Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OT | 4 | 0 |
Prior to entering this subject, it is recomended that students have passed two previous subjects titled Natural, social and cultural environment education: teaching and learning from natural and social sciences in primary education I and II.
Contextualization and global aim
Experimentation in Early Chilldhood Education is an elective subject offered within the fourth year of the Early Childhood Education Graduate Degree. At this point students have already taken the subjects whose content deals with the didactics of music, science, mathematics, social sciences and art. The global aim of this subject is to deepen systematically in the process of experimentation in early years education (0-6). There is a specific focus on students' competence in designing, implementating and evaluating educational proposals fostering experimentation within early years classrooms. These educational proposals aim at promoting children development, acknowledging cultural diversity, and fostering the development of caring values and attitudes towards the environment. Th classroom dynamics will promote small group work to integrate students' diversity, and will construct a non-competitive classroom climate to facilitate collective responsability.
Objectives:
1. To reflect on expert voices in relation to young children experimentation.
2. To know the background of scientific experimentation and to recognize its value in the development of children's knowledge on the natural and social phenomena.
3. To identify the different dimensions of experimentation (living beings, materials and movement) and their relationship with other curricular areas such as narrative, artwork, music, psychomotricity, nutrition and mathematics.
4. To gain first hand experience in experimenting with different objects and contexts from everyday life.
5. To know and analyze educational proposals on experimentation in early years education
6. To design, implement and evaluate teaching sequences that promote experimentation in early years education taking into account the theoretical, curriculum, and social referents presented in the course.
The teaching methodology is developed around three pilars:
(a) offering students the opportunity to develop wide direct experience with objects, materials, and natural phenomena which are powerful contexts to work on experimentation in early years education;
(b) offering students the opportunity to design, implement, and evaluate activities and teaching sequences on experimentation in early years education through the analysis of teaching materials,classroom videos, school visits, and leading experimentation worklshops; and
(c) offering students the opportunity to reflect on the educational value of experimentation in early years education through participating in group readings and conversation with their classmates, early years teachers and other profesionals from education.
The typology of activities include front teaching activities on different view points lead by the teachers responsible of the course, field trips to know the close environment, lab work to go deeper into the experimentation and observation of natural phenomena, and finally small group work reflecting on the readings and educational materials. Two compulsory field trips will be offered to students: (a) Outdoor visit in the local environment within the course schedule, and (b) Outdoor visit to a science and technology museum outside the course schedule and undertaken at students' convenience. For the second visit, students will need to pay an entrance tiket.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Coaching | 22 | 0.88 | |
Face to face activity in whole group | 45 | 1.8 | |
Formative assessment | 8 | 0.32 | |
Type: Autonomous | |||
Autonomous work | 75 | 3 |
The course assesment will be formative. The attendance to field trips is compulsory and students must attend a minimum of 80% of classes. Those who have been able to follow the course and have obtained a failing grade in some aspects will be given the opportunity to develop extra work or take an exam during the first week of July. To obtain a pass mark students need to get a minimum grade of 5 for each of the three assessment activities.
The assessment activities will be the following:
In order to get a pass mark in this course, students should prove, through their oral presentations and their written assignments, they have superior communicative skills and an excellent command of the vehicular language or languages listed in the course syllabus. Assessment of all courseindividual and group work tasks include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Final paper done in small group | 20% | 0 | 0 | 1, 9, 2, 10, 15, 11, 12 |
Group work on the design and implementation of an experimentation workshop for early years education | 25% | 0 | 0 | 7, 2, 3, 4, 6, 8, 10, 14, 13 |
Individual portfolio of the course work | 55% | 0 | 0 | 1, 6, 5, 15, 11, 12 |
The references for this subject include the genre perspective in their approach.
Altimir, D. (2011). Conversa amb Maria Teresa Feu: La intel·ligència dels nens i nenes es troba a la punta dels dits. Infància, 179, 40-42.
Amorós, E. (2013) (Ed.). 44 Experiencias 0-3. Barcelona: Graó.
Benlloch, M. (1992). Ciencias en el parvulario. Barcelona: Editorial Paidós.
Bonàs, M.(2006). L’art del pintor de paisatges: Algunes reflexions entorn de la documentació. Infància, 151, 24-28.
Feu, M. T. (2008). Fem ciències: el taller d’hort i jardí vist amb les “ulleres” de les ciències. Infància, 160, 29-33.
Departament d’Ensenyament (2008) Currículum, Decret 181/ 2008, de 9 de setembre. Educació Infantil. Generalitat de Catalunya. Es pot consultar a http://www.xtec.es/estudis/primaria/curriculum_infantil.htm
Normativa del primer i segon cicle d’educació infantil, referent a l’ordenació i l’avaluació. http://www.xtec.cat/web/curriculum/infantil/normativa
Departament d’Ensenyament. LLEI 12/2009, del 10 de juliol, d'educació. Llei d’Educació de Catalunya (LEC) http://www.gencat.cat/diari/5422/09190005.htm
Galardini, A.L., Lozzelli, S., Davoli, M. & Tognetti, G. (2010). Documentar: Afinar els ulls per captar moments. Barcelona: Associació de Mestres Rosa Sensat.
Harlen, W. (2010). Principios y grandes idees de la educación en ciències. Association for Science education. http://innovec.org.mx/home/images/Grandes%20Ideas%20de%20la%20Ciencia%20Espaol%2020112.pdf
Hoyuelos, A. (2007). Documentació com a narració i argumentació. Guix d’Infantil, 39, 5-9.
Infància a Europa (xxxx). L’educació infantil: Una perspectiva Europea. Infància a Europa. www.revistainfancia.org/catal/textos/informacions/europea.pdf
Izquierdo, M. (eds.) (2011). Amb una altra mirada!: Química a infantil i primària. Barcelona: Editorial Graó.
Kamii, C. & Devries, R. (1978). El conocimiento físico en la educación preescolar. Madrid: Siglo XXI Editores.
Mediavilla, S. (coord) (2019). Materials: intencionalitat, criteris, concepcions educatives. Guix d’infantil, 101, 9-27.
Padern, M. (2008). Sonido, silencio, ruido: conocerlos, medirlos, controlarlo. Aula de Infantil, 44, 13-16.
Pedreira, M. & Feu, T. (2006). Pensar, fer i parlar per aprendre ciències a l’educació infnatil. Curs d’actualització de l’ensenyament-aprenentatge de les ciències a l’educació infantil i primària. Departament d’Educació. Generalitat de Catalunya.
Pedreira, M. (2006). Dialogar con la realidad. Dins: M. Antón i B. Moll (coords.). Educación Infantil. Orientaciones y Recursos. (pp. 23-69) Barcelona: Ciss-Praxis.
Pedreira, M. Pensar, fer, pensar . Fem Ciència . file:///H:/UNIVERSITAT/2019-20/Experimentació/materials%20penjats%20al%20campus%20primer%20dia/Lectures%20d'experimentació/Lectura_6_Pedreira.pdf
Pedreira, M. (2019). Ciència des del néixer. Barcelona: Editorial Graó.
Rozas, B.; Garí, M.; & Benlloch, M. (2007). Tot el que entra torna a sortir? Joc, experimentació i recerca amb tubs. Infància, 158, 10-16.
Vega, S. (2006). Ciència 0-3. Barcelona: Editorial Graó.
Vega, S. (2012). Ciència 3-6. Barcelona: Editorial Graó.
Weissmann, H. (1999). El juego exploratorio en la educación infantil. A Jornades d’Innovació en l’Etapa d’Educació Infantil. Bellaterra: ICE, Universitat Autònoma de Barcelona, 153-159.
Xarxa Territorial d’Educació Infantil de Catalunya (2009). Documentar: Una mirada nova. Barcelona: Associació de Mestres Rosa Sensat.
Webs
Centre de Documentació i Experimentació en Ciències i Tecnologia (Dept. d’Eensenyament): http://www.xtec.cat/web/innovacio/cesire
El safareig: educació infantil i natura ( AAMM Rosa Sensat ): www.elsafareig.org/
ASSOCIATION INTERNATIONALE PIKLER (LÓCZY)http://www.pikler.fr/pikler.php
http://www.dirayaexpresion.es/
Senderi-Educació en Valors: http://www.senderi.org/
Comunitat catalana de Webquest: http://webquestcat.net/
Xtec-Xarxa Telemàtica Educativa de Catalunya: http://www.xtec.es
Tresor de recursos: https://tresorderecursos.com/
Revistes d’educació infantil:
Aula d’infantil. Revista de l’editorial Graó.
Guix d’Infantil. Revista de l’editorial Graó.
Infància. Revista de l’Associació de Mestres Rosa Sensat
Infància-Europa. Revista de l’Associació de Mestres Rosa Sensat
No special digital tool is necessary