Learning Outcomes

1. Acquire a thorough knowledge of the social and cognitive dimensions of written language and the various dynamics of orality.
2. Acquire knowledge of the oral language curriculum at this stage as well as theories on the acquisition and development of learning related to it.
3. Acquire knowledge of the written language curriculum at this stage as well as theories on the acquisition and development of learning related to it.
4. Acquire literary education and especially to be familiar with children's literature.
5. Adapt the use of language to social contexts and communicative situations in the professional field.
6. Analyse situations for learning written language. Analyse and defend the proper use or not of written, oral verbal and nonverbal language.
7. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
8. Apply the knowledge gained to the selection, reading and interpretation of literary texts.
9. Assessing the value of correction, adaptation and acceptability in oral and written productions.
10. Communicate using language that is not sexist or discriminatory.
11. Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
12. Describe the evolution of language in early childhood, know how to identify possible dysfunctions and know how to defend teaching guidelines for proper development.
13. Develop a critical attitude towards uniformist versions of language and acquire basic criteria for addressing language learning in multicultural and multilingual contexts.
14. Express oneself and know how to use different languages ??for educational purposes: corporal, musical, audiovisual.
15. Having the knowledge and knowing how to use the methodological strategies that aid and stimulate the development of children's capacities for acquiring written language.
16. Integrate a respectful attitude to the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
17. Know Catalan literature of oral tradition (stories, rhymes, poems ...), ways of transmitting it to children and the methodology for their active participation.
18. Know about books for young readers and have adequate criteria for school selection on the basis of formal and literary characteristics.
19. Know about resources to encourage reading and writing and appreciate their contribution to literary education.
20. Know and appreciate appropriate educational software and web sites for the teaching and learning of infant literature.
21. Know and appreciate the characteristics of audiovisual and digital literary products for early readers.
22. Know and use information and communications technology (ICT) and technologies for learning and knowledge relating to the use of oral language at school.
23. Know and use the main resources and tools of inquiry for one's language.
24. Knowing how to analyse and manage information relating to the professional sphere in order to make decisions.
25. Knowing how to analyse aspects of the evolution of non-verbal communication and language in early childhood, identifying possible dysfunctions and suggesting proposals for its proper development.
26. Knowing how to analyse didactic sequences in which Catalan language learning situations are considered in multicultural and multilingual contexts.
27. Knowing how to analyse didactic sequences related to learning a foreign language in infant education.
28. Knowing how to analyse different learning situations for the Catalan language in multilingual contexts. Recognising, simulating and modelling oral verbal and non-verbal language uses.
29. Knowing how to use language strategies that aid and stimulate the development of children's speaking capacities.
30. Knowing how to use oral verbal and non-verbal techniques that aid communication and linguistic interaction with children.
31. Knowing how to use the different registers and uses of oral Catalan language.
32. Knowing how to use the oral tradition and also folklore in the process of acquiring written language.
33. Learning how to use children's literature in relation to oral language learning, first learning of written language and literary education with didactic devices appropriate to their objectives.
34. Making correct use of communication strategies appropriate to children of different ages (movement, gestures, intonation, volume, etc.).
35. Master the formal and colloquial registers for professional use in oral and written Catalan and Spanish.
36. Master the use of different expression techniques and express oneself adequately both orally and in writing in situations in the professional field.
37. Orally and in writing explain the objectives, curriculum content and evaluation criteria of spoken language in infant education.
38. Properly express oneself orally and in writing in Catalan and Spanish using different oral verbal and nonverbal expression techniques.
39. Recognising and evaluating the social reality and the interrelationship of the factors involved, as a necessary prelude to action.
40. Recognising and, knowing how to analyse and produce the discursive genres pertaining to the academic and professional sphere with enough theoretical and argumentative foundation.
41. Recognising the literary techniques pertaining to narration and poetry.
42. Understand oral tradition and folklore and evaluate them with literary and educational criteria.
43. Understand the different registers and uses of written language and recognize, in children's written productions, the shift from orality to writing
44. Understand the languages present in the school as a set of linguistic varieties that are all equally respectable.
45. Understand the linguistic effects of contact with language in learning situations.
46. Using verbal interaction in the classroom to promote an exchange of ideas about literary texts that teach children to talk about books and to interpret them.