Universitat Internacional de Catalunya

Education IV: Systematic Observations and Analysis of Contexts

Education IV: Systematic Observations and Analysis of Contexts
6
10624
2
First semester
FB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Mrs. PONS MUDARRA, Cristina - cpons@uic.es

Each teacher will specify interviews with students who request it.

 

Introduction

Systematic observation and analysis of contexts (SOAC) is a matter of the basic training module of the degree of teacher of the specialty of infant education that belongs to the subject Education IV.

The subject is taught in the first semester of the undergraduate studies (2nd year) and at DT (Degree in Early Childhood Education) has a teaching load of 6 ECTS credits. The subject includes knowledge of the observation as a technique of educational research and knowledge of emotional education as a fundamental element for the analysis of contexts. Catalan language.

Objectives


- Using observation as an evaluation tool in the preschool

- Creating observation tables based on own teaching experience

- Becoming aware of the importance of emotions in children's classrooms


Competences/Learning outcomes of the degree programme

  • CEM-01 - To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
  • CEM-04 - To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
  • CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • CEM-10 - To understand that the day-to-day dynamics in early childhood education is changeable depending on each student, group and situation, and to learn to be flexible when teaching.
  • CEM-11 - To value the importance of stability and consistency in the school environment, timetables and the state of mind of teachers as factors that contribute to the harmonious and comprehensive progress of students.
  • CEM-14 - To understand that systematic observation is a basic tool for reflecting on practice and reality, as well as for contributing to innovation and improvements in childhood education.
  • CEM-15 - To master the techniques of observation and recording.
  • CEM-16 - To carry out field analysis by means of an observational methodology using information technology, documentation and audiovisual materials.
  • CEM-17 - To know how to analyse data obtained, comprehend reality in a critical way and draw up a report with conclusions.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

1- It highlights the observation as a tool for gathering information to optimize their educational work and enhance their skills as a teacher.

2-Identify various observational records, their potential and their limitations.

3-Understand the basic principles of educational psychology observational methodology.

4-Solve educational cases based on the specificities of each student from the observational methodology.

5-participates as an observer in real educational situations collaborating with other professionals who belong to the learning environment to promote the teaching and learning processes which respond to the diversity of students.

Includes 6-observation as an epistemological alternative.

7-psycho Relate basic concepts of observation as an epistemological alternative.

8-Understands basic concepts of psycho constructivist perspective of teaching and learning and its impact on observation.

9-Understands the relationship triangle interactive teaching-learning process and solves cases by observing from a constructivist perspective.

10, analyzes several patterns of observation and systematic analysis of a complete instructional process.

11 Prepares reports of findings using information technology to collect, analyze and triangulate the information extracted from observations of instructional processes.

Rate-12 observation as an analytical tool to understand and respond more attention to the unique educational needs of students.

13-Uses observation as a tool for reflection to improve their competence and quality oriented to keep teacher.

14-transmits the collected information and know properly express orally and in writing in the language of instruction using concept maps or other procedures, making understanding

15-manages the kindergarten classroom using different forms of organization, teaching aids and educational materials that support the objectives related to educational activities

16-Participate in the dynamics of the school making a constructive contribution in the various meetings, promoting cooperative work as the focus of education on tolerance (PE I)

17 offers parents and other stakeholders about students, and appropriately uses information obtained from these (PE I)

18-In your personal and professional development using information obtained from students and their peers, in addition to help from peers in the form of advice or supervision, to direct its action towards continuous improvement (PE I)

19 Be aware of the importance of teachers as driver class group to promote a good working atmosphere in the classroom

Syllabus

Contents

1st part. Systematic observation

  1. Observation as an instrument for collecting and systematizing information: observational records.
  2. Observation as a method: the observational methodology.
  3. The epistemological alternative observation for the analysis of school educational practices.
  4. Observation and analysis of instructional processes from a constructivist perspective.
  5. Preparation and use of guidelines for observation and analysis of instructional processes.

2nd part. Socio-emotional Education

  1. Importance of emotions in the learning process
  2. Emotions and feelings
  3. Conceptual basis of socio-emotional education
  4. Language and socio-emotional education in the EI
  5. Styles or models of communicatio
  6. Emotions in children: experience, reception and accompaniment...in everyday life 
  7. Conflict management in childhood education

Teaching and learning activities

In person



- Participatory master classes

- Case analysis

- Cooperative tasks

- Reflexive analyisis

- Practical individual work

- Challenge based work

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-06 CEM-14 CEM-15 CEM-16 CEM-17 CET-2 CET-4 CET-7 CG-01 CG-06 Cooperative learning
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Tutorials
CEM-04 CEM-11 CET-1 CET-2 CET-6 CG-04 Problem-based learning
Cooperative learning
Learning contract
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
Tutorials

Evaluation systems and criteria

In person



The OSAC EVALUATION CRITERIA is uploaded to the assignment Moodle. It does not mean that all activities are carried out, but in each case you have the criteria that will be used for evaluation

The proposed training activities are divided into training activities that should help you practice knowledge, and evaluation activities, where the competencies linked to the activities must be demonstrated. The proposal of these evaluation activities, related to the criteria and learning outcomes (RA) are what constitutes the evaluation system.

 The OSAC evaluation system consists of two types of evaluation. Continuous evaluation, linked to the monitoring and evolution of learning during the training process. And the final evaluation, which serves to demonstrate the competency integration of the subject. Both types of evaluation are mandatory, therefore, all the activities proposed to pass the subject must be passed.

 Below, its specification is detailed:

Final assessment:

Global test

40% (10 January 2024)

Progress assessment

Learning memorandum

20% (20 December 2023)

 

Task 1: Observation pattern

5% (11 October  2023)

 

Task 2: Observation register and report

5 % (18 October 2023)

 

Task 3: Report to families about day-to-day

10% (8 November 2023)

 

Task 4: Infographic about assessment in the stage

10% (29 November 2023)

 

Task 5: Image about a book

10% (10 January 2024)

In order to be eligible to have an Honor Matriculation (MH), in addition to the general requirements that are explained in the Faculty's evaluation regulations, a minimum grade of 9 must be taken and show excellence as to the quality of the work (at the level of form and content creativity).

The activity notes will have an evaluation based on the following scale:

Excellent
Remarkable
Approved
Insufficient
Poor
NC - Not corrected. It is necessary to repeat it for serious defects in a way. The students have a week to do the work correction and they will only be able to obtain APPROVED in the second correction
The global note will be numeric.

Bibliography and resources

1st part. Systematical Observation 

  • Altimir, D. (2015). Una aproximación al concepto de escucha. Infancia: educar de 0 a 6 años, (149), 4-7.
  • Bisquerra, R. (coord.) (2004). Metodología de la investigación educativa. La Muralla
  • Davoli, M. (2009). Entrevista a Mara Davoli. Infancia: educar de 0 a 6 años, (113), 41-44.
  • Dendaluce, I. (1988). Aspectos metodológicos de la investigación educativa. Narcea
  • Fuertes, M.T. (2011). La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. Revista de Docencia Universitaria vol9, nº 3. http://red-u.net/redu/files/journals/1/articles/248/public/248-647-1-PB.pdf
  • Hoyuelos, A. (2007). Documentación como narración y argumentación. Aula de infantil, 39(4) 
  • Hoyuelos Planillo, A. (2012). Las imágenes fotográficas como documentación alternativa. In-fan-cia: educar de 0 a 6 años: revista de la Associació de Mestres Rosa Sensat.
  • Martínez, M. I. B., & Cardinal, M. C. M. (2016). La documentación pedagógica, posibilidades para enriquecer la reflexión-acción del maestro en formación. Revista Hojas y Hablas, (13), 179-191.
  • Sensat, A. D. M. R. (2012). Documentar, una mirada nueva. Red territorial de educación infantil de Cataluña. Barcelona: Octaedro.
  • Rinaldi. C. (2011). Diálogo con Reggio Emilia. Lima: Norma.
  • Sensat, A. D. M. R. (2011). Documentar la vida de los niños y las niñas en la escuela. Temas de Infancia. Red territorial de educación infantil de Cataluña. Barcelona: Octaedro.MANDATORY READING
  • Schön, D.A. (1992). La formación de los profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Paidós/MEC
  • Stenhouse, L. (1987). Investigación y desarrollo del currículum.  Morata  (capítols X, XI i XIII)
  • Wittrock , M.C.(1989). La investigación de la enseñanza II. Métodos cualitativos y de observación. Paidós /MEC

 

2nd part. Emotional Education

  • Álvarez, M. (Coord.). (2001). Diseño y evaluación de programas de educación emocional.  Ciss-Praxis.
  • Álvarez, M., i Bisquerra, R. (1996). Manual de orientación y tutoría.  Praxis.
  • Bisquerra, R. (2000). Educación emocional y bienestar. Praxis.
  • Bisquerra, R. (2012). De la inteligencia emocional a la educación emocional. Cómo educar las emociones, 1, 24-35.
  • Cassà, È. L. (2005). La educación emocional en la educación infantil. Revista interuniversitaria de Formación del Profesorado, 19(3), 153-167.
  • Elias, M. J., Tobias, S. E., y Friedlander, B. S. (1999). Educar con inteligencia emocional. Plaza Janés.
  • Fernández- Abascal, E. (Coord.). (1995). Manual de motivación y emoción. Editorial Centro de Estudios Ramón Areces.
  • Gardner, H. (1995). Inteligencias múltiples. La teoría en la práctica. Paidós.
  • Gardner, H. (2001). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI.  Paidós.
  • Gómez Bruguera, J. (2002). Educació emocional i llenguatge en el marc de l'escola. Rosa Sensat
  • Ibarrola, B. (2001). La educación emocional. In-fan-cia: educar de 0 a 6 años: revista de la Associació de Mestres Rosa Sensat

Teaching and learning material


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