Teaching Knowledge of the Natural and Social Environment in Early Childhood Education II
Code: 101988 ECTS Credits: 4| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OB | 3 | 2 |
Contact
- Name:
- Nuria Arís Redó
- Email:
- nuria.aris@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Neus Banqué Martínez
- Jordi Castellvi Mata
External teachers
- laura valdes
Prerequisites
(NOTA: PENDENT DE TRADUCCIÓ LINGÜÍSTICA)
It is recommended that the student has completed the Didàctica del Coneixement del medi Social i Natural I.
Objectives and Contextualisation
Context: It is a subjecte third year focused on a specific teaching shared by two areas of knowledge: social sciences and experimental.
The Didactics of Knowledge of the Natural and Social Environment in Ed.Infantil II is a subject that gives continuity and completes the learning process of the Knowledge Didactics of Natural and Social Environment course that the students will have done in the previous semester . The new course proposes developing the professional competences related to the application in the classroom of the knowledge acquired in the previous subject and the ability to properly justify its practice. It focuses on the knowledge, analysis and design of educational situations for teaching and learning in the area of discovery of the natural and social environment in children's education.
Learning objectives:
- Analyze teaching situations according to the parameters of the theory and curriculum to make a diagnosis on their relevance and appropriateness in the classroom.
- Understand, be able to analyze and innovate didactic sequences previously designed and / or implemented in the classroom, from theory justifying the appropriateness of the proposed practice.
- Know and be able to analyze interdisciplinary classroom teaching practices for children, identifying the contents of the uncovered area of the environment and other areas that are working.
- Design situations and / or personal and innovative didactic sequences, based on the theory worked and curriculum guidelines and educational context, which demonstrate the creativity and autonomy necessary to exercise its teaching profession competently.
- Learn to communicate with players in the professional world linked to children's education in order to solve educational problems shared and effective manner.
Competences
- Consider classroom practical work to innovate and improve teaching.
- Develop educational proposals in relation to the interaction between science, technology, society and sustainable development.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
- Promote interest and respect for the natural, social and cultural environment through appropriate educational projects.
- Promoting experiences of initiation into information and communication technologies.
- Properly express oneself orally and in writing and master the use of different expression techniques.
Learning Outcomes
- Analyse a situation and identify its points for improvement.
- Analyse an educational situation and make a diagnosis of its relevance and make innovative alternative proposals.
- Apply basic ICT skills to the presentation of work.
- Apply the global and integrative perspective to educational proposals that are developed.
- Be able to draw on best practices to create new and personal ones.
- Demonstrate oral and written proficiency when presenting work on the subject, based on the use of correct forms, rigorous content and an appropriate level of argumentation.
- Demonstrate proficiency in the application of digital technologies to the infant classroom in proposed teaching situations.
- Design didactic proposals involving the interrelation between science, technology, society and sustainable development.
- Propose new methods or well-founded alternative solutions.
- Recognising and assessing the overall and integrating perspective in the teaching-learning situations analysed from children's education.
- Representing explicitly in the design of educational proposals how the interest and respect for the natural, social and cultural environment is promoted.
Content
1.Models of educational interventions in the field of environmental discovery.
1.1 Didactic models for teaching and learning in the field of environmental discovery. Constructivist approach.
1.2 Sociocultural approach to teaching and learning in social and experimental sciences, teachers' conceptions and teaching styles.
1.3 Analysis of real case studies presented by professionals themselves.
2.Ways of organizing work in the field of environmental discovery in preschool: corners, projects, materials, and workshops.
2.1 Organizing work in the field of environmental discovery in the preschool classroom.
2.2 Day-to-day activities in the classroom: daily routines, rituals, and celebrations. The field of environmental discovery in interdisciplinary and globalizing situations.
2.3 Examples of interdisciplinary or globalizing projects.
3.Designing learning situations in the field of environmental discovery.
3.1 Framing, learning situation, and timing.
3.2 Curriculum: selection and sequencing of knowledge, axes, methodologies, and competencies.
3.3 Activities, materials, grouping of children, teacher's guidance.
3.4 Evaluation system.
Methodology
We propose a way to allow students to experiment in their own learning process, learning is a social event and personal at the same time putting into operation and simultaneously rational and emotional aspects. We strive to maintain a dynamic interactive and relaxed atmosphere that encourages participation and personal engagement in their own learning and their classmates and bandmates. The role of the teacher should be the facilitator of the teaching and learning of the students.
In this course, the continuity of knowledge of the social and natural I will emphasis the design and implementation of teaching units and learning situations in the classroom of children analyzed in a critical and argumentative .
|
Activity |
Hours |
Metodology |
Learning outcomes |
|
directed (Large Group) |
25% |
Exhibitions by the inductive teaching strategies interelacionades to facilitate dialogue and the construction of shared knowledge: - Observation, interpretation and use of educational experiences, materials and other resources. - Analysis and oral communication experiences: personal stories experienced as students of nursery and / or primary and experience inthe internship in the classroom, in order to observe its logic and its application to the classroom 'Children. - Analysis of different models of didactic sequences, learning situations and projects implemented in classrooms of children. - Recognition and Measurement from a globalizing and integrating perpsectiva situations and / analyzed in. |
G4.1. G4.2 EI.2.1. EI. 10.1. EI.20.1 DDIC.9.2. |
|
supervised activity (Seminars) |
10% |
- Analysis of curricular materials and implementation experiences in the classroom. - Debates and discussions about pedagogical issues raised reasoned, experienced classroom situations, experiences and texts read. - Preparation of work done collaboratively, with the possibility of oral presentations. - The seminars contemplate the Possibility of knowing didactic Proposals, institutions and / or resources of the area of the Natural and Social Environment. |
EI.2.2. EI. 10.1 EI.20.2 DDIC.9.2. DDIC.8.1. DDIC. 7.1. |
|
autonomous activity |
60% |
- Development of individual written reflections. - Reading, comprehension, analysis about proposed texts. - Finding information and resources. |
DDIC.9.1. DDIC.8.1. DDIC.7.1. |
|
continuous assessment |
5% |
- Attendance and participation in class. |
G4.1. G4.2.
|
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Analysis of different models of didactic sequences, learning situations and projects implemented in classrooms of children. | 12 | 0.48 | 2 |
| Exhibition by the inductive teaching interrelated strategies to facilitate dialogue and the construction of shared knowledge. | 8 | 0.32 | 8 |
| Preparation of work done collaboratively | 8 | 0.32 | 3, 8 |
| Recognition and Measurement from a globalizing and integrating situations and / analyzed in. | 8 | 0.32 | 2 |
| Type: Supervised | |||
| Analysis of curriculum materials and experiences of implementation in the classroom | 6 | 0.24 | 4, 8 |
| Debates, presentations, and reasoned conversations | 4 | 0.16 | 2 |
| Type: Autonomous | |||
| Finding information and education resources | 12 | 0.48 | 2 |
| Producing individual work of reflection | 15 | 0.6 | 2, 3 |
| Reading, comprehension and analysis about proposed texts | 15 | 0.6 | 8 |
Assessment
The evaluation of the subject will be carried out throughout the academic semester through a variety of activities that combine individual and collective work, and the continuous evaluation with the final.
To pass this subject, the student must show a good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide. In all the activities (individual and in group) will take into account, therefore, the linguistic correction, the writing and the formal appearances of presentation. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity may be returned (not assessed) or suspended if the teacher considers that it does not meet these requirements
Throughout the subject, 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, not judging, arguing, using the right mobile, etc. This attitude will be evaluated throughout the development of the group work and can condition the note of this one.
Class attendance is mandatory: students must attend a minimum of 80% of the practical classes (seminars), otherwise it will be considered not presented. Receipts presented in case of absence are used only to explain this absence, in no case are they exempt from attendance.In order to pass the subject, you will have to pass each of the assessment activities with a 5, so that the grade of the activities is averaged and the final grade of the subject is obtained. In case of suspension of the subject, in order to be able to opt for the recovery process, you must have a minimum grade of 3.5 in the suspended activity. The recovery process will consist of an individual and / or collective test, as the case may be, to assess that the student has achieved the objectives and competencies set out in the course. The suspension of one of the activities may lead to the suspension of the entire subject. If you choose to retake one of the activities, the final grade chosen is a 5.
The grades of each of the assessment tests will be made public on the virtual campus within a period of 3 weeks after their delivery. The student who wants to revise the note will have to do it in the date communicated by the profesorado of this asignatura, having requested time of consultation by email.
Following the regulations of the Faculty of Education Sciences in relation to criteria and general evaluation guidelines (Agreement of the Academic Planning Commission, 4 June 2014). Copying or plagiarism, both in the case of assignments and in the case of exams, may mean suspending the subject. A work, activity or exam is considered to be “copied” when it reproduces all or part of the work of another classmate. A work or activity is considered to be "plagiarized" when a part of a text by an author is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.
Delivery dates evaluation activities:
Individual evaluation: Individual reflective evaluation of the didactic resource didactic resource and learning situation; will be delivered about 10 days after the delivery of the group work. (28/05)
Individual evaluation: Monitoring and participation in group work based on the application of the contents of environmental teaching. (Continuous assessment throughout the course.)
Group evaluation: Design of two didactic resources and didactic resource and learning situation - Didactic corner of Natural Environment and Learning Box of Social Environment.- (21/05)
Reassessment: Recovery of the individual assessment of the subject. (Completion 15 days after the individual evaluation) (25/06)
* The proposed teaching methodology and evaluation may undergo some modification depending on the restrictions on attendance imposed by the health authorities
The requirements of the single evaluation contemplated by the subject are the following:
The single evaluation implies that I must deliver, on a single date, the necessary number of evaluation evidences to accredit and guarantee the achievement of the objectives and learning outcomes established in the subject.
The tests that are established for the single evaluation have the same level of demand as the continuous evaluation.
-You will have to present the same evaluation activities as the rest of the students, but with an adjustment in the percentage of the activities to include an interview. The evaluation interview aims to ensure that all the work presented is your own and that the bibliography and content of the subject are mastered.
-It is necessary to attend class a minimum of 80% of the sessions, as established. Otherwise, you can present yourself to the recovery of the activity that you have determined, provided that you have delivered at least 66% of the evaluation activities. If you have not submitted any assessment activity, you would not be able to take up for recovery.
-The maximum grade that can be obtained in the recovery activity is 5 out of 10. This grade will be weighted with the rest of the qualifications.This modality has recovery (25/06)
-In the case of group evaluation activities, those who request the single evaluation carried out the activity individually.
Single evaluation activities: (28/05)
-Design of didactic resources and learning situations of EI that incorporate the principles of the didactics of the Natural, Social and Cultural Environment. (45%) (Single)
-Reflective evaluation and presentation (oral/written) of the design of a didactic resource and alearning situationabout the natural and social environment (40%)(Single)
-Evaluation interview (15%) (Single)
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group. Design of didactic resources and learning situations for Early Childhood Education that incorporate the principles of Natural, Social, and Cultural Sciences didactics (Group-based). | 45% | 4.5 | 0.18 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
| Individual.Reflective evaluation and presentation (oral/written) of the design of a didactic resource and learning situation about the natural and social environment (Individual) | 40% | 5.5 | 0.22 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
| Monitoring, assessment of participation and involvement in group work. | 15% | 2 | 0.08 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
Bibliography
Bibliography elaborated with perspective of gender:
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.
Calaf, R.; Gutiérrez, S. & Suárez, M.A. (2016) Desvelar competencias vinculadas con el conocimiento escolas de las CCSS mediante la evaluación educativa del museo. Enseñanza de las ciencias: 15, 89-98.
Cañal de León, P. (2007). L’alafabetització científica a la infància. Guix d’infantil, 33, 5-9.
Cols, C. (2011). L’entorn, font de coneixements. Infància, 180, 14-20.
Cuenca, J. M.; Estepa, J. (2005). La caja genealógica: fuentes y tiempo en Educación Infantil. Una propuesta para trabajar con maestros en formación inicial. Quaderns Digitals, 37, http://www.quadernsdigitals.net/datos_web/hemeroteca/r_1/nr_609/a_8416/8416.htm [consulta 30-5-2011].
Cuenca,J.M (2014). El papel del patrimonio en los centros educativos: hacia la socialización patrimonial. Tejuelo, nº 19, págs. 76-96
Feliu, M y Jiménez,L (Coords.) (2015) Ciencias sociales y educación infantil .Cuando despertó el mundo estaba allí. Barcelona: Graó.
Fontal, O.; Ibáñez, A. (2015). Estrategias e instrumentos para la educación patrimonial en España. Educatio Siglo XXI, 33(1), pp. 15-32.
Fontal, O.; Marín, S. (2018). Nudos Patrimoniales. Análisis de los vínculos de las personas con el patrimonio personal. Arte, Individuo y Sociedad, 30(3), pp. 483- 500.
Fontal, O.; Sánchez-Macías, I.; Cepeda, J. (2018). Personas y patrimonios: análisis del contenido de textos que abordan los enlaces identitarios. Midas. Museos e Estudos interdisciplinares, 9.
Fontal, O; Castro, Jaime de; (2023). El patrimonio cultural en la educación artística: del análisis del currículum a la mejora de la formación inicial del profesorado en Educación Primaria. Arte Avance en línea:1-23
González-Monfort, N. (2007). El valor educativo y el uso didactico del patrimonio cultural. Educación primaria. Orientaciones y recursos (6-12 años) (pp. 468/207- 468/262). Barcelona: Wolters Kluwer España-Educación.
González-Monfort, N. (2008). Una investigación cualitativa y etnográfica sobre el valor educativo y el uso didáctico del patrimonio cultural Enseñanza de las ciencias sociales: revista de investigación, 7, pp. 23-26.
González-Monfort, N. (2011). La presencia del patrimonio cultural en los currícula de educación infantil, primaria y secundaria obligatoria en España. Patrimonio cultural de España, 5, pp. 58-75
Gonzalez-Montfort, N; (2019). La educación patrimonial, Una cuestión de futuro. Reflexiones sobre el valor del patrimonio para seguir avanzando hacia una ciudadanía crítica. El Futuro del Pasado, n.º 10 pp. 123-144
Martí, J. (2010). La construcció del coneixement científic dels tres als dotze anys. Què en sabem?. Guix, 369, p.21-26.
Martí, J. (2010). La construcció del coneixement científic dels tres als dotze anys. Què en sabem?. Guix, 369, p.21-26.
Mèlich, J. C.; Palou, J.; Poch, C.; Fons, M. (2000). La veu de l’altre: reflexions i experiències per educar en valors ètics. Bellaterra: ICE-UAB.
Palou, S. (2004). Sentir y crecer. El crecimiento emocional en la infancia. Propuestas educativas. Barcelona: Ed. Graó.
Parcerisa,A. & et al (2015) Recursos y estrategias para estudiar ciencias sociales. Barcelona:Graó.
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.
Pérez, E.; Baeza, M. C.; Miralles, P. (2008). El rincón de los tiempos. Un palacio en el aula de educación infanti. Dins: Revista Iberoamericana de Educación. núm.48/1 pàg. 1-10. EDITA: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI)
Torruella, M.F. & et al (2015) Ciencias sociales y educación infantil (3-6): cuando despertó, el mundo estaba allí. Barcelona: Graó.
Webs d'interès
Association Internationale Pikler (LÓCZY) http://www.aipl.org/
Centre de Documentació i Experimentació en Ciències i Tecnologia (Dept. d’Eensenyament): www.xtec.es/cdec
Comunitat catalana de Webquest: http://www.webquestcat.org/
Diraya. Talleres de Expresión y Educación Creadora http://www.dirayaexpresion.es/
El safareig: educació infantil i natura (AAMM Rosa Sensat): www.elsafareig.org/
Senderi-Educació en Valors: http://www.senderi.org
Xtec-Xarxa Telemàtica Educativa de Catalunya: http://www.xtec.es
Zona Clic: http://clic.xtec.net/ca/
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
Viure en família. Revista (per a pares i mares) de l’editorial Graó
Software
No specific software is required.