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Practicum II

Code: 102021 ECTS Credits: 12
Degree Type Year Semester
2500797 Early Childhood Education OB 2 A


Maria Isabel Garcia Gracia

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.


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.

Objectives and Contextualisation

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:

  • Educational processes and learning (0 to 6 years-old)
  • Schools in Early Childhood Education
  • School organization of space, materials and teaching skills
  • Society, family and school
  • Oral Language Teaching in Early Childhood Education


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.


  • To learn the reality of a nursery caring for chlidren from 0 to 3 years old.
  • To observe, analyze and describe the elements that characterize the center where they are doing the internship.
  • To design and implement an educational sequence adapted to the reality studied.
  • To analyse and to reflect amoung the own teaching experience


  • Acquiring practical knowledge of the class and its management.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Analyse and recognize one's own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
  • Consider classroom practical work to innovate and improve teaching.
  • Demonstrate knowledge of the evolution of the basics of children's dietetics and hygiene.
  • Establish relations between theory and practice and the reality of the classroom and the school.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Manage information related to the professional environment for decision-making and reporting.
  • Master social skills in dealing and relating with the family of each pupil and all families.
  • Participate and get involved in the events, meetings and events of the institution to which one belongs.
  • Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
  • Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
  • Properly express oneself orally and in writing and master the use of different expression techniques.
  • Regulate the processes of interaction and communication in student groups aged 0-3 and 3-6 years.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand and apply the processes of interaction and communication in the classroom and master the skills required to foster a climate that facilitates the learning of social skills and coexistence.
  • Understand forms of collaboration with different sectors of the education community and the social environment.

Learning Outcomes

  1. Analyse and describe the key elements to guide adult action in these situations.
  2. Apply skills and abilities that promote interaction, coexistence and communication among children.
  3. Attend as many of the centre's programming and coordination meetings as possible.
  4. Build relationships and connections between theoretical issues discussed in the faculty and what is observed during work experience.
  5. Collecting and analysing data from the direct observation of the classroom and of the documents from the centre.
  6. Collecting and analysing data from the direct observation of the classroom in order to create a learning sequence proposal adapted to the specific and innovative environment.
  7. Communicate information, facts and events experienced in the classroom and in the school with care and respect for people's privacy.
  8. Design and apply actions to strengthen the weaknesses identified to improve professional development.
  9. Design, apply and evaluate a learning sequence that respects the globality and uniqueness of each child.
  10. Identifying strengths and weaknesses and setting personal milestones in the emotional sphere.
  11. Making proper use of oral, body, musical, plastic, mathematical, audio-visual languages, etc. in applying the learning sequence.
  12. Making proper use of written language to describe and communicate the experiences and lessons learnt in the practicum from memory.
  13. Manage and lead a group activity by ensuring that good interaction and communication occurs between participating children.
  14. Observing and intervening in the greatest possible number of school situations where students' relatives participate.
  15. Participating in school settings involving the feeding and hygiene of children.
  16. Periodically collecting and analysing in writing the personal reactions and impressions of your stay at the school.
  17. Propose new methods or well-founded alternative solutions.
  18. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  19. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  20. Propose projects and actions that incorporate the gender perspective.
  21. Propose viable projects and actions to boost social, economic and environmental benefits.
  22. Provide integrated responses to complex educational phenomena.
  23. Reflecting orally and in writing about the didactic intervention itself.
  24. Reflexively describe the dynamics of different meetings and events that one has participated in.
  25. Relating orally and in writing the observation made in the classroom and the sequence proposal to be applied with the theoretical elements of different subjects in the degree.
  26. Using the results of the analyses carried out in order to make decisions about how to act.


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.

    • Study ot the interventions for learning in the classroom.
    • Reflection on methodologies that promote cooperation and autonomy in learning.
    • Analysis of the attention to diversity contemplating different learning rates.
    • Inclusion as learning strategy

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.








Seminaires and individual supervision 


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


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



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)

The student must show an attitude compatible with the profession. If this is not the case, at any time during their stay at the internship center, or the university may decide that the student cannot continue his/her stay at the center. In these cases the mentor and tutor will prepare a justified internship report showing that the student cannot continue the internship. If this happens, the student will automatically fail the practicum (the numerical grade that will remain will be a 3, and will not be eligible for re-evaluation). 

 The student must comply with the regulatory framework for internships https://www.uab.cat/web/practicum/normativa-1345881466711.html. In this sense, it is not allowed to repeat an internship center in two different practicums. it is also not allowed to carry out the internship in a center wherethere are first-degree relatives orwherethestudentworkswithoutauthorizationfromtheuniversitycoordination, as established by theregulations. https://www.uab.cat/doc/RegulacioPractiquesBOEDOC 

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.

In accordance with the academic regulations, this subject does not include the possibility of a single evaluation


Assessment Activities

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.


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.