Teaching Plan Information

1. General information

1.1. Aims of the course

The course and the expected results respond to the following approaches and objectives:

1. Know the basic psychological processes involved in learning, know what learning basic instrumental techniques implies, and be able to design actions consistent with said learning and prevent some of the difficulties that may arise.2. Identify the importance of the different dimensions of language in learning and in the prevention of learning difficulties.3. Build a model of what reading and writing entail that allows them to select the methodological strategies for initiation into the written language based on the objectives set and the characteristics of the minors.4. Relate the characteristics of the child's cognitive development in early childhood education with the characteristics of logical-mathematical thinking to optimize the development of these concepts and prevent difficulties.
5. Identify and understand the bidirectional relationship between success or failure in learning in early childhood education and socio-personal development variables (motivation, expectations, attributions, etc.).
6. Be aware of the importance of the social, family and school context in learning and in the prevention of learning difficulties.

These approaches and objectives are aligned with the following Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda (https://www.un.org/sustainabledevelopment/es/), in such a way that the acquisition of the results of Subject learning provides training and competence to contribute to some extent to the achievement of:

? Goal 1: End of poverty.
? Objective 3: Health and well-being.
? Objective 4: Quality education.
? Objective 5: Gender equality.
? Goal 10: Reduced inequalities

These targets will be transversally adressed throughout the clinical cases, taking into account not only the actual context but also the existing problems regarding health, economy, sexuality and gender issues.

1.2. Context and importance of this course in the degree

The Early Childhood Education teacher plays an important role in the teaching-learning process: he/she acts in a multicultural context, with different learning rhythms, favors linguistic, cognitive, personal, social development, etc. of minors and collaborates with families and other education professionals to jointly contribute to the comprehensive development of students.
This subject, located in the first quarter of the 2nd year, will provide a framework for reflection and learning on how minors learn basic instrumental techniques, the cognitive processes that underlie these learning and the difficulties that may arise. Considering the prevention of learning difficulties in early childhood education requires delving into what learning means, knowing what basic instrumental techniques imply, understanding the processes that underlie basic learning, addressing from a theoretical-practical perspective the difficulties that can arise (which in fact some children present in primary education) in such learning.

1.3. Recommendations to take this course

In order to take this subject, it is expected that students have basic notions about the development of minors from 0 to 6 years of age and that they have completed the subject of Developmental Psychology I, with the aim of knowing the evolutionary milestones and the neurotypical development of minors. .
It is important that the student is familiar with the moodle platform and consults it frequently, since the theoretical contents, the practical activities to be carried out and the news related to the subject will be announced on it. Some basic knowledge of computers (word processor, Power Point, Internet) and English (reading scientific texts) will be very useful for students when taking the course.
Finally, a critical and open attitude to exploration, recognition and investigation of the basic psychological processes and skills underlying learning difficulties will be recommended.

2. Learning goals

2.1. Competences

2.1 Competencies

2.1.1. Basic and General Basic Competences:
CB1 - That students have demonstrated possession and understanding of knowledge in an area of ​​study that is based on general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge coming from the forefront of their field of study.
CB2 - That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study.
CB3 - That students have the ability to gather and interpret relevant data (normally within their area of ​​study) to make judgments that include a reflection on relevant topics of a social, scientific or ethical nature.
CB4 - That students can transmit information, ideas, problems and solutions to both a specialized and non-specialized public.
CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

General:

CG01 - Know the objectives, curricular content and evaluation criteria of early childhood education.
CG02 - Promote and facilitate learning in early childhood, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.
CG03 - Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students, gender equality, equity and respect for human rights.
CG04 - Promote coexistence in the classroom and outside of it and address the peaceful resolution of conflicts. Know how to systematically observe contexts of learning and coexistence and know how to reflect on them. Interpret educational practices according to the theoretical frameworks of reference, reflect on them and act accordingly.
CG05 - Reflect in a group on the acceptance of rules and respect for others. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings and values ​​in early childhood.
CG06 - Know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure its correct evolution. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing correctly and master the use of different expression techniques in the different areas of knowledge.
CG07 - Know the educational implications of information and communication technologies and, in particular, of television in early childhood.
CG08 - Know the fundamentals of children's diet and hygiene. Know the fundamentals of early attention and the bases and developments that allow us to understand the psychological, learning and personality construction processes in early childhood.
CG09 - Know the organization of early childhood education schools and the diversity of actions that comprise their
functioning. Assume that the exercise of the teaching function must be perfected and adapted to scientific, pedagogical and social changes throughout life.
CG10 - Understand the importance of the teacher's work to be able to act as a mediator and counselor for parents in relation to family education in the period 0-6, and master social skills in the treatment and relationship with the family of each student and with all the families.
CG11 - Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning, and promote it in students and teachers. Select the most appropriate educational resources for each situation.
CG12 - Understand the role, possibilities and limits of education in today's society and the fundamental skills that affect early childhood education schools and their professionals. Know models of quality improvement with application to educational centers.

2.1.2 Transversal Competences

CT01 - Integrate the skills of the different subjects to guide the Final Degree Project and be able to apply the knowledge to professional practice.
CT02 - Understand learning as a global, complex and transcendent event, designing and developing situations that attend to the diversity of students and involve them in their learning and their work.
CT03 - Manage and self-regulate the progression of learning by adapting to new situations and interrelating knowledge to develop new ones.
CT04 - Work as a team being able to play different roles within the group.
CT05 - Use and apply Information and Communication Technologies (ICT) to learn, communicate and share knowledge in different contexts.
CT06 - Develop the ability to communicate in order to teach in one's own language and in one or more other European languages. CT07 - Facing the duties and ethical dilemmas of the profession.
CT08 - Search, manage, process, analyze and communicate information effectively, critically and creatively. CT09 - Understand and reflect on educational practice in rural settings.
CT10 - Develop, manage, process and analyze the processes related to research applied to education.

2.1.3 Specific Competencies

CE07 - Early identification of signs of possible learning difficulties, cognitive and attentional dysfunctions, developmental disorders and language and communication disorders.
CE08 - Know how to inform other specialized professionals to promote the collaboration of the center and the teacher in attending to the specific educational support needs that arise.
CE09 - Acquire and develop resources to favor the educational inclusion of students with difficulties.

Upon passing the subject, the student will be more competent to...

Identify those risk situations in which to act to facilitate the child's basic learning, involving the family context (for this, they must know, be attentive to the first curricular, motivational signs, of children's learning).
Detect possible difficulties and intervene when children need to improve the functioning of psychological processes (attention, memory, self-regulation processes, language, successive processing, simultaneous processing, executive functioning, etc.), essential for the construction of basic learning in education childish.
Evaluate and/or prepare and/or adapt materials that favor communication and language development based on the needs detected in boys and girls.
Evaluate and/or prepare and/or adapt introductory materials in the written language based on the needs detected in the children.
Evaluate and/or prepare and/or adapt materials related to mathematical thinking (concept of number, conservation of quantity, hierarchical inclusion of classes,?) based on the needs detected in the children.
Consider the importance of the very conception of the learning process in boys and girls' learning.
teaching-learning, as well as the model that has been built on what the basic instrumental techniques suppose.
Know when it is necessary to request guidance and/or collaboration from other professionals to care for a child.

2.2. Learning goals

The student, to pass this subject, must demonstrate the following results...

1. Knows the psychological processes involved in learning, knows what the basic techniques involve and is capable of designing actions to prevent some of the difficulties that could arise.
2. Is aware of the importance of the different components of motor development and of oral language in learning.
3. Builds a model of what reading and writing involves, which serves to evaluate methodological strategies of beginning to write.
4. Relates the characteristics of cognitive development to the characteristics of logical and mathematical thought.
5. Understands how the success or the failure in learning can affect the variables of motivation, expectations and attributions.
6. Is aware of the importance of contexts: social, family, school and classroom.

2.3. Importance of learning goals

The knowledge and abilities, skills and attitudes acquired and/or developed within the framework of the Prevention of Learning Difficulties subject are fundamental for the basic training of the student of the Degree in Early Childhood Education.

3. Assessment (1st and 2nd call)

3.1. Assessment tasks (description of tasks, marking system and assessment criteria)

The student must demonstrate that they have achieved the expected learning outcomes through the following assessment activities

The evaluation of the student will tend to be carried out throughout the development of the subject. The evaluation tests to be carried out by the student are the following:
1. Practical activities that will consist of:
1.1. Observations, case resolution reports and other materials in different media (debates, educational outings, role-playing, cases, videos, practice reports, or research reports).
1.2. Development of a project focused on the contents of the subject. This project will be tutored in its development.
2. Final evaluation: Individual final written test.
Those students who have not completed or passed the practical activities may take a practical exam on the day of the final evaluation that will consist of solving one or more cases and/or commenting on a short text. The aforementioned project must be delivered by all students.

Evaluation criteria

1. Practical activities: Assessment Criteria and Level of Demand:

An adequate resolution of this type of task requires that the student: Identify the topic of the case or the material in question.
-Use the theoretical knowledge and be able to apply the acquired knowledge to answer the questions put to you.
-Prepare a written report according to minimum quality criteria in it, exposing the ideas in a clear and orderly manner and without spelling mistakes.
-Present orally the most relevant ideas of a case, material or group discussion using an orderly, structured discourse, using technical language and relating ideas.

2. Final evaluation: Assessment Criteria and Level of Demand

-An adequate resolution of this type of task requires that the student:
-Use specific Behavioral Science terminology to describe behavior and the processes underlying it.
-Know the psychological processes involved in learning, know what learning basic instrumental techniques implies and be able to design actions consistent with said learning to prevent difficulties.
-Learn about the mechanisms underlying the reading and writing processes and select methodological strategies based on the objectives that are set with minors.
-Be able to relate the characteristics of the child's cognitive development in early childhood education with the characteristics of logical-mathematical thinking.
-Learn about the importance of socio-emotional and motivational variables in the child's development and learning.

That all this can be done in an organized and orderly manner, generating a clear, understandable text without spelling mistakes.

Qualification criteria and requirements to pass the subject. 

The final grade will be given by the sum of the tests carried out throughout the course. Each of the tests will be graded from 0-10 and weighted according to the following information:
1. Theoretical section:
1. Oral or written exam: 50%
2. Practical section:
1. Activities and practical classroom work: 50%


In order for the activities of the practical classes to be graded and computed in the final grade, they must be delivered on the dates established by the teachers. In addition, for a student to be computed in this section, they must have completed at least 80% of them in person.
It will be necessary to pass both sections (Activities and practical work and final test) to pass the subject.
Those students who have not completed or passed the practical activities may take a practical exam on the day of the theoretical exam that will consist of solving one or several cases and/or commenting on a short text. The date of this global test will be set in the academic calendar. The project must be submitted by all students.

The fraud or both parcial or total plagiarism, involving any of the evaluation tasks, will result in immediate suspension, associated to a minimal grade in addition to disciplinary sanctions that the guarantee commission considers fitted.

Global Test and Second Call

It will consist of a final written individual test. The test will consist of a theoretical part and a practical part. Those students who have not completed or passed the practical activities may take a practical exam on the day of the theoretical exam that will consist of solving one or several cases and/or commenting on a short text. The date of this global test will be set in the academic calendar. The project must be submitted by all students.
In the second call, the same criteria will be applied as in the global test.
Fifth and sixth call
The 5th and 6th call students will be evaluated with the same evaluation system as the rest of the students.
In any case, to develop the teaching of this subject and accredit the achievement of its competencies, the student may choose either of these two options:
Continue teaching in the group-class in which you are enrolled, with the court being in charge of following your evaluation process.
Specify with the court the type of evaluation to be carried out (global or evaluable activities throughout the course and final test) and the specific development of each condition.

Important: Total or partial fraud or plagiarism in any of the evaluation tests will lead to the suspension of the subject with the minimum grade, in addition to the disciplinary sanctions that the guarantee commission adopts for these cases.

4. Methodology, learning tasks, syllabus and resources

4.1. Methodological overview

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

In this subject we are going to consider the psychological mechanisms that explain the learning of boys and girls, as well as the variables that affect the learning they carry out, the difficulties that may arise and what we can do as teachers to prevent them from arising.

4.2. Learning tasks

The methodology followed in this course is oriented towards the achievement of the learning objectives. It is based on a wide range of teaching and learning tasks:

- Lectures and theory sessions.

- Active learning methodologies.

- Report writing.

- Oral presentation and debate.

- Reading, critical analysis, and discussion of articles.

- Role-playing, discussion and presentation of practical cases, analysis about school experiences of programs for the prevention of learning difficulties, pedagogical experiences based on evidence, and debates based on audiovisual resources.

Outside of regulated class hours, students will develop a project focused on the contents of the subject. The objectives pursued with this methodological technique are that the learning process takes place in action, that students assume the commitment to act as agents of change and acquire an adequate methodology to face the problems that will arise in their future professional practice. This project will be tutored by the teaching staff throughout its development; projects that have not been reviewed at least twice will not be accepted.

4.3. Syllabus

The course will address the following topics:

Topic 1. The teaching-learning process in Early Childhood Education:

1.1. Nature of the teaching-learning process in Early Childhood Education.

1.2. Optimization of the development of the basic psychological processes involved in learning. Developmental contexts and attention to diversity.

1.3 Executive functions and their relationship with the prevention of learning difficulties in Early Childhood Education.

1.4 Socio-emotional variables.

Topic 2. Prevention of learning difficulties associated with the acquisition and development of language and the use of communicative functions in the classroom.

Topic 3. Prevention of learning difficulties in reading and writing

Topic 4. Prevention of learning difficulties in logical-mathematical thinking

4.4. Course planning and calendar

Further information concerning the timetable, classroom, office hours, assessment dates and other details regarding this course will be provided on the first day of class and communicated by the Digital Teaching Ring (ADD).

The dates of the final exams can be consulted on the website of the different Faculties that offer the degree.