| Code |
Description |
| B1 |
To know the goals, curricular contents and assessment criteria in Preschool Education. |
| B2 |
To promote and facilitate learning in early infancy, from a comprehensive perspective that includes different dimensions – cognitive, emotional, psychomotor and volitional. |
| B3 |
To design and regulate learning spaces in contexts of diversity, paying attention to the singular educational needs of students, to gender equality, to fairness and respect for human rights. |
| B4 |
To promote peaceful coexistence within and outside the classroom and contribute to the peaceful resolution of conflicts. To be able to systematically observe situations of learning and peaceful coexistence and to be able to reflect on them. |
| B5 |
To reflect in a group about observance of norms and respect for others. To promote the autonomy and singularity of each student as relevant factors in the education of emotions, feelings and values in early childhood. |
| B7 |
To be familiar with the repercussions for education of technologies of information and communication, in particular, television in early childhood. |
| C5 |
To be able to promote the acquisition of habits of autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of norms and limits, symbolic and heuristic play. |
| C6 |
To know the pedagogical dimension of interaction with peers and adults and to be able to promote participation in collective activities, cooperative work and individual effort. |
| C8 |
To be able to inform other professional specialists to get the cooperation of the school and the teacher to meet the special education needs that might arise. |
| C13 |
To analyze critically and incorporate the most relevant developments of present-day society that have a bearing on family and school education: the impact of audiovisual languages and screens on society and education; changes in gender and intergenerational relationships; multiculturalism and interculturalism; social inclusion and discrimination and sustainable development. |
| C21 |
To be able to work in a team with other professionals from the school or from other institutions to provide individual attention to every student, as well as to participate in the planning of activities for the classroom and for the play areas, identifying the specific characteristics of the 0-3 and 3-6 age range. |
| C22 |
To understand student needs and convey confidence, calmness and warmth. |
| C28 |
To be familiar with international experiences and examples of innovative practices in preschool education. |
| C29 |
To appreciate the importance of teamwork. |
| C30 |
To participate in the developing and monitoring of educational projects of preschool education in the context of school projects in cooperation with the milieu and with other professionals and social agents. |
| C41 |
To promote experiences of introduction to information and communication technologies. |
| C42 |
To know the syllabus of language and literacy 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 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, in particular, knowledge of children’s literature. |
| C52 |
To be able to promote a first approach to a foreign language. |
| C54 |
To be familiar with and use songs to foster auditory, rhythmic and vocal education. |
| C55 |
To be able to use gameplaying as a teaching resource, as well as designing 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. |
| C60 |
To know and apply the processes of interaction and communication in the classroom, and master the social skills and abilities that are necessary to create an atmosphere in the classroom conducive to facilitating learning and respectful coexistence. |
| C61 |
To control and monitor the education process, in particular the teaching-learning process, through the mastery of the appropriate techniques and strategies. |
| C62 |
To establish links between theory and practice and the classroom and school contexts. |
| C63 |
To participate in teaching activities and learning from them, reflecting on practices and acting accordingly. |
| C64 |
To participate in the different proposals for improvement in the different areas of activity existing in a school. |
| D1 |
Analytical and synthetic skills. |
| D2 |
Organization and planning skills. |
| D3 |
Oral and written communication skills. |
| D4 |
Mastery of a foreign language. |
| D5 |
Computing skills. |
| D6 |
Information-management skills. |
| D7 |
Problem-resolution skills. |
| D8 |
Decision-making skills. |
| D9 |
Teamwork skills. |
| D10 |
Work in an international context. |
| D11 |
Interpersonal relations skills. |
| D12 |
Appreciation of diversity and multiculturalism. |
| D13 |
Critical-thinking skills. |
| D14 |
Ethical commitment. |
| D15 |
Independent-learning skills. |
| D16 |
Ability to adapt to new situations. |
| D17 |
Creativity. |
| D18 |
Leadership skills. |
| D19 |
Knowledge of other cultures and customs. |
| D20 |
Entrepreneurship. |
| D21 |
Striving for quality. |
