the barnehage. Despite the low temperature (around -1 °C), the children, well dressed, walked up to the chosen spot each week and participated in outdoor activities. They made a fire, played freely exploring nature, climbed trees, jumped over streams, collected branches, and engaged in singing and storytelling around the fire, eating calmly while conversing. This unique experience fosters their autonomy, confidence, and ability to navigate nature, following the Norwegian motto: “There is no cold if you are dressed warmly.”

We also had meetings with the pedagogical leader and the center’s management, as well as with the rest of the staff, who explained the organization, methodologies, and educational goals of the outdoor classroom. We observed several sessions with mixed-age groups inside the classroom, where children of different ages learn together, promoting cooperation, inclusion, and peer learning.

The low child-to-educator ratio, along with several educators accompanying each group, allows for close, personalized attention, reducing staff stress and valuing their dedication. This combination of outdoor life and classroom activities, along with autonomy and pedagogical reflection, gave us a deep understanding of the Norwegian approach to early childhood education.

We also visited a school located on one of Bergen’s seven mountains, accessed by funicular. Every morning, the teachers pick up the children in the city and accompany them both on the way up and on the way down, as the school is completely isolated at the top, with snow and harsher weather conditions. Many families choose this school because of its strong connection with nature, since most activities take place outdoors. 

These visits were very relevant to the goals of our job-shadowing, allowing us to observe how the natural environment is integrated into the daily routine and how autonomy and experiential learning are fostered in such a unique setting, with truly impressive views!

As the conclusion of our stay in Bergen, the school organized a visit to Viking Valley in Gudvangen, a UNESCO World Heritage site. During the visit, we explored Viking daily life, traditions, and culture. Thanks to a Viking guide, we learned more about life in the valley and observed how historical crafts and activities are recreated.

This experience allowed us to reflect on the importance of cultural identity and European awareness, fostering intercultural competence and respect for diversity. We also connected this experience with active and experiential learning methods, reinforcing our interest in innovative strategies to motivate students and link curriculum content to real-world contexts.