Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Prácticum / Trabajo Fin de Grado (TFG)

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Contents

Compendium of all the training acquired throughout the Degree, in compliance with Order / 3854/2007, which establishes, in the "Practicum" module, that the competences that must be acquired in school Practices, including the Final Degree Project, They are: "Acquiring practical knowledge of the classroom and its management. Knowing and applying the processes of interaction and communication in the classroom, as well as mastering the skills and social abilities necessary to promote a climate that facilitates learning and coexistence. Control and monitor the educational process and, in particular, teaching and learning by mastering the necessary techniques and strategies. Relate theory and practice to the reality of the classroom and the center. Participate in the teaching activity and learn to know how to do, acting and reflecting from the practice. Participate in the improvement proposals in the different areas of action that can be established in a center Regulate the processes s of interaction and communication in groups of students from 0-3 years old and 3-6 years old. Know ways of collaboration with the different sectors of the educational community and the social environment. These competences, together with those of the rest of the subjects, will be reflected in the Final Degree Project that summarizes the training acquired throughout all the teachings described ".

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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.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

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.

GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.

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

GP8 - To be familiar with the fundamentals of child dietetics and hygiene. To be familiar with the fundamentals of early care and the bases and developments through which to understand the psychological, learning and personality development processes involved 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.

Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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

SP1 - To be familiar with the objectives, curricular content, organization, 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 centre¿s 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

Learning activities

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Languages

English / French

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Evaluation

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Agenda

Adjusted to the module, fields and orientation of the particular TFG.

A) Fields of the Module Practicum:

A1) Basic: Pedagogy, Psychology or Sociology of Education.

A2) Disciplinary: Language, Foreign Language, Mathematics, Knowledge of the natural and social environment or Plastic, musical and body education.

B) Orientation: theoretical or practical work.

On the website of the Faculty there is a template for carrying out the TFG that develops aspects of form and substance:

http://www.unavarra.es/fac-humanasysociales/trabajos-fin-de-estudios/trabajos-fin-de-grado

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Bibliography

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

Acceda a la bibliografía que su profesor ha solicitado a la Biblioteca.

References provided in the different subjects of the basic training matters (Education, Psychology and Sociology) and didactic and disciplinary training (Language, Foreign Language, Mathematics, Knowledge of the natural and social environment, Plastic, musical expression and Physical Education).

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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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