Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | FB | 1 | A |
They do not contemplate .
1. Development, learning, culture and education.
The human behaviour
The big theoretical prospects in evolutionary psychology and of the education
elementary psychic Functions and upper
biological Inheritance, cultural and education
Consciousness and language
Development and learning
The contexts of development and learning
The familiar context as a natural context of development
2. The processes of development and learning in the infancy: affective, social, cognitive, communicative, psicomotors.
The individual differences in the processes of development and learning
It nounat
The processes psicomotors
The affective and social processes
The acquisition of norms ivalors social: the limits
The process of building of the language written
The cognitive processes
3. The activities of education and learning to the childish education.
The routines quotidianes
The game
The development of the drawing
The contexts of education and learning: family and school
The childish maltreatment
4. Procedures of professional work.
The observation.
The interview.
Presencial In big group 30 enters the students in an area of the new learning for them, G.31 EI.17 EI.15 EI.12 EI.8 EI.9
offer the necessary conceptual frames in order to facilitate his
autonomous activity and gives a global vision of the contents of the temari.
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 | |||
Directed | 110 | 4.4 | |
Type: Supervised | |||
Supervised | 90 | 3.6 | |
Type: Autonomous | |||
Autonomous | 100 | 4 |
Evaluation
The student will have to show that it has attained the competitions and the knowledges of the assignatura. In all the subjects there will be some compulsory readings and some practical works. The alumat will have to show in the deliveries and exhibitions of the practical works his advances and at the end of each block there will be a control written individual that will be indispensable to approve. The tests of individual control will have a weight of 60% and the practical works, realised in group, represent 40% of the final qualification. Students will have to pass both practical work and controls independently. Otherwise, the final grade will be the average of the failed grades. If a student does not submit all tasks, he/she will fail.
The tests of control will be in desember, march and june.
The tests of control will be able to recover in a final examination, in june, that equival to a second announcement.
Assistance to 80% of classes is compulsory.
To approve this assignment, the student must show good general communicative competence, both verbally and in writing, and a good mastery of the vehicular language that is in the teaching guide. Therefore, linguistic correction, wording and formal presentation aspects will be taken into account in all activities. Alumnat must be able to express itself fluently and correctly and must show a high degree of understanding of academic texts. An activity may be returned (unevaluated) or suspended if the teacher/a does not qualify.
Practical works and oral Expositions ( in group) Preparation, realization and analysis of interviews and observations 40% EI.19 EI.10 EI.5 EI.18
and their exposition in class. Practical works will be done in groups.
Tests of control (individual) Written tests focused on the analysis of cases on the basic contents taught in
class and on compulsory readings. They will be done at the end of block 1, 2 and 3.
If a student fails one of these tests, he/she can pass a recovery exam at the end of June. 60% G3.1 EI.15 EI.12 EI.8 EI.9 EI.17
In case of plagiarism, the activity will be suspended.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Practical works and oral expositions | 40% | 0 | 0 | 4, 1, 21, 12, 7, 6, 8, 17, 20, 19, 13 |
Test | 60% | 0 | 0 | 4, 10, 3, 2, 1, 21, 5, 7, 6, 8, 14, 15, 9, 17, 11, 20, 16, 18 |
Bassedas, E.& Huguet, T.& Solé I. (1998). Aprendre i ensenyar a l’educació infantil. Barcelona: Graó.
Bruner, J.& Linaza, A. (comp) (2002). Acción, pensamiento y lenguaje. Madrid: Alianza
Coll, C.& Marchesi, A.& Palacios, J. (comp) (1990). Desarrollo psicológico y educación. TomoI: Psicología Evolutiva. Madrid: Alianza
Delval, J. (1998). El desarrollo humano. Buenos Aires: Siglo XXI.
Ferreiro, E.& Teberosqui, A. (1979). Los sistemas de escritura en el desarrollo del niño. México: Siglo XXI
Gassier, J. (1990). Manual del desarrollo psicomotor del niño. Barcelona: Masson
Paniagua, G.& Palacios, J. (2005). Educación Infantil: respuesta educativa a la diversidad. Madrid: Alianza.
Phillips, A. (2009). Saber dir no. Barcelona: La butxaca.
Talarn, A. (2009). Psicoanálisis al alcance de todos. Barcelona: Herder
Triadó, C. (1988). Psicología Evolutiva. Vic: Eumo.
Vigotski, L. (1988). Pensament i lenguatge. Vic: Eumo.
Magazines:
Col·lecció temes d’infància: Associació de Mestres Rosa Sensat i Diputació de Barcelona
Guix
Infància
web interest:
Xarxa telemàtica educativa de Catalunya http://www.xtec.cat/
Ministerio de Educación, Cultura y Deporte http://www.educacion.es/portada.html
UNICEF http://www.unicef.es
Associació de Mestres Rosa Sensat http://www.rosasensat.org
Fundación Bernard van Leer, organización donante internacional, con sede en La Haya (Países Bajos) http://es.bernardvanleer.org
-