Degree | Type | Year |
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2500797 Early Childhood Education | OB | 4 |
You can view this information at the end of this document.
It is advisable to have taken Practicums I, II and III.
In order to be able to take this subject it is essential to have a negative certificate from the Central Register of Sex Offenders. It is the student's responsibility to ask for it to be able to provide it at the centre before starting the work placement.
Minimum requirements to be assessed at the centre
In order to proceed with the evaluation of the trainees, all these evaluation indicators must be met. If any of them are not met, the final grade will be a fail (grade of 3).
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Contextualisation:
Fourth practices (Practicum IV) are designed so that students know and integrate into an intervention project designed between school and faculty. The projects will be carried out both in centers 0-3 years, as in the Nursery School (3-6). Students will design and carry out an educational project within the center.
This course is taught by teachers of different educational areas: Social Sciences, Music, Plastic and Body Expression, Experimental Sciences, Mathematics, Language and Literature; and also of Applied Psychology and Pedagogy. Its design and location in the Curriculum allow relations to the subjects studied throughout the entire degree.
Objectives:
Analysis and Diagnosis
2. Concept and Design
3.- Use of oral and written Catalan appropriate to the academic context.
4.- Development and Experimentation
5.- Reflection and professional evaluation
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminars and tutorials | 22 | 0.88 | 5 |
School practice | 203 | 8.12 | 8 |
Type: Autonomous | |||
Autonomous activity | 75 | 3 | 17 |
Activity and dedication |
Description of activities |
Seminars and tutorials |
Meetings preparation practicum. |
Stay in the centre of practices |
Observe the different realities of school, reporting, analysis of documents. |
Autonomous activity |
Recommended reading. |
Total 300 h |
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Type A: Intervention Unit
Type B: School Project
Type C: Service Learning
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 |
---|---|---|---|---|
Final report | 30% | 0 | 0 | 5, 8, 11, 18, 19, 20, 21, 22, 3, 27 |
Individual tuition and seminars 30 %; Participation and presentation at the closing day of the PIV 10 % | 40% | 0 | 0 | 25, 5, 24, 9, 8, 23, 14, 12, 10, 6, 16, 4, 17, 26 |
Report from the traineeship centre's teaching staff | 30% | 0 | 0 | 1, 2, 25, 9, 7, 8, 11, 13, 15, 16, 18, 19, 20, 21, 22 |
The evaluation consists of three indicators: (1) Evaluation report of the centre, (2) Internship report, (3) Participation in seminars (group) and individual tutorials and the closing day of the PII. The evaluation activities of this subject are individual and are not recoverable. To pass the course, each of the indicators must be passed separately. A result of < 5 (out of 10) for the report, the report or the participation in the seminars indicates that Practicum II must be repeated.
To succeed during the course, the student must pass each of them separately. A result <5 (10) of the final report, the school evaluation report or the participation from the seminars, indicates the need to fail the subject and therefore, to repeat the practicum II.
If one block of activities is failed and the average with the other blocks is higher than 5, by default the final grade of the internship will be 4.
The seminar attendance is mandatory: Students must attend at least 90% of seminars, otherwise it will be considered not presented in the final qualification.
The attendance during the school timetable is a mandatory requisite (usually 9 to 17h., depending on the schedule of the school). The students attend to the school a minimum of 203h.
The Final report will be delivered through Moodle on the date shown at the end of the stay at the school and the tutor's feed-back will also be done for this virtual classroom. The results of each one of the evaluations will be returned to the students within a maximum period of 4 weeks after its delivery, and a review date will be offered in the days following its publication.
IMPORTANT:
The student must show an attitude compatible with the profession. If this is not the case, at any time during their stay at the internship centre, or the university may decide that the student cannot continue his/her stay at the centre. In these cases, the mentor and tutor will prepare a justified internship report showing that the student cannot continue the internship. If this happens, the student will automatically fail the practicum (the numerical grade that will remain will be a 3 and will not be eligible for re-evaluation).
If the student gives up the practicum without giving proper reasons the mark will be 0.
To get a pass mark in this course, students should prove, through their oral presentations and their written assignments, they have superior communicative skills and an excellent command of the vehicular language, or languages listed in the course syllabus. Assessment of all course individual and group work tasks include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts. All potential primary and early years teachers should prove they have a very good command of Catalan (C1 Level for first and second year students and C2 Level for third year students, as described here: http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html ).
In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. (For further information: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html)
The student must comply with the regulatory framework for internships https://www.uab.cat/web/practicum/normativa-1345881466711.html. In this sense, it is not allowed to repeat an internship centre in two different practicums. it is also not allowed to carry out the internship in a center wherethere are first-degree relatives orwherethestudentworkswithoutauthorizationfromtheuniversitycoordination, as established by theregulations. https://www.uab.cat/doc/RegulacioPractiquesBOEDOC
The calendar of the internship, the seminars and some aspects of the memory of this practicum can vary for those students who do it linked to a National or International stay through the UAB exchange programme Bressola, Richmond, Munich ...), an ERASMUS or SICUE programme.
In accordance with the academic regulations, this subject does not include the possibility of a single evaluation
Anton, M. (2007). Planificar la etapa 0-6. Compromiso de sus agentes y su práctica cotidiana. Col·lecció Biblioteca d’Infantil 21. Barcelona: Graó.
Bassedas, E.; Huguet, T. i Solé, I. (1996).Aprendre i ensenyar a l'educació infantil. Barcelona: Graó.
Blanch, S., Gimeno, X. i Careta, A. (2016). Com podem i com volem relacionar-nos amb les famílies des dels serveis d'atenció a la petita infància. In-fàn-ci-a, 211, 36-41.
Blanch, S., Pérez, E. i Silvente, J. (2016). Com citar i referenciar en els textos acadèmics i científics. Bellaterra: Dipòsit Digital de Documents de la Universitat Autònoma de Barcelona. Recuperat de https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
Edo, M. (2012). Ahí empieza todo. Las matemáticas de cero a tres años. Números, Revista de Didáctica de las Matemáticas, 80, 71-84.
Edo, M., Blanch, S. i Anton, M. (Coord.) (2016). El juego en la primera infancia. Barcelona: Ediciones Octaedro.
Gimeno, X. i Careta, A. (2018). Taula d’observació qualitativa per a la recollida d’informació en entorns d’interacció grupal. Dipòsit Digital de Documents de la UAB, https://ddd.uab.cat/record/199180
Giovannini, D. (2004). Les activitats a l'escola bressol. In-fàn-ci-a, 136, 15-22.
Laguía, M. J. i Vidal, C. (1990). Racons d'activitat a l'escola bressol i parvulari. Barcelona: Graó.
Majem, T. i Òdena, P. (2007).Descubrir jugando. Barcelona: Octaedro.
Morgandi,T. (2012). Les activitats quotidianes, Temes d'Infància, 182, 12-15.
Sugrañes, E.; Alós, M.; Andrés, N.; Casal, S.; Castrillo, C.; Medina, N. y Yuste, M. (2012): Observar para interpretar. Actividades de vida cotidiana para la educación infantil (2-6). Barcelona: Editorial Graó
Tognett, G. (2010). La documentació com a instrument per donar valor a les relacions entre els nens en les experiències quotidianes compartides a l’escola bressol, Temes d'Infància, 62, 29-4.
Vegas, F. (1999). Quan endreçar és una activitat. In-fàn-ci-a, 111, 21-22.
Vila, B. i Cardo, C. (2005).Material sensorial (0-3 años). Manipulación y experimentación. Barcelona: Graó.
Revistes:
In-fàn-cia.
Infància a eu-ro-pa
Guix d'infantil
Web d'interès:
Generalitat de Catalunya. Departament d'Educació. http://xtec.gencat.cat/ca/recursos/edinfantil
Xarxa Territorial d'Educació Infantil de Catalunya 0-6. http://xarxaterritorial.blogspot.com/
Further reading
Chavkin, Wendy., & Maher, JaneMaree. (2010). The globalization of motherhood : deconstructions and reconstructions of biology and care. Routledge. https://doi.org/10.4324/9780203850510
Foo, K. H. (2019). Intercultural parenting : how Eastern and Western parenting styles affect child development. Routledge.
Janssen, D. (2008). Re-Queering Queer Youth Development: A Post-Developmental Approach to Childhood and Pedagogy. Journal of LGBT Youth, 5(3), 74–95. https://doi.org/10.1080/19361650802162326
Kradin, R. (2009). The family myth: its deconstruction and replacement with a balanced humanized narrative. Journal of Analytical Psychology, 54(2), 217–232. https://doi.org/10.1111/j.1468-5922.2009.01771.x
Mac Naughton, G. (2005). Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas (1st ed.). Routledge. https://doi.org/10.4324/9780203465332
Marfo, Kofi, and Robert Serpell. Child Development in Africa : Views from Inside. Jossey-Bass, 2014.
Mercer, Jean. Child Development : Myths and Misunderstandings. SAGE Publications, 2013.
Robinson, K. H., & Jones-Diaz, Criss. (2006). Diversity and difference in early childhood education : issues for theory and practice. Open University Press.
Smidt, S. (2013). The developing child in the 21st century : a global perspective on child development (Second edition.). Routledge.
No specific programme is required.
Information on the teaching languages can be checked on the CONTENTS section of the guide.