Teaching in the 0-3 Cycle
Code: 102009 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500797 Early Childhood Education | OT | 4 |
Contact
- Name:
- Cecilia Inés Suárez Rivarola
- Email:
- ceciliaines.suarez@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Objectives and Contextualisation
The course is aimed to:
- Understand the needs of children and the daily life of these is the main base for the educational intervention, especially in the series 0-3.
- Flexible organization of space, time, materials and staff to adapt them to the children necessities.
- Naturalize and diversify the activities of teaching / learning understood as strategies to promote the harmonious development.
- Use tools and resources to achieve learning different natures: psychomotor, intellectual, socio- emotional, etc.
- Using teaching strategies of individual and group children.
- Design strategies for coordination and collaboration with families and the community.
- Convert the nursery into a node on the network that educates children in a particular community.
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.
- 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.
- 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
- "Identifying the needs of certain children aged 0-3 in the family environment using a variety of tools and strategies for gathering, analysing and evaluating the information obtained; and how to respond in terms of intervention from early childhood onwards, based on the analysis of materials, places, timetables, activities, attitude of the educator, etc."
- Critically apply reflective strategies when working in the classroom to everyday improvement and professional, individual and collective development.
- Design (in a group) and perform (individually), a sequence of specific actions for inclusive educational intervention, using everyday life as the core focus of the proposal in one of the different levels of 0-3 cycle or an early childhood or family care program.
- Propose new methods or well-founded alternative solutions.
- Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
Content
1. Everyday life as a structural element of the Early Childhood Education.
2. The needs of children as a key for the educational intervention.
3. The components of everyday life at school and in the classroom Childhood Education.
4. The specific educational cycle of Early Childhood Education 0-3.
5. Coordination with families.
6. The planning team teaching activities: tools and strategies.
7. The intervention team inside and outside the school.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Face large group | 15 | 0.6 | |
| Learning Workshop | 25 | 1 | |
| Reading Seminar | 5 | 0.2 | |
| Type: Supervised | |||
| Self- evaluation, co- evaluation | 15 | 0.6 | |
| Supervised work in the classroom and tutoring | 15 | 0.6 | |
| Type: Autonomous | |||
| Self individual and group | 75 | 3 |
This course has a workload of 150 hours per student divided into : 75 Independent study 30 hours of supervised work and assessment and 45 hours of classes distributed as shown in the table below .
The protagonist in the process of teaching and learning is the student and is under this premise that planned methodology of the subject as shown in the table below.
Inclusive Education
Taking into account the Universal Design for Learning (UDL) and the principles of equity and inclusion promoted by the European Union (Declaration of Paris, 2015), the commitment made by the Faculty of Education Sciences and UAB regarding educational inclusion, and following the Decree 150/2017 on the inclusive education system in Catalonia, the professors of this course recognizes the value of diversity and are committed to considering the uniqueness of the learning needs of the students. Therefore, an inclusive perspective will be considered transversally incorporated in the teaching practices, activities and productions of the students, and contents of this course.
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 |
|---|---|---|---|---|
| Analysis of all types of documents (individual assessment) | 25 | 0 | 0 | 2, 4, 5 |
| Daily classroom (individual assessment) | 30 | 0 | 0 | 1, 2, 3 |
| Personal assessment (individual) | 5% | 0 | 0 | 2 |
| Products partial sequence of the work of workshop (group assessment) | 15 | 0 | 0 | 1, 2 |
| Proposal group sequence specific actions for inclusive educational intervention using daily life as axis motion (group assessment) | 25% | 0 | 0 | 1, 2, 3, 4, 5 |
The evaluation of the course will be held throughout the academic year through the activities shown on the grid that is in continuation. The attendance at the classes of the course is required. Students who do not attend at least 80%, at least of the sessions and all sessions aimed assessment can not be evaluated with the instruments described below and it will be considered absent. The proof that sometimes occur in absence only serve to explain the absence, in any case, an exemption of presence. Only in cases related to legal and medical issues, and properly documented, the teacher responsible for the subject can arbitrate, if possible, to offset the additional activities required presentiality.
To pass this course, the student must show, in the activities offered to them, a good general communicative competence, both orally and in writing and a good command of the language and communication language contained in the syllabus.
To pass the course will be presented each and every evidence of learning portfolio and proposed activities must be carried out self-assessment, peer review and assessment by teachers. To pass the subject you must have an average equal to or greater than 5. To be able to take the average with the activities you must get a minimum of 5 in each of the mandatory evaluation activities.
The continuous evaluation activities, which are specified in the table, are not recoverable but the student will have the opportunity to recover the subject by taking a written test with a maximum grade of 5 (five).
Copying and plagiarism are intellectual theft and therefore constitute a crime that will be punished with a zero in the entire block where the work is located. In the case of copying between two students, if it cannot be known who has copied from whom, the sanction will be applied to both students.
An assignment, activity or test will be considered "copied" when it reproduces all or a significant part of the work of one or more of the other partners.
An assignment or activity will be considered "plagiarized" when it presents as its own a part of an author's text without citing the sources, regardless of whether the original sources are in paper or digital format (more information on plagiarism can be found at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html).
Students may wish to perform voluntary supplement their learning portfolio. These tasks and their evidence can not replace any of the evidence described in the table above.
The first day of the course teachers will deliver the index of the learning portfolio that includes each of the products and the evidence that up detailing deadlines and review it.
Each month we will present the portfolio of evidence that the student must have done according to the terms of the index presented on the first day of the public presentation curs. Durant teachers will improve returns. Students who wish to review the folder individually will in the schedule of tutorials that teachers have set for this course and will be specified in the program.
Practical activities will be distributed throughout the course in different seminars and timed to the start date of the practiceanddelivery at the end of each seminar will be dedicated to each practice. The return of all activities that are part of the qualification will be at the monthly public presentations folder.
The assessment date is 16/06/2025 and the re-assessment date is 30/06/2025.
One-time Evaluation
This course does not provide One-time Evaluation System.
Bibliography
Amorós, E.; Hortal, A. (2013). 44 experiències 0-3. Graó.
Ander-Egg, E.; Aguilar, M. J. (2001). El trabajo en equipo. Progreso.
Bassedas, E.; Huguet, T.; Solé, I. (2007). Aprendre i ensenyar a l’educació infantil. Graó.
Borghi, B. Q. (2005). Los talleres en educación infantil: espacios de crecimiento. Barcelona: Graó.
Díez Navarro, M.C. (2013). 10 ideas clave. La Educación Infantil. Graó.
Elliott, J. (2000). El cambio educativo desde la investigación-acción. Morata.
Gather, M.; Maulini, O. (2010). La organización del trabajo escolar. Graó.
Goldschmied, E.; Jackson, S. (2007). La educación infantil de 0 a 3 años. Morata.
Kliass Kliass, S., (2018). L’art de posar límits. ING Edicions
Kliass Kliass, S., (2023). L’art de donar llibertat. Com acompanyar el joc i el moviment dels infants. ING Edicions
Lleixa, T. (2005). La educación infantil 0-6 años. Paidotribo.
López , F. (2007). La escuela infantil: observatorio privilegiado de las desigualdades. Graó.
Malaguzzi, L. (2005). Els cent llenguatges dels infants. Los cien lenguajes de la infancia. Rosa Sensat.
Pikler, E. (2021) Moverse en libertad. Desarrollo de la motricidad global. Narcea Ediciones.
Quinto Borghi, B. (2013). Educar en el 0-3. La práctica reflexiva en los nidi d'infanzia. Graó.
Rovira, B. (2004). Maternitats. Graó.
Somé, S. (2011). Recibiendo al Espíritu. Rituales africanos de bienvenida para la vida. Grupo CUDEC.
Thió, C. (2013). M’agrada la família que m’ha tocat. Eumo Editorial.
Zabalza, M. A. (2006). Didáctica de la educación infantil. Narcea.
Software
Not required.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |