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

In this subject, we will study the general characteristics of early childhood education, its purpose and structure from a legislative perspective (Departament d’Educació de la Generalitat de Catalunya, 2023) and also educational practice. We want to understand in depth the implementation and operation of an early childhood school, and also become familiar with different methodologies. We will explore the importance of classroom layout as an environment conducive to learning, and differentiate the roles of teachers and students in the learning space

 

Pre-course requirements

It is necessary to be enrolled in Early Childhood Education.

Objectives

  • To understand the organization of the nursery school within the education system.
  • To become aware of the importance of classroom space organization.
  • To appreciate experiences and examples of innovative practices in early childhood education.
  • To recognize the importance of teamwork in achieving common goals and as a factor of educational quality.
  • To become familiar with the legislation that regulates nursery schools, their organization, and practical application.
  • To appreciate the role of the teacher and their influence on student learning.
  • To critically analyze professional performance and the development of leadership skills.
  • To value the importance of values in early childhood education to promote 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. Describing the situation of the nursery school in the education system.
  2. Learning about experiences and examples of innovative practices in early childhood education.
  3. Valuing the importance of teamwork and collaborate with the environment to achieve common goals.
  4. Being able to participate in the development and/or monitoring of educational projects in early childhood education within the framework of school projects and in collaboration with the community and other professionals and social agents.
  5. Understanding the legislation that regulates nursery schools and their organization, as well as their practical application.
  6. Valuing the personal relationship with each student and their family as a quality factor in education.
  7. Critical analyzing their professional performance to become aware of their influence on students and improve their competence as a teacher.
  8. Promoting and facilitating teaching and learning contexts in the early childhood school, taking into account the diversity of students.
  9. Becoming aware of the importance of values-based work in early childhood education to promote gender equality, equity, and respect for human rights.
  10. Communicating their reasoned ideas to others and express them correctly in the language of instruction, both orally and in writing, being able to represent them through concept maps or other procedures.

Syllabus

  • General characteristics of an early childhood school.
  • Early childhood education in current legislation.
  • Purposes of the early childhood school.
  • Curriculum, competencies, and development and learning axes of Early Childhood Education.
  • Innovation in the early childhood school.
  • Organization and distribution of space and equipment in the early childhood school.

Teaching and learning activities

In person



The methodology will be varied:
  • Case study.
  • Lecture.
  • Project-Based Learning (PBL).
  • Collaborative work.
  • Seminars
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

Evaluation systems and criteria

In person



The subject is designed to be attended in person. It has an approach where class attendance is important. The evaluation will be continuous. he criteria for correcting orthographic mistakes will be as follows:

  • In written work of up to 7 pages, 0.1 points will be deducted per mistake if it is handwritten, and 0.3 points if it is typed on a computer.
  • For written assignments longer than 7 pages, 0.1 points will be deducted per mistake, whether handwritten or typed on a computer.
  • The maximum deduction will be 2 points.

Continuous evaluation activities are mandatory because they are part of the teaching and learning process, and are integrated into the planning of the subject. The final grade for the subject will be obtained from the continuous evaluation activities carried out individually and/or in groups (60%) and from the final written test (40%) that will be taken on May 14.

Bibliography and resources

  • Departament d'Educació de la Generalitat de Catalunya. (2021). L'ús de les tecnologies digitals a l'educació infantil. https://bit.ly/4gj3JUc
  • Departament d'Educació de la Generalitat de Catalunya. (2022). Marc de referència de la competència digital docent. https://bit.ly/3QCGvfl
  • Departament d’Educació de la Generalitat de Catalunya. (2023). DECRET 21/2023, de 7 de febrer, d'ordenació dels ensenyaments de l'educació infantil. Diari Oficial de la Generalitat de Catalunya, 8851, 1-39. https://portaldogc.gencat.cat/utilsEADOP/PDF/8851/1955221.pdf
  • Departament d’Ensenyament de la Generalitat de Catalunya. (2017a). Decret 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya, 7477, 1-18. https://bit.ly/3lDZOF9
  • Departament d’Ensenyament de la Generalitat de Catalunya. (2017b). Decret de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. https://bit.ly/3bz0PuZ
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