Educational guide 2023_24
Facultade de Educación e Traballo Social
Grado en Educación Infantil
 Training and Learning Results

Choose A Code Training and Learning Results
  A1 Students have shown to have and understand knowledge in an area of study based on general secondary education, and are at a level in which they can have recourse to advanced textbooks and also to have updated knowledge on the progress made in their field of study.
  A2 Students know how to apply knowledge in their work or vocation in a professional manner and have competences that are usually proven through preparation and defence of arguments and problem-solving in their area of study.
  A3 Students have the ability to gather and interpret relevant data (usually within their study area) to make judgements that include a reflection on the relevant social, scientific or ethical issues.
  A4 Students can transmit information, ideas, problems and solutions to both specialised and non-specialised public.
  A5 Students have developed the necessary learning skills to undertake further studies with a high degree of autonomy.
Choose B Code Knowledge
  B1 Know the objectives, curricular content, and the evaluation criteria in primary education.
  B2 Promote and facilitate early childhood learning from a global and integrating perspective, in the different psychomotor, cognitive, emotional and volitional dimensions.
  B3 Design and regulate learning spaces within diversity contexts to meet students´singular educational needs, gender equality, equity and respect for human rights.
  B4 Promote coexistence in and out of the classroom and address peaceful resolution of conflicts. Know how to systematically follow learning and coexistence contexts and reflect on them.
  B5 Group reflection on acceptance of rules and respect for others. Boost autonomy and singularity of each student via the management of emotions, feelings and values in early childhood.
  B6 Know how language evolves in early childhood, learn to identify possible problems and assure adequate evolution. Effectively address language learning situations in multicultural and multilingual contexts. Oral and written expression, as well as mastery in the use of the different expression techniques.
  B7 Know the educational implications of information and communication technologies and, in particular, of television in early childhood.
  B8 Know the basics of dietetics and hygiene for children. Knowledge of the fundamentals of early attention and the • Knowledge- bases and developments that allow us to understand the psychological, learning and personality building processes based in early childhood.
  B9 Knowledge of how primary schools are organised and the different actions that comprise their operation. Assume that the practice of teaching has to be improved and adapted to the scientific, pedagogical and social changes throughout life.
  B10 Act as a counsellor to parents on the subject of family education in the 0 to 6-year-old age bracket and master social skills for managing and relating to each student's family and to all families.
  B11 Reflect on classroom practices to innovate and improve educational tasks, acquire habits and skills for autonomous and cooperative learning, and promote them among students.
  B12 Understand the role, possibilities and limits of education in today's society and the core competencies affecting higher education schools and their professionals. Know the quality improvement models that can be applied to educational centres.
Choose C Code Skill
  C1 Understand the educational and learning processes in the 0 to 6-year-old age bracket, within the family, social and school contexts.
  C2 To know the developments of children’s developmental psychology in the 0-3 and 3-6 age range.
  C3 Know the fundaments of early attention.
  C4 Know how to identify stages and their cognitive, psychomotor, communicative, social and affective characteristics.
  C5 Know how to boost acquisition of habits related to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristics games.
  C6 Know the pedagogical dimension of interaction with peers and adults and learn how to promote participation in group activities, cooperative work and individual effort.
  C7 To identify learning difficulties, cognitive and attention-related malfunctions.
  C8 Know how to inform other professional specialists regarding centre and teacher collaboration in catering to the special educational needs that may arise.
  C9 Acquire resources to promote educational integration of students with difficulties.
  C10 Create and maintain communication ties with families to effectively influence the educational process.
  C11 Understand and learn to play the role of guardian and counsellor in relation to family education.
  C12 Promote and collaborate within and outside the school, in actions organized by families, town councils and other institutions that impact on citizenship education.
  C13 Critically analyse and incorporate the most relevant issues of today's society that affect education in the family and at school: social and educational impact of audio-visual languages and of screens; changes in gender and inter-generational relations; multiculturalism and interculturalism; discrimination and social inclusion, as well as sustainable development.
  C14 To know the historical evolution of the family, the different types of families, lifestyles and education in the family context.
  C15 To know the basic principles of healthy development and behavior.
  C16 To identify sleeping, eating, psychomotor, attention-related and visual and auditory disorders.
  C17 To cooperate with professional specialists to solve these disorders.
  C18 To detect affective, eating and welfare deficiencies that could perturb students’ physical and psychological optimal development.
  C19 Understand that the daily dynamics in primary education is changeable depending on each student, group and situation and learn to be flexible in the teaching practice.
  C20 Value the importance of stability and regularity in the school environment, schedules and moods of the faculty, as factors that contribute to the harmonious and comprehensive progress of students.
  C21 Ability to work in a team with other professionals from both inside and outside the centre, to provide attention •Procedure-based to every student, and to plan learning sequences and organise work situations in the classroom and playground, by identifying the specific characteristics of the 0 to 3-year-old and the 3 to 6-year-old age brackets.
  C22 Cater to students' needs and transmit safety, peace of mind and affection.
  C23 Understand that systematic observation is a basic instrument for reflecting on practice and reality, as well as for contributing to innovation and improving primary education.
  C24 Master the observation and recording techniques.
  C25 Undertake field analysis via observational methodology using information technology, documentation and audio-visual media.
  C26 Learn how to analyse data obtained, critically understand reality and draft a report on the findings.
  C27 Position the primary school within the Spanish educational system, the European and international contexts.
  C28 Learn about international experiences and of innovative practices in primary education.
  C29 Value the importance of teamwork.
  C30 Participate in the preparation and follow-up of primary education projects within the school's framework of projects, and through collaboration with the region and with other professionals and social agents.
  C31 Know the legislation governing primary schools and their organisation.
  C32 Value the personal relationship with each student and his/her family as a factor of educational quality.
  C33 Know the underlying curricular principles of science, maths and technology in this stage, as well as the theories on the acquisition and development of the corresponding know-how.
  C34 To know teaching strategies to develop numerical representations and spatial, geometrical and logical development notions.
  C35 To understand mathematics as a kind of socio-cultural knowledge.
  C36 To know the scientific method and to promote scientific thinking and experimentation.
  C37 To become familiar with the evolution of thinking, customs, beliefs and social and political movements throughout history.
  C38 To know the most outstanding moments in the history of sciences and technology and to be aware of their importance.
  C39 To develop teaching activities involving interaction between science, technology, society and sustainable development.
  C40 To promote interest in and respect for the natural, social and cultural environments through appropriate teaching projects.
  C41 To promote experiences of introduction into information and communication technologies.
  C42 To know the syllabus of language and reading and writing for this stage as well as the theories of acquisition and development of the relevant learning contents.
  C43 To develop speaking and writing skills.
  C44 To know and master techniques of oral and written expression.
  C45 To know the oral and folk traditions.
  C46 To understand the transition from speech to writing and to learn the different registers and uses of language.
  C47 To know the process of learning/teaching to read and write.
  C48 To approach situations of language learning in multilingual contexts.
  C49 To recognize and appreciate the appropriate use of verbal and non-verbal language.
  C50 To know and use appropriate resources for promotion of reading and writing habits.
  C51 To acquire literary training and knowledge of children’s literature in particular.
  C52 To be able to promote a first approach to a foreign language.
  C53 To know the fundamentals of music, plastic art and self-expression through movement of the syllabus of this stage, as well as the theories about the acquisition and development of the relevant learning contents.
  C54 To be familiar with and use songs to foster auditory, rhythmic and vocal education.
  C55 Know how to use games as a teaching resource and design learning activities based on principles.
  C56 To develop teaching activities that foster musical perception and expression, motor skills, drawing and creativity.
  C57 To analyze audiovisual languages and their implications for teaching.
  C58 To promote sensitivity towards plastic expression and artistic creation.
  C59 Acquire practical knowledge about the classroom and its management.
  C60 Know and apply the interaction and communication processes in the classroom and master the capabilities and social skills needed to foster a climate conducive to coexistence and learning.
  C61 Control and follow-up the educational process and, especially teaching and learning by mastering the techniques• Procedure-based and the strategies needed.
  C62 Relate theory and practice with the reality in the classroom and the centre.
  C63 Participate in teaching activity and learn to perform by acting and reflecting through practice.
  C64 Participate in improvement proposals in the different fields of action that can be set up in a centre.
  C65 Regulate the interaction and communication processes in students from the 0 to 3 and 3 to 6-year-old groups.
  C66 Learn ways to collaborate with the different sectors of the educational community and the social environment.
  C67 These competences, and those from the remaining subjects, will be reflected in the final year dissertation, to reflect the training acquired in all subjects described herein.
Choose D Code Competences
  D1 Capacity for analysis and synthesis
  D2 Capacity for organisation and planning
  D3 Oral and written communication
  D4 Knowledge of foreign language
  D5 Knowledge of informatics
  D6 Information management capacity
  D7 Troubleshooting
  D8 Decision-making
  D9 Team Work
  D10 Work in an international context
  D11 Skills in interpersonal relations
  D12 Critical reasoning
  D13 Critical reasoning
  D14 Ethical commitment
  D15 Autonomous learning
  D16 Adaptation to new situations
  D17 Creativity
  D18 Leadership
  D19 Knowledge of other cultures and customs
  D20 Initiative and an entrepreneurial spirit
  D21 Motivation for quality
  D22 Awareness of environmental issues
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