Teacher PortalKindergarten teachers work with children’s play, development, learning and well-being. The work involves cooperation with children, parents, colleagues and management. The occupation requires good skills in communication, reading, writing, planning, documentation and the use of digital tools.
Kindergarten teachers must be able to understand and communicate information clearly, adapt communication to different recipients and exercise digital judgement. The Norwegian framework plan guides kindergarten work, including documentation, digital practice and privacy. The profile never uses real information, photos or personal data about children.
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand, use and assess written and digital information related to kindergarten work.
About the skillForward-looking competence development. AI must never be used to assess, profile or make decisions about individual children, and information about children and parents must not be shared with unauthorised AI services.
AI may become a useful support tool for some administrative and educational planning tasks in kindergartens. At the same time, it is important to understand the technology’s limitations and to protect children’s privacy, professional responsibility and critical assessment of information.
AI can suggest wording for general texts without personal data.
Suggestions must be checked for errors, tone and suitability before use.
Follow the kindergarten’s procedures on which services are approved.
Exercise: Assess a static, fictional AI suggestion for a general message. What needs changing?
Discuss: Which channel suits which type of message?
Exercise: Compare two activity ideas from the web and assess credibility and suitability.
Discuss: Why should photos and information about children not be entered into open services?
Learners improve a fictional, unclear draft message about an outing. The case is a communication exercise – not training in planning children’s safety or care.
Learners calculate durations in a fictional schedule and explain it. The times are fictional and not recommendations for kindergarten routines.
Learners assess three fictional messages without real personal data and discuss digital judgement. The exercise does not replace legal advice, consent assessments or the employer’s own privacy procedures.
External resources
Occupational description from utdanning.no. Provides occupational context for teaching.
External resources
The Directorate for Education’s framework plan, including documentation, digital practice and privacy. Provides occupational context – does not replace local procedures.
External resources
Explore how basic skills are used in different occupations.
Digital learning resources
Practise forms, checking and privacy without real personal data.
Teaching activities
Source criticism online: check sender, date and purpose before using or sharing information.
Digital learning resources
Evaluate whether AI-generated information is correct and relevant before using it at work.
The aim is to strengthen basic skills through familiar work situations – not to teach participants their profession. The exercises do not teach staffing calculations, child supervision or assessments of individual children.
Find out which concrete tasks participants carry out. Many are already skilled professionals.
Clarify where participants experience challenges in their working day.
Critical thinking and AI are supplementary Prios topics, not official basic skills.
In Kompetansepluss-funded training, objectives must be linked to eligible skills and relevant official learning goals.
Use the profile’s cases and resources as a starting point for workplace-oriented exercises.
Adapt the level and observe whether participants use the skills more confidently at work. The profile is not an occupational training course.