Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OB | 2 | 2 |
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 of utmost importance that the student, as a future teacher in Early-Child Education, has (or alternatively develops all along the degree) good oral and written communicative skills in Catalan and Spanish (level 1, equivalent to C1). To pass this course, the student must demonstrate, in their different activities that are proposed, good general communication skills, both oral and in written, as well as a good command of the language contained in the teaching guide.
The course focuses mainly on three areas: (A) The development of communication and language of children from 0 to 6 years, its role in cognitive development and social factors and intervention models that facilitate it; (B) The use of language school: educational resources and educational intervention to both the first cycle and the second cycle of early childhood education, and the introduction of a foreign language in early childhood education; (C) Multilingualism in school and the language center project: the two official languages, immersion programs and foreign language, the welcome and language training for children from other cultures.
At the end of the course, students will:
(1) Have gain knowledge (linguistic, psycholinguistic, sociolinguistic and didactic) related to the process of acquiring and developing oral languages;
(2) Know the main characteristics of language development of children from 0 to 6 years;
(3) Understand the fundamental notions that current conceptions about teaching and learning languages in multilingual contexts and programs are based on;
(4) Know the elements involved in the classroom communicative and linguistic interaction;
(5) Recognize and identify the crucial role of oral language in different areas of teaching and learning in school;
(6) Know the curriculum of this educational level and know how to design activities that develop the capacities of expression and children's speech;
(7) Analyze the various types of interventions that favor the development of communicative competence of children and make proposals for intervention in the classroom;
(8) Analyze the various types of interventions that favor the development of communicative competence of children from other cultures and make proposals for intervention in the classroom;
(9) Know the educational and methodological resources for the work of oral language in the classroom to the two cycles of Early Childhood Education and know how to analyze the forms of educational intervention proposals;
(10) Know how to use educational resources that facilitate the educational intervention can improve language skills in multicultural and multilingual contexts and promote the use of Catalan in school;
(11) Know the sociolinguistic and psycholinguistic foundations necessary to analyze the treatment of the two languages of the country in school and to develop a multilingual education project contextualized;
(12) Have information on language policies in force in Catalonia, Spain and Europe;
(13) Know the basics and some methodological proposals for the introduction of a foreign language in early childhood education;
(14) Be able to analyze official documents regarding the kindergarten stage, which regulate linguistic activity of schools.
Contents
1. Communication and language
1.1 The concepts communication, language and speech.
1.2 Communicative language and representative functions.
1.3 The evolutionary and gradual process of learning acquisition.
1.4 Communicative and linguistic functions in the family context.
2. The communication and language development in the school context.
2.1 The objectives of the work of oral language to children's education.
2.2 The verbal communication at the first cycle of infant education interaction: educational proposals and educational resources.
2.3 The verbal communication at the second cycle of early childhood education interaction: educational proposals and educational resources.
2.4 Analysis of child oral language and teaching suggestions for improvement.
3. Multilingualism school
3.1 The oral language in the curriculum of the first and second cycle of Early Childhood Education.
3.2 The linguistic diversity in the classroom. The linguistic diversity of society: language legislation and situation of languages.
3.3 The language school project. The plan for updating the language immersion program in Catalonia and the language integration of children from other cultures. Models of multilingual education: success factors.
3.4 The introduction of a foreign language to children's education.
The methodology of this Subject is divided into two areas: large group sessions and seminar sessions. In both cases, the teachers involved will seek to promote a climate not only of exhibition of ideas but also of interaction, participation, and exchange. This will be especially the case in the seminars, in which weekly tasks will be proposed that the students will have to carry out (some readings, some written reflections, the viewing of some video, etc.) in such a way that they nourish the exchange of ideas in the seminar, enabling diverse groupings between students in pairs, small group and large group. In this subject, seminars are essential spaces for the smooth running of learning and the assimilation of content taught as a whole group.
Activity Hours Methodology Learning Results |
|||
Whole group classes |
15 |
Exhibitions by teachers of content and basic issues on the syllabus. It is done with the whole group class and allows exposure of the main content through an open and active participation by students. |
DDIL.1.1 DDIL.2.1 DDIL.3.1 DDIL.3.2 DDIL.5.1 <pclass="Normal1">DDIL.6.1DDIL.9.1 EI.1.1 EI.8.1 EI.9.1 EI.10.1 EI.11.1 EI.12.1 TF.1.1 TF.5.1 |
Seminars |
35 |
Workspaces in doublings (1/2 large group) supervised by faculty where by analyzing documents, case resolution or various activities delves into the contents and topics presented in lectures large group. |
DDIL.2.1 DDIL.3.1 DDIL.3.2 DDIL.3.3 DDIL.5.1 DDIL.6.1 DDIL.9.1 EI.9.1 EI.10.1 EI.11.1 EI.11.2 EI.12.1 TF.1.1 TF.5.1 |
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 | |||
Face large group and splittings | 45 | 1.8 | 3, 1, 36, 16, 15, 13, 9, 10, 28, 29, 35, 30, 11, 2, 33, 32, 18, 21, 17, 19, 20, 25, 23, 24, 22, 27, 37 |
Type: Supervised | |||
Preparation of activities and preparation of essay | 30 | 1.2 | 3, 1, 36, 34, 16, 15, 14, 13, 9, 10, 28, 29, 35, 30, 2, 33, 32, 18, 21, 19, 25, 23, 24, 26, 22, 27, 37 |
Type: Autonomous | |||
Autonomous | 75 | 3 | 3, 1, 4, 16, 15, 14, 13, 8, 9, 28, 29, 30, 11, 2, 12, 31, 33, 32, 18, 17, 19, 24, 26 |
In order to pass the subject it is necessary to pass the four evaluation activities. Group work and individual tasks cannot be retaken. The exams can be reatken on July 1 in the case of group 62, and on July 5 in the case of group 61. The minimum grade for all four tasks ia a 4. The maximum grade obtained in retake of the exams is a 5.
Throughout the course it will be necessary to deliver several assignments as part of assessment activity number 4. They must be delivered in due time. Attendance in group sessions does not count in the final grade. Attendance and active participation in the seminars is mandatory in a minimum of 80% and has an impact on the final grade, otherwise this activity will be considered not presented. Assessment activity number 2 consists of a group work written assigment and its oral presentation in class. Attendance at both sessions of presentation of this written work is mandatory. In group 61 these two sessions are held on April 26 and May 3, in group 62 they are held on May 13 and 27. The exam of blocks 1 and 2 is on May 10 for group 61 and the exam of block 3 is on June 21. Due to calendar time constraints, in the case of group 62 the examination of the three blocks is on June 17.
Students are is expected to have a positive attitude. It is recommended that they maintain a proactive attitude when dealing with possible problems that might arise, as well as be open to seek solutions and accept the proposals eventually arbitrated by the teacher. Students must show an attitude of active listening, respect, participation, cooperation and empathy, as well as kindness, punctuality and proper use of electronic devices (mobile, computer, etc.). Student should demonstrate they are responsible and rigorous in the autonomous work and that they participate actively during the lectures, showing critical thinking with others and with oneself. They should maintain a favourable attitude to favour a friendly, positive, and democratic environment in class, where diversity is respected. Finally, they must ensure that the work submitted is original and free of plagiarism; in the event that we detect plagiarism or the use of artificial intelligence(through programs that detect it, for example) that piece of will be automatically rejected.
THIS COURSE CANNOT BE PASSED WITH A SINGLE EVALUATION.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
(1) Individual written test on the contents of blocks 1 & 2 | 30% | 0 | 0 | 3, 1, 4, 34, 16, 14, 13, 9, 28, 29, 30, 2, 12, 31, 33, 32, 18, 17, 25, 24, 26 |
(2) Group written assigment and oral presentation | 25% | 0 | 0 | 3, 1, 36, 16, 15, 14, 13, 8, 9, 10, 28, 29, 35, 30, 11, 2, 12, 31, 33, 32, 18, 21, 17, 19, 20, 25, 23, 24, 26, 22, 27, 37, 6 |
(3) Individual written test on the contents of blocks 3 | 10% | 0 | 0 | 3, 36, 7, 10, 35, 11, 12, 21, 19, 20, 25 |
(4) Active participation in face-to-face sessions and completion of individual tasks related to the course contents master classes - individual activities | 35% | 0 | 0 | 5, 36, 7, 15, 14, 9, 35, 30, 11, 2, 12, 31, 18, 21, 17, 19, 22 |
Bigas, M. & Correig, M. (2000). Didáctica de la lengua en la educación infantil. Madrid: Síntesis.
Bullich, E. & Maure, M. (1996). Manual del rondallaire. Barcelona: Edicions de la Magrana.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Del Rio Pérez, M. J. (1999). La llengua oral a l'escola: una introducció. Barcelona: Edicions de la Universitat Oberta de Catalunya.
Del Rio Pérez, M. J. (1993). Psicopedagogia de la lengua oral un enfoque comunicativo. Barcelona: Editorial Horsori , S.L.
Ferrer Serrahima, I. (2012). L'artesania de la comunicació. Diàleg, escolta i llenguatge en l'etapa 0-6. Barcelona: Graó.
Fons, M. & Palou, J. (2016). Didáctica de la lengua y la literatura en educación infantil. Madrid: Síntesis.
Fontich, X. & Fabregat, S. (2021). Escuela e interacción social: Hablar para pensar, para aprender, para ser. In F. Pesántez-Avilés, L. Álvarez-Rodas y Á. Torres-Toukoumidis (ed.), Covida-20: una coalición educativa para enfrentar la pandemia (pp. 54-65). Quito: Pearson.
Generalitat de Catalunya. Departament d'educació (2008). Currículum d'Educació Infantil. Barcelona.
Generalitat de Catalunya. Departament d'ensenyament (2003). L'ús del llenguatge a l'escola. Propostes d'intervenció per a l'alumnat amb dificultats de comunicació i llenguatge. Barcelona.
Hermoso, A i altres (2013). Dos nens, una nena i un cargol. Ensenyar llengua i ciències en la diversitat lingüística de Parvulari. Barcelona: Barcanova
Huguet, T.; Solé I. & Bassedas E. (1999). Aprendre i ensenyar a l'Educació infantil. Barcelona: Graó.
Janer , G. (2010). Literatura oral y ecologíade lo imaginario. Madrid: Fundación Germán Sánchez Ruipérez.
Palou, J.; Carreras, M. & Bosch, C. (2005). La lengua oral en la escuela: 10 experiencias didácticas. Barcelona: Graó.
Pelegrin, A. (2004). La aventura de oir. Cuentos tradicionales y literatura infantil. Madrid: Grupo Anaya SA.
Perera, J. (2010) Educación plurilingüe. Revista Aula de Innovacion Educativa, 197, 30-34.
Picq, P.; Sagart, L. & Dehaene, C. (2009). La història més bonica del llenguatge. Barcelona: Edicions de 1984.
Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press
Ruiz Bikandi, U. (ed.) (2000). Didáctica de la segunda lengua en la educación infantil y primaria. Madrid: Síntesis.
Sánchez-Cano, M. (2009). La conversa en petits grups a l'aula. Barcelona: Graó
Sánchez-Cano, M. (2001). Aprendiendo a hablar con ayuda. Lleida:Milenio
Sánchez Cano, M. (1999). Aprenent i ensenyant a parlar. Lleida: Pagès Editors
Unamuno, V. (2003). Lengua, escuela y diversidad sociocultural. Barcelona: Graó
Vila, I.;Siqués, C. (2006). Infància estrangerai coneixement de la llengua de l'escola. Revista Articles de Didàctica de la Llengua i la Literatura, 38, 29-37.
Vila, I.; Siqués, C. & Roig, T. (2006). Llengua, escola i immigració: un debat obert. Barcelona: Graó
Webs d'interès:
El pla per a l'actualització del programa d'immersió lingüística a Catalunya
http://blocs.mesvilaweb.cat/media/cGlsWzFd_153243_1_3029_1.pdf
Recursos Departament Ensenyament
www.xtec.es/recursos/catala/index.htm
Contes infantils
www.unamadecontes.cat/
Recursos contes
www.xtec.es/recursos/lit_inf/contes/
Grup Gretel literatura infantil
www.gretel-uab.pangea.org/endevinalles/
The software to be used will basically be word processors and presentation programs as well as document repositories.