Universitat Internacional de Catalunya

The Preschool Education Centre

The Preschool Education Centre
7
10627
2
Second semester
FB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Dra. DOMINGO COSCOLLOLA, Maria - mdomingoc@uic.es

Introduction

Schooling in the children's stage is practically universal in the Spanish context: at 3 years, 95% of the population is in school, reaching 97% at the age of 5. In this subject we will study the general characteristics of children's education, its purpose and structure, from a legislative perspective and also from practice. We will be able to know in depth the start-up and operation of a children's education school and know the different methodologies that are used.

Objectives

  • Know the situation of children's school in the education system.
  • Assess  experiences and examples of innovative practices in early childhood education.
  • Assess the importance of teamwork in achieving common goals and as a factor of educational quality.
  • Know the legislation governing children's schools, their organization and their practical application.
  • Assess the role of the teacher and his influence on student learning.
  • Critically analyze the professional performance and the development of leadership skills.
  • Assess the importance of values in early childhood education to enhance equality, equity and respect.

Competences/Learning outcomes of the degree programme

  • CEM-18 - To place preschool in the Spanish educational system, in the European and international context.
  • CEM-19 - To be aware of international experiences and examples of innovative practice in childhood education.
  • CEM-20 - To value the importance of teamwork.
  • CEM-21 - To participate in the preparation and monitoring of childhood educational projects within the framework of projects at the centre and in collaboration with the community, other professionals and social agents.
  • CEM-22 - To know the legislation regulating preschools and their organization.
  • CEM-23 - To value the personal relationship with each student and their family as a factor in educational quality.
  • 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-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-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

    1. Describe the situation of the children's school in the education system.
    2. Learn about experiences and examples of innovative practices in early childhood education.
    3. Assess the importance of teamwork and collaborate with your environment to achieve common goals.
    4. Be able to participate in the development and/or monitoring of educational projects of children's education within the framework of school projects and in collaboration with the territory and with other professionals and social agents.
    5. Know the legislation that regulates children's schools and their organization, as well as their practical application.
    6. To assess the personal relationship with each student and their family as a quality factor of education.
    7. Critically analyze your professional performance to become aware of your influence on students and thus improve your competence as a teacher.
    8. Promote and facilitate teaching-learning contexts in the school of early childhood education taking into account the diversity of students.
    9. To be aware of the importance of working on values from early childhood education to enhance gender equality, equity and respect for human rights.
    10. Communicate their argumental ideas to others and express them correctly in the language of teaching, orally and in writing, being able to represent them by conceptual maps or other procedures.

Syllabus

  • General characteristics of a kindergarten school.
  • Children's education in the current legislation and provisions that develop it.
  • Purposes of the school of children's education.
  • Curriculum structure and learning areas in early childhood education.
  • Good practices in the school of early childhood education.
  • Organization and distribution of space and equipment in the school of children's education.

Teaching and learning activities

In person



COMPETENCES METHODOLOGY TRAINING ACTIVITY
CEM-19 CEM-20 CEM-21 CET-1 CET-4 CET-7 CG-01 CG-04 CG-07 Project-based learning Case studies Practical classes
CEM-18 CEM-22 CEM-23 CET-2 CET-3 CG-01 CG-02 CG-04 CG-06 Presenting method / lecture Theory classes Individual / independent study and work
CET-2 CET-3 CG-01 CG-02 CG-06 Problem-based learning Group study and work Tutorials
CEM-20 CEM-21 CEM-23 CET-1 CET-4 CG-01 CG-02 Cooperative learning Problem and exercise solving Group study and work
CEM-18 CEM-19 CEM-22 CET-2 CET-3 CET-7 CG-01 Project-based learning Case studies Individual / independent study and work

Bibliography and resources

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