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Bachelor's Degree Final Project

Code: 102018 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OB 4 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Lurdes Martínez Mínguez

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:



The Bachelor’s Degre final project  (FP) represents the final module in the degree programme; therefore, students are advised to enroll in this module only when they are certain they will complete their studies during the year of  enrolment.


In order to enroll at FP module it is required to have achieved at least two thirds of the total ECTS of the whole programme.




Objectives and Contextualisation


The Final Degree Project (FYP) is a project aimed at developing basic research or innovation that is developed in the professional field of the degree. In any case, the TFG must have all the sections of a research project and must serve to emerge the skills and knowledge associated with the degree that the student has taken.


The FYP is carried out through a mostly autonomous activity, based on a theme agreed with the teachers who will be responsible for supervising its implementation.


The final FYP document must be different and individualized for each student, therefore it will not be possible to accept works that present any section that is equal to that of another work presented. This, however, does not prevent students from sharing knowledge and being part of the research together.



  • Accept that the exercise of the teaching function must be refined and adapted lifelong to scientific, educational and social changes.
  • Critically analyse personal work and use resources for professional development.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
  • Demonstrate knowledge of the evolution of the fundamentals of early care and the bases and developments that make it possible to understand the psychological processes of learning and personality construction in early childhood.
  • Develop critical thinking and reasoning and know how to communicate effectively both in your own tongues and in other languages.
  • Develop strategies for autonomous learning.
  • Generate innovative and competitive proposals in research and professional activity.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Respect the diversity and plurality of ideas, people and situations.

Learning Outcomes

  1. Adjust one's educational proposals to the maturation of children for whom they are intended.
  2. Deliver proposed activities on time and in the right way.
  3. Design an appropriate educational sequence for an innovation project.
  4. Designing the educational sequence in accordance with the mandatory curriculum for Infant Education.
  5. Discuss different points of view in a reasoned and documentary manner and know how to find connections and commonalities.
  6. Integrating various ideas, proposals and theoretical, procedural and axiological alternatives into the discourse.
  7. Justifying the need and relevance of permanent training for the active teacher.
  8. Make the final presentation of the practicum, synthesizing the main ideas and experiences and adjusting them to the given time in one’s mother tongue.
  9. Reflecting this attitude in their design and in their execution.
  10. Self-assess one’s teaching intervention.
  11. Structure work in an organized manner in relation to demands.



The FYP offers a wide range of topics related to the different areas of knowledge of the degrees



FYP does not have direct teaching activities. That is why the virtualclassroom is the space to exchange information between the coordination team and the student, in addition tobeing the space to submit the various different assessments that are set during the course. It is essential,therefore, that the student consults the virtual classroom periodically, as well as the email address associatedwith it, to guarantee that they receive all the necessary information to undertake an effective follow-up

FYP contents will depend on the topic chosen. The tutor will offer students guidance on the specific contentsthat are most suited to their chosen topic.The supervised activity consists of two different formats: on the one hand, there are 6 hours of monitoredsessions scheduled from the start (divided into 4 sessions), and which should be carried out by all studentswho are undertaking the FYP Els i les alumnes que estiguin en programes de mobilitat podran realitzar les tutories virtualment.

On the other hand, the student can apply for up to 6hours more of follow up tutorials, which will be agreed upon between the student and the Supervising teachers.

Three different stages can be distinguished in the Bachelor's Degree Final Project in Psychology: an initiationstage during which the work is specified and proposed (workload of approximately 25 hours of student work), adevelopment stage of the work (workload of approximately 75 hours), and an end and closing stageculminating in the presentation of a report and the public defence of the final work (workload of approximately50 hours).

The FYP process will begin with a plenary session where the general aspects of the elaboration of the FYP will be explained and a round table will be held with students from the previous year.

Once the subject assignments have been definitively published, the tutors must convene the students to be able to schedule the 1st of the face-to-face tutorials, related to the first phase of the work.

Afterwards, face-to-face tutorials will be scheduled by mutual agreement - which should not exceed 6 hours of dedication - and follow-up tutorials - which should not exceed 6 hours. Guidance on tutoring planning can be found in the evaluation section.

During this process, students must submit the 3 assessment pieces of evidence detailed in the Assessment section on the established dates.


The student can choose between two different typologies when approaching and structuring the FYP: the professional option and the research option (which can be basic level research on a topic or in-depth research on a theoretical concept). Regardless of the option chosen, you can agree with the tutor between presenting it in the form of a report or in the format of a scientific article. Whether done in report format or in article format, it must be written in CATALAN, except for students in the Degree in Primary Education in English, which must be written in ENGLISH.

All works must present a section of references (referenced in the text and cited according to the APA regulations). The APA regulations can be consulted at:

https: //ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf


Formulation of an intervention / innovation project in a particular context*: It consists of developing a proposal for educational or socio-educational action in a specific context, based on the diagnostic study of that reality. This modality should include the design and / or implementation of a project in a professional field or the implementation and evaluation of an existing project (it would be to carry it out and therefore to evaluate the results of the same and specific conclusions). Learning and Service (ApS) projects can also be implemented.

 In the case of FYP projects that are contextualized in the same center or institution where they carry out the internship, they will be able to benefit from the analysis of context, and other data; but in NO CASE can both reports be written with the same content. That is, the internship report and the FYP cannot be the same in any of its sections. This will be considered self-plagiarism, and therefore a suspended one in the FYP.


Research proposal on a specific field: consists of a proposal for analysis work that will include a theoretical framework, a working hypothesis or objectives, an empirical part with its results, discussion and conclusions. This modality should include basic research methodologies and techniques (research, selection and use of tools to capture information as well as, analysis and interpretation of information).

Deepening on a specific theoretical concept: it consists of a study of theoretical foundation (essay or monographic) that involves a theoretical, critical or comparative analysis as a basis for an in-depth exposition or argumentation on a topic. This modality should include an extensive bibliographic review on the topic to be studied and an explicit discussion in relation to the theoretical frameworks and knowledge available.


The student who presents the FYP in this format must follow the following formal aspects of presentation:

  • Length of about 70,000 characters (spaces included) (approximately 20/25 pages). Section of bibliographic references and separate annexes, where complementary information will be included (it is not part of the body of the work).
  • The cover must include:
    • Name of the autor
    • Title of the FYP
    • Date and call for delivery
    • Degree completed by the Student
    • Name and department of the tutor

After the cover, it will be necessary to include an index of the FYP with number of pages and the work will have to be paginated correctly. You must also include a summary in Catalan, Spanish and English.


The student who chooses to present the FYP in this format must follow a presentation policy similar to that which a scientific or popular journal may require of authors. It is about simulating that the student has to present the text in order to be published. To do this, the following generic guidelines are proposed:

  • They must have an extension of about 30,000 characters spaces included) (approximately 10-12 DINAA4 pages).
  • Summary of 7 or 8 lines in Catalan plus the translation of the summary in English.
  •  List of 5 to 8 keywords.
  • Section of bibliographical references, cited in the text according to the APA regulations.
  • The following data will be stated: name and surname,, e-mail address. The name of the tutor will also be included, as well as their department.
  • Outline: introduction, definition of the context, theoretical approach, presentation of methodology or proposed planning, results obtained, conclusions and final assessments.
  • Outlines, graphic tables, photographs and video or audio recordings that make the content of the article more comprehensible can be attached at the end of the text.

If the tutor sees this as feasible, students may be encouraged to publish the article in a journal. The tutor should therefore assist the student in adapting the article to the criteria of rigor and presentation of the chosen journal.

The intellectual property of the FYP will belong to the student author of the work. However, understanding that the tutor has also contributed to its elaboration, in the case that it is disclosed, the consent of both the author and the tutor will be required, being necessary to state the name of the tutor as co-author in the second term.


Title Hours ECTS Learning Outcomes
Type: Supervised      
Tutorials 6 0.24 1, 10, 5, 11, 4, 6, 2
Type: Autonomous      
Autonomous 144 5.76 1, 10, 3, 11, 4, 6, 9


The evaluation of the FYP will be based on 3 pieces of evaluation evidence:

• Evidence 1: Approach to the project. This document will be delivered on November 13 (February call) or December 18 (June call), and represents 15% of the final grade. Maximum grade 1.5

• Evidence 2: Development. This document will be delivered on December 9 (February call) or March 5 (June call) and represents 35% of the final grade. Maximum grade: 3.5

• Evidence 3. Final Report. This document, which must follow the scheme explained above, is delivered on January 22 (February call) or June 4 (June call) and represents 50% of the final grade. Maximum Grade: 5

Following the feedback of evidence 3, students will be able to make a final delivery of the TFG which will be published in the DDD in the event that they are granted the MH.

Only those people who have obtained a grade of 8.5 or higher from the tutor will choose to present their work to the court.

Deliveries are mandatory and not re-evaluable.

If a student does not submit any of the evidence, the grade for that evidence will be a 0.

These documents must be delivered through the spaces enabled for the coordination of the degree in the virtual classrooms within the established deadlines.

Feedback from the tutor must also be sent through these spaces no later than 15 days after the closing date of the delivery.

Both the characteristics of the documents and the evaluation rubrics will be published in the virtual classroom.

If more than 20% of plagiarism is detected, the grade of the TFG will be 0. Although students can work on the same topic, the final report document must be unpublished and completely individual. In accordance with UAB regulations, the execution of other measures such as the opening of an academic transcript will be assessed.

In order to be able to present the work in the September call, students must request a change of call for Academic Management withinthe established period. Otherwise, the grade that will appear in the June call will be a NO Evaluable and there will be no September call.


Courts will be held in the morning and afternoon depending on the class group.

• Call for February: throughout the week of 15 to 18 February.

• June call: throughout the week from June 28 to July 2

• September call: 9 September

The number of Honorary Registrations to be awarded in the February, June and September call will depend on the number of students who take part in each call, as long as they represent 5% of the students enrolled.

The TFG defense presentation must be 15 minutes, during which time the student is expected to explain his / her work from a poster (size DINA0) in ppt format.


The court will then have 10 minutes to ask any questions it deems relevant. This court will only evaluate the oral presentation of the work and not the written document,


Since the defenses are public, in addition to the court and the students summoned, family, friends, students or other teachers who wish may attend as a public, as long as they respect the schedules and procedures of the defense of the TFG. Students are required to attend the entire TFG presentation event on the day they are assigned.


FP parts




% Assessment

Due to

Feedback due to:

Presentation of general guidelines


Week 2. (1st term)




General design of the project: aims and justification




Week 6-8 (1st term)

From 14 to 25 of October


General design of the project: literature review and methodology design


Week 13-14 (1st term)


From 2 to 13 of December



18 de desembre

15 de gener

Project development

Week  3-4 (2nd term )

From 10 to 21 of February  



5  of March

19 of March


Week 11-12 (2nd term)

From 27 April to 8th of May





Final report



4 of juny

3 of setember

15 ok juny

7 of setember


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Developement 35% 0 0 1, 5, 11, 4, 6, 2, 9
Final report 50% 0 0 10, 5, 3, 11, 6, 7, 2, 9
Presentation of the work plan and / or project 15% 0 0 10, 11, 8, 2


Supervisors will offer students individual guidance on the most suitable bibliography for their chosen topics.

General references:

  1. Blanch, S., Pérez, E., i Silvente, J. (2018). Com citar i referenciar en els textos acadèmics. Compilació basada en la normativa APA. Recuperat de https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
  2. Caro, M.T. (2015). Guía de trabajos fin de grado en educación. MadFP: Pirámide.
  3. Ferrer, V., Carmona, M., i Soria, V.  (Eds.) (2012). El trabajo de fin de grado. Guía para estudiantes, docentes y agentes colaboradores. MadFP: McGraw-Hill. 
  4. Quivy, R., i Van Carnpenhoudt, L. (2005). Manual de investigación en ciencias sociales. Mexico DF: Limusa.
  5. Sánchez, A., Olmos Rueda, P., Torrado Fonseca, M., i García López, J. (2006). Trabajos de fin de Grado y Postgrado. MadFP: ALJIBE
  6. Sancho, J. (2014). Com escriure i presentar el millor treball acadèmic: guia pràctica per a estudiants i professors. Vic: Eumo.
  7. Villar, J.J. (2010). Cómo hacer un trabajo final de carrera para los estudios de grado: notas para estructurar de manera práctica el trabajo final de carrera y plan de marketing para los estudios de grado. Barcelona: Astro Uno.