Degree | Type | Year |
---|---|---|
2500797 Early Childhood Education | OB | 3 |
You can view this information at the end of this document.
Not required
The subject "Didactics of Knowledge of the Natural and Social Environment in Early Childhood Education I" is a mandatory third-year course, focused on a specific didactics shared by two knowledge areas: social sciences and experimental sciences. That is why the subject is designed with specific work moments for each area, and with moments where both areas are approached in an interdisciplinary manner.
With this approach, it is proposed to work on axes that the new curriculum of early childhood education includes, such as 'A child who discovers the environment with curiosity' or 'A child who is part of the diversity of the world that surrounds him', while establishing links with the cultural disciplines of reference such as the didactics of social sciences and experimental sciences. The aim is therefore to develop didactic criteria based on knowledge of the curriculum, theories, models and principles about teaching and learning in early childhood education, and about a conception of the natural and social world aimed at understanding and addressing social and environmental issues at this stage.
Training objectives:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Continuous assessment | 6 | 0.24 | 1, 12 |
Presentations by the teaching staff and guided outings to work on the basic content and issues of the syllabus and develop the digital teaching competence.. This is carried out with the entire class group and/or individually and autonomously. | 30 | 1.2 | 2, 6, 8, 13, 10, 11 |
Work of document analysis, case resolution, or laboratory work where there is a deepening in the content and themes worked on in the large group. | 12 | 0.48 | 5, 3, 9 |
Type: Autonomous | |||
Perform recommended reading, searching for information to carry out the work entrusted, write texts, prepare presentations and oral exam | 77 | 3.08 | 1, 7, 13, 12 |
The teaching methodology is centered on three important pillars: (a) to offer students a direct contact experience with the natural and social environment and with their educational possibilities for the stage of childhood education through outputs and didactic laboratory activities; (b) design contexts so that students develop new ways of looking at educational work around the social and natural environment; (c) encourage students to read articles and readings and reflect on key ideas that are relevant cultural milestones.
This subject intends to provide the basics for the next subject "Didactics of knowledge of the natural and social environment in Early Childhood Education II" and emphasize the construction of the ways to look necessary to understand the foundations, scope, and possibilities of educational work through the field of discovery of the natural and social environment at the stage of infant education. The type of activities designed include master classes to present points of view, field trips to get to know the surroundings, work in the laboratory and the seminar to deepen in the observation and direct experimentation of natural and social phenomena, and work in small group for reflection around lectures and didactic proposals.
The design of the subject contemplates field trip activities according to the following characteristics (at the beginning of the subject the concretion of the activities will be detailed):
Fieldtrip activities are mandatory, and may require travel by the student (Barcelona and / or surroundings). A visit to a museum / science center can costup to € 15.
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Carrying out laboratory reports and practical seminars for the reflection or implementation of a didactic resource to be applied to enviromental didactics in EI. The seminars are of obligatory attendance | 45% | 0 | 0 | 1, 2, 5, 3, 4, 6, 7, 9, 12 |
Individual assessment of reflection on the contents worked and the proposed readings (following the teacher's directions) | 40% | 0 | 0 | 1, 2, 5, 3, 4, 6, 8, 7, 13, 10, 9, 11, 12 |
Individual task: interdisciplinary activity linked to the area | 15% | 0 | 0 | 2, 5, 3, 4, 7, 10, 9, 11 |
The assessment of the subject will be carried out throughout the teaching period, and it will be specifically structured around the submission of 3 assessment activities:
o Group 61 and G2: the first session after the winter holidays, as indicated on the schedule.
o For both G61 and G62, it will be submitted during or after the end of the content block on Field Trips.
o For both G61 and G62, it will be submitted within a week after the end of the last didactic Seminar.
The specific dates for submitting activities 2 and 3 will be determined at the beginning of the subject, in accordance with the teaching schedule.
The continuous assessment requirements contemplated by the subject are as follows:
In accordance with UAB's academic regulations, copying or plagiarizing in any typeof evaluation activity constitutes an offense, and will be penalized with a 0 as the grade for the subject, losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0). If during the realization of an individual work in class, the professor considers that a student is trying to copy or is found to have any type of document or device not authorized by the professor, it will be graded with a 0, without the option of recovery, and therefore, will have failed the subject. It will be considered that a work, activity or exam is "copied" when it reproduces all or a significant part of the work of another colleague. It will be considered that a work or activity is "plagiarized" when a part of a text from an author is presented as own without citing the sources, regardless of whether the original sources are on paper or in digital format.
It is recommended to make sure that before submitting an evaluation activity, the sources, notes, textual citations and bibliographic references have been correctly written following the APA 7 regulations.
The single evaluation requirements contemplated by the subject are as follows:
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. These will be the weights of each element:
The evaluator interview aims to ensure that all the work presented is your own and that you master the bibliography and the content of the subject.
You must attend class a minimum of 80% of the sessions, as established. Otherwise, you will be able to present yourself to the recovery of the activity thatyou have determined, as long as you have delivered at least 66% of the evaluation activities. If you have not presented any evaluation activity, you could not present yourself to the recovery. The maximum grade that can be obtained in the recovery activity is a 5 out of 10. This grade will be weighted with the rest of the grades.
In the case of group evaluation activities, those who request the single evaluation will carry out the activity individually. The single evaluation activities must be submitted towards the end of the teaching period, specifically on the date of the evaluation of the individual reflection activity, scheduled in the calendar for the first session after the winter holidays. It is important to note that if you follow this modality you also have the right to recovery, which will take place on the same date as the continuous assessment recovery.
The single evaluation implies that you must deliver, on a single date, the necessary number of evaluator evidences to accredit and guarantee the achievement of the objectives and learning results established in the subject. The tests established for the single evaluation have the same level of demand as the continuous evaluation.
The following bibliography considers a perspective of gender and with predominance of women authors.
Aranda, A. M. (2003). Didáctica del conocimiento del medio social y cultural a educación infantil. Sintesis.
Aranda, A. M. (2016). Didáctica de las Ciencias Sociales en Educación Infantil. Síntesis.
Arcà, M. (1995). El procés d’aprenentatge. De l’experiència concreta al pensament abstracte. ICE Universitat de Lleida.
Arcà, M. i Mazolli, P. (1990). Fer, parlar, entendre. Educació científica a nivell de pre escolar. Papers. Documents. ∑l clik científic de tres a set anys. Barcelona: Museu de la Ciència.
Bassedas, E. i Huguet, T. i Solé, I. (1997). Aprendre a ensenyar a l’educació infantil. Barcelona: Graó.
Batllori, R., del Carmen Martín, L., Falgàs, M., Romero Diaz, A., & Oller, M. (2010). Identidad, diversidad y ciudadanía. Motivo de innovación curricular en algunos (siete) centros de educación infantil y primaria. En J. Pagès i N. González-Monfort (Eds.), La construcció de les identitats i l'ensenyament de les Ciències Socials, de la Geografia i de la Història (pp. 121-128). Universitat Autònoma de Barcelona.
Bonil, J. i Calafell,G.(2006). Los retos actuales de la Educación Científica .Praxis, Octubre 2006, p.25/1--‐25/16.
Bonil, J. i Pujol, RM. (2005). Observar i mantenir grills a l'aula per construir el model d'ésser viu Perspectiva Escolar, 293, 55-59.
Cuenca, J. M. (2008). La enseñanza y el aprendizaje de las ciencias sociales en Educación Infantil. En R. M. Ávila, A. Cruz y M. C. Díez-Bedmar (Eds.), Didácticade las Ciencias Sociales, currículo escolar y formación del profesorado, (pàg. 289-310). Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales/Universidad de Jaén.
Departament d'Educació (2023). Currículum, DECRET 21/2023, de 7 de febrer, d’ordenació dels ensenyaments de l’educació infantil. Generalitat de Catalunya. https://projectes.xtec.cat/nou-curriculum/educacio-infantil/decret-educacio-infantil/
Feliu-Torruella, M., & Jiménez Torregrosa, L. (2015). Descobreixo, descobreixen, descobrim junts. Guix d'infantil, (82), 26-26.
Feliu, M. & Jiménez, L. (Coords.) (2015). Ciencias sociales y educación infantil.Cuando despertó el mundo estaba allí. Graó.
Gimeno, J. (coord.) (2008). Educar por competencias, ¿Qué hay de nuevo? Ed. Morata.
González Milea, A. (2022). Ética, estética y política de la complejidad en la escuela: enseñar competencias sociales en educación infantil. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 13(25). https://doi.org/10.23913/ride.v13i25.1325
González Milea, A. (2022). Literacidad Crítica en la primera infancia: mito o realidad. En J. C. Bel, J. C. Colomer & N. De Alba (Eds.), Repensar el currículum de ciencias sociales: prácticas educativas para una ciudadanía crítica (pp. 569-576). Tirant Lo Blanc.
Gudín, E. (2015). Didáctica de las Ciencias Sociales en Educación Infantil. Unir Editorial.
Hannoun, H. (1977). El niño conquista el medio. Kapelusz.
Hart, R. A. (2001). La participaciónde los niños en el desarrollo sostenible. Barcelona: PAU Education-UNICEF.
Hernández, L., & Pagès, L. (2014, septiembre). La enseñanza y el aprendizaje del tiempo histórico en la educación infantil. Ponencia presentada en el Quinto Encuentro Nacional de Docencia, Difusión en Investigación en Enseñanza de la Historia, Guadalajara, Jalisco, México. Red de Especialistas en Docencia, Difusión e Investigación en Enseñanza de la Historia (REDDIEH).
Hinojosa, O., & Wilson-Daily, A. E. (2015). Método muñecos persona: una estrategia innovadora para trabajar la empatía y la invisibilidad de personas en el aula de infantil. En A. M. Hernández Carretero, C. R. García Ruíz, & J. L. de la Montaña Conchiña (Eds.), Una enseñanza de las ciencias sociales para el futuro: Recursos para trabajar la invisibilidad de personas, lugares y temáticas (pp. 215-217). AUPDCS.
López-Torres, E., Carril-Merino, M. T., & Alonso-Neila, E. (2022). ApS con fuentes orales para hacer frente a la España vaciada en Educación Infantil. Didáctica de las Ciencias Experimentales y Sociales, (43), 53-70.
Luque Revuelto, R. M., Martínez Medina, R., Priego-de-Montiano, G. & García-Morís, R. (2019). Espacio geográfico y tiempo histórico en la literatura infantil y los relatos viajeros. Revista de Innovación y Buenas Prácticas Docentes, 8(3), 55-63.
Martí, J (2006). Les idees científiques dels infants i l'ensenyament de les ciències a l'escola primària. Reflexions Educatives. 19-26
Mendioroz-Lacambra, A. (2013). Empleo de la Historia del Arte para la adquisición de nocionesestructurantes del área de Conocimiento del Entorno en Educación Infantil: espacio y tiempo. Arte, Individuo Y Sociedad, 25(3), 393-405. https://doi.org/10.5209/rev_ARIS.2013.v25.n3.39314
Muzzi, S., González, N. & Girbau, L. (2019). La formación del profesorado de Educación Infantil en Didáctica de las Ciencias sociales. Prácticas innovadoras para la transformación de la sociedad. Comunicación en el XXX Simposio Internacional de Didáctica de las Ciencias Sociales, Lisboa, 9-11 d'abril 2019.
Pedreira, M. i Feu, T. (2006). Pensar, fer i parlar per aprendre ciències a l’educació infantil. Curs d’actualització de l’ensenyament-aprenentatge de les ciències al’educació infantil i primària. Barcelona: Departament d’Educació. Generalitat de Catalunya. http://www.xtec.es/formacio
Puerta Sánchez, S. & González Barea, E. M. (2015). Reproducción de los estereotipos de género en Educación Infantil a través de los juegos y juguetes, Revista de Investigación en la Escuela, 85, 63-74.
Puig Gutiérrez, M. & Guerrero Onieva, C. (2013). Las Ciencias Sociales en la Educación Infantil. En III Jornadas de Innovación Docente. Innovación Educativa: respuesta en tiempos de incertidumbre Sevilla, España: Universidad de Sevilla. Facultad de Ciencias de la Educación.
Pujol, R. M. (1999). Ambientalització i escola. Perspectiva Escolar, 235, 2-7.
Pujol, R. M. (2001). Les ciències més que mai poden ser una eina per formar ciutadans i ciutadanes. Perspectiva escolar, 257, 2-8.
Rivero Gracia, M. P. (Coord.). (2015). Didáctica de las ciencias sociales para educación infantil. Mira.
Sanmartí, N. (2006). Aprendre Ciències. Connectar l’experiència,el pensament i la parla a través de models. Curs d’actualització de l’ensenyament-aprenentatge de les ciències a l’educació infantil i primària. Barcelona: Departament d’Educació. Generalitat de Catalunya. http://www.xtec.es/formacio
Speroni, M. del C., Vitto, V. del, & Lista, S. (Ed.). (2014). Didáctica de las ciencias sociales en el nivel inicial. Bonum.
Tonucci, F. (1993). Hacia una propuesta de educación ambiental coherente. Aula, 12, 82-83.
Tonucci, F. (1997). La ciutat dels infants. Barcanova.
Tur, G. (2007). Reflexió entorn a les competències del mestre. Proposta de decàleg. Materials de la UOC.
Varela, B., & Ferrero, L. (2007). Las ciencias sociales en el nivel inicial. Andamios para futuros/as ciudadanos/as. Ediciones Colihue.
Wood, L. i Holden, C. (2007). Ensenyar història als més petits. Zenobita Edicions.
Webs of general interest
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/
El safareig: educació infantil i natura (AAMM RosaSensat): www.elsafaeig.org/
Senderi-Educacióen Valors: http://www.senderi.org
Tallers d'expressió i educació creadora: Diraya. http://www.dirayaexpresion.es/
Xtec-Xarxa Telemàtica Educativa de Catalunya: http://www.xtec.es
Zona Clic: http://clic.xtec.net/ca/
Child Education Magazine
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 deMestres Rosa Sensat
Viure en família. Revista (per a paresimares) de l’editorial Graó
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Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PLAB) Practical laboratories | 611 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 612 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 613 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 621 | Catalan | first semester | afternoon |
(PLAB) Practical laboratories | 622 | Catalan | first semester | afternoon |
(PLAB) Practical laboratories | 623 | Catalan | first semester | afternoon |
(SEM) Seminars | 611 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 612 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 613 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 621 | Catalan | first semester | afternoon |
(SEM) Seminars | 622 | Catalan | first semester | afternoon |
(SEM) Seminars | 623 | Catalan | first semester | afternoon |
(TE) Theory | 61 | Catalan | first semester | morning-mixed |
(TE) Theory | 62 | Catalan | first semester | afternoon |