Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OB | 2 | 2 |
It is of utmost importance that the student, as a future teacher in Early-Child Education, has (or alternatively develops all along the degree) good oral and written Catalan and Spanish communicative skills (level 1, equivalent to C1). To pass this course, the student must demonstrate, in their different activities that are proposed, a good general communication skills, both orally and in writing and a good command of the language contained in the teaching guide.
The course focuses mainly on three areas: (A) The development of communication and language of children from 0 to 6 years, its role in cognitive development and social factors and intervention models that facilitate it; (B) The use of language school: educational resources and educational intervention to both the first cycle and the second cycle of early childhood education. The introduction of a foreign language in early childhood education; (C) Multilingualism in school. The language center project: the two official languages, immersion programs and foreign language. The welcome and language training for children from other cultures.
At the end of the course, students will: (1) Have integrated knowledge (linguistic, psycholinguistic, sociolinguistic and didactic) processes related to acquisition and development of oral language; (2) Know the main characteristics of language development of children from 0 to 6 years; (3) Understand the fundamental notions that current conceptions about teaching and learning languages in multilingual contexts and programs are based on; (4) Know the elements involved in the classroom communicative and linguistic interaction; (5) Recognize and identify the crucial role of oral language in different areas of teaching and learning in school; (6) Know the curriculum of the stage and know how to design activities that develop the capacities of expression and children's speech; (6) Analyze the various types of interventions that favor the development of communicative competence of children and make proposals for intervention in the classroom; (7) Analyze the various types of interventions that favor the development of communicative competence of children from other cultures and make proposals for intervention in the classroom; (8) Know the educational and methodological resources for the work of oral language in the classroom to the two cycles of Early Childhood Education and know how to analyze the forms of educational intervention proposals; (9) Know how to use educational resources that facilitate the educational intervention can improve language skills in multicultural and multilingual contexts and promote the use of Catalan in school; (10) Know the sociolinguistic and psycholinguistic foundations necessary to analyze the treatment of the two languages of the country in school and to develop a multilingual education project contextualized; (11) Have information on language policies in force in Catalonia, Spain and Europe; (12) Know the basics and some methodological proposals for the introduction of a foreign language in early childhood education; (13) Can analyze official documents regarding the kindergarten stage, which regulate linguistic activity of schools.
Contents
1. Communication and language
1.1 The concepts communication, language and speech.
1.2 Communicative language and representative functions.
1.3 The evolutionary and gradual process of learning acquisition.
1.4 Communicative and linguistic functions in the family context.
2. The communication and language development in the school context.
2.1 The objectives of the work of oral language to children's education.
2.2 The verbal communication at the first cycle of infant education interaction: educational proposals and educational resources.
2.3 The verbal communication at the second cycle of early childhood education interaction: educational proposals and educational resources.
2.4 Analysis of child oral language and teaching suggestions for improvement.
3. Multilingualism school
3.1 The oral language in the curriculum of the first and second cycle of Early Childhood Education.
3.2 The linguistic diversity in the classroom. The linguistic diversity of society: language legislation and situation of languages.
3.3 The language school project. The plan for updating the language immersion program in Catalonia and the language integration of children from other cultures. Models of multilingual education: success factors.
3.4 The introduction of a foreign language to children's education.
The methodology of this Subject is divided into two areas: large group sessions and seminar sessions. In both cases, the teachers involved will seek to promote a climate not only of exhibition of ideas but also of interaction, participation, and exchange. This will be especially the case in the seminars, in which weekly tasks will be proposed that the students will have to carry out (some readings, some written reflections, the viewing of some video, etc.) in such a way that they nourish the exchange of ideas in the seminar, enabling diverse groupings between students in pairs, small group and large group. In this subject, seminars are essential spaces for the smooth running of learning and the assimilation of content taught as a whole group.
Activity Hours Methodology Learning Results |
|||
Whole group classes |
15 |
Exhibitions by teachers of content and basic issues on the syllabus. It is done with the whole group class and allows exposure of the main content through an open and active participation by students. |
DDIL.1.1 DDIL.2.1 DDIL.3.1 DDIL.3.2 DDIL.5.1 <pclass="Normal1">DDIL.6.1DDIL.9.1 EI.1.1 EI.8.1 EI.9.1 EI.10.1 EI.11.1 EI.12.1 TF.1.1 TF.5.1 |
Seminars |
35 |
Workspaces in doublings (1/2 large group) supervised by faculty where by analyzing documents, case resolution or various activities delves into the contents and topics presented in lectures large group. |
DDIL.2.1 DDIL.3.1 DDIL.3.2 DDIL.3.3 DDIL.5.1 DDIL.6.1 DDIL.9.1 EI.9.1 EI.10.1 EI.11.1 EI.11.2 EI.12.1 TF.1.1 TF.5.1 |
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Face large group and splittings | 45 | 1.8 | 3, 1, 35, 15, 14, 12, 8, 9, 27, 28, 34, 29, 10, 2, 32, 31, 17, 20, 16, 18, 19, 24, 22, 23, 21, 26, 36 |
Type: Supervised | |||
Preparation of activities and preparation of essay | 30 | 1.2 | 3, 1, 35, 33, 15, 14, 13, 12, 8, 9, 27, 28, 34, 29, 2, 32, 31, 17, 20, 18, 24, 22, 23, 25, 21, 26, 36 |
Type: Autonomous | |||
Autonomous | 75 | 3 | 3, 1, 4, 15, 14, 13, 12, 7, 8, 27, 28, 29, 10, 2, 11, 30, 32, 31, 17, 16, 18, 23, 25, 6, 37 |
In order to pass the course, the results of the assessment of each of the following two blocks must be positive: Block 1, focused on the assessment (in the form of a written exam) of the three major thematic units of the subject; and Block 2, focused on the activities tasks along the seminars. As can be seen, the assignee attaches great importance to the tasks that are done throughout the sessions (35% of the grade). In both blocks the student must have a high standard in his/her command of Catalan and Spanish.
Activity assessment |
Mark % |
Criteria Evaluation |
|
BLOCK 1 |
Control unit 1 corresponding to the syllabus.
|
10% |
The control of these three parts of the syllabus will be carried out in a single exam. This exam will evaluate the essential contents of the three parts, which will have been worked upon in the face-to-face large group sessions. A maximum score of 10 points can be obtained. To be able to add the grade obtained to the rest of the notes of the subject, a minimum of 5 points must be obtained in the exam. |
Control unit 2 corresponding to the syllabus.
|
20% |
||
Control unit 3 corresponding to the syllabus.
|
10% |
||
BLOCK 2 |
Subject research work (Group work) in relation to the assessment of a situation of verbal interaction adult - child. |
25% |
Work will be evaluated: - The clarity of the oral presentation. - Analysisof the situation of linguistic interaction and childish talk. - Relationships that work to establish the contents of the subject. |
Collecting evidence showing the use of the tasks performed. They will be revised during the course. |
35% |
For maximum note must have attended all sessions and submitting splitting all the tasks that have been proposed. |
The last exam will be on June 2021 (date to be confirmed, the second exam will be a week later). All along the subject a number of tasks will be assigned, which will have to be submitted in due time. A submission subject to evaluation will be a collaborative research and its presentation. Attendance at meetings of large group does not count in the final mark. Attendance is mandatory in seminars in a minimum of 80% and has an impact on the final mark; no attendance will be considered. Attendance to the two sessions of course essay presentations is mandatory.
The student is expected to have a positive attitude. It is recommended that s/he maintains an proactive position when dealing with possible problems that arise as well as open to seek solutions and accept the proposals eventually arbitrated by the teacher. It is necessary to show an attitude of active listening, respect, participation, cooperation and empathy, as well as kindness, punctuality andproper use of electronic devices (mobile, computer, etc.). It is also expected that the student demonstrates that s/he is responsible and rigorous in the autonomous work, that s/he participates actively during the lectures, that s/he shows critical thinking with others and with oneself, and that s/he maintains a favourable attitude towards a friendly, positive, and democratic environment, and where diversity is respected. We will ensure, on the other hand, that the texts delivered throughout the course as well as the final work are free of plagiarism; in the event that we detect plagiarism (through programs that detect it, for example) that work will be automatically rejected.
Students who adequately respond to the course assignments and yet cannot pass one of the assessments will be given the opportunity to pass the subject via additional autonomous work or by redoing any of the activities delivered. For eachindividual case a specific decision will be taken. The examination of Units 1, 2 and 3 will be in June and the course essays will also be presented over the last sessions.Results of the exams and the course essays will be published within 15 days after the exam date or the essay submission.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assistance and evidence and unfolding tasks master classes - individual activities | 35% | 0 | 0 | 35, 14, 13, 8, 34, 29, 10, 2, 11, 30, 17, 20, 16, 18, 21, 6, 37 |
Course essay | 25% | 0 | 0 | 3, 1, 35, 15, 14, 13, 12, 7, 8, 9, 27, 28, 34, 29, 10, 2, 11, 30, 32, 31, 17, 20, 16, 18, 19, 24, 22, 23, 25, 21, 6, 26, 36, 5 |
Study on the essential contents of the course and examination (Blocks 1, 2 and 3) - individual activity | 40% | 0 | 0 | 3, 1, 4, 33, 15, 13, 12, 8, 9, 27, 28, 34, 29, 2, 11, 30, 32, 31, 17, 20, 16, 18, 19, 24, 23, 25 |
Bigas, M. & Correig, M. (2000). Didáctica de la lengua en la educación infantil. Madrid: Síntesis.
Bullich, E. & Maure, M. (1996). Manual del rondallaire. Barcelona: Edicions de la Magrana.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Del Rio Pérez, M. J. (1999). La llengua oral a l'escola: una introducció. Barcelona: Edicions de la Universitat Oberta de Catalunya.
Del Rio Pérez, M. J. (1993). Psicopedagogia de la lengua oral un enfoque comunicativo. Barcelona: Editorial Horsori , S.L.
Ferrer Serrahima, I. (2012). L'artesania de la comunicació. Diàleg, escolta i llenguatge en l'etapa 0-6. Barcelona: Graó.
Fons, M. & Palou, J. (2016). Didáctica de la lengua y la literatura en educación infantil. Madrid: Síntesis.
Generalitat de Catalunya. Departament d'educació (2008). Currículum d'Educació Infantil. Barcelona.
Generalitat de Catalunya. Departament d'ensenyament (2003). L'ús del llenguatge a l'escola. Propostes d'intervenció per a l'alumnat amb dificultats de comunicació i llenguatge. Barcelona.
Hermoso, A i altres (2013). Dos nens, una nena i un cargol. Ensenyar llengua i ciències en la diversitat lingüística de Parvulari. Barcelona: Barcanova
Huguet, T.; Solé I. & Bassedas E. (1999). Aprendre i ensenyar a l'Educació infantil. Barcelona: Graó.
Janer , G. (2010). Literatura oral y ecologíade lo imaginario. Madrid: Fundación Germán Sánchez Ruipérez.
Palou, J.; Carreras, M. & Bosch, C. (2005). La lengua oral en la escuela: 10 experiencias didácticas. Barcelona: Graó.
Pelegrin, A. (2004). La aventura de oir. Cuentos tradicionales y literatura infantil. Madrid: Grupo Anaya SA.
Perera, J. (2010) Educación plurilingüe. Revista Aula de Innovacion Educativa, 197, 30-34.
Picq, P.; Sagart, L. & Dehaene, C. (2009). La història més bonica del llenguatge. Barcelona: Edicions de 1984.
Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press
Ruiz Bikandi, U. (ed.) (2000). Didáctica de la segunda lengua en la educación infantil y primaria. Madrid: Síntesis.
Sánchez-Cano, M. (2009). La conversa en petits grups a l'aula. Barcelona: Graó
Sánchez-Cano, M. (2001). Aprendiendo a hablar con ayuda. Lleida: Milenio
Sánchez Cano, M. (1999). Aprenent i ensenyant a parlar. Lleida: Pagès Editors
Unamuno, V. (2003). Lengua, escuela y diversidad sociocultural. Barcelona: Graó
Vila, I.;Siqués, C. (2006). Infància estrangerai coneixement de la llengua de l'escola. Revista Articles de Didàctica de la Llengua i la Literatura, 38, 29-37.
Vila, I.; Siqués, C. & Roig, T. (2006). Llengua, escola i immigració: un debat obert. Barcelona: Graó
Webs d'interès:
El pla per a l'actualització del programa d'immersió lingüística a Catalunya
http://blocs.mesvilaweb.cat/media/cGlsWzFd_153243_1_3029_1.pdf
Recursos Departament Ensenyament
www.xtec.es/recursos/catala/index.htm
Contes infantils
www.unamadecontes.cat/
Recursos contes
www.xtec.es/recursos/lit_inf/contes/
Grup Gretel literatura infantil
www.gretel-uab.pangea.org/endevinalles/