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


Dra. BALCELLS SANAHUJA, Meritxell - mbalcells@uic.es

Each teacher will specify interviews with students who request it.

 

Introduction

Systematic observation and analysis of contexts (OSAC) is a subject of the basic training module of the degree in Early Childhood Education that belongs to the subject Education IV that has a teaching load of 6 ECTS and is taught in Catalan.

The subject is taught:

  • MORNING. 2nd year In the first semester of the 2nd year of the degree studies in early childhood education.
  • NIGHT. Double degree (DT Degree in Early Childhood Education)

The subject includes knowledge of observation as an educational research technique, and knowledge of emotional education, as a fundamental element for the analysis of contexts.

Objectives

- Use systematic observation as a formative and formative assessment tool at the kindergarten stage

- Create observation tables based on educational practice

- Become aware of the importance of emotions in kindergarten classrooms for the analysis of contexts

Competences/Learning outcomes of the degree programme

  • 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-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-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-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, 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-Give importance to observation as an instrument for gathering information to optimize your educational work and improve your competence as a teacher.

2-Identifies several observational records, potentialities and limitations.

3-Understand the basic psychopedagogical principles of the observational methodology.

4- Participates as an observer in real educational situations collaborating with other professionals who belong to the educational environment to be able to promote teaching and learning processes that allow a better response to the diversity of students.

5-Understand observation as an epistemological alternative.

6-Relates the basic psychopedagogical concepts of observation as an epistemological alternative.

7-Understand the basic psycho-pedagogical concepts of the constructivist perspective of teaching and learning and their impact on observation.

8-Understand the relationship of the interactive triangle of the teaching-learning process and solve cases through observation from a constructivist perspective.

9-Analyze several observation guidelines and systemic analysis of a complete instructional process.

10-Prepare reports of conclusions using information technologies to collect, analyze and triangulate the information extracted from observations of instructional processes.

11-Value observation as an analytical tool to be able to understand and respond more carefully to the unique educational needs of students.

12-Use observation as a reflection tool to improve your competence as a quality-oriented teacher to keep up to date.

13-Transmits the information collected and knows how to express himself orally and in writing in the language of instruction using concept maps or other procedures, making himself understood.

14-Becomes aware of the importance of the teacher as leader of the class group to promote a good working climate 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 of videos and situations

- Practical individual work

- Challenge based work

 

 

Evaluation systems and criteria

In person



The OSAC evaluation criteria are posted on the subject's Moodle. It does not mean that all the activities are carried out, but in each case you have the criteria that will be used for the evaluation.

The training activities proposed are divided into training activities that should be used to practice knowledge, and assessment activities, where the skills linked to the activities must be demonstrated. The proposal of these assessment activities, related to the criteria and the learning outcomes (RA) are what constitute the assessment system.

The OSAC evaluation system consists of two types of evaluation. Continuous assessment, linked to the monitoring and evolution of learning during the training process. And the final assessment, which serves to demonstrate the competence integration of the subject. Both types of assessment are mandatory, therefore, you must pass all the activities that are proposed to pass the subject, and you must pass the integrative final test to be averaged with the rest of the subject's activities .

The specifics of the assessment and the activities (assignments) of MORNING or AFTERNOON are detailed in the corresponding Moodles.

The continuous assessment activities are mandatory, because they are part of the teaching and learning process, and are integrated into the planning of the subject, and participation in the classroom is mandatory since it is part of a training competence

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

The global note will be numeric.

Penalties imposed for spelling mistakes
In written assignments of up to seven pages, 0.1 mark will be deducted per mistake if the
assignment is handwritten, and 0.3 if it is submitted online. 
For written work of more than 7 pages, 0.1 mark will be deducted per mistake, regardless
of whether it is handwritten or submitted online.

The maximum deduction is 2 points.

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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