Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OB | 2 | A |
It is recommended to have completed practicum I.
In order to take this course it is mandatory to hold the negative certificate from the Sex Offender Registry. The student is the unique responsible to get and present it to the center before the intership starts.
The second internship (Practicum II) is designed to provide students with an overview of the 0-3 infants and educational processes that take place in it. The content of these practices focus on knowledge and practitioners intervention in the nursery.
This course is taught by seven different areas: Social Sciences, Musical, Artistic Expression, Corporal Expression, Experimental Sciences, Mathematics, Language and Psychology. The design and location Curriculum allows to relate to the following subjects:
The second internship aimed that students get to know, as future professionals, a nursery school, a school that educate children from 0 to 3 years. Children in this period make a lot of fundamental changes to their development and socialization, so that students must master rigorous and systematic observations of the key elements of a center of group of children. The observation will allow the students to design and implement a sequence of learning adjusted to the children with whom they interact.
Goals:
1. The profession of a nursery teacher: functions, strategies, techniques and attitudes professionals.
2. Analysis of the processes of communication and interaction in the classroom.
3. Analysis of the tutorial function.
4. Analysis of living standards, approaches and strategies for conflict resolution.
5. Analysis of Early Childhood Education curriculum.
6. Context, design, implementation and evaluation of a learning sequence.
7. Self-analysis and self-regulation of professional practice and learning processes.
Activities |
Hours |
Methodology |
Competences |
Seminaires and individual supervision |
20 |
Seminars for exchange, discussion and evaluation of the processes designed in small groups. Lectures and workshops on specific topics related to the practicum. Individual supervision on the design of the proposal. Oral presentation and conclusions. |
TF.1, TF.7, EI10, EI.20, PI.1, PI.2 |
School internship |
210 |
Internship in the nursery: observation, reporting, analysis of documents. Study everyday situations in schools: types of activities and dynamics. Preparation of daily field notes and observation. Educational application designed sequence (between 3 and 5 sessions, it is recommended during the last 3 weeks). |
TF.4, TF.6, EI.2, EI.7, EI.10, EI.11, EI.19, PI.1, PI.2, PI.7 |
Autonomus |
70 |
Recommended reading of recomended articles. Analysis and study of the school reality. Design of a learning sequence. Preparation of the final report. Preparing oral presentations. |
G2, EI.20, PI.1, PI.4
|
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 | |||
Seminaires and inidividual supervision | 20 | 0.8 | 2, 8, 23, 12 |
Type: Supervised | |||
School internship | 210 | 8.4 | 2, 3, 13, 14, 23, 12 |
Type: Autonomous | |||
Autonomous | 70 | 2.8 | 23 |
The evaluation consists of three indicators: (1) Final report, (2) Participation in seminars and the (3) Evaluation from the school. The evaluation activities of this subject are individual and not recoverable.
To succed during the course, the student must pass each of them separately. A result <5 (10) of the final report, the school evaluation report or the participation from the seminars, indicates the need to fail the subject and therefore, to repeat the practicum II.
In the event that one block of activities is failed and the average with the other blocks is higher than 5, by default the final grade of the internship will be 4.
The seminar attendance is mandatory : Students must attend at least 90% of seminars, otherwise it will be considered not presented in the final qualification.
The attendance during the the school timetable is a mandatory requisite (usually 9 to 17h., depending on the schedule of the school). The students attend to the school a minimum of 210h.
The Final report will be delivered thorugh Moodle on the date shown at the end of the stay at the school and the tutor's feed-back will also be done for this virtual classroom. The results of each one of the evaluations will be returned to the students within a maximum period of 4 weeks after its delivery, and a review date will be offered in the days following its publication.
IMPORTANT: At any time during school stay, the school can produce a justified report where it is evident that the student can not continue doing the practices. If this happens, this student will automatically suspend the practicum (the numerical note that will remain there will be a 3).
If the student gives up the practicum without giving proper reasons the mark will be 0.
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 course individual and group work tasks include criteria based on thequality, 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. All potential primary and early years teachers should prove they have a very good command of Catalan (C1 Level for first and second year students and C2 Level for third year students, as described here: http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html ).
In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. (For further information: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html)
It is necessary to show an attitude compatible with the educational profession as a requirement to pass the subject. Some competencies can be: active listening, respect, participation, cooperation, empathy, kindness, punctuality, non-judgmental, arguing, appropiate use of the cell phone, etc.
In order to adapt the calendar or to do the internship in the workplace, it is necessary to comply with the criteria established by the regulations and request it through the procedures of the Faculty reported on the website.
The calendar of the internship, the seminars and some aspects of the memory of this practicum can vary for those students who do it linked to a National or International stay through the UAB exchange programme Bressola, Richmond, Munich ...), an ERASMUS or SICUE programme.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evaluation from the school (Individual) | 33.3% | 0 | 0 | 7, 24, 9, 15, 6, 23, 25, 11, 12, 26 |
Final report (Individual) | 33.4% | 0 | 0 | 1, 2, 3, 24, 8, 9, 22, 4, 13, 14, 15, 17, 18, 19, 20, 21, 5, 6, 16, 23, 25, 11, 12, 26 |
Individual tuition, seminaires, oral exposition (Individual) | 33.3% | 0 | 0 | 1, 4, 10, 5, 16, 23 |
Bibliography elaborated with perspective of gender.
Anton, M. (2007). Planificar la etapa 0-6. Compromiso de sus agentes y su práctica cotidiana. Col·lecció Biblioteca d’Infantil 21. Barcelona: Graó.
Bassedas, E.; Huguet, T. i Solé, I. (1996).Aprendre i ensenyar a l'educació infantil. Barcelona: Graó.
Blanch, S., Gimeno, X. i Careta, A. (2016). Com podem i com volem relacionar-nos amb les famílies des dels serveis d'atenció a la petita infància. In-fàn-ci-a, 211, 36-41.
Blanch, S., Pérez, E. i Silvente, J. (2016). Com citar i referenciar en els textos acadèmics i científics. Bellaterra: Dipòsit Digital de Documents de la Universitat Autònoma de Barcelona. Recuperat de https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
Edo, M. (2012). Ahí empieza todo. Las matemáticas de cero a tres años. Números, Revista de Didáctica de las Matemáticas, 80, 71-84.
Edo, M., Blanch, S. i Anton, M. (Coord.) (2016). El juego en la primera infancia. Barcelona: Ediciones Octaedro.
Gimeno, X. i Careta, A. (2018). Taula d’observació qualitativa per a la recollida d’informació en entorns d’interacció grupal. Dipòsit Digital de Documents de la UAB, https://ddd.uab.cat/record/199180
Giovannini, D. (2004). Les activitats a l'escola bressol. In-fàn-ci-a, 136, 15-22.
Laguía, M. J. i Vidal, C. (1990). Racons d'activitat a l'escola bressol i parvulari. Barcelona: Graó.
Majem, T. i Òdena, P. (2007).Descubrir jugando. Barcelona: Octaedro.
Morgandi,T. (2012). Les activitats quotidianes, Temes d'Infància, 182, 12-15.
Sugrañes, E.; Alós, M.; Andrés, N.; Casal, S.; Castrillo, C.; Medina, N. y Yuste, M. (2012): Observar para interpretar. Actividades de vida cotidiana para la educación infantil (2-6). Barcelona: Editorial Graó
Tognett, G. (2010). La documentació com a instrument per donar valor a les relacions entre els nens en lesexperiències quotidianes compartides a l’escola bressol, Temes d'Infància, 62, 29-4.
Vegas, F. (1999). Quan endreçar és una activitat.In-fàn-ci-a, 111, 21-22.
Vila, B. i Cardo, C. (2005).Material sensorial (0-3 años). Manipulación y experimentación. Barcelona: Graó.
Revistes:
In-fàn-cia.
Infància a eu-ro-pa
Guix d'infantil
Web d'interès:
Generalitat de Catalunya. Departament d'Educació. http://xtec.gencat.cat/ca/recursos/edinfantil
Xarxa Territorial d'Educació Infantil de Catalunya 0-6. http://xarxaterritorial.blogspot.com/
No specific programme is required.