The subject and its foreseen results respond to the following considerations and objectives:

1.- Know and understand the theoretical basis of the curriculum

2.- Know and apply the principles of design, planning and evaluating teaching and learning in the heterogeneous classroom

3.- Design, plan and evaluate teaching-learning processes both individually and in collaboration with others, bearing in mind

the context, contents, methodology and evaluation.

This subject provides basic professionalising training by maintaining basic relations in particular with the

Teachers at Childhood Education Schools and Didactic Materials and Resources in Childhood Education subjects.

By passing this subject, students will be more competent to undertake this professional practice in relation to responding

to the requirements that derive from the heterogeneity of Childhood Education students, based on reflection, the interaction

with knowledge and dialogue.

Take an attitude that favours reflection, creativity and critical constructive thinking in relation to the contents of this subject

to help achieve profound learning. The ultimate purpose is for students to take a positive attitude of the fact that teaching

work implies a rigorous planning process so that all the students achieve significant learning.

Students are recommended to attend all the theoretical and practical classes, and to always take a positive attitude, be

willing to and interested in actively participating in debates and joint reflections by sharing ideas, concerns and

suggestions with the rest of the group-class.

GC- General Competences

TC- Transversal Competences

SC- Specific Competences

(GC 1) Know the objectives, curricular contents and evaluation criteria of Childhood Education.

(GC 2) Promote and facilitate Early Childhood Education learning from a comprehensive and integrative perspective of the

different cognitive, emotional, psychomotor and volitional dimensions

(GC 3) Design and regulate learning spaces in diversity contexts that address students’ singular educational needs in terms

of gender equality, equity and respecting human rights

(GC 4) Encourage coexistence inside and outside class, and address pacific conflict solving. Know how to systematically

observe learning and coexistence contexts and know how to reflect about them. Interpret educational practices

according to reference theoretical frameworks, and reflect on them and act accordingly

(GC 5) Reflect as a group about accepting rules and respecting others. Promote each students’ autonomy and

singularity as education factors of emotions, feelings and values in Early Childhood Education.

(GC 11) Reflect about classroom practices to innovate and improve teaching work. Acquirer habits and skills for

autonomous and cooperative learning, and promote it in students and teachers. Select the most suitable educational

resources for every situation

(TC 2) Understand learning as a global, complex and fundamental fact by designing, planning, organising and encouraging

learning situations

(TC 4) Address the singularity of different professional contexts

(TC 5) Engage students in their learning and work

(TC 6) Work as teams to be able to play different roles in a group

(TC 13) Investigate practice itself by introducing innovation proposals towards improvement and by generating new ideas.

(SC 1) Understand educational and learning processes during period 0-6 in the family, social and school contexts

(SC 5) Know how to promote acquiring habits related to autonomy, freedom, curiosity, observation, experimentation,

limitation, accepting rules and limits, and symbolic and heuristic games

(SC 6) Know the pedagogic dimension of the peers-adults interaction, and know how to promote participation in

group activities, cooperative work and individual efforts

(SC 7) Identify learning difficulties, cognitive dysfunctions and attention-related difficulties

(SC 8) Know how to inform other specialist professionals to deal with the collaboration of both the centre and teacher in

attending to any special education needs they contemplate

(SC 9) Obtain resources to favour the educational integration of students with difficulties

(SC 16) Identify sleep and eating, psychomotor development, attention and hearing/sight disorders

(SC 17) Collaborate with professionals specialised in solving these disorders

(SC 18) Detect affective, eating and well-being deficiencies that disturb students’ suitable physical and psychic development

(SC 21) Know how to work in teams with other professionals inside and outside the school to attend to each student, and

how to plan teaching-learning sequences and to organise work situations in class and in the playground by identifying the

peculiarities of period 0-3 and period 3-6.

(SC 30) Participate in preparing and following up educational Childhood Education projects as part of the school’s projects

and in collaborating with the area and with other professionals and social agents

(SC 58) Know and apply interaction and communication processes in the classroom, and how to master skills and social

skills needed to favour an environment that helps learning and coexistence

(SC 59) Control and follow up the education process, particularly teaching-learning by mastering the necessary

techniques and strategies

(SC 63) Regulate interaction and communication processes in groups of students aged 0-3 years and 3-6 years.

To pass this subject, students, should obtain the following outcomes...

1. Design, plan and evaluate the teaching activity and learning in class.

2. Design, plan, evaluate and regulate spaces for learning and coexistence in diversity contexts

3. Design, plan and evaluate teaching-learning processes both individually and in collaboration with other agents and

colleagues bearing in mind the context, contents, methodology and evaluations.

future Childhood Education teacher professional training.

Students should demonstrate that they have achieved the foreseen learning outcomes by the following evaluation

activities:

Two written exams when students show they have acquired knowledge about the subject contents, readings and the

practical activities carried out while learning the subject

The first written exam will take place at the end of the first 4-month period

The second written exam will take place during the official calls and will include two parts:

1.  Contents from the first 4-month period for those students who did not pass the February exam

2.  Contents from the second 4-month period for all the students

By an agreement reached by the Department’s Board on 06/06/14, at least 50% of the questions in both written exams will be

the same for the two student groups learning this subject (for FSHS, 100% of questions will be the same for both groups).

Dossier that at least includes the following (at the start of the course, the teacher will consider the times when students

must present the different activities included in this dossier):

1) Planning a contextualised teaching-learning process (25%) (maximum word count: 3,000 words)

2)  Writing an assay about one of the themes proposed while learning the subject (15%) (maximum word count: 2,500 words)

3) Performing practical activities (10%), which must be delivered on each set date.

Evaluation criteria

A.-Written exam:

- Level of knowledge

-Capacity to analyse and relate different concepts.

-Capacity to properly manage language: expression, spelling, etc.

B.- Dossier (it is necessary to obtain a pass mark (5) in all the dossier parts.

1.-  Planning a contextualised teaching-learning process

The learning process designed for this subject is based on the following:

This subject shall be given using thematic clusters, which confers them an integrative nature by means of the various.

activities and tasks. They will be supported by class sessions (large group) and seminars (medium-sized group) of the

tutored work, on both individual and group bases, and of individual autonomous work. An annual subject: 150 hours as so:

TYPE A ACTIVITIES: master classes, 64

TYPE B ACTIVITIES: problem and case solving per group of practicals, 28

TYPE C ACTIVITIES: group works, 30

The syllabus offered to students to help them achieve the foreseen outcomes comprises the following

activities...

Face-to-face activities

* Theoretical-practical classes (large group)

* Practical classes (large-medium group)

Workshop with exercises, problems, etc.

Correcting tasks

Curriculum theory. Types of curriculum.

- Curriculum and curriculum theory. Paradigms and curricular models

- Curricular change and pedagogic renovation. Innovation processes

Teaching models

- Bases: globalisation, didactic individualisation and socialisation  

- Typology

Planning and developing teaching-learning processes in different contexts

- Curricular framework for Childhood Education: design and development

- Planning teaching-learning processes: objectives, contents, methodology and evaluation

- The specificity of rural schools

Didactic interaction. Relations in teaching-learning processes

- The didactic interaction

- Authority and discipline in class

- Teacher’s thinking

Paying attention to diversity

- Meanings of diversity and paying attention to diversity

- Paying attention to diversity in today’s socio-political context. Normative development

- Paying attention to diversity at school: structure and organisation. Models and practices. The didactic and organisational

bases of paying attention to diversity in class. Bases of educational attention to specific needs.