Course outline

Acquired skills

These are the main competences for which this degree will qualify you:

• The ability to recognise and promote the emotional, social, cognitive and character development of children of this age.
• To acknowledge and respect individual, social and cultural diversity. Design, regulate and manage areas of learning within contexts of diversity that cater for the pupils' specific educational needs, equal gender opportunities, fairness and respect for human rights.
• To analyse and appraise the views on education arising from research, as well as the curricular guidelines issued by the Education Authorities, for the design and development of educational projects and programming units that allow adapting the curriculum to changing socio-cultural contexts.
• To design teaching strategies with a view to enriching communication skills (oral, written, visual, corporal, affective and musical) within the framework of a holistic development.
• To foster coexistence both inside and outside the classroom. Dynamise the pupils' involvement in the formulation of the rules of democratic coexistence and adopt a collaborative approach to the peaceful resolution of conflicts. Learn how to systematically observe contexts of learning and coexistence and know how to reflect upon them, being capable of using observation as the main instrument of the overall, instructional and continuous assessment of the pupils' capabilities.
• To jointly plan activities with all teaching staff at this level. To reflect as a team upon classroom practices for innovating and improving a teacher's role and their professional duties. Acquire habits and skills for autonomous and peer learning and promote this among pupils.
• To promote and facilitate the building of autonomous learning approaches in early childhood, from a holistic and integrative perspective of the different dimensions: cognitive, emotional, psychomotor and volitive.
• To provide guidance to parents as regards family education for children aged 0-6 and master social skills in dealing with and relating to each pupil's family and the collective of families as a whole. Perform the duties of tutor and coordinator by planning proposals for tutorial action, and collaborating with families and other members of the school community in order to link school activities with each pupil's social and family environment and ensure a more effective impact on the learning process.
• To reflect as a group upon the acceptance of rules and respect for others. Develop social skills that encourage respect for the rules of coexistence and personal endeavour, as well as the natural, social and cultural environment. To promote the autonomy and unique nature of each pupil as factors for the education of emotions, feelings and values in early childhood.
• To understand the development of language in early childhood, know how to identify possible disorders and oversee their proper evolution. Effectively address situations involving the learning of languages in multicultural and multilingual contexts. Express oneself orally and in writing and master the use of different techniques for expression. Be proficient in the Basque and Spanish languages, as well as in one other foreign language, showing a correct and appropriate use and understanding of the languages - levels C1 and B1, respectively- in order to work in a multilingual educational context, nurturing attitudes of respect toward linguistic and cultural diversity.
• To understand the educational implications of information and communications technologies (ICTs) and, in particular, of television in early childhood. Adopt a critical approach to different media (ICTs, book and music libraries, etc), in order to access sources of knowledge and favour the tasks involved in communication, learning, investigation/research and teamwork.
• To understand the goals, curricular content and assessment criteria in Early Childhood Education, understanding its epistemological uniqueness and the specific nature of its teaching methods, as well the interdisciplinary relationship between them, with a view to preparing, organising and assessing the children's work.
• To understand the keys to children's needs in terms of diet and hygiene. Help children to understand and control their bodies, encouraging autonomous habits. Understand the basic premises of early care and the bases and development that permit understanding psychological, learning and personality-building processes in early childhood, furthering their development.
• To understand the organisation of schools in Early Childhood Education and the diversity of actions involved in their running. Accept that a teacher's role has to constantly improve and adapt to scientific, educational and social changes over the course of an entire career.
• To understand the role, possibilities and limits education has in today's society and the basic competencies attributable to schools in Early Childhood Education and to their staff. Understand the complexity of educational processes in general and of teaching-learning processes in particular, and introduce new curricular features in order to uphold a critical and enterprising approach that responds to personal, organizational and socials needs and expectations. Understand quality improvement models of application to schools.