This version of the course guide is provisional until the period for editing the new course guides ends.

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Organisation of the School Space, Teaching Materials and Skills

Code: 102000 ECTS Credits: 6
2024/2025
Degree Type Year
2500797 Early Childhood Education FB 2

Contact

Name:
Carme Sanjuan González
Email:
carme.sanjuan@uab.cat

Teachers

Neus Ballesteros Ventura

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

It is recommended:

 

- Identify the organizational components of the process of learning as well as the analysis of teaching resources, and organizational assessment process. These issues are part of the contents of first-year course called "Social Context and School Management" and "Education and Educational Contexts."

 

- Reflect on their own school experience.

 

- Be willing to work together.


Objectives and Contextualisation

The course is designed to understand the "espai-temporal" resources in relation to the general organization of the school and they have consistency in the realization of some institutional approaches.

 

At the same time laid the foundations of professional development as a tool to accompany / the teacher / a throughout his professional career in a constantly changing reflection sustained in practice itself. All these elements are structured based on the needs of children.

 

Some emphasize that training objectives of the course are:

 

- Prepare proposals for intervention in space, in time and materials that consider the situation of school contexts and the people involved.

 

- Develop teaching skills.

 

- Use reflection on daily practice as a strategy for continuous improvement of the professional activity.

 

- Develop attitudes cooperative work with other professionals.


Competences

  • Accept that the exercise of the teaching function must be refined and adapted lifelong to scientific, educational and social changes.
  • Address pupils' needs, providing security, tranquillity and affection.
  • Assess the importance of stability and regularity in the school environment, timetables and moods of teachers as factors contributing to harmonious and comprehensive pupil progress.
  • Consider classroom practical work to innovate and improve teaching.
  • Critically analyse personal work and use resources for professional development.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
  • Demonstrate knowledge of quality improvement models with application to schools.
  • Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
  • Know how to work in teams with other professionals in and outside of the school to give attention to each pupil, and in planning of learning sequences and in organizing work situations in the classroom and playground, identifying the peculiarities of the 0-3 and 3-6 periods.
  • 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.
  • Reflect in groups on the acceptance of rules and respect for others.
  • Understand that the daily dynamic in infant education changes according to each pupil, group and situation and we must learn to be flexible in the exercise of the teaching function.

Learning Outcomes

  1. Apply quality strategies to improve professional activity on the basis of scientific, pedagogical and social changes.
  2. Critically analyse educational practices from the perspective of stability and regularity of the components that make up and contribute to the development of children.
  3. Critically analyse educational practices that promote attention to the needs of children.
  4. Critically apply work strategies in the classroom and outside the classroom, both individually and collectively to improve teaching skills.
  5. Develop flexible educational intervention proposals respecting the characteristics of children and the context in which they are involved.
  6. Maintaining an attitude that considers lifelong learning as an element that is inherent to the profession.
  7. On site, get to know schools and innovative projects and educational renovation as engines of change to improve the quality of schools.
  8. Produce, in a group, educational intervention and / or continuing training proposals in which collaborative reflection is a major component.
  9. Propose new methods or well-founded alternative solutions.
  10. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  11. Using information that is meaningful for the teaching profession in the development of the proposals made.
  12. Using teamwork to plan educational proposals, planning teaching and learning sequences which integrate the organisation of space, time and materials in different ways in the 0-3 age-group and the 3-6 age-group.
  13. Using the design of the current curriculum to develop proposals for educational intervention which favour respect for the cognitive, motor, and affective uniqueness of learners, and taking into consideration the universal rights of individuals.

Content

•Space school and school settings.

-          Architecture School in Early Childhood Education.

-          Area schools and educational interaction.

-          The classroom as a nodule school activity.

-          General classrooms and specific classrooms in Early Childhood Education.

-          Child safety education spaces

•The school schedule and educational time.

-          Kairos and Chronos in Early Childhood Education.

-          Educational time and school time in Early Childhood Education.

-          Time and time adult children in the care of Early Childhood.

-          Rhythms and cadences in the schedules and school calendars.

• Educational materials inside and outside the center.

-          Educational materials and teaching resources in Early Childhood Education.

-          The market for educational materials.

-          Materials for children and materials for teachers: roles.

-          Material design "ex profess."

• The teaching skills and professional development of teachers and teachers of Primary Education.

-          Functions and duties of the teacher.

-          Skills and competences of the teacher.

-          Attitudes, skills and abilities of the teacher.

-          Professional development and educational innovation.

• Reflection in action as a strategy for improving teaching individual and collegial.

-          Reflective practice.

-          The teacher, the teacher and the educational team as an agent of change.

The elements that constitute the microprogramming teaching (programming unit, classroom programming).

-          The fundamental elements: bases sociological, psychological, pedagogical and epistemological.

-          Recipients of intervention proposal: characteristics and profiles.

-          The elements of intention: the content, objectives and competences.

-          Action items: activities of teaching / learning and assessment activities.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Deepening seminars 30 1.2 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13
Face large group 15 0.6 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13
Type: Supervised      
Supervised work in the classroom and tutoring 30 1.2 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13
Type: Autonomous      
individual self and group work 75 3 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13

The protagonist in the process of learning and the student is under this premise is planned methodology of the subject as shown in the table below:

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Reflective in-depth, informative article (individual) 40% 0 0 1, 2, 3, 4, 6
Room design (in group) 10% 0 0 5, 8, 13
Self-report on teaching skills (individual) 15% 0 0 2, 3, 4, 6, 7, 13
Syllabus (in group) 25% 0 0 5, 8, 9, 10, 12, 13
Teaching material (in group) 10% 0 0 11, 12

The evaluation of the subject will be carried out throughout the academic semester through activities that will be done  both in the classroom and outside it. Attendance at the subject's seminars is compulsory, so students who do not attend at least 80% will not  be assessed.

In the evaluation of  the students, the continuous and active participation in the face-to-face work sessions in the classroom, the correct execution of the assignments, the practices and the proposed activities (both individual and group) will be considered, as well as the personal involvement in the research and preparation of information.

It is essential to pass each block of content separately in order to pass the subject, both the individual part and the group work.

The evaluative evidence will consist of three practices (one individual and two in group), a final reflective individual work and a didactic micro-programming  group work. All assignments must obtain a minimum score of 4 in order to be able to make an average, although the final grade to pass the subject must be equal to or higher than 5.

The classroom practice will be delivered once the thematic block 1 has ended, the practice of the materials at the end of the thematic block 3 and the self-report of learning teaching skills at the end of the thematic block 4. The individual final reflective work will be delivered before the Christmas holiday period, as well as the didactic microprogramming. There will also be a presentation of the individual reflective work in the last week of the course.

The practices will not be retaken, on the other hand, the final reflective work and the didactic microprogramming may be retaken if the grade is lower than 3.5. In this case, the recovery date is January 13th, 2025. The recovery activities will be delivered in the subject's virtual campus environment.

 If a person does not attend class during a group practice, they will have to do it individually in order to be evaluated.

 No assessment activity submitted after the deadline will be accepted.

 If evidence of compulsory evaluation is not submitted, it cannot be evaluated and the subject will be directly suspended.

 In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity may be returned (not assessed) or suspended if the teacher considers that it does not meet these minimum requirements.

Copying or plagiarism, in any type of assessment test, constitutes a crime and will be penalized with a 0 as a grade for the subject, losing the possibility of recovering it.

 A work, activity or exam will be considered "copied" when it reproduces all or part of the work of another classmate.

 A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are in paper or digital format. (more information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html)

 Students who are repeating  must contact the teaching staff in the first month of the subject, in order to agree on their work plan.

Eachevaluation activity has a maximum return time of 15 working days.

Unique assessment. The single assessment implies that the STUDENT DELIVERS on ONE SINGLE DATE the NECESSARY NUMBER of evaluative EVIDENCE (they do not have to be the same as in the continuous assessment) to accredit and guarantee the achievement of the learning objectives and results established in the subject. The student must hand in a teaching learning folder with three activities: Didactic microprogramming: 3 points, Reflective deepening based on the elaboration of an informative article: 4 points, Teaching skills self-learning report 3 points. The date of the single assessment is December 16th, 2024. The recovery date of the single assessment will be January 13th, 2025, group 61 and 62 from 6:00 p.m. to 8:00 p.m.


Bibliography

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Fernández Enguita, M. (2017). Más escuela y menos aula. Madrid: Morata

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Software

Not required


Language list

Name Group Language Semester Turn
(SEM) Seminars 611 Catalan first semester morning-mixed
(SEM) Seminars 612 Catalan first semester morning-mixed
(SEM) Seminars 621 Catalan first semester afternoon
(SEM) Seminars 622 Catalan first semester afternoon
(TE) Theory 61 Catalan first semester morning-mixed
(TE) Theory 62 Catalan first semester afternoon