Online Degree in Early Childhood Education

Objectives

To understand the concept of didactics and its relationship with education, identifying its main characteristics and how it differs from other pedagogical disciplines.

To analyse the various components that make up didactics, such as learning objectives, content, strategies and teaching resources, in order to plan and carry out teaching and learning activities effectively.

To reflect on the importance of didactic planning and its influence on the quality of teaching, identifying the main stages and elements that must be taken into account to carry out effective planning.

To understand the role and responsibilities of the teacher within the education system, as well as the competencies and skills required to be an effective teacher.

To recognise the importance of the teacher as an agent of change, a promoter of students’ holistic development, and their influence on the educational process.

To reflect on the teaching profession, its challenges and its impact on society.

To understand the different educational models and theories underpinning the educational process, analysing their main characteristics and their influence on educational practice.

To identify and analyse the key components of the educational process, such as the roles of the pupil and the teacher, curriculum design, the educational environment and assessment, whilst understanding how these interrelate and their impact on learning.

To explore and understand the relationships established within the educational process, such as the pupil-teacher relationship, the school-family relationship, the education-community relationship and the education-work relationship, analysing their importance and their influence on the quality and effectiveness of the educational process.

Understand the key elements of the Early Years curriculum.

To critically analyse the Early Years curriculum.

Reflect on the importance of adapting the curriculum to children’s needs and interests.

To identify the key components involved in curriculum decision-making in early years education. This involves understanding the different areas, such as learning objectives, curriculum content, methodology and teaching-learning strategies, as well as assessment.

To critically analyse the theoretical foundations underpinning curriculum planning in early years education. This includes exploring the various pedagogical theories and educational approaches and understanding how they are applied in curriculum practice.

To assess the influence of contextual and regulatory factors on curriculum decision-making. This involves examining the regulatory framework and educational policies that guide curriculum design, as well as considering the social, cultural and economic context in which early years education takes place.

To understand the principles and key concepts relating to the assessment of outcomes in teaching practice, including the assessment approaches and methods used in early years education.

To analyse the importance of analysing assessment results in order to gain meaningful insights into children’s learning and development, as well as to make informed decisions and adapt teaching to their individual needs.

To recognise the crucial role of reflection as a tool for improving teaching practice, through both self-reflection and external feedback, and to understand how reflection contributes to professional development and the achievement of educational objectives.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Core and general competences:

02 – To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the different cognitive, emotional, psychomotor and volitional dimensions.

01 – To understand the objectives, curriculum content and assessment criteria of Early Years Education.

03 - To design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

05B - To promote the autonomy and individuality of each pupil as factors in the education of emotions, feelings and values in early childhood.

08B – Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

Specific competences:

01 – To understand educational and learning processes in the 0–6 age group, within the family, social and school contexts.

02 – To understand developments in the psychology of child development during the 0–3 and 3–6 age ranges.

03 – Understand the fundamentals of early intervention.

04 - Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features.

05 - Know how to encourage the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play.

06 - Understand the educational dimension of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort.

Learning outcomes

Key learning outcomes:

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

SDGs. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RC3. Designs specific educational activities aimed at fostering habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play.

RC4. Designs teaching strategies to promote, through collective action and cooperative work, appropriate interaction between children and their peers and with adults.

Description of the content

1. Introduction to teaching methodology: concept, scope, components and purpose.

2. The role of the teacher in the education system: the teacher’s educational and social functions.

3. The educational process: models, components and relationships.

4. Elements of the curriculum. The Early Years curriculum: a critical analysis.

5. Areas of decision-making regarding the curriculum.

6. Evaluation of teaching outcomes. The importance of analysis and reflection for improving teaching practice.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3e Project work in an educational context 7 hours

V3f Analysis and preparation of teaching plans 8 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Cecilia García Torres and María Luisa Arranz Martín

DIDACTICS OF EARLY CHILDHOOD EDUCATION (HIGHER NATIONAL DIPLOMA COURSES)

PARANINFO Publishers. 2011.

ISBN: 9788497327886

2. Miguel Ángel Zabalza Beraza

Teaching Methods in Early Years Education

5th ed. NARCEA. 1987.

ISBN: 9788427707719

3.- Oriol Comas i Coma, Maite Garaigordobil Landazábal, Michi Garzón Pérez, Teresa Hernàndez Morlans, Ma Jesús Marrón Gaite, Joan Ortí Ferreres, Gabriel Pubill Soler, Ángeles Ruiz de Velasco Galvez, M. Pilar Soler Gordils, Tere Vida Mombiela, Domènec Bañeres Codina, Alan J. Bishop, Claustre Cardona Pera

Play as a teaching strategy

Grao. 2008.

ISBN: 978-84-7827-6

Objectives

To understand the organisation of pre-school education centres and the range of activities relating to educational research.

To learn about models of educational research applicable to schools.

To understand the main techniques for collecting data in early years classrooms.

To understand the fundamentals of quantitative research methodology in early years classrooms.

To understand the fundamentals of qualitative research methodology in early years classrooms.

To understand practices for improvement in early years classrooms.

To reflect on classroom practices with a view to innovating and improving teaching.

To understand the key aspects of disseminating and publicising the results of research and educational innovation.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

09A – Understand the organisation of early years education schools and the range of activities involved in their operation.

11A – To reflect on classroom practices in order to innovate and improve teaching.

11B - Acquire habits and skills for independent and collaborative learning and promote these among students.

12A - To understand the role, potential and limitations of education in today’s society, and the

that affect early years education centres and their professionals.

12B – To be familiar with quality improvement models applicable to educational institutions.

Specific competences:

27 – Position early years education within the Spanish education system, in the European context and in the international context.

28 – Be familiar with international experiences and examples of innovative practices in early years education.

29 – Recognise the importance of teamwork.

30 - Participate in the development and monitoring of early years education projects within the framework of school-based initiatives and in collaboration with the local community and other professionals and social stakeholders.

31 - Be familiar with the legislation governing nursery schools and their organisation.

32 - Recognise the personal relationship with each pupil and their family as a key factor in the quality of education.

Learning outcomes

Key learning outcomes:

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

F2. Engages in independent and/or collaborative learning based on identifying their own learning needs.

Subject-specific learning outcomes:

RK8. Is familiar with the key methodologies for developing pedagogical innovation projects.

RS10. Is familiar with the key methodologies for developing pedagogical innovation projects.

RC16. Designs innovative projects to introduce new learning methodologies into early years education.

Description of the course content

1. Educational research: definition, areas of application, purpose and current trends.

2. Techniques and tools for data collection.

3. Fundamentals of quantitative research methodology.

4. Fundamentals of qualitative research methodology.

5. Research within educational practice. The use of research for improvement. Educational innovation.

6. Transfer and communication of research and innovation findings.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3e Project work in an educational context 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on the results of a theoretical and/or practical examination.

Objectives

To understand the historical, social, pedagogical and didactic processes that have shaped the development of early years education to the present day.

To lay the theoretical foundations of contemporary early years education.

To identify and recognise the processes of institutionalisation in early years education.

To understand the educational policies for this stage, as well as the criteria and standards that define it.

To recognise the main trends and initiatives that shape the educational landscape at this stage.

To understand the concept of learning difficulties.

To understand the characteristics, risk factors and manifestations of learning difficulties in pre-school children.

To identify and assess learning difficulties in early years education through systematic observation, the collection of information and the use of appropriate assessment tools.

To analyse the individual, family and environmental factors that may influence the development and learning of pre-school children.

Understand the characteristics of intellectual disability.

To understand the characteristics of autism spectrum disorder.

To learn how to manage disability in the classroom and understand the inclusion model.

Understand how to provide the appropriate support for diversity in early years education.

To learn about the Response to Intervention model.

To understand the concept of sensory and motor disabilities and their impact on individuals’ development and learning.

Identify and classify the different types of sensory and motor disabilities, such as visual, hearing and motor impairments.

To analyse the possible causes or aetiologies of these disabilities, including genetic, congenital or acquired factors.

To describe the common psychological characteristics associated with sensory and motor disabilities, such as difficulties with communication, mobility and sensory perception.

To explore support strategies and curricular adaptations to facilitate the inclusion and optimal development of people with sensory and motor disabilities.

Understand the crucial role of the teacher in identifying learning difficulties in pupils.

Become familiar with the various indicators and warning signs that may point to the presence of learning difficulties.

To learn strategies and tools for the early identification of learning difficulties in the classroom.

To understand the importance of early intervention and the impact it can have on pupils’ academic and emotional development.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

09A – Understand the organisation of early years education settings and the range of activities involved in their operation.

11A – To reflect on classroom practices in order to innovate and improve teaching.

11B - To acquire habits and skills for independent and collaborative learning and to promote these among students.

12A - To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to early years education settings and their professionals.

12B – To be familiar with quality improvement models applicable to educational establishments.

Cross-curricular competences:

No data available.

Specific competences:

27 – Position early years education within the Spanish education system, in the European context and in the international context.

28 - Understand international experiences and examples of innovative practices in early years education.

29 - Recognise the importance of teamwork.

30 - Participate in the development and monitoring of early years education projects within the framework of school-based initiatives and in collaboration with the local community and other professionals and social stakeholders.

31 - Be familiar with the legislation governing nursery schools and their organisation.

32 - Recognise the personal relationship with each pupil and their family as a key factor in the quality of education.

Learning outcomes

Key learning outcomes:

A1. Identifies the social function of education, its potential to transform reality, its limitations in the current context and the role played by teachers.

Subject-specific learning outcomes:

RK7. Recognises the main theories of education, as well as the importance of early years education within the Spanish, European and international education systems, with a view to applying this knowledge in their work as teachers.

Course content

1. A brief historical overview of the development of early years education.

2. The meaning and purpose of education. The school and the educational community.

3. Leading educational theorists, particularly in modern pedagogy.

4. The institutionalisation of education. Educational institutions and their functions.

5. Education policies in Spain. The introduction of sustainability criteria into education.

6. Educational theories and contemporary practices. Leading international educational trends.

Learning activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3b Case studies from the field of education 5 hours

V3e Project development in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Objectives

To understand the stages of child development.

To identify developmental milestones.

Observe children’s behaviour.

To design effective educational strategies.

To facilitate learning.

Understand how human development occurs.

Identify patterns of behaviour.

Set realistic expectations.

Develop intervention strategies.

Understand the different methodological approaches used in the field of development, both in research and in educational practice.

Critically analyse the advantages and disadvantages of different methodological approaches used in the study of development, considering their validity, reliability and relevance.

Become familiar with the theoretical foundations underpinning the various methodological approaches, such as longitudinal, cross-sectional, experimental and observational studies, amongst others.

Consider the various ways of assessing children’s skills and abilities, taking into account their stage of development. Appropriately evaluate and select the most suitable methodological approach to address a specific research question in the field of development.

To understand what early childhood development entails for children aged 0 to 3 and 3 to 6.

Identify the components of early childhood development.

Be familiar with developments across all areas of development.

Understand the importance of attachment in children aged 0 to 3 and 3 to 6.

To be aware of the interventions that can be carried out in the early years classroom.

To know what aspects early years educators need to be aware of regarding the development of children aged 0 to 3 and 3 to 6.

Understand the warning signs that should alert teachers in both the 0–3 and 3–6 year-old classrooms.

To understand the educational implications.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

02 – To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the different cognitive, emotional, psychomotor and volitional dimensions.

01 – To understand the objectives, curriculum content and assessment criteria of Early Years Education.

03 - To design and manage learning environments in diverse contexts that cater to pupils’ unique educational needs, gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

05B - To promote the autonomy and individuality of each pupil as factors in the education of emotions, feelings and values in early childhood.

08B – Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

Specific competences:

01 – To understand educational and learning processes in the 0–6 age group, within the family, social and school contexts.

02 – To understand developments in the psychology of child development during the 0–3 and 3–6 age ranges.

03 – Understand the fundamentals of early intervention.

04 - Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features.

05 - Know how to encourage the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play.

06 - Understand the educational dimension of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort.

Learning outcomes

Key learning outcomes:

B3. Identifies the psychological, learning and personality-building processes involved in early childhood.

B2. Integrates the cognitive, emotional, psychomotor and volitional dimensions of children’s development in a holistic manner when designing teaching and learning processes for the early years.

Subject-specific learning outcomes:

RK1. Identifies the characteristics and stages of motor, cognitive, emotional, social and personality development in children aged 0 to 6 years, for consideration in teaching practice.

RC1. Critically assesses children’s psychological development in order to incorporate the findings into the development of teaching strategies

Description of course content

1. Developmental Psychology: concept, field of study, scope and methods.

2. Human development: main theories.

3. Advantages, disadvantages and limitations of methodological approaches relating to development.

4. Early childhood development

children (0–3 years): motor, cognitive, emotional and social development.

5. Development during childhood (3–6 years). The importance of

development of personality and social relationships.

6. The relevance of knowledge of child development to education and the work of teachers. Assessment of development.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the field of education 15h

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face knowledge assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. García Madruga, J. A

Developmental Psychology I.

UNED. 2019.

ISBN: 8436275306

2. Gutiérrez Martínez, F., Vila Chaves, J.O.

Developmental Psychology II

UNED. 2021.

ISBN: 8436277457

Supplementary:

3.- Diz-Casal, Javier

Violence and exclusion in educational contexts: keys to the ‘integration’ of the non-normative. In Delgado, J. J. (ed.). Intervention with populations vulnerable to violence and exclusion.

Dykinson. 2024.

ISBN: 9788411708708

Objectives

To understand the interaction between the main social institutions and education.

To analyse the value and social function of education in contemporary society.

To understand the evolution of the concept of the family and to assess the significance of this evolution for the current perception and definition of the family as a social institution.

To explore the diversity of family types and analyse how this diversity impacts daily life and social relationships.

To analyse family lifestyles and assess the impact of different lifestyles on family dynamics, intergenerational relationships and society in general.

To analyse the relevance and social impact of the evolution of the concept of the family, the diversity of family types and family lifestyles.

Enable students to foster open and effective communication, and to establish open and effective channels of communication between school and family.

To promote the importance of active parental involvement, so as to actively engage parents in their children’s school life.

To learn how to create an environment in which the school and the family collaborate in identifying and resolving academic and emotional problems that may arise in children’s lives.

To recognise diversity as a positive value and to become aware of the factors that drive diversity: cultural, genetic and sociological.

To recognise the challenges of inclusive education in terms of equality and to familiarise yourself with inclusive teaching methods.

To understand the consequences of segregation, abuse and social isolation.

To foster ethical awareness.

To instil democratic values.

Promote civic participation.

To promote religious tolerance and cultural diversity, and to foster an understanding that there are different religious beliefs and philosophies of life within society, in order to help children respect and value the religious and cultural differences of their peers.

To foster an inclusive environment where every child feels accepted, regardless of their religious background or secular beliefs; to encourage open communication and dialogue, thereby stimulating open discussion and respectful dialogue on religious and philosophical topics in the classroom.

To encourage children to ask questions and express their own beliefs and curiosities without fear of discrimination or prejudice; to develop active listening skills and empathy in order to understand others’ perspectives.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

03 – Design and manage learning environments in diverse contexts that cater to students’ unique educational needs, promote gender equality, equity and respect for human rights.

04A – Foster a sense of community both inside and outside the classroom and promote the peaceful resolution of conflicts.

10 – Act as a guide for parents regarding family education for children aged 0–6 and demonstrate proficiency in social skills when interacting with the family of each pupil and with the wider community of families.

Specific competences:

10 – Establish and maintain lines of communication with families to influence the educational process effectively.

11 – Understand and be able to carry out the roles of form tutor and counsellor in relation to family education.

12 - Promote and collaborate on initiatives both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education.

13 - Analyse and critically incorporate the most relevant issues in today’s society that affect family and school education: the social and educational impact of audiovisual media and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development.

14 - Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context.

Learning outcomes

Key learning outcomes:

A2. Interacts effectively with families in order to foster a climate of cooperation, understanding and support for children’s education.

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

Subject-specific learning outcomes:

RK5. Understands the social value of the family, its evolution, the different types of families that exist today and the parenting styles practised within them, in order to ensure children receive an appropriate upbringing and families are given the right support.

RC11. Establishes specific educational strategies focused on fostering respect for equality, civic and constitutional values, and diversity amongst children.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Course content

1. Principles of the sociology of education. Main social institutions. The value and social function of education.

2. The family as a social institution: the evolution of the concept of the family, types of families and lifestyles.

3. Relations between school and family. Cooperation in the development and education of children.

4. Equality: the importance of education on the path towards full equality.

5. Education in civic and constitutional values in early childhood. The development of children’s ethics and morals.

6. Religion in early years education. Respect for diversity of belief.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the educational sector 7 hours

V3e Project development in an educational context 8 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Objectives

To understand and analyse the legal framework governing institutional autonomy in educational establishments.

To apply legal principles to records management in educational institutions.

Develop effective leadership skills: Foster the development of leadership skills amongst students, providing them with the tools and strategies necessary to lead teams, make effective decisions and motivate the educational community towards the achievement of shared goals.

To analyse and apply educational management theories: To provide a solid understanding of educational management theories and models, enabling students to critically analyse different approaches and apply relevant concepts in practical situations within a school setting.

Designing and Implementing Continuous Improvement Strategies: To train students in the formulation, implementation and evaluation of continuous improvement strategies in educational institutions. This includes identifying areas for improvement, designing action plans and measuring the impact of interventions on educational quality.

Understanding the organisational structure of the teaching staff, including roles, responsibilities and hierarchies within an educational institution.

Develop practical skills for teaching coordination and effective collaboration amongst teaching professionals.

To enable participants to identify common challenges in teaching coordination and apply effective strategies to resolve them.

To foster an understanding of the importance of active and varied participation in extracurricular activities

To understand the importance of school services for holistic well-being.

Design a School Service Project

To foster awareness of the role of the school: to develop students’ understanding and awareness of the transformative role of schools as spaces for meeting, collaboration and exchange.

Promote collaboration and active participation: Provide opportunities for students to experience and practise collaboration and active participation within the educational environment.

Understanding the fundamentals of school evaluation and the culture of continuous improvement.

To explore the principles and values underpinning a culture of continuous improvement in an educational setting, highlighting the importance of adaptability, innovation and the active participation of all members of the school community.

Apply models of quality management and excellence in the evaluation and continuous improvement of educational institutions.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

09A – Understand the organisation of early years education schools and the range of activities involved in their operation.

11A - To reflect on classroom practices in order to innovate and improve teaching.

11B - To acquire habits and skills for independent and collaborative learning and to promote these among students.

12A - To understand the role, potential and limitations of education in today’s society, and the

that affect early years education centres and their professionals.

12B – To be familiar with quality improvement models applicable to educational institutions.

CROSS-CURRICULAR

No data available

SPECIFIC

27 – To situate early years education within the Spanish education system, in the European context and in the international context.

28 – To be familiar with international experiences and examples of innovative practices in early years education.

29 - Recognise the importance of teamwork.

30 - To participate in the development and monitoring of early years education projects within the framework of school-based initiatives and in collaboration with the local community and other professionals and social stakeholders.

31 - To be familiar with the legislation governing nursery schools and their organisation.

32 - Recognise the personal relationship with each pupil and their family as a key factor in the quality of education.

Learning outcomes

Key learning outcomes:

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

F3. Recognises the organisational principles and functions of educational establishments, integrating them into their teaching work as a teacher.

Subject-specific learning outcomes:

RK9. Understands the legal framework governing the operation of early years education centres and the work of teachers, taking this into account in their day-to-day work.

RS11. Builds fruitful relationships with the various stakeholders linked to their teaching work, particularly colleagues at the school and families, recognising this aspect as a factor in educational quality.

RC17. Designs, in collaboration with other professionals, innovative projects to improve the school, drawing on leading international examples in the field of early years education.

Description of the content

1. The legislative framework for educational establishments. Autonomy. School documentation.

2. The management function in educational institutions: areas, bodies and scope of management. The management plan.

3. Organisation of teaching staff and teaching coordination.

4. Extracurricular activities and school services as part of the educational work of schools.

5. Towards a new concept of the school: schools as spaces for meeting, collaboration and exchange.

6. Evaluation of educational institutions and a culture of continuous improvement. Models of quality and excellence management.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the education sector 12 hours

V3c Practical work using simulations and virtual laboratories 3 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Fullan, Michael

Leading in a Culture of Change.

Ediciones Morata. 2002.

ISBN: 978-84-18381-

2. González, M.T. (ed.)

Organisation and Management of Schools: Dimensions and Processes.

Pearson Educación. 2003.

ISBN: 978-970-26-15

Objectives

- To provide future educators with the tools and skills needed to understand and improve the teaching and learning process.

- To explore various observation strategies to better understand classroom dynamics, identify effective teaching styles and assess pupils’ progress.

- To address formative and summative assessment methods, enabling participants to develop the ability to assess student performance comprehensively.

- Critically analysing the data collected during observation and assessment will play a key role in making informed decisions to improve the quality of education.

- To train reflective educators who are equipped to adapt to the changing needs of the classroom, fostering an enriching and effective learning environment.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

04B - The ability to systematically observe contexts of learning and social interaction and to reflect on them.

11A - To reflect on classroom practices in order to innovate and improve teaching.

CROSS-CURRICULAR

No data available

SPECIFIC

23 – To understand that systematic observation is a fundamental tool for reflecting on practice and reality, as well as for contributing to innovation and improvement in early years education.

24 – Master observation and recording techniques.

25 - Undertake field analysis using observational methodology, drawing on information technology, documentation and audiovisual resources.

26 - Be able to analyse the data obtained, critically understand reality and draw up a report of conclusions.

Learning outcomes

Key learning outcomes:

E2. Carries out systematic observation processes, drawing relevant conclusions about learning and classroom dynamics.

Subject-specific learning outcomes:

RS9. Applies information, documentation and audiovisual technologies to the development of observation, assessment and analysis processes

in the early years classroom.

RC15. Critically evaluates the data obtained through the application of observation and recording techniques, setting out the analysis and conclusions in a detailed report with a view to achieving improvements and innovative actions in the context of early years education.

Description of the course content

1. Observation in the early years classroom and its areas of application. The importance of data collection.

2. Observation techniques and their application in the classroom.

3. Validity of results and critical analysis.

4. Evaluation of the early years education curriculum.

5. Observation as a basis for generating innovation and improvements.

6. Drafting assessment reports and communicating them to families

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the field of education 15h

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face knowledge assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Encarna Sugrañes, Carmen Castrillo, Micaela Yuste, Nereida Medina, Monserrat Alòs, Neus Andrés.

Observing to Interpret: Everyday Activities for Early Years Education (2–6).

GRAO. 2012.

ISBN: 8499804071

2. Eulàlia Bassedas i Ballús, Teresa Huguet Comelles, Isabel Solé Gallart

Learning and Teaching in Early Years Education: 014 (Teaching Methodology / Curriculum Design and Development)

GRAO. 1998.

ISBN: 8478271945

3.- Itziar Arregi Landa, Alexander Barandiaran Arteaga, Nagore Iñurrategi Irizar, Iñaki Larrea Hermida, Agurtzane Martínez Gorrotxategi, Eider Salegi Arruti.

Assessment in Early Years Education: 049 (Teaching / Curriculum Design and Development)

GRAO. 2021.

ISBN: 8418627263

Objectives

To design an effective learning environment

To create teaching materials tailored to children’s needs

To deepen our understanding of how to foster diversity and inclusion in the classroom through the ‘learning corners’ methodology, focusing on promoting diversity and inclusion within the classroom’s learning corners.

To design and organise effective learning corners, equipping us with the skills to plan and organise learning corners in the early years classroom effectively.

To understand and apply key routines and moments within the context of early years education.

To develop skills in planning and sequencing activities.

To understand the role of whole-class assemblies in early years education.

To identify children’s individual needs during the settling-in period.

Design an effective settling-in plan.

Understand the specific needs of children of pre-school age and in the early years of primary school.

Learn to select, evaluate and adapt suitable resources and materials.

Understand the principles of pedagogical design for early childhood education.

Develop practical skills in creating teaching materials.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

03 – Design and manage learning environments in diverse contexts that cater to students’ unique educational needs, promote gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

06C - Express oneself orally and in writing and master the use of different techniques of expression.

07 - Understand the educational implications of information and communication technologies and, in particular, of television in early childhood.

09B - Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available

SPECIFIC

19 – Understand that the day-to-day dynamics of early years education vary depending on each pupil, group and situation, and know how to be flexible in the teaching profession.

20 - Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to the harmonious and holistic development of pupils.

21 - Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

22 - To meet pupils’ needs and convey a sense of security, calm and affection.

Learning outcomes

Key learning outcomes:

C2. Designs activities that promote independent and cooperative learning amongst children.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

Subject-specific learning outcomes:

RS5. Applies, where necessary and in a flexible manner, changes to educational planning to adapt to the needs of the pupils and the class, and to the different situations that arise in the classroom.

RC13. Designs educational routines and spaces to foster the harmonious and holistic progress of the educational process in early childhood education.

Description of the content

1. The organisation of the early years classroom. Methodological approaches. Resources and materials.

2. Planning and organising the space. Activity corners in the early years classroom.

3. Planning the school day: routines, key moments and the sequencing of activities. The Assembly as a routine.

4. The settling-in period as a key element in early years education: scope, objectives and planning.

5. Identifying requirements for teaching resources and materials.

6. Design, development and evaluation of teaching materials for the early years.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3b Case studies in the field of education 5 hours

V3d Design and development of teaching materials 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3h

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Belloso, AG, Esteban, PG, & del Puerto, D

A teaching proposal for an introduction to programming in early years education, taking the DUA into account.

Journal of Childhood, Education and Learning. 2022.

ISBN: 0719-6202

2.- Fernández Iglesias, R., Pereiro González, M. D. C., Cores Torres, A., & Gonçalves, D. A. R.

Digital teaching material platforms in early years education: are they adapted to pupils’ characteristics?

Innoeduca: International Journal of Technology and Educational Innovation. 2021.

ISBN: 2444-2925

Objectives

- To understand the historical evolution of the teacher’s role.

- To define the concept of a teacher’s support and guidance.

- To explore the guiding principles of a teacher’s intervention.

- To analyse the historical role of the teacher

- To identify specific objectives of the role of support and guidance.

- To recognise the teacher’s role as a role model and guide.

- To promote effective communication in the educational context.

- Explore in depth the areas of tutorial intervention.

- Master effective tutorial intervention techniques.

- Understand the steps involved in drawing up a Tutorial Action Plan.

- Understand the theoretical foundations underpinning school cohesion and their application in the school context.

- Analyse the factors influencing school community life, ranging from interactions between pupils to the role of teachers in creating positive environments.

- To be familiar with and apply relevant standards relating to the subject.

- Design a comprehensive plan to improve harmonious coexistence in the early years classroom.

- To be familiar with strategies for resolving and preventing potential conflicts in the classroom.

- Define what a conflict is and its significance in education.

- To identify the main forms and patterns of bullying.

- Promote key strategies for fostering a positive classroom atmosphere.

- Develop communication strategies, acquiring effective skills and approaches that facilitate open and constructive dialogue between the teacher and families.

- To explore intervention techniques that promote an understanding of each pupil’s needs, whilst encouraging the adaptability of teaching strategies at school and at home.

- Encourage active participation from families.

- To develop teaching strategies that help promote collaboration amongst educational professionals.

- To analyse the importance of establishing practices that improve communication amongst different educational professionals.

- Get to know the various teaching teams

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

03 - Design and manage learning environments in diverse contexts that cater for students’ unique educational needs, gender equality, equity and respect for human rights.

04A - Foster a sense of community both inside and outside the classroom and promote the peaceful resolution of conflicts.

10 – Act as a guide for parents regarding family education for children aged 0–6 and demonstrate proficiency in social skills when interacting with the family of each pupil and with the wider community of families.

CROSS-CURRICULAR

No data available

SPECIFIC

10 – Establish and maintain lines of communication with families to influence the educational process effectively.

11 - Understand and be able to carry out the duties of a form tutor and counsellor in relation to family education.

12 - Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education.

13 - Analyse and critically incorporate the most relevant issues in today’s society that affect family and school education: the social and educational impact of audiovisual media and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development.

14 - Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context.

Learning outcomes

Key learning outcomes:

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

F1. Designs strategies to ensure harmonious coexistence both inside and outside the classroom, applying, where necessary, appropriate conflict resolution techniques.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Subject-specific learning outcomes:

RS3. Builds collaborative and supportive relationships with families to promote the education of children in early years.

RC9. Designs tutorial guidance activities focused on supporting children and fostering a positive atmosphere of coexistence in the classroom.

Description of the content

1. The teacher’s role in support and guidance: concept, objectives, purpose and principles. The teacher as a guide and role model.

2. Areas, techniques and models of tutorial intervention. The Tutorial Action Plan.

3. Coexistence in the early years classroom.

4. Strategies for resolving and preventing conflicts within the classroom.

5. Tutorial work with families: strategies for dialogue and reaching agreements.

6. Collaboration between education professionals in tutorial support.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3b Case studies in the field of education 7 hours

V3c Practical work using simulations and virtual laboratories 8 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Supplementary:

1. L. S. Vygotsky

Mind in Society: The Development of Higher Psychological Processes

Harvard University Press. 1978.

ISBN: 978-0-674-076

2. OLIVIER REBOUL

THE VALUES OF EDUCATION

IDEA BOOKS. 1999.

ISBN: 9788482361185

Objectives

To be able to identify the psychological, learning and personality-development processes that take place in early childhood.

To be able to holistically integrate children’s cognitive, emotional, psychomotor and volitional dimensions into the design of teaching and learning processes in early childhood.

To be able to identify the intrapersonal and interpersonal factors that influence learning in early childhood (0–6 years) in order to intervene at an early stage in the event of any difficulties.

To be able to link specific learning difficulties in children to particular psychological processes and factors in order to ensure appropriate educational support.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

02 - To promote and facilitate learning in early childhood, from a holistic and inclusive perspective that encompasses the different cognitive, emotional, psychomotor and volitional dimensions.

01 - To understand the objectives, curriculum content and assessment criteria of Early Years Education.

03 - To design and manage learning environments in diverse contexts that cater to pupils’ unique educational needs, gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

05B - To promote the autonomy and individuality of each pupil as factors in the education of emotions, feelings and values in early childhood.

08B – Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available

SPECIFIC

01 – To understand educational and learning processes in the 0–6 age group, within the family, social and school contexts.

02 - Understand developments in the psychology of child development for the 0–3 and 3–6 age ranges.

03 - Understand the principles of early intervention.

04 - Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features.

05 - Know how to encourage the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play.

06 - Understand the educational dimension of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort.

Learning outcomes

Key learning outcomes:

B3. Identifies the psychological, learning and personality-building processes involved in early childhood.

B2. Comprehensively integrates the cognitive, emotional, psychomotor and volitional dimensions of children into the design of teaching and learning processes in early childhood.

Subject-specific learning outcomes:

RK2. Identifies the intrapersonal and interpersonal factors that influence learning in early childhood (0–6 years) in order to

take early action in the event of any difficulties.

RC2. Links specific learning difficulties in children to particular psychological processes and factors in order to ensure appropriate educational support.

Description of course content

1. Educational psychology: concept, field of study, scope and methods.

2. Behaviourist and constructivist approaches to learning.

3. Intrapersonal factors influencing children’s learning: emotions, motivation, self-concept, self-esteem and intelligence. 4. Interpersonal factors influencing children’s learning.

5. The influence of learning contexts. Learning communities.

6. The importance of understanding the learning process in children for education and the work of teachers. An approach to the assessment of the teaching-learning process.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the field of education 15h

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3h

V6 Face-to-face knowledge assessments 3

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Castro, J., Lafuente, E., Loredo, J. C., & Pizarroso, N.

History of Psychology.

UNED Press. 2017.

ISBN: 9788436269635

2. Diz-Casal, Javier

A NOVICE ETHNOGRAPHER: NOTES FROM A CHILDREN’S MENTORING CENTRE IN TETUAN

Ibero-American Network of Research Academies A.C. 2020.

ISBN: 978-607-8617

https://redibai-myd.org/portal/wp-content/uploads/2021/06/portada-etnografo1.pdf

Objectives

To learn the basic English verb tenses: present, past and future.

To learn how to assess ‘Use of English’ in the classroom.

To learn vocabulary related to the academic environment.

To learn about the different techniques for listening comprehension in English.

To learn about the various activities for developing and teaching speaking skills.

Understand the benefits of literacy skills in the classroom.

Understand the advantages of learning writing skills.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL:

01 – To understand the objectives, curriculum content and assessment criteria for Early Years Education

05A - Reflect as a group on the acceptance of rules and respect for others

06B - Effectively address language-learning situations in multicultural and multilingual contexts

06C - Express oneself orally and in writing and master the use of different techniques of expression.

11B - Acquire habits and skills for independent and cooperative learning and promote these among pupils

CROSS-CURRICULAR

No data available

SPECIFIC

42 – Be familiar with the language and literacy curriculum for this stage, as well as theories on the acquisition and development of the relevant learning

43 – Foster speaking and writing skills

44 - To understand and master techniques of oral and written expression

45 - Be familiar with oral tradition and folklore

46 - Understand the transition from oral to written language and be familiar with the different registers and uses of language

47 - Understand the process of learning to read and write and how these skills are taught

48 - Deal with language learning situations in multilingual contexts

49 - Recognise and appreciate the appropriate use of verbal and non-verbal language

50 - To understand and make appropriate use of resources to encourage reading and writing

51 - Acquire literary knowledge, with a particular focus on children’s literature

52 - Be able to facilitate a child’s first exposure to a foreign language

Learning outcomes

Key learning outcomes:

F4. Expresses themselves satisfactorily both orally and in writing, using techniques that capture the audience’s attention.

Subject-specific learning outcomes:

RS16. Expresses themselves adequately in English, both orally and in writing. RC22. Develops appropriate teaching strategies to introduce children to the basic elements of the English language.

Description of the content

Use of English.

Reading skills.

Listening skills.

Writing skills.

Speaking skills.

Relevant vocabulary for teachers.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3g Virtual language sessions 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessment tests 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Cortina Perez, Beatriz and Andúgar Soto, Ana

Teaching of Foreign Languages in Early Years Education

Piramide. 2018.

ISBN: 978-84-368-40

2. Patsy M Lightbown and Nina Spada

How Languages Are Learnt

Oxford. 2013.

ISBN: 978 O 19 4541

Objectives

To understand the concept of learning difficulties​

To understand the characteristics, risk factors and manifestations of learning difficulties in pre-school children.

To identify and assess learning difficulties in early years education through systematic observation, information gathering and the use of appropriate assessment tools.

To analyse the individual, family and environmental factors that may influence the development and learning of pre-school children.

To understand the concept of learning difficulties.

To understand the characteristics, risk factors and manifestations of learning difficulties in pre-school children.

To identify and assess learning difficulties in early years education through systematic observation, the collection of information and the use of appropriate assessment tools.

To analyse the individual, family and environmental factors that may influence the development and learning of pre-school children.

To understand the characteristics of intellectual disability.

To understand the characteristics of autism spectrum disorder.

To learn how to manage disability in the classroom and understand the inclusion model.

Understand how to provide the appropriate support for diversity in early years education.

To learn about the Response to Intervention model.

To understand the concept of sensory and motor disabilities and their impact on individuals’ development and learning.

Identify and classify the different types of sensory and motor disabilities, such as visual, hearing and motor impairments.

To analyse the possible causes or aetiologies of these disabilities, including genetic, congenital or acquired factors.

To describe the common psychological characteristics associated with sensory and motor disabilities, such as difficulties with communication, mobility and sensory perception.

To explore support strategies and curricular adaptations to facilitate the inclusion and optimal development of people with sensory and motor disabilities.

Understand the crucial role of the teacher in identifying learning difficulties in pupils.

Become familiar with the various indicators and warning signs that may point to the presence of learning difficulties.

To learn strategies and tools for the early identification of learning difficulties in the classroom.

To understand the importance of early intervention and the impact it can have on pupils’ academic and emotional development.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

03 – Design and manage learning environments in diverse contexts that cater for students’ unique educational needs, gender equality, equity and respect for human rights.

06A – Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

08B – Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

Specific competences:

07 – Identify learning difficulties, cognitive impairments and those related to attention.

08 – Be able to inform other specialist professionals to facilitate collaboration between the school and the teacher in addressing any special educational needs that arise.

09 – Acquire resources to promote the educational integration of pupils with difficulties.

Learning outcomes

Key learning outcomes:

D1. Design specific intervention strategies for children with special educational needs.

Subject-specific learning outcomes:

RK4. Identifies, for the purpose of carrying out an appropriate assessment, the main learning difficulties, as well as their aetiology and psychological characteristics.

RC7. Correctly interprets reports from professionals on children’s learning difficulties for subsequent integration into educational intervention strategies.

Description of the course content

1. Learning difficulties: conceptualisation and psychological approach.

2. Difficulties arising from learning and behavioural problems: concept, types, aetiology and psychological characteristics.

3. Difficulties associated with intellectual disability and autism spectrum disorders: concept, types, aetiology and psychological characteristics.

4. Special needs arising from giftedness: concept, types and psychological characteristics.

5. Difficulties associated with sensory and motor disabilities: concept, types, aetiology and psychological characteristics.

6. The teacher’s role in identifying learning difficulties. The importance of early intervention.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3b Case studies from the educational sector 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3h

V6 Face-to-face knowledge assessments 3

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on the results of a theoretical and/or practical examination.

Objectives

To introduce students to educational innovations in a comprehensive manner, enabling them to acquire the knowledge needed to adapt classroom practices and evaluate them.

To understand the concept of play and its importance.

Key theories on the development of play.

Social, emotional and cognitive development in children through play.

To reflect on Project-Based Learning (PBL) and its relevance to early years education.

To explore in depth the principles that underpin the development of a project in an early years classroom.

Recognise which methodologies are most suitable for each child and adapt them to the classroom.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL:

02 – To promote and facilitate learning in early childhood, from a holistic and inclusive perspective that encompasses the different cognitive, emotional, psychomotor and volitional dimensions.

01 – To understand the objectives, curriculum content and assessment criteria of Early Years Education.

03 - To design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights

05A – Reflect as a group on the acceptance of rules and respect for others.

05B – To promote the autonomy and individuality of each pupil as factors in the education of emotions, feelings and values in early childhood.

08B – Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available

SPECIFIC

01 – To understand educational and learning processes in the 0–6 age group, within the family, social and school contexts

02 - Understand developments in the psychology of child development for the 0–3 and 3–6 age ranges

03 - Understand the fundamentals of early intervention

04 - Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features

05 - Know how to promote the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play

06 - Understand the educational aspects of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort

Learning outcomes

Key learning outcomes:

C2. Designs activities that promote autonomous and cooperative learning amongst children.

Subject-specific learning outcomes:

RS1. Encourages children’s participation in educational activities, fostering positive experiential learning.

RC5. Designs methodological strategies based on play and/or project-based learning, tailored to children’s educational needs and the learning objectives set out in the curriculum.

Description of the course content

1. Trends in innovation in educational methodology: a critical analysis from a scientific perspective.

2. Play-based learning in the Early Years classroom. Examples of success.

3. Implications of play-based learning for children’s social and cognitive development. Selection and design of games.

4. Project-based learning in the early years classroom: concept, objectives, advantages and disadvantages. Examples

of success.

5. Planning, development and evaluation of project-based work. Techniques and skills for engaging children. 6. Adapting methodologies to the needs of the classroom. Teaching practice as a means of experimentation and improvement.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3e Development of projects in an educational context 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Huberman, Allen Michael

How Change Happens in Education: A Contribution to the Study of Innovation

UNESCO. 1973.

ISBN: 92-3-301116-X

2. Manu Sánchez Montero

We Do Play in Class: A Practical Guide to Creating Your Own Classroom Games

Paidós Publishers. 2021.

ISBN: 9788449338472

3. Rosa Pilar Esteve Faubel

New Trends in Educational Research

Octaedro. 2020.

ISBN: 9788418819988

Objectives

To understand and explore in greater depth the social and communication skills required of a teacher in Early Years Education.

To present some strategies for developing these skills in early years education.

To explore in greater depth the role of creativity and imagination in education as a tool for fostering innovative thinking in the classroom.

To explore leadership skills in teachers as a tool for fostering teamwork.

To understand why it is important to develop problem-solving skills from an early age.

To understand and explore the communication skills and strategies that a teacher in early years education should possess.

To promote awareness of, and the importance of, teachers’ wellbeing in early years education.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

To design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights.

Reflect as a group on the acceptance of rules and respect for others.

Express oneself orally and in writing and master the use of different techniques of expression.

Understand the educational implications of information and communication technologies and, in particular, of television in early childhood.

Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

Understand that the day-to-day dynamics of early years education vary depending on each pupil, group and situation, and know how to be flexible in the teaching profession.

Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors that contribute to the harmonious and holistic development of pupils.

Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

To meet pupils’ needs and convey a sense of security, calm and affection.

Learning outcomes

Key learning outcomes:

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

F4. Expresses themselves effectively both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS7. Conveys a sense of security, calm and affection to children in their teaching practice in order to demonstrate concern for their needs.

RS8. Collaborates effectively with other professionals both within and outside the school to ensure children receive appropriate care and that the learning process in early childhood is properly planned.

Description of the content

1. The early years teacher as an education professional: essential skills.

2. Creativity and imagination as tools for educational activity.

3. Leadership and teamwork skills for the early years teacher.

4. Conflict management and negotiation inside and outside the classroom.

5. Developing communication skills for teachers.

6. Teachers’ wellbeing: self-care and psychological wellbeing.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3b Case studies from the educational sector 5 hours

V3c Practical work using simulations and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face knowledge assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Adele Faber and Elaine Mazlish

How to Talk So Kids Will Listen & Listen So Kids Will Talk.

Ediciones Medici, S.L. 2013.

ISBN: 9788497991261

2. Álvaro Bilbao

The Child’s Brain Explained to Parents

Plataforma Editorial S.L.. 2015.

ISBN: 9788416429561

3. Leo Farache

The Art of Communication

Almuzara. 2019.

ISBN: 9788417797270

Objectives

To familiarise oneself with the curriculum governing ICT in early years education.

To familiarise oneself with the Common Framework for Teachers’ Digital Competence.

To familiarise oneself with the ICT resources available for early years education.

To learn about the most appropriate methodologies for introducing ICT into the classroom.

To learn about resources for creating ICT activities for early years education.

To familiarise oneself with educational platforms and open-source software repositories.

To become familiar with Web 2.0 tools for sharing and communicating.

To understand the fundamentals of audiovisual language.

To understand the impact of television and advertising on young children.

To learn about some strategies for working on audiovisual language in the classroom.

Understand what digital competence is within the pre-school curriculum.

To understand the importance of integrating ICT into the classroom.

Understand the risks associated with the use of ICT in childhood and how to prevent them.

To understand the policy on data protection in schools.

To understand what digital identity is and its potential impact on children.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

Basic and general competences:

03 – Design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

07 – Understand the educational implications of information and communication technologies and, in particular, of television in early childhood.

08A – Understand the fundamentals of child nutrition and hygiene.

09B – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

11B - Acquire habits and skills for independent and collaborative learning and promote these among students.

Specific competences:

19 – Understand that the day-to-day dynamics of early years education vary depending on each pupil, group and situation, and know how to be flexible in the teaching profession.

20 – Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to the harmonious and holistic development of pupils.

21 - Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

22 - To meet pupils’ needs and convey a sense of security, calm and affection.

Learning outcomes

Key learning outcomes:

A3. Identifies the benefits and risks of ICT in children’s development and teaching-learning processes.

Subject-specific learning outcomes:

RS6. Correctly uses the main technological tools applicable in the early years classroom to complement their teaching work.

RC14. Integrates ICT into the design of teaching and methodological strategies, promoting both the appropriate use of technology by children and their acquisition of basic technological skills.

Description of the course content

1. ICT as part of the Early Years Education curriculum

2. Teaching methodologies based on the use of ICT in the classroom.

3. Technological resources for the development of teaching materials for the early years classroom.

4. The importance of images, audio and video in Early Years Education

5. Techniques for teaching basic digital skills to children.

6. Responsible and moderate use of technology in early childhood. Main risks and preventive measures.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3d Design and development of teaching materials 7 hours

V3e Project development in an educational context 8 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3h

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Objectives

To explore the principles and foundations of health promotion, examining the concept, determinants and types of interventions.

To present nutrition as an element of health promotion.

To present hygiene and water management as a component of health promotion.

To present physical activity and sport as a component of health promotion.

To present emotions as an element of health promotion.

To present knowledge of first aid, basic life-saving techniques and basic life support as a component of health promotion.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

08A – Understanding the fundamentals of child nutrition and hygiene.

CROSS-CURRICULAR

No data available

SPECIFIC

15 – Understand the basic principles of healthy development and behaviour.

16 – Identify disorders relating to sleep, feeding, psychomotor development, attention, and auditory and visual perception.

17 - Collaborate with specialist professionals to address these disorders.

18 - Detect emotional, nutritional and wellbeing deficiencies that disrupt pupils’ proper physical and psychological development.

Learning outcomes

Key learning outcomes:

C3. Identify key aspects of child nutrition and hygiene and communicate these to children.

Subject-specific learning outcomes:

RK3. Recognises the principles of emotional education and their areas of application in the nursery classroom, with a view to their subsequent integration into the design of educational strategies.

RK6. Understands the foundations of healthy development and behaviour in children, as well as the main disorders associated with sleep, nutrition, psychomotor development, attention, and auditory and visual perception, in order to promote positive behaviours.

RC12. Develops, in collaboration with specialist professionals, specific intervention measures to address emotional, nutritional and wellbeing needs in children, to ensure their holistic development.

Description of the content

1. Health promotion: concept, determinants and types of interventions. The school as an institution promoting health.

2. The importance of a healthy diet.

3. Developing hygiene habits in children in early years education.

4. Physical activity and sport as indicators of children’s wellbeing.

5. Emotional health and psychological wellbeing in early years education. Main risks. Emotional education and strategies for developing emotional competence.

6. Basic emergency procedures and first aid.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3a Design of educational intervention proposals 8 hours

V3b Case studies in the field of education 7 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face knowledge assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Objectives

1. To enable them to incorporate the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

2. To develop educational strategies that foster children’s social development, promoting the acquisition of values relevant to their holistic education.

3. To integrate the principles of sustainable development into the educational process for children in early years, with a view to developing methodological and teaching strategies that encourage sustainable behaviour.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

03 - Design and manage learning environments in diverse contexts that cater to pupils’ unique educational needs, promote gender equality, equity and respect for human rights.

04A - Foster harmonious coexistence in and outside the classroom and promote the peaceful resolution of conflicts.

10 - Act as a guide for parents regarding family education for children aged 0–6 and demonstrate proficiency in social skills when interacting with the family of each pupil and with the wider community of families.

CROSS-CURRICULAR

No data available

SPECIFIC

10 – Establish and maintain lines of communication with families to influence the educational process effectively.

11 - Understand and be able to carry out the duties of a form tutor and counsellor in relation to family education.

12 - Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education.

13 - Analyse and critically incorporate the most relevant issues in today’s society that affect family and school education: the social and educational impact of audiovisual media and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development.

14 - Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context.

Learning outcomes

Key learning outcomes:

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values

, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS4. Promotes the development of collaborative initiatives with families, local councils and other organisations to foster children’s civic engagement.

RC6. Develops educational strategies that foster children’s social development, promoting the acquisition of values relevant to their holistic education.

RC10. Integrates the principles of sustainable development into the educational process for children in early childhood, with a view to developing methodological and teaching strategies that encourage sustainable behaviour.

Description of the content

1. The 2030 Agenda. Sustainable Development Goals. Conceptualisation of Education for Sustainable Development (ESD)

2. The main global challenges. Issues relevant to sustainability. Global citizenship.

3. The SDGs as part of the early years curriculum.

4. Specific teaching and methodological strategies linked to ESD.

5. Social education: concept, scope and objectives.

6. Values-based and intercultural education. Fostering solidarity in early years education.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3b Case studies from the educational sector 5 hours

V3e Project development in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face knowledge assessments 3

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. World Commission on Environment and Development

Our Common Future

Alianza Editorial. 1992.

ISBN: 978-84-206-95

2. UNESCO

Reimagining our future together: a new social contract for education.

UN & SM Foundation. 2022.

ISBN: 978-92-3-4000

Objectives

To understand the evolution of the terms from exclusion to inclusion.

To promote schools as places of development based on equal opportunities, with a view to fostering social equity.

To analyse the characteristics of inclusive schools and their benefits.

To understand the inclusive measures that can be implemented in the nursery classroom.

To learn about inclusive teaching strategies

To analyse the differences between inclusive teaching strategies in order to learn how to apply them appropriately depending on the pupils and the activity

To understand the measures that should be taken as an educational response to pupils’ special educational needs (SEN).

To understand and appreciate collaboration between professionals, based on the collaborative teaching partnership between teachers and their relationships with other educational stakeholders involved.

To learn about the roles of special needs and learning support teachers and their functions in today’s education system.

To learn about aspects relating to the psycho-educational assessment of pupils.

Explain how outcomes are assessed within the Early Years curriculum.

Understand the influence of inclusion on learning.

To reflect on the teaching of values for inclusion in Early Years Education.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

03 - Design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights.

06A – Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood.

CROSS-CURRICULAR

No data available

SPECIFIC

07 – Identify learning difficulties, cognitive impairments and those related to attention.

08 – Know how to liaise with other specialist professionals to facilitate collaboration between the school and the teacher in addressing any special educational needs that may arise.

09 - Acquire resources to promote the educational integration of pupils with difficulties.

Learning outcomes

Key learning outcomes:

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

D1. Designs specific intervention strategies for children with special educational needs.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Subject-specific learning outcomes:

RS2. Collaborates with other professionals at the school to identify special educational needs and design specific intervention strategies.

RC8. Applies intervention strategies with children with special educational needs from an inclusive, collaborative and supportive perspective to improve their performance.

Description of the course content

1. From integration to inclusion. The inclusive school as a place of encounter and equal opportunities.

2. Inclusive measures to address different learning difficulties.

3. Methodological strategies and educational responses to special educational needs

4. Collaboration between professionals: the roles of hearing and speech therapists and therapeutic pedagogues

5. Evaluation of outcomes in interventions with children with special educational needs

6. Inclusion as a tool for learning and the development of values in early childhood.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3a Design of educational intervention proposals 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on the results of a theoretical and/or practical examination.

Skills

General competences:

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

01 To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education

03 Design and manage learning environments in diverse contexts that cater to pupils’ unique educational needs, promote gender equality, equity and respect for human rights

04A Foster harmonious coexistence both inside and outside the classroom and address the peaceful resolution of conflicts

04B Be able to systematically observe contexts of learning and coexistence and reflect on them

05A Reflect as a group on the acceptance of rules and respect for others

05B To promote each pupil’s autonomy and individuality as factors in the education of emotions, feelings and values in early childhood

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06B Effectively address language-learning situations in multicultural and multilingual contexts

06C To express oneself orally and in writing and to master the use of different techniques of expression.

07 Understand the educational implications of information and communication technologies and, in particular, of television in early childhood

08A Understand the fundamentals of child nutrition and hygiene

08B Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09A Understand the organisation of pre-school institutions and the range of activities involved in their operation

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 To act as a guide for parents regarding family education for children aged 0–6 and to master the social skills required when interacting with and building relationships with the family of each pupil and with the wider community of families

11A To reflect on classroom practices in order to innovate and improve teaching

11B Acquire habits and skills for independent and collaborative learning and promote these among pupils

12A Understand the role, potential and limitations of education in today’s society, and the key competencies relevant to pre-school settings and their professionals

12B To be familiar with quality improvement models applicable to educational establishments

Specific competences:

01 Understand educational and learning processes in the 0–6 age group, within the family, social and school contexts

02 Be familiar with developments in the psychology of child development for the 0–3 and 3–6 age groups

04 Recognise the characteristics of this developmental stage, including its cognitive, psychomotor, communicative, social and emotional features

05 Know how to promote the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play

06 Understand the educational aspects of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort

07 To identify learning difficulties, cognitive impairments and those related to attention

08 Be able to inform other specialist professionals in order to facilitate collaboration between the school and the teacher in addressing any special educational needs that may arise

09 Acquire resources to promote the educational inclusion of pupils with difficulties

10 Establish and maintain lines of communication with families to influence the educational process effectively

11 Understand and be able to carry out the roles of tutor and counsellor in relation to family education

12 Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education

13 To analyse and critically incorporate the most relevant issues in today’s society that affect family and school education: the social and educational impact of audiovisual media and screen use; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development

14 Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context

15 Understand the basic principles of healthy development and behaviour

16 Identify disorders relating to sleep, eating, psychomotor development, attention, and auditory and visual perception

17 Collaborate with specialist professionals to address these disorders.

18 Detect emotional, nutritional and wellbeing deficiencies that disrupt pupils’ proper physical and psychological development

19 Understand that daily dynamics in early years education vary depending on each pupil, group and situation, and know how to be flexible in the role of a teacher

20 Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to pupils’ harmonious and holistic progress

21 Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

Learning outcomes

Key learning outcomes:

A1. Identifies the social function of education, its potential to transform reality, its limitations in the current context and the role played by teachers.

A2. Interacts appropriately with families in order to foster a climate of cooperation, understanding and support for the children’s education.

A3. Identifies the benefits and risks of ICT in children’s development and teaching-learning processes.

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

B1. Designs educational processes tailored to the individuality of each child, taking into account factors relating to the education of emotions, feelings and values.

B2. Integrates the cognitive, emotional, psychomotor and volitional dimensions of children’s development in a holistic manner when designing teaching and learning processes for the early years.

B3. Identifies the psychological, learning and personality-building processes at work in early childhood.

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

C3. Identifies key aspects of children’s nutrition and hygiene and knows how to convey these to children.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

D1. Designs specific intervention strategies for children with special educational needs.

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

E2. Carries out systematic observation processes, drawing relevant conclusions about learning and classroom dynamics.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

F1. Designs strategies to ensure a positive learning environment both inside and outside the classroom, applying, where necessary, appropriate conflict resolution techniques.

F2. Engages in independent and/or cooperative learning based on identifying their own learning needs.

F3. Recognises the organisational principles and functions of educational institutions, integrating them into their teaching practice as a teacher.

F4. Expresses themselves effectively both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS47. Demonstrates an ability to communicate with children, exercising educational leadership that promotes their learning and development.

RS48. Demonstrates an ability to integrate into the daily life of an educational establishment, adapting to its characteristics and organisational and operational routines.

RS49. Demonstrates confidence in managing the teaching and learning process within the early years classroom.

RC66. Applies techniques and strategies to foster a suitable environment for learning and social interaction.

RC67. Assesses the outcomes of the educational process by applying appropriate techniques and strategies.

RC68. Proposes collaborative projects with sectors of the educational community and with the school’s wider community.

RC69. Suggests measures for improvement in the school’s various areas of activity, based on their own experience and proven best practices.

Description of the content

"To be completed with:

External placements, divided into three periods, will enable students to gain an insight into the reality of working as an early years teacher, by integrating into classrooms for the 0–3 and/or 3–6 age groups in state, private and state-subsidised schools with which the University has signed educational cooperation agreements.

During their placement at the centre, students will put into practice the knowledge acquired throughout the Bachelor’s degree, and must demonstrate an adequate command of the learning outcomes set out in the ECI Order applicable to this subject.

School Placement I will consist of observation, whilst during the other two periods the student will take on a more active role, playing a direct part in working with the children, always under the supervision of a mentor who is an early years teacher. School Placement III will, as far as possible, be linked to the specialisation being studied.

To facilitate the acquisition of the practical learning outcomes for each specialisation, within the context of the External Placements, students will be asked to develop a teaching unit linked to the specialisation they are studying, so that they can apply their knowledge and translate it into practical classroom activities.

Training activities

V4b Independent study and literature review 170h

V5 Group online tutorials 20h

V7a Online tutoring and individual monitoring of external placements 15h

V7b External placement 825 hours

V7c Preparation of the External Placement Report 70h

Assessment system and criteria

Work placement report – 30%

Assessment by the placement supervisor - 70%

Objectives

To understand the main theories on language development in early childhood, from the perspectives of Piaget, Vygotsky, Whorf and Chomsky.

To explore the relationship between sensorimotor development and the process of language acquisition in the early years of life.

To analyse the crucial role of the carer in children’s linguistic and cognitive development, as well as the techniques they use to encourage interaction and language learning.

To identify the key stages of sensorimotor development and their influence on children’s language acquisition and use.

To highlight the importance of understanding how early experiences shape language and communication development in childhood.

To recognise the importance of literacy as an essential tool for accessing knowledge and culture, highlighting its role in social inclusion and effective communication.

To analyse the development of language acquisition in bilingual children.

To understand the development of oral and written skills in children.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 - To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education.

05A - To reflect in a group setting on the acceptance of rules and respect for others.

06B - Effectively tackle language learning situations in multicultural and multilingual contexts.

06C - Express oneself orally and in writing and master the use of different techniques of expression.

11B - Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

42 – To be familiar with the language and literacy curriculum for this stage, as well as the theories regarding the acquisition and development of the relevant learning.

43 – To foster speaking and writing skills.

44 - To understand and master techniques of oral and written expression.

45 - Be familiar with oral tradition and folklore.

46 - To understand the transition from oral to written language and to be familiar with the different registers and uses of language.

47 - Understand the process of learning to read and write and how these skills are taught.

48 - Deal with language-learning situations in multilingual contexts.

49 - Recognise and appreciate the appropriate use of verbal and non-verbal language.

50 - To be familiar with and make appropriate use of resources to encourage reading and writing.

51 - Acquire literary knowledge, with a particular focus on children’s literature.

Learning outcomes

Key learning outcomes:

C2. Designs activities that promote independent and cooperative learning amongst children.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

Subject-specific learning outcomes:

RK15. Identifies the psycho-pedagogical processes involved in learning to read and write, as well as theories regarding their acquisition and development.

RS15. Identifies inappropriate uses of language by children in order to promote the correct use of spoken and written language.

RC21. Develops specific educational activities aimed at learning written language based on spoken language, in order to facilitate language acquisition by children.

Description of the content

1. Psychopedagogical processes associated with language acquisition and development.

2. Methodologies for learning to read and write.

3. Language learning in multilingual contexts.

4. Children’s oral skills. The development of comprehension and listening skills

Training activities

V1a Online classes 10 hours

V2a Viewing of audiovisual material 10 hours

V2b Guided interactive activities on the platform 10 hours

V3b Case studies from the field of education 10 hours

V4a Preparation of the course portfolio 33 hours

V4b Independent study and literature review 23 hours

V5 Group online tutorial 2h

V6 Face-to-face knowledge assessments 2h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Objectives

To understand the importance and benefits of art in early years classrooms.

To explore art and music education within the early years curriculum in greater depth.

To analyse the importance of creativity in the field of education.

To understand the components of a teaching unit.

To explore in greater depth each section that makes up a teaching unit.

To design teaching units in art and music.

Highlight successful models in arts education that can serve as inspiration for creating teaching units in art and music.

Systematise teaching resources and materials using methods for art and music education in early childhood.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 - To understand the objectives, curriculum content and assessment criteria for Early Years Education.

05A - To reflect as a group on the acceptance of rules and respect for others.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

53 – To understand the musical, visual arts and physical expression foundations of the curriculum for this stage, as well as the theories regarding the acquisition and development of the corresponding learning outcomes.

54 – To understand and use songs to promote aural, rhythmic and vocal education.

55 - Be able to use play as a teaching resource, as well as to design learning activities based on playful principles.

56 - Develop teaching proposals that foster musical perception and expression, motor skills, drawing and creativity.

57 - Analyse audiovisual languages and their educational implications.

58 - To foster an appreciation of visual arts and artistic creation.

Learning outcomes

Key learning outcomes:

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

Subject-specific learning outcomes:

RK16. Is familiar with the Early Years curriculum in relation to art and music education, as well as theories regarding children’s acquisition of this knowledge, for application in their teaching practice.

RC23. Develops specific teaching proposals for art education to foster motor skills, drawing, creativity and artistic sensitivity.

RC24. Develops specific teaching proposals for music education, using appropriate resources to promote aural, rhythmic and vocal education, as well as musical expression.

Description of the content

1. Art and music education in the Early Years curriculum. The importance of fostering creativity.

2. Creation of teaching units for the teaching of art and music.

3. Teaching resources and materials for teaching art and music. The workshop and other methodological approaches.

4. Assessment of the acquisition of visual arts and music skills in early childhood education.

Training activities

V1a Online classes 10 hours

V2a Viewing of audiovisual material 10 hours

V2b Guided interactive activities on the platform 10 hours

V3e Development of projects in an educational context 5 hours

V3f Analysis and preparation of teaching plans 5 hours

V4a Preparation of the course portfolio 33 hours

V4b Independent study and literature review 23 hours

V5 Group online tutorial 2 hours

V6 Face-to-face assessments 2h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Efland, A.

A History of Art Education: Intellectual and Social Trends in the Teaching of the Visual Arts

Paidós. 2002.

ISBN: 844931237X

2. María Acaso and Clara Megías

Art Thinking: How Art Can Transform Education

Paidos. 2017.

ISBN: 8449333709

3. Mihaly Csikszentmihalyi

Creativity: Flow and the Psychology of Discovery and Invention

Paidós. 1998.

ISBN: 8449305101

Objectives

To develop children’s logical and mathematical thinking skills through practical activities and games.

To introduce young children to basic numerical concepts and fundamental mathematical operations.

To introduce children to basic concepts of space and geometry through hands-on and exploratory experiences.

To introduce children to basic concepts of quantities and measurements through sensory and hands-on experiences.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 – To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education.

05A - To reflect in a group setting on the acceptance of rules and respect for others

11B – Acquire habits and skills for independent and collaborative learning and promote these amongst students

CROSS-CURRICULAR

No data available

SPECIFIC

33 – Understand the scientific, mathematical and technological foundations of the curriculum for this stage, as well as the theories regarding the

acquisition and development of the relevant learning.

34 – To be familiar with teaching strategies for developing numerical representations and spatial, geometric and logical reasoning skills.

35 - To understand mathematics as sociocultural knowledge.

36 - To be familiar with the scientific method and to promote scientific thinking and experimentation.

37 - Acquire knowledge of the evolution of thought, customs, beliefs, and social and

political movements throughout history.

38 - To be familiar with the most significant milestones in the history of science and technology and their significance.

39 - Develop teaching proposals relating to the interaction between science, technology, society and sustainable development.

40 - To foster an interest in and respect for the natural, social and cultural environment through appropriate educational projects.

41 - Encourage introductory experiences with information and communication technologies.

Learning outcomes

Key learning outcomes:

C2. Designs activities that promote independent and cooperative learning amongst children.

Subject-specific learning outcomes:

RK12. Has a thorough grasp of the mathematical fundamentals relevant to the early years, as well as theories on children’s acquisition of mathematical knowledge, in order to apply this to the teaching of mathematics.

RK13. Recognises mathematics as socio-cultural knowledge relevant to the development of children’s learning processes.

Description of the course content

1. Logic and logical-mathematical thinking in children.

2. Introduction to numbers and operations.

3. An introduction to space and geometry in early years education.

4. Quantities and their measurement: an introduction to the context of early years education.

Training activities

V1a Online classes 10 hours

V2a Viewing of audiovisual material 10 hours

V2b Guided interactive activities on the platform 10 hours

V3b Case studies from the educational sector 10 hours

V4a Preparation of the course portfolio 33 hours

V4b Independent study and literature review 23 hours

V5 Group online tutorial 2h

V6 Face-to-face assessment tests 2h

Addendum

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Objectives

1. To be aware of the methodologies that transformed early years education and which continue to shape the most innovative education in the country, as well as those currently being implemented.

2. To understand the evolution of early years education through the lens of language and literature teaching.

3. To understand the importance of language and literature in societies, both past and present.

4. To review the various educational reforms and how they have affected early years education.

5. To familiarise oneself with current legislation.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Learning Outcomes

BASIC AND GENERAL

01 – Understand the objectives, curriculum content and assessment criteria for Early Years Education.

05A - To reflect in a group setting on the acceptance of rules and respect for others.

06B - Effectively address language learning situations in multicultural and multilingual contexts.

06C - Express oneself orally and in writing and master the use of different techniques of expression.

11B - Acquire habits and skills for independent and cooperative learning and promote these among pupils.

CROSS-CURRICULAR

No data available.

SPECIFIC

42 – To be familiar with the language and literacy curriculum for this stage, as well as the theories regarding the acquisition and development of the relevant learning.

43 – To foster speaking and writing skills.

44 - To understand and master techniques of oral and written expression.

45 - Be familiar with oral tradition and folklore.

46 - To understand the transition from oral to written language and to be familiar with the different registers and uses of language.

47 - Understand the process of learning to read and write and how these skills are taught.

48 - Deal with language-learning situations in multilingual contexts.

49 - Recognise and appreciate the appropriate use of verbal and non-verbal language.

50 - To be familiar with and make appropriate use of resources to encourage reading and writing.

51 - Acquire literary knowledge, with a particular focus on children’s literature.

52 - Be able to facilitate a child’s first exposure to a foreign language.

Learning outcomes

Key learning outcomes:

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

Subject-specific learning outcomes:

RK14. Is familiar with the Early Years curriculum in relation to language and literature, as well as oral tradition, folklore and the most relevant literary resources, in order to incorporate this knowledge into the teaching of children.

RS14. Adapts their teaching resources to multilingual contexts with the aim of improving children’s language acquisition.

RC20. Develops specific teaching proposals for the teaching of language and literature adapted to the early years, drawing on resources to encourage reading and writing.

Description of the content

1. The Spanish language and literature in the Early Years Education curriculum.

2. Creation of teaching units for the teaching of language and literature.

3. The transition from spoken to written language in early childhood education. Vocabulary acquisition in early childhood education.

4. The teaching of literature and the promotion of reading.

5. Teaching resources and materials for the teaching of language and literature.

6. Assessment of the acquisition of language skills in early childhood education.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3f Analysis and development of teaching plans 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Prerequisites

To have completed or had recognised as equivalent in Practicum I

Competencies

General competences:

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

01 To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education

03 To design and manage learning environments in diverse contexts that address pupils’ unique educational needs, gender equality, equity and respect for human rights

04A Foster harmonious coexistence both inside and outside the classroom and address the peaceful resolution of conflicts

04B Be able to systematically observe contexts of learning and coexistence and reflect on them

05A Reflect as a group on the acceptance of rules and respect for others

05B To promote each pupil’s autonomy and individuality as factors in the education of emotions, feelings and values in early childhood

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06B Effectively address language-learning situations in multicultural and multilingual contexts

06C To express oneself orally and in writing and to master the use of different techniques of expression.

07 Understand the educational implications of information and communication technologies and, in particular, of television in early childhood

08A Understand the fundamentals of child nutrition and hygiene

08B Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09A Understand the organisation of pre-school settings and the range of activities involved in their operation

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 To act as a guide for parents regarding family education for children aged 0–6 and to master the social skills required when dealing with and building relationships with each pupil’s family and with the wider community of families

11A To reflect on classroom practices in order to innovate and improve teaching

11B Acquire habits and skills for independent and collaborative learning and promote these among pupils

12A Understand the role, potential and limitations of education in today’s society, and the key competencies relevant to pre-school settings and their staff

12B To be familiar with quality improvement models applicable to educational establishments

Specific competences:

01 Understand educational and learning processes in the 0–6 age group, within the family, social and school contexts

02 Be familiar with developments in the psychology of child development for the 0–3 and 3–6 age groups

04 Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features

05 Know how to promote the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play

06 Understand the educational aspects of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort

07 To identify learning difficulties, cognitive impairments and those related to attention

08 Know how to inform other specialist professionals in order to facilitate collaboration between the school and the teacher in addressing any special educational needs that may arise

09 Acquire resources to promote the educational inclusion of pupils with difficulties

10 Establish and maintain lines of communication with families to influence the educational process effectively

11 Understand and be able to carry out the roles of tutor and counsellor in relation to family education

12 Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education

13 To analyse and critically incorporate the most relevant issues in contemporary society that affect family and school education: the social and educational impact of audiovisual media and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development

14 Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context

15 Understand the basic principles of healthy development and behaviour

16 Identify disorders relating to sleep, eating, psychomotor development, attention, and auditory and visual perception

17 Collaborate with specialist professionals to address these disorders.

18 Detect emotional, nutritional and wellbeing deficiencies that disrupt pupils’ proper physical and psychological development

19 Understand that daily dynamics in early years education vary depending on each pupil, group and situation, and know how to be flexible in the role of a teacher

20 Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to pupils’ harmonious and holistic progress

21 Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

Learning outcomes

Key learning outcomes:

A1. Identifies the social function of education, its potential to transform reality, its limitations in the current context and the role played by teachers.

A2. Interacts effectively with families in order to foster a climate of cooperation, understanding and support for children’s education.

A3. Identifies the benefits and risks of ICT in children’s development and teaching-learning processes.

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

B1. Designs educational processes tailored to the individuality of each child, taking into account factors relating to the education of emotions, feelings and values.

B2. Integrates the cognitive, emotional, psychomotor and volitional dimensions of children’s development in a holistic manner when designing teaching and learning processes for the early years.

B3. Identifies the psychological, learning and personality-building processes at work in early childhood.

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

C3. Identifies key aspects of children’s nutrition and hygiene and knows how to convey these to children.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

D1. Designs specific intervention strategies for children with special educational needs.

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

E2. Carries out systematic observation processes, drawing relevant conclusions about learning and classroom dynamics.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

F1. Designs strategies to ensure a positive learning environment both inside and outside the classroom, applying, where necessary, appropriate conflict resolution techniques.

F2. Engages in independent and/or cooperative learning based on identifying their own learning needs.

F3. Recognises the organisational principles and functions of educational institutions, integrating them into their teaching practice as a teacher.

F4. Expresses themselves effectively both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS47. Demonstrates an ability to communicate with children, exercising educational leadership that promotes their learning and development.

RS48. Demonstrates an ability to integrate into the daily life of an educational establishment, adapting to its characteristics and organisational and operational routines.

RS49. Demonstrates confidence in managing the teaching and learning process within the early years classroom.

RC66. Applies techniques and strategies to foster a suitable environment for learning and social interaction.

RC67. Assesses the outcomes of the educational process by applying appropriate techniques and strategies.

RC68. Proposes collaborative projects with sectors of the educational community and with the school’s wider community.

RC69. Suggests measures for improvement in the school’s various areas of activity, based on their own experience and proven best practices.

Description of the course content

The External Placements, divided into three periods, will enable students to gain an insight into the reality of working as an early years teacher, by integrating into classrooms for the 0–3 and/or 3–6 age groups in state, private and state-subsidised schools with which the University has signed educational cooperation agreements.

During their placement at the school, students will put into practice the knowledge acquired throughout the Bachelor’s degree programme and must demonstrate an adequate command of the learning outcomes set out in the ECI Order applicable to this subject.

School Placement II involves taking a direct leading role in working with children, always under the supervision of a tutor who is an early years teacher. School Placement III will, as far as possible, be linked to the specialisation being studied.

To facilitate the acquisition of the practical learning outcomes for each specialisation, within the context of the External Placements, students will be required to develop a teaching unit linked to the specialisation they are studying, so that they can apply their knowledge and translate it into practical classroom activities.

Training activities

V4b Independent study and literature review 170h

V5 Group online tutorials 20h

V7a Online tutoring and individual monitoring of external placements 15h

V7b External placement 825 hours

V7c Preparation of the External Placement Report 70h

Assessment system and criteria

Work placement report – 30%

Assessment by the placement supervisor - 70%

Objectives

To understand the difference between the natural sciences and the social sciences.

To identify which aspects of the natural sciences are incorporated into the Early Years curriculum.

To identify which aspects of the social sciences are incorporated into the Early Years curriculum.

To define what teaching resources are and to distinguish them from teaching materials.

To identify how we can address the Sustainable Development Goals in science learning for early years pupils.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 – To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education

05A - Reflect as a group on the acceptance of rules and respect for others

11B - Acquire habits and skills for independent and cooperative learning and promote these amongst students

CROSS-CURRICULAR

No data available.

SPECIFIC

33 – To understand the scientific, mathematical and technological foundations of the curriculum for this stage, as well as the theories regarding the acquisition and development of the relevant learning.

34 – To be familiar with teaching strategies for developing numerical representations and spatial, geometric and logical reasoning concepts.

35 - To understand mathematics as sociocultural knowledge.

36 - Understand the scientific method and promote scientific thinking and experimentation

37 - Acquire knowledge of the evolution of thought, customs, beliefs and social and political movements throughout history.

38 - To be familiar with the most significant milestones in the history of science and technology and their significance.

39 - Develop teaching proposals relating to the interaction between science, technology, society and sustainable development.

40 - To foster an interest in and respect for the natural, social and cultural environment through appropriate teaching projects.

41 - Encourage introductory experiences with information and communication technologies.

Learning outcomes

Key learning outcomes:

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

Subject-specific learning outcomes:

RK10. Has a thorough understanding of the scientific and technological foundations relevant to early childhood education, as well as the principles of the scientific method and the history of science, for application in the teaching of natural sciences.

RK11. Has a thorough understanding of the evolution of thought, customs, beliefs and social and political movements throughout history, for application in the teaching of social sciences.

RS12. Instils in children a respect for the natural, social and cultural environment, as well as an interest in experimentation and scientific thinking, with a view to fostering individual and collective awareness regarding care for the environment.

RC18. Develops specific teaching proposals for the teaching of natural and social sciences tailored to the early years, appropriately integrating the use of new technologies.

Description of the content

1. Natural sciences in the Early Years curriculum.

2. Teaching resources for the teaching of natural sciences. Experimentation and the teaching of the scientific method.

3. Social sciences in the Early Years curriculum.

4. Teaching resources for the teaching of social sciences. Understanding time and the social and cultural environment.

5. Project-based learning in science education.

6. Developing children’s social and environmental engagement through science learning.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3f Analysis and development of teaching plans 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on the results of a theoretical and/or practical examination.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 – To understand the objectives, curriculum content and assessment criteria of Early Years Education.

05A - To reflect as a group on the acceptance of rules and respect for others.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

33 – To understand the scientific, mathematical and technological foundations of the curriculum for this stage, as well as the theories regarding the acquisition and development of the relevant learning.

34 – To be familiar with teaching strategies for developing numerical representations and spatial, geometric and logical reasoning concepts.

35 - To understand mathematics as sociocultural knowledge.

36 - Understand the scientific method and promote scientific thinking and experimentation.

37 - Acquire knowledge of the evolution of thought, customs, beliefs and social and political movements throughout history.

38 - To be familiar with the most significant milestones in the history of science and technology and their significance.

39 - Develop teaching proposals relating to the interaction between science, technology, society and sustainable development.

40 - To foster an interest in and respect for the natural, social and cultural environment through appropriate teaching projects.

41 - Encourage introductory experiences with information and communication technologies.

Learning outcomes

Key learning outcomes:

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

Subject-specific learning outcomes:

RS13. Demonstrates an ability to convey mathematical concepts to children, utilising alternative teaching methods where necessary.

RC19. Develops specific teaching proposals for the teaching of mathematics adapted to the early years stage.

Description of the content

1. Mathematics in the Early Years Education curriculum.

2. Designing teaching units for the teaching of mathematics.

3. Current teaching approaches to mathematics.

4. Problem-solving as a methodological tool in the early years classroom.

5. Teaching resources and materials for teaching mathematics.

6. Assessment of the acquisition of mathematical skills in early years education.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3f Analysis and development of teaching plans 15 hours

V4a Preparation of the course portfolio 34 hours

V4b Independent study and literature review 50 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. ANGEL ALSINA I PASTELLS

HOW TO DEVELOP MATHEMATICAL THINKING (AGES 0 TO 6)

Editorial Octaedro, S.L. 2006.

ISBN: 9788480638395

2.- FRANCISCO SECADAS MARCOS

COUNTING IS EASY: PSYCHOPEDAGOGICAL FOUNDATIONS OF LEARNING TO COUNT

CEPE. SCIENCES OF PRE-SCHOOL AND SPECIAL EDUCATION. 2004.

ISBN: 9788478694389

Supplementary:

3.- Xiana Saénz Sánchez-Puga, César Sáenz Castro

Mathematics for life or mathematics for school in early years education?

Tarbiya: Journal of Educational Research and Innovation. 2011.

ISBN: ISSN 1132-623

Objectives

1. To explore in depth the concept and development of physical expression, psychomotor skills and the performing arts.

2. To familiarise oneself with the curriculum content within Early Years Education relating to physical expression, psychomotor skills and the performing arts.

3. To explore psychomotor development from 0 to 6 years of age.

4. To familiarise oneself with the general principles and theories of motor development.

5. To observe and understand the essential elements of motor development in early childhood.

6. To explore in depth the importance of Physical Education in Early Years Education.

7. To analyse the content and objectives relating to psychomotor skills and physical expression that need to be included in teaching units.

8. To design teaching units and provide practical examples that comply with the Royal Decree.

9. To explore in greater depth the games played in early years education and how these evolve with age.

10. To become familiar with certain tools from the performing arts, such as theatre and dance, so as to be able to introduce them into the classroom.

11. To assess children’s development in the Physical Education classroom through psychomotor skills and physical expression, as well as through sessions and projects.

Prerequisites

None, apart from those required for admission to the Bachelor’s Degree in Early Years Education.

Competencies

BASIC AND GENERAL

01 - Understand the objectives, curriculum content and assessment criteria for Early Years Education.

05A - To reflect as a group on the acceptance of rules and respect for others.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

53 – To understand the musical, visual arts and physical expression foundations of the curriculum for this stage, as well as the theories regarding the acquisition and development of the corresponding learning outcomes.

54 – To understand and use songs to promote aural, rhythmic and vocal education.

55 - Be able to use play as a teaching resource, as well as to design learning activities based on playful principles.

56 - Develop teaching proposals that foster musical perception and expression, motor skills, drawing and creativity.

57 - Analyse audiovisual languages and their educational implications.

58 - To foster an appreciation of visual arts and artistic creation.

Learning outcomes

Key learning outcomes:

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children

Subject-specific learning outcomes:

RK17. Is familiar with the Early Years curriculum in relation to physical expression and psychomotor skills, as well as theories on how children acquire this knowledge, for application in their teaching practice.

RC25. Develops specific teaching proposals relating to psychomotor skills in order to encourage physical expression, using play and the performing arts as educational resources.

Description of the content

1. Physical expression, psychomotor skills and the performing arts in the Early Years Education curriculum.

2. Children’s psychomotor development.

3. Creation of teaching units for physical education.

4. Resources for teaching physical education: play and the performing arts

5. Assessment of skills acquisition in the teaching of psychomotor skills.

Training activities

V1a Online classes 10 hours

V2a Viewing of audiovisual material 10 hours

V2b Guided interactive activities on the platform 10 hours

V3e Project work in an educational context 5 hours

V3f Analysis and preparation of teaching plans 5 hours

V4a Preparation of the course portfolio 33 hours

V4b Independent study and literature review 23 hours

V5 Group online tutorial 2 hours

V6 Face-to-face assessments 2h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Prerequisites

To have completed or had recognised credit for Practicum I and Practicum II

Competencies

General competences:

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

01 To be familiar with the objectives, curriculum content and assessment criteria for Early Years Education

03 To design and manage learning environments in diverse contexts that address pupils’ unique educational needs, gender equality, equity and respect for human rights

04A Foster harmonious coexistence both inside and outside the classroom and address the peaceful resolution of conflicts

04B Be able to systematically observe contexts of learning and coexistence and reflect on them

05A Reflect as a group on the acceptance of rules and respect for others

05B Promote each pupil’s autonomy and individuality as factors in the development of emotions, feelings and values in early childhood

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06B Effectively address language-learning situations in multicultural and multilingual contexts

06C To express oneself orally and in writing and to master the use of different techniques of expression.

07 Understand the educational implications of information and communication technologies and, in particular, of television in early childhood

08A Understand the fundamentals of child nutrition and hygiene

08B Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09A Understand the organisation of pre-school settings and the range of activities involved in their day-to-day running

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 To act as a guide for parents regarding family education for children aged 0–6 and to master the social skills required when dealing with and relating to the family of each pupil and to the wider community of families

11A To reflect on classroom practices in order to innovate and improve teaching

11B Acquire habits and skills for independent and cooperative learning and promote these among pupils

12A Understand the role, potential and limitations of education in today’s society, and the key competencies relevant to pre-school settings and their professionals

12B To be familiar with quality improvement models applicable to educational establishments

Specific competences:

01 Understand educational and learning processes in the 0–6 age group, within the family, social and school contexts

02 Be familiar with developments in the psychology of child development for the 0–3 and 3–6 age groups

04 Recognise the characteristics of this developmental stage, including its cognitive, psychomotor, communicative, social and emotional features

05 Know how to promote the development of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play

06 Understand the educational aspects of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort

07 To identify learning difficulties, cognitive impairments and those related to attention

08 Be able to inform other specialist professionals in order to facilitate collaboration between the school and the teacher in addressing any special educational needs that may arise

09 Acquire resources to promote the educational inclusion of pupils with difficulties

10 Establish and maintain lines of communication with families to influence the educational process effectively

11 Understand and be able to carry out the roles of tutor and counsellor in relation to family education

12 Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education

13 To analyse and critically incorporate the most relevant issues in today’s society that affect family and school education: the social and educational impact of audiovisual media and screen use; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development

14 Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context

15 Understand the basic principles of healthy development and behaviour

16 Identify disorders relating to sleep, eating, psychomotor development, attention, and auditory and visual perception

17 Collaborate with specialist professionals to address these disorders.

18 Detect emotional, nutritional and wellbeing deficiencies that disrupt pupils’ proper physical and psychological development

19 Understand that daily dynamics in early years education vary depending on each pupil, group and situation, and know how to be flexible in the role of a teacher

20 Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to pupils’ harmonious and holistic progress

21 Be able to work as part of a team with other professionals both within and outside the school in supporting each pupil, as well as in planning learning sequences and organising classroom and play area activities, recognising the specific characteristics of the 0–3 and 3–6 age groups.

Learning outcomes

Key learning outcomes:

A1. Identifies the social function of education, its potential to transform reality, its limitations in the current context and the role played by teachers.

A2. Interacts effectively with families in order to foster a climate of cooperation, understanding and support for children’s education.

A3. Identifies the benefits and risks of ICT in children’s development and teaching-learning processes.

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

B1. Designs educational processes tailored to the individuality of each child, taking into account factors relating to the education of emotions, feelings and values.

B2. Integrates the cognitive, emotional, psychomotor and volitional dimensions of children’s development in a holistic manner when designing teaching and learning processes for the early years.

B3. Identifies the psychological, learning and personality-building processes at work in early childhood.

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

C3. Identifies key aspects of children’s nutrition and hygiene and knows how to convey these to children.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

D1. Designs specific intervention strategies for children with special educational needs.

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

E2. Carries out systematic observation processes, drawing relevant conclusions about learning and classroom dynamics.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

F1. Designs strategies to ensure a positive learning environment both inside and outside the classroom, applying, where necessary, appropriate conflict resolution techniques.

F2. Engages in independent and/or cooperative learning based on identifying their own learning needs.

F3. Recognises the organisational principles and functions of educational institutions, integrating them into their teaching practice as a teacher.

F4. Expresses themselves effectively both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS47. Demonstrates an ability to communicate with children, exercising educational leadership that promotes their learning and development.

RS48. Demonstrates an ability to integrate into the daily life of an educational establishment, adapting to its characteristics and organisational and operational routines.

RS49. Demonstrates confidence in managing the teaching and learning process within the early years classroom.

RC66. Applies techniques and strategies to foster a suitable environment for learning and social interaction.

RC67. Assesses the outcomes of the educational process by applying appropriate techniques and strategies.

RC68. Proposes collaborative projects with sectors of the educational community and with the school’s wider community.

RC69. Suggests measures for improvement in the school’s various areas of activity, based on their own experience and proven best practices.

Description of the course content

The External Placements, divided into three periods, will enable students to gain an insight into the reality of working as an early years teacher, by integrating into classrooms for the 0–3 and/or 3–6 age groups in state, private and state-subsidised schools with which the University has signed educational cooperation agreements.

During their placement at the school, students will put into practice the knowledge acquired throughout the Bachelor’s degree programme and must demonstrate adequate mastery of the learning outcomes set out in the ECI Order applicable to this subject.

School Placement III involves taking a direct leading role in working with children, always under the supervision of a tutor who is an early years teacher. Wherever possible, School Placement III will be linked to the specialisation being studied.

To facilitate the acquisition of the practical learning outcomes for each specialisation, within the context of the External Placements, students will be asked to develop a teaching unit linked to the specialisation they are studying, so that they can apply their knowledge and translate it into practical actions applicable in the classroom.

Training activities

V4b Independent study and literature review 170h

V5 Group online tutorials 20h

V7a Online tutoring and individual monitoring of external placements 15h

V7b External placement 825 hours

V7c Preparation of the External Placement Report 70h

Assessment system and criteria

Work placement report – 30%

Assessment by the placement supervisor - 70%

Objectives

1. To design a comprehensive teaching programme for the Early Years classroom.

2. To develop an educational innovation project focused on the early years education stage.

3. To develop an introductory research project on one of the topics covered during the degree programme.

Competences

General competences:

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the cognitive, emotional, psychomotor and volitional dimensions

01 Understand the objectives, curriculum content and assessment criteria for early years education

03 Design and manage learning environments in diverse contexts that cater for pupils’ individual educational needs, gender equality, equity and respect for human rights

04A Foster harmonious coexistence both inside and outside the classroom and address the peaceful resolution of conflicts

04B Be able to systematically observe contexts of learning and coexistence and reflect on them

05A Reflect as a group on the acceptance of rules and respect for others

05B Promote each pupil’s autonomy and individuality as factors in the development of emotions, feelings and values in early childhood

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06B Effectively address language-learning situations in multicultural and multilingual contexts

06C To express oneself orally and in writing and to master the use of different techniques of expression.

07 Understand the educational implications of information and communication technologies and, in particular, of television in early childhood

08A Understand the fundamentals of child nutrition and hygiene

08B Understand the fundamentals of early intervention and the principles and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09A Understand the organisation of pre-school settings and the range of activities involved in their day-to-day running

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 To act as a guide for parents regarding family education for children aged 0–6 and to master the social skills required when dealing with and relating to the family of each pupil and to the wider community of families

11A To reflect on classroom practices in order to innovate and improve teaching

11B Acquire habits and skills for independent and cooperative learning and promote these amongst pupils

12A Understand the role, potential and limitations of education in today’s society, and the key competencies relevant to pre-school settings and their professionals

12B To be familiar with quality improvement models applicable to educational establishments

Specific competences:

01 Understand educational and learning processes in the 0–6 age group, within the family, social and school contexts Specific

02 Be familiar with developments in the psychology of child development during the 0–3 and 3–6 age ranges Specific

03 Understand the fundamentals of early intervention Specific

04 Recognise the characteristics of this stage and its cognitive, psychomotor, communicative, social and emotional features Specific

05 To know how to promote the acquisition of habits relating to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and boundaries, and symbolic and heuristic play Specific

06 Understand the educational aspects of interaction with peers and adults, and know how to encourage participation in group activities, cooperative work and individual effort Specific

07 To identify learning difficulties, cognitive impairments and attention-related difficulties Specific

08 Be able to inform other specialist professionals to facilitate collaboration between the school and the teacher in addressing any special educational needs that arise Specific

09 Acquire resources to support the educational inclusion of pupils with difficulties Specific

10 Establish and maintain lines of communication with families to influence the educational process effectively Specific

11 Understand and be able to carry out the roles of tutor and counsellor in relation to family education Specific

12 Promote and collaborate in activities both within and outside school, organised by families, local councils and other institutions with an impact on citizenship education Specific

13 Critically analyse and incorporate the most relevant issues in contemporary society that affect family and school education: the social and educational impact of audiovisual media and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination, social inclusion and sustainable development Specific

14 Understand the historical evolution of the family, the different types of families, lifestyles and education within the family context Specific

15 Understand the basic principles of healthy development and behaviour Specific

16 To identify disorders relating to sleep, eating, psychomotor development, attention, and auditory and visual perception Specific

17 Collaborate with specialist professionals to address these disorders. Specific

18 Detect emotional, nutritional and wellbeing deficiencies that disrupt pupils’ proper physical and psychological development Specific

19 Understand that daily dynamics in early years education vary depending on each pupil, group and situation, and know how to be flexible in the exercise of the teaching role Specific

20 Recognise the importance of stability and consistency in the school environment, timetables and teachers’ moods as factors contributing to pupils’ harmonious and holistic development.

Learning outcomes

Key learning outcomes of the degree programme:

A1. Identifies the social function of education, its potential to transform reality, its limitations in the current context and the role played by teachers.

A2. Interacts appropriately with families in order to foster a climate of cooperation, understanding and support for children’s education.

A3. Identifies the benefits and risks of ICT in children’s development and teaching-learning processes.

A4. Incorporates the principles of inclusion, equality, diversity, equity, human rights, sustainability and democratic values into their teaching practice.

B1. Designs educational processes tailored to the individuality of each child, taking into account factors relating to the education of emotions, feelings and values.

B2. Integrates the cognitive, emotional, psychomotor and volitional dimensions of children’s development in a holistic manner when designing teaching and learning processes for the early years.

B3. Identifies the psychological, learning and personality-building processes at work in early childhood.

C1. Easily identifies the objectives, curriculum content and assessment criteria for Early Years Education.

C2. Designs activities that promote independent and cooperative learning amongst children.

C3. Identifies key aspects of children’s nutrition and hygiene and knows how to convey these to children.

C4. Designs activities for language learning in multicultural and/or multilingual contexts.

D1. Designs specific intervention strategies for children with special educational needs.

E1. Identifies areas for improvement in educational practice within schools, applying proven models of innovation and quality improvement.

E2. Carries out systematic observation processes, drawing relevant conclusions about learning and classroom dynamics.

E3. Adapts their teaching practice to current scientific, pedagogical and social developments from a reflective and critical perspective.

F1. Designs strategies to ensure a positive learning environment both inside and outside the classroom, applying, where necessary, appropriate conflict resolution techniques.

F2. Engages in independent and/or cooperative learning based on identifying their own learning needs.

F3. Recognises the organisational principles and functions of educational institutions, integrating them into their teaching practice as a teacher.

F4. Expresses themselves effectively both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Specific learning outcomes for the module:

RC70. Produces a comprehensive piece of work demonstrating adequate mastery of the learning outcomes defined for the degree programme."

Description of the course content

The Final Year Project marks the completion of the student’s studies, and in it they must demonstrate an adequate grasp of the intended learning outcomes of the degree programme.

The project may focus on any of the following three areas:

- Designing a comprehensive teaching programme for the early years classroom.

- Development of an educational innovation project focused on the early years education stage.

- The development of an introductory research project on one of the topics covered throughout the degree programme.

Training activities

V8a Methodology workshops for preparing the Final Year Project 6h

V8b Preparation of the Final Year Project 132h

V8c Online tutorials and supervision of the final-year project 10h

V8d Presentation and public defence of the final-year project 2h

Assessment system and criteria

SE4 Assessment of the Final Year Project report

SE5 Defence and presentation of the Final Year Project before the assessment panel

Objectives

To understand the importance of analytical thinking in teaching.

To understand the importance of critical thinking in teaching.

To understand the concept of conflict in the school setting and its origins, and to identify the different types of conflict that may arise in an educational context.

To enhance the pedagogical competence of Speech and Language teachers through the understanding and effective application of storytelling as an educational tool, with the aim of promoting students’ holistic development by strengthening their oral communication skills, reading comprehension, creativity and intercultural understanding.

To develop advanced presentation and public speaking skills, focused on effective oral communication and adapted to the educational and therapeutic context of hearing and speech, in order to improve students’ learning and interaction.

To analyse children’s verbal and non-verbal communication skills in different situations.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Learning Outcomes

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06C To express oneself orally and in writing and to master the use of various techniques of expression.

08B Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when dealing with and relating to the family of each pupil and with the wider community of families

11B Acquire habits and skills for independent and collaborative learning and promote these among students

Learning outcomes

Core learning outcomes of the degree programme:

E3. Adapts their teaching practice to current scientific, pedagogical and social changes from a reflective and critical perspective.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Specific learning outcomes for the module:

RS40. Demonstrates the ability to analyse reality, critically identifying areas for improvement in hearing and language, as well as within the school.

RC53. Proposes disruptive improvement measures to tackle complex problems and situations within the context of their work as a hearing and language teacher.

Description of course content

1. Analytical thinking for teachers.

2. Critical thinking as a path to success.

3. Problem-solving and decision-making skills. Applications in the hearing and language classroom.

4. Innovation in the hearing and speech therapy classroom.

5. Research as a means of innovation in the work of hearing and speech therapists.

6. Communicating innovation.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work using simulations and virtual laboratories 5 hours

V3e Project work in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.

Objectives

1. To understand the objectives, content and assessment criteria for the Early Years stage, and to promote learning from a holistic perspective that integrates the cognitive, emotional, psychomotor and volitional dimensions.

2. To create and manage inclusive learning environments that meet pupils’ individual needs, promoting gender equality, equity, respect for human rights and reflection on social norms and coexistence.

3. To understand language development, identify potential difficulties and ensure appropriate progression, fostering effective communication from an early age.

Competencies

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective that encompasses the different cognitive, emotional, psychomotor and volitional dimensions

01 Understand the objectives, curriculum content and assessment criteria for Early Years Education

03 Design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights

05A Reflect as a group on the acceptance of rules and respect for others

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06C Express oneself orally and in writing and master the use of different techniques of expression.

08B Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

11B Acquire habits and skills for independent and collaborative learning and promote these among students

Learning outcomes

E3. Adapts their teaching practice to current scientific, pedagogical and social changes from a reflective and critical perspective.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Specific learning outcomes for the module:

RC27. Demonstrates the ability to analyse reality, critically identifying areas for improvement in physical education and in early years education settings.

RC28. Proposes disruptive improvement measures to address complex problems and situations in the context of the physical education classroom."

Description of course content

1. Analytical thinking for teachers.

2. Critical thinking as a path to success.

3. Problem-solving and decision-making skills. Applications in the physical education classroom.

4. Innovation in the Physical Education classroom.

5. Research as a means of innovation in Physical Education teaching.

6. Communicating innovation.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work using simulations and virtual laboratories 5 hours

V3e Project work in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will depend entirely on their performance in a theoretical and/or practical examination.”

Objectives

To understand the importance of analytical thinking in teaching.

To understand the importance of critical thinking in teaching.  

To understand the concept of conflict in the school setting and its origins, and to identify the different types of conflict that may arise in an educational context.

To analyse the process of educational innovation in the English classroom.

To establish a framework for an introduction to research as a means of innovation in foreign language teaching.

Demonstrate the ability to create new forms of teaching and learning.

Prerequisites

To take this module, students must have previously passed the compulsory module ‘English for Teachers’.

Competencies

BASIC AND GENERAL

06A – Understand the development of language in early childhood, be able to identify potential difficulties and ensure its healthy development.

06B - To deal effectively with language learning situations in multicultural and multilingual contexts.

06C - To express oneself orally and in writing and to master the use of different techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes of the degree programme:

E3. Adapts their teaching practice to current scientific, pedagogical and social changes from a reflective and critical perspective.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere.

Subject-specific learning outcomes:

RS27. Demonstrates the ability to analyse reality, critically identifying areas for improvement in English language learning and within the school.

RC42. Proposes disruptive improvement measures to tackle complex problems and situations in the context of the English classroom.

Description of course content

1. Analytical thinking for teachers.

2. Critical thinking as a path to success.

3. Problem-solving and decision-making skills. Applications in the foreign language classroom.

4. Innovation in the English classroom.

5. Research as a means of innovation in English language teaching.

6. Communicating innovation.

Training activities

Online classes

Guided work on the online platform

Practical sessions

Independent study

Group online tutorials

Face-to-face assessments

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Solving case studies and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Other:

1. Acaso, M., and Manzanera, P.

This Is Not a Class: Investigating Disruptive Education in Formal Educational Contexts

Ariel. 2015.

ISBN: 978-84-08-145

2. Buzan, T., and Buzan, B.

The Mind Map Book: Unlock your creativity, boost your memory and change your life

Pearson Education. 2006.

ISBN: 978-84-7953-9

3. Nosich, G. M.

Learning to Think: Analytical Thinking for Students.

Pearson Education. 2003.

ISBN: 9788420537146

Objectives

To understand the importance of analytical thinking in teaching from the perspective of Disruptive Education.

To understand the importance of critical thinking in teaching from the perspective of Disruptive Education.

To understand the importance of conflict resolution in the teaching profession.

To analyse the process of educational innovation in the Remedial Education classroom.

To establish a framework for introducing research as a means of innovation in the work of therapeutic pedagogy professionals.

To understand the development of effective communication skills within the process of classroom innovation to enhance the educational experience and foster an inclusive learning environment.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

02 - To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the different cognitive, emotional, psychomotor and volitional dimensions.

06A - Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

06C - To express oneself orally and in writing and to master the use of various techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

10 – Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when interacting with and building relationships with each pupil’s family and with families as a whole.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes:

E3. Adapts their teaching practice to current scientific, pedagogical and social changes from a reflective and critical perspective.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS23. Demonstrates the ability to analyse reality, critically identifying areas for improvement in therapeutic pedagogy and within the school.

RC35. Proposes disruptive improvement measures to address complex problems and situations within the context of their work as a therapeutic pedagogy teacher.

Description of course content

1. Analytical thinking for teachers.

2. Critical thinking as a path to success.

3. Problem-solving and decision-making skills. Applications in the therapeutic pedagogy classroom.

4. Innovation in the therapeutic pedagogy classroom.

5. Research as a means of innovation in the work of therapeutic education professionals.

6. Communicating innovation.

Training activities

"Adjust to reflect the provisions of the RUCT, specifying the number of hours:

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15h

V2b Guided interactive activities on the platform 15h

V3c Practical work using simulation and virtual laboratories 5 hours

V3e Project work in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Objectives

To define the concept of teacher leadership in the educational context and its application in addressing diversity.

To examine the concept of persuasiveness in the educational context.

To deepen understanding of the concept and application of ethics in the educational context, with the aim of establishing a clear and meaningful framework to guide teaching practice and promote a school environment based on sound and consistent ethical principles.

To enhance the pedagogical competence of teachers of Therapeutic Pedagogy through the understanding and effective application of storytelling as an educational tool, with the aim of promoting the holistic development of students, strengthening their oral communication skills, reading comprehension, creativity and intercultural understanding.

To develop advanced presentation and public speaking skills, focused on effective oral communication and adapted to the educational and therapeutic context of Therapeutic Pedagogy, in order to enhance students’ learning and interaction.

To carry out a comprehensive analysis to determine the influence of storytelling in the classroom context.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

02 - To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions.

06A - Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

06C – To express oneself orally and in writing and to master the use of different techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

10 – Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when dealing with and relating to the family of each pupil and with families as a whole.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes:

F2. Engages in independent and/or collaborative learning based on identifying their own learning needs.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Subject-specific learning outcomes:

RS21. Demonstrates the ability to give presentations and speak in public on educational topics, successfully conveying a sense of leadership and confidence.

RC34. Integrates the principles of storytelling into their teaching of therapeutic pedagogy in an appropriate manner in order to capture the attention of children.

Description of the course content

1. Leadership as a teaching skill. Leadership styles.

2. Developing the ability to persuade. Applications in the therapeutic pedagogy classroom.

3. Ethics for teachers.

4. Storytelling as a classroom tool. Its usefulness for teachers of therapeutic pedagogy.

5. Presentations and public speaking skills.

6. Influencing children through storytelling in the therapeutic education classroom.

Training activities

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work through simulation and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1.- Begoña Ibarrola

Exciting Learning

SM. 2013.

ISBN: 9788467562934

2. Carl R. Rogers

The Process of Becoming a Person: My Therapeutic Technique

Paidos. 2011.

ISBN: 8449326311

3. José María Martínez Selva

A Practical Guide to Public Speaking and Effective Communication

Murcia: Dostavat Internacional. 1994.

ISBN: 84-605-0305-4

Objectives

To define the concept of teacher leadership in the field of education.

To understand the concept of persuasion and its importance in the context of foreign language teaching.

To define the concept and application of ethics in the educational context.

To explore the versatility of storytelling as a pedagogical tool, applying it across a wide range of educational contexts, from science and mathematics to the arts and humanities.

To recognise the role of the teacher as an effective communicator and their impact on student learning.

To determine the influence of storytelling in the classroom context.

Prerequisites

To take this module, students must have previously passed the compulsory module ‘English for Teachers’.

Competencies

BASIC AND GENERAL

06A – Understand the development of language in early childhood, be able to identify potential difficulties and ensure its healthy development.

06B - To deal effectively with language learning situations in multicultural and multilingual contexts.

06C - To express oneself orally and in writing and to master the use of different techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes:

F4. Expresses themselves satisfactorily both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct themselves with integrity in the professional sphere.

Subject-specific learning outcomes:

RS25. Demonstrates the ability to give presentations and speak in public in English, successfully conveying a sense of leadership and confidence.

RC41. Integrates the principles of storytelling into their teaching practice in the foreign language classroom in an appropriate manner in order to capture the attention of the children.

Description of course content

1. Leadership as a teaching skill. Leadership styles.

2. Developing the ability to persuade. Applications in the English classroom.

3. Ethics for teachers.

4. Storytelling as a classroom tool. Its usefulness for foreign language teachers.

5. Presentations and public speaking skills.

6. Influencing children through storytelling in the English classroom.

Training activities

V1a Online classes 15 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work through simulation and virtual laboratories 5 hours

V3e Project work in an educational context 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. EGITIM, Soyhan

Engaging learners in leaderful classroom practices and strategies. Collaborative leadership in English language classrooms:

International Journal of Leadership in Education. 2021.

ISBN: 14645092

2. TRIHASTUTIE, Nopita

Interpreting Children’s Appreciation of Children’s Literature in the Visual Literacy Era.

Journal of Linguistics and Literature. 2023.

ISBN: 27237273

Objectives

1. To understand leadership as a professional competence, to familiarise oneself with different leadership styles, and to develop the ability to persuade and the skill of public speaking within the context of the Speech and Language classroom.

2. To use storytelling as a teaching resource to positively influence pupils, integrating ethical principles into teaching practice and fostering the development of meaningful educational relationships.

3. To employ narrative and communication techniques that enhance interaction with children in the Hearing and Speech therapy classroom, fostering a motivating and emotionally enriching educational environment.

Competencies

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

06A Understand language development in early childhood, be able to identify possible disorders and ensure its proper development

06C To express oneself orally and in writing and to master the use of various techniques of expression.

08B Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

10 Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when dealing with and relating to the family of each pupil and with the wider community of families

11B Acquire habits and skills for independent and collaborative learning and promote these among students

Learning outcomes

Core learning outcomes of the degree programme:

F4. Expresses themselves satisfactorily both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Specific learning outcomes for the module:

RS38. Demonstrates the ability to give presentations and speak in public, successfully conveying a sense of leadership and confidence.

RC52. Integrates the principles of storytelling into their teaching of hearing and language in an appropriate manner in order to capture the attention of children.

Description of course content

1. Leadership as a teaching skill. Leadership styles.

2. Developing the ability to persuade. Applications in the hearing and language classroom.

3. Ethics for teachers.

4. Storytelling as a classroom tool. Its usefulness for hearing and language teachers.

5. Presentations and public speaking skills.

6. Influencing children through storytelling in the hearing and speech therapy classroom.

Training activities

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work using simulation and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on the results of a theoretical and/or practical examination.

Objectives

To define the concept of teacher leadership in the field of education.

To examine the concept of persuasiveness in the educational context.

To define the concept and application of ethics in the educational context.

To enhance the pedagogical competence of Physical Education teachers through the understanding and effective application of storytelling as an educational tool, with the aim of promoting the holistic development of pupils, strengthening their oral communication skills, active listening, motor skills, creativity and intercultural understanding.

To recognise the role of the teacher as an effective communicator and their impact on pupils’ learning.

To carry out a comprehensive analysis to determine the influence of storytelling in the classroom context.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

02 - To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions.

01 - To understand the objectives, curriculum content and assessment criteria of Early Years Education.

03 - To design and manage learning environments in diverse contexts that cater to pupils’ unique educational needs, gender equality, equity and respect for human rights.

05A – Reflect as a group on the acceptance of rules and respect for others.

06A – Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

06C – Express oneself orally and in writing and master the use of different techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

11B – Acquire habits and skills for independent and collaborative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes of the degree programme:

F4. Expresses themselves satisfactorily both orally and in writing, using techniques that capture the audience’s attention.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Specific learning outcomes for the module:

RS17. Demonstrates the ability to give presentations and speak in public on the subject of physical education, successfully conveying a sense of leadership and confidence.

RC26. Integrates the principles of storytelling into their teaching practice in the physical education classroom in an appropriate manner in order to capture the attention of the children.

Description of the course content

1. Leadership as a teaching skill. Leadership styles.

2. Developing the ability to persuade. Applications in the physical education classroom.

3. Ethics for teachers.

4. Storytelling as a classroom tool. Its usefulness for physical education teachers.

5. Presentations and public speaking skills.

6. Influencing children through storytelling in the Physical Education classroom

Training activities

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 10 hours

V3c Practical work using simulation and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessment tests 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Elizondo, A., & Rodríguez, L.

Teachers and Civic and Ethical Education.

REICE: Ibero-American Journal on Quality, Effectiveness and Change in Education. 2009.

ISBN: 1696-4713

2. Grugeon, E., & Garder, P.

The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classrooms

Routledge. 2013.

ISBN: 1-85346-617-4

Objectives

1. To understand the objectives, content and assessment criteria of Early Years Education, and to promote learning from a holistic perspective that integrates the cognitive, emotional, psychomotor and volitional dimensions, whilst taking into account diversity, equity, gender equality and respect for human rights.

2. To understand the development of language and psychological processes in early childhood, identify potential difficulties, express oneself orally and in writing with a command of communication techniques, and apply the principles of early intervention.

3. To reflect on the acceptance of rules and respect for others; to commit to the continuous improvement of teaching practice in the face of scientific and social changes; and to acquire habits of independent and cooperative learning, whilst promoting these skills amongst pupils.

Competencies

02 To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the various cognitive, emotional, psychomotor and volitional dimensions

01 Understand the objectives, curriculum content and assessment criteria for Early Years Education

03 Design and manage learning environments in diverse contexts that cater for pupils’ unique educational needs, gender equality, equity and respect for human rights

05A Reflect as a group on the acceptance of rules and respect for others

06A Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development

06C Express oneself orally and in writing and master the use of different techniques of expression.

08B Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological, learning and personality-building processes in early childhood

09B Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life

11B Acquire habits and skills for independent and collaborative learning and promote these among students

Learning outcomes

F2. Engages in independent and/or collaborative learning based on identifying their own learning needs.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Specific learning outcomes for the module:

RS18. Integrates easily, through physical education, into multidisciplinary teams, fostering agile working dynamics."

Description of course content

1. Teamwork skills. The Physical Education teacher within the teaching staff.

2. Effective communication within work teams.

3. Agile teamwork.

4. Diversity and inclusion as values for the Physical Education teacher.

5. Continuous improvement as a result of collaborative work.

6. Evaluation of work teams’ results."

Training activities

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 10 hours

V3c Practical work using simulations and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3h

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on their performance in a theoretical and/or practical examination.”

Objectives

To recognise the role of the foreign language teacher in schools.

To identify the benefits of teamwork for the educational community.

To understand the definition of effective communication and its key characteristics, as well as its importance.

Demonstrate how agile methodologies can facilitate effective collaboration within multidisciplinary teams in the context of early years education.

To identify the importance of values in teaching practice.

Promote cooperative learning in educational settings, encouraging collaboration amongst pupils to improve their social, academic and personal skills, and to strengthen the inclusion of pupils with special needs.

To assess the efficiency and effectiveness of the assessment process

Assess the quality of communication amongst team members.

Prerequisites

To take this module, students must have previously passed the compulsory module ‘English for Teachers’.

Competencies

BASIC AND GENERAL

02 – To promote and facilitate learning in early childhood, from a holistic and integrative perspective that encompasses the different cognitive, emotional, psychomotor and volitional dimensions.

06A – Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy development.

06C – To express oneself orally and in writing and to master the use of different techniques of expression.

08B - Understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

10 – Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when interacting with and building relationships with each pupil’s family and with families as a whole.

11B - Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes of the degree programme:

F2. Engages in independent and/or collaborative learning based on identifying their own learning needs.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere.

Specific learning outcomes for the module:

RS26. Integrates easily into multidisciplinary teams through the use of a foreign language, fostering agile working dynamics.

Course content description

1. Teamwork skills. The Foreign Language teacher within the teaching staff.

2. Effective communication within work teams.

3. Agile teamwork.

4. Diversity and inclusion as values for English teachers.

5. Continuous improvement as a result of collaborative work.

6. Evaluation of work teams’ results.

Training activities

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15 hours

V3c Practical work using simulations and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50 hours

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Beatriz Cortina-Pérez and Ana Andúgar Soto

Learning English in Early Years Education. A account of innovative practices1

Journal of Socio-Educational Studies. 2024.

ISBN: 2341-3255

2. David Mascarell Palau and Lara Cardona Roja

ARTISTIC EDUCATION AS AN INTERDISCIPLINARY PROPOSAL FOR EDUCATIONAL ACTION. THE CLASSROOM FOR 4-YEAR-OLDS: ARTISTIC EDUCATION AS AN INTERDISCIPLINARY PROPOSAL FOR EDUCATIONAL ACTION. THE 4-YEAR-OLD CHILDREN’S CLASSROOM

Educare Journal. 2021.

ISBN: 2244-7296

Objectives

To recognise the role of the therapeutic pedagogy teacher in schools.

To identify the benefits of teamwork for the educational community.

To understand the definition of effective communication and its essential characteristics, as well as its importance.

To understand the definition of conflict and the various ways in which it manifests itself. To identify different types of conflict and explore their underlying causes.

Seek effective solutions to resolve conflicts constructively in order to achieve effective communication.

Demonstrate how agile methodologies can facilitate effective collaboration within multidisciplinary teams in the context of early years education.

To identify the importance of values in teaching practice.

To analyse children’s verbal and non-verbal communication skills in different situations.

Determine the efficiency and effectiveness of the assessment process

Assess the quality of communication amongst team members.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Early Years Education.

Competencies

BASIC AND GENERAL

02 – To promote and facilitate learning in early childhood, from a holistic and integrative perspective encompassing the different cognitive, emotional, psychomotor and volitional dimensions.

06A - Understand language development in early childhood, be able to identify potential difficulties and ensure its healthy progression.

08B - To understand the principles of early intervention and the foundations and developments that enable an understanding of psychological processes, learning and personality development in early childhood.

09B - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life.

10 - Act as a guide for parents regarding family education for children aged 0–6 and master the social skills required when interacting with and building relationships with each pupil’s family and with families as a whole.

11B – Acquire habits and skills for independent and cooperative learning and promote these among students.

CROSS-CURRICULAR

No data available.

SPECIFIC

No data available.

Learning outcomes

Key learning outcomes:

F2. Engages in independent and/or collaborative learning based on identifying their own learning needs.

RODS. Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Subject-specific learning outcomes:

RS22. Integrates easily into multidisciplinary teams, drawing on therapeutic pedagogy, to foster agile working dynamics.

Course content description

1. Teamwork skills. The Therapeutic Pedagogy lecturer within the academic staff.

2. Effective communication within work teams.

3. Agile teamwork.

4. Diversity and inclusion as core values for the therapeutic pedagogy teacher.

5. Continuous improvement as a result of collaborative work.

6. Evaluation of work teams’ results.

Training activities

"Adjust to comply with the RUCT, specifying the hours:

V1a Online classes 20 hours

V2a Viewing of audiovisual material 15 hours

V2b Guided interactive activities on the platform 15h

V3c Practical work using simulations and virtual laboratories 10 hours

V4a Preparation of the course portfolio 50h

V4b Independent study and literature review 34 hours

V5 Group online tutorial 3 hours

V6 Face-to-face assessments 3 hours

Assessment system and criteria

REGULAR EXAM SESSION:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

SE1. Problem-solving and challenges 10%

SE2. Portfolio 30%

SE3. Final knowledge assessments 60%

RE-SIT EXAM:

The student’s final mark will be based entirely on a theoretical and/or practical examination.

Bibliography

Core:

1. Pérez, M. P. and Díaz, F. J.

Inclusive education in the classroom: The role of the support teacher in catering for diversity