Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic Training / Education

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Contents

Bachelor's degree in Early clhildhood Education.

The school stage 0-6 years. Processes and contexts of teaching and learning for the development of competences in Early childhood Education. The curriculum in Early Childhood Education and its development. The evaluation process of learning in Early childhood Education. The programming of Integrated Didactic Units (IDU/UDI). The educational orientation process and tutoring. The context of the school in the urban and rural environment. Systematic observation in early childhood education. Analysis of observational information.

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General proficiencies

Basic Proficiencies 

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

General Proficiencies

GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.

GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.

GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.

GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.

GP9 - To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.

GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

GP12 - To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

2.3. Transverse Proficiencies 

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.

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Specific proficiencies

Bachelor's degree in Early Childhood education

SP1 - To be familiar with the objectives, curricular content, organisation, methodology and evaluation criteria of Early Childhood Education.

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.

SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.

SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.

SP7 - To be familiar with the educational implications of Information and Communication Technology.

SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.

SP9 - To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.

SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the cschools' projects and to attend to relations with children's families.

SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP12 - To organise actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.

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Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are established:

- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the title.

A student gets a grade of APTO if the level of learning is optimal or medium.

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Methodology

Teaching methods

Code	Description
TM1	Lecture with full attendance
TM2	Interaction in large group
TM3	Interaction in medium-sized group
TM4	Interaction in small group
TM5	Individualised interaction: tasks and guidelines for autonomous study

Formative activities (Learning activities)

Code	Description	Hours	Attendance
FA1	Theory classes (foundation, examples, applications and development).	45	100
FA2	Practical classes or, in the event, practical experience (in the professional field)	15	100
FA3	Preparation of papers and oral defence	30	10
FA4	Automous-study	50	0
FA5	Tutorships	5	100
FA6	Oral or written exams	5	100

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Evaluation

 

Learning outcome	Assessment activity	Weight (%)	It allows test resit	Minimum required grade
1,2,3,4,5,6,7,8,9,10,11	Attendance and participation in class or, where appropriate, in the school. Interest in learning. Personal and professional growth	10%	No
1,2,3,4,8,9,11	Theoretical works of review and synthesis	20%	No
1,2,3,4,5,6,7,8,10	Practical work of observation, proposal and where appropriate, evaluation	30%	Yes 10% (unusual exam)
1,2,3,8,9,11	Oral and written tests	40%	Yes 40%	5/10

 

(*) On continuous evaluation, the minimum grade to be achieved in SE4 will be 5 out of 10 to be able to average with those obtained in SE3 and SE4. If one of the evaluation activities fails to satisfy the minimum conditions for ponderance, the instruction note will be 4 out of 10 (fail)

 

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Agenda

PART I: THE SCHOOL STAGE FROM 0 TO 6 YEARS OLD

1. Identity traits of educational cycles from 0 to 3 and 3 to 6 years old.

2. Basic needs.

3. Early care.

4. The interaction between peers. Interaction between children and adults.

5. The game as action, expression, relationship and learning.

6. The construction of sexual identity and gender identity

7. Emotional education

PART II: PROCESSES AND SOCIAL CONTEXTS IN THE SCHOOL ENVIRONMENT

1. Socialization process.

2. The role of the family.

3. Socialization in the school context.

4. The role of the natural, social and cultural environment.

5. Multiculturalism and diversity

PART III: THE CURRICULUM IN EARLY CHILDHOOD EDUCATION AND ITS DEVELOPMENT

1. Sense of the curricular structure in Early Childhood Education.

2. Elements of the curriculum: objectives, contents, methodology and evaluation.

3. The diversity of methodologies at Early Childhood Education stage for curriculum development in the educational context.

4. The Programming of Didactic Units for teaching.

PART IV: SYSTEMATIC OBSERVATION AT EARLY CHILDHOOD EDUCATION

1. The evaluation at Early Childhood Education stage.

2. Types of observation.

3. instruments for observation

4. Instruments for the organization and systematization of information

PART V: THE ANALYSIS OF OBSERVATIONAL INFORMATION

1. Types of analysis.

2. Surveys and questionnaires.

3. Reporting

4. Action-Research as an improvement in teaching practice

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Bibliography

Access the bibliography that your professor has requested from the Library.

Basic bibliography

Apalategi, M.J. (1998-99) Análisis y propuesta investigativa del centro educativo desde el modelo sistémico. Huarte de San Juan, 4-5, 57-65.

Apalategi Begiristain, M.J.  (2011). Teaching in Navarre at the 25 th anniversary of the Foral Law on Basqu. In V Congreso de la MESCE (Mediterranean Society of Comparative Education): Territoires & démocratie culturalle: vers un nouveau contrat éducatif. Córcega, Francia

Ahumada, P. (2005). La evaluación auténtica: un sistema para la obtención de evidencias y vivencias de los aprendizajes. Perspectiva Educacional, Formación de Profesores, (45),11-24. https://www.redalyc.org/articulo.oa?id=3333/333329100002

Bauman, Z. (2008). Los retos de la educación en la sociedad líquida. Barcelona: Gedisa. https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=Bauman+Los+retos+de+la+educaci%C3%B3n&btnG=

Bustos, A. (2011). La escuela rural. Barcelona: Ed Magina-Octaedro

Cano, E. (Ed.) (2012). Aprobar o aprender. Estrategias de evaluación en la sociedad red. Universitat de Barcelona: Laboratori de Mitjans Interactius. Col-Lecció Transmedia XXI

Chiva Bartoll, O. (2015). Métodos pedagógicos activos y globalizadores. Barcelona: GRAÒ

Colás, P. y Contreras, J. A. (2013) La participación de las familias en los centros de Educación Primaria. Revista de investigación Educativa, 31(2): 485-499

Coll, César, & Mauri, Teresa, & Onrubia, Javier (2006). Análisis y resolución de casos-problema mediante el aprendizaje colaborativo. RUSC. Universities and Knowledge Society Journal, 3(2),29-41.[fecha de Consulta 29 de Junio de 2020]. ISSN: . Disponible en: https://www.redalyc.org/articulo.oa?id=780/78030210

Escamilla, A. (2009). Las competencias en la programación de aula: infantil y primaria 3-12 años. Barcelona: Graó

Eurydice (2012). Cifras clave de la educación en Europa. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15849

Fernández Enguita, M. (2005). Organización escolar, profesión docente y entorno comunitario. Madrid: Akal.

Fernández Enguita, M.. (2008). Escuela pública y privada en España: La segregación rampante. Revista de Sociología de la Educación-RASE, 1(2), 42-69.

Fullat, O. (1983). Escuela pública, escuela privada. Barcelona: Humanitas

Gairín, J.y  Antúnez, S. (Ed.) (2008) Organizaciones educativas al servicio de la sociedad. X CIOE. Madrid: Wolters Kluwer.

Gabari, M. I. y Apalategi, M. J. (2019). Formación dual en Grados de Maestro: Feedback Interactivo en evaluación por Competencias. Revista Iberoamericana de evaluación Educativa, 12(2), 89-109 91. Hemendik eskuratua: http//doi.org/10.15366/riee2019.12.2.005

García-Varcálcel Muñoz-Repiso, A. y Basilotta Gómez-Pablos, V. (2017). Aprendizaje basado en proyectos (ABP): evaluación desde la perspectiva de alumnos de Educación Primaria. Revista de Investigación Educativa, 35(1), 113-131.DOI: http://dx.doi.org/10.6018/rie.35.1.246811

Herrera Capita, A. M. (2009). Los rincones en educación primaria. Revista Digital Innovación y experiencias educativas, 15, 1-8. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_15/ANGELA%20MARIA_HERRERA_2.pdf

González, M. T. (Coor.) (2003). Organización y gestión de centros escolares. Madrid: Pearsons-Prentice  

Gómez Dacal, G. (1996). Curso de organización escolar y general. Madrid: Narcea

Leal, A. (2010). La enseñanza de las estrategias de aprendizaje. Innovación y Experiencias Educativas, 27, 1-13. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_27/ALFONSO_LEAL_2.pdf

Majó, F. y Baqueró, M. (2015) 8 Ideas clave. Los proyectos interdisciplinarios. Barcelona: GRAÒ

Marín-Díaz, V. (2015). La Gamificación educativa. Una alternativa para la enseñanza creativa. Digital Education Review, 27, 1-4, http://greav.ub.edu/der/

Moliner Miravet, L.; Moliner García, O., Sales Ciges, A. (2012). Porque solos no aprendemos mucho: Una experiencia de tutoría entre iguales recíproca en Educación Primaria. Revista de Investigación Educativa, 30 (2), 459-474. DOI: https://doi.org/10.6018/rie.30.2.145191

Pliego, N. (2011). El aprendizaje cooperativo y sus ventajas en la educación intercultural. Hekademos: Revista educativa digital, (8), 63-76. https://miaulario.unavarra.es/access/lessonbuilder/item/219171/group/2019_0_302302_1_G/Contenidos%20-%20Edukiak/Tema%207/Dialnet-ElAprendizajeCooperativoYSusVentajasEnLaEducacionI-3746890.pdf

Savery, J., & Duffy, T. (1996). Aprendizaje basado en problemas: Un modelo instruccional y su marco constructivista. Constructivist learning environments: Case studies in instructional design,(135-147). Englewood Cliffs, New Jersey: Educational technology publications, Inc.

Sánchez, R., Esteban, F., Marín, D., & Peirats Chacón, J. (2018). Difusión de experiencias con el modelo aula invertida. Descripción y análisis del Portal https://www. theflippedclassroom. es. Revista Didáctica, Innovación y Multimedia,  36, 1-11. http://hdl.handle.net/10550/66186

Santos Guerra, M.A. (2013) Las feromonas de la manzanza. En Machado, J. y Alves, J.M. (orgs.) Melhorar a escola (pp. 123-130). Porto: Faculdade de Educação e Psicologia da Universidade católica Portuguesa

Stern, A. (2013). Yo nunca fuí a la escuela. Valencia: Litera

Slavin, R. E. (2014). Aprendizaje cooperativo y rendimiento académico:¿ por qué funciona el trabajo grupal?. Anales de psicología, 30(3), 785-791. http://scielo.isciii.es/pdf/ap/v30n3/aprendizaje2.pdf

Unión europea (2007) Anexo. Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente publicada en el Diario Oficial de la Unión Europea L 394 de 30 de diciembre de 2006. [Recuperado de  h t t p : / / e u r- l e x . e u r o p a . e u / LexUriSer v/site/es/oj/2006/l_394/l_39420061230es00100018.pdf]

Zabala, A. y Arnau, L. (2008) La enseñanza de las competencias. Las competencias en la educación escolar. Aula de Educación Educativa, 161, 40-46. http://eoepsabi.educa.aragon.es/descargas/G_Recursos_orientacion/g_7_competencias_basicas/g_7_1.docum.basicos/1.41.Ense%F1ar_competencias.pdf

Zufiaurre, B y Gabari, M.I. (2001) Didáctica para maestras. Madrid: CCS (3ªed)

Legal materials

Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Madrid: MEC.

Decreto Foral 23/2007, de 19 de marzo, por el que se establece el currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra.

Orden Foral 63/2022, de 8 de agosto, del consejero de Educación, por la que se regula la implantación y el horario de las enseñanzas correspondientes a la etapa de Educación Primaria en los centros educativos ubicados en el ámbito territorial de la Comunidad Foral de Navarra.

Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil.

Orden Foral 93/2008, de 13 de junio, del Consejero de Educación por la que se regula la atención a la diversidad en los centros educativos de Educación Infantil y Primaria y Educación Secundaria de la Comunidad Foral de Navarra.

Orden Foral 47/2009, de 2 de abril, del Consejero de Educación, por la que se regula la evaluación del alumnado que cursa el segundo ciclo de Educación Infantil.

Complementary bibliography

Arias, A. R. y Cantón, I. (2006). El liderazgo y la dirección de centros educativos. Barcelona: Davinci.

Arnaiz, P. (2012) Escuelas eficaces e inclusivas. como favorecer su desarrollo. Educatio siglo XXI, 30(1), 25-44

Comisión europea (2013) Informe Eurydice Cifras clave del profesorado y la dirección de centros educativos en Europa. Madrid: MECD/CNIIE.

Europa. Consejo (2007) Anexo. Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente publicada en el Diario Oficial de la Unión Europea L 394 de 30 de diciembre de 2006. [Recuperado de  h t t p : / / e u r- l e x . e u r o p a . e u / LexUriSer v/site/es/oj/2006/l_394/l_39420061230es00100018.pdf]

Estruch, J. (2002) Dirección profesional y calidad educativa. Barcelona: Praxis

Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó

Santos Guerra, M.A.(2014) Las feromonas de la manzana. El valor educativo de la dirección escolar. Barcelona: Graó

Villa, A. y Poblete, M. (2008) Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Bilbao: ICE Universidad de Deusto.

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Languages

English/Castellano/ Euskara

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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