Education of Children and Young Adults
Code: 101684 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Social Education | OB | 3 |
Contact
- Name:
- José Ramón Tello Sánchez
- Email:
- jose.tello@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
The teaching of the course will be delivered taking into account the perspective of the Sustainable Development Goals.
Objectives and Contextualisation
This course is a compulsory subject in the third year that aims to train professionals in areas of most tour of Social Education at the same point that encourage it from a methodological standpoint: the rehabilitative care in the stages of childhood and adolescence.
The general educational objectives of the course are:
1. To contextualize the socio-educational process in two stages in the development of a person: childhood and adolescence.
2. Know the different training and educational and child care resources and adolescence based on a territory and the various agents operating.
3. Identify and initiate the development of competences of social educators to work properly in these vital steps in coordination with other educational and socializing agents.
Competences
- Accompany people in their processes of growth and emancipation.
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
- Analyse the organization and management of socio-educational institutions.
- Apply the socio-emotional skills needed to manage human relations.
- Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
- In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
- Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
Learning Outcomes
- Analyse a situation and identify points for improvement.
- Analyse the consequences for social and educational action of various theoretical paradigms
- Analyse the ethical aspects of social education in the field of childhood.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Analyse the socio-emotional skills required for working with children and adolescents at risk.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Design and apply specific interventions for children at risk.
- Develop strategies to foster resilience processes.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- Guiding and accompanying unprotected children in their development processes and processes of integration into autonomous life.
- Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
- Know about the specific functions of institutions dedicated to early childhood and adolescence.
- Know and use the main sources of generation of scientific knowledge about childhood and adolescence in Catalonia and Spain.
- Know the different theoretical paradigms.
- Maintain an attitude of respect, practices and behaviors that address diversity and equality.
- Propose new experience-based methods or alternative solutions.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
1. The concept of childhood, adolescence and youth. pedagogical principles and methodological proposals.
2. Right of minors, protection and welfare systems. Networks, services and programs for children and adolescents. socio-legal framework in Catalonia.
3. Education and prevention in the family. Family and development practices. Continuities i discontinuities.
4. Social education in schools. Networks, services and programs.
5. Education, prevention and development in the context of (community and local) next territory. leisure, entertainment, consumer associations, participation and cultural production.
6. Programs and socio-educational actions in different contexts: methodological elements.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Exhibitions by teachers the content and basic issues syllabus. It is done with the whole group and allows class exposure main contents through a open participation by students. | 30 | 1.2 | |
| Workshops on the development of the subject | 15 | 0.6 | |
| Type: Supervised | |||
| Distnace work directed from pautes provided by teachers. | 30 | 1.2 | |
| Type: Autonomous | |||
| Own work to acquire the skills of self-regulated manner. | 75 | 3 |
The protagonist in the teaching-learning process is the students and it is under this premise that the methodology of the subject has been planned.
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 |
|---|---|---|---|---|
| Cooperative learning dossier (portfolio) | 40 | 0 | 0 | 2, 8, 3, 4, 1, 6, 14, 16, 9, 11, 13, 12, 18, 7, 19 |
| Cooperative learning dossier (portfolio) | 40 | 0 | 0 | 2, 3, 5, 14, 16, 15, 10, 9, 12 |
| Case studies, practical work, simulations and other scheduled activities, contained in the individual portfolio. | 20 | 0 | 0 | 2, 3, 5, 14, 16, 15, 10, 9, 17, 12 |
| Single evaluation (teaching portfolio, classroom practices and written exam) | 60 | 0 | 0 | 2, 3, 5, 4, 6, 14, 16, 15, 9, 17, 12, 7 |
Continuous assessment
Continuous assessment will be carried out throughout the course using the following evidence:
|
Evidence |
Description |
Weight |
|
EV5 |
Collaborative portfolio dossier and contributions to seminars (group, with co-evaluation). Delivery date: 17/11/2025. |
15% |
|
EV4 |
Group writtenwork (individual qualification). Delivery date: 17/11/2025. |
15% |
|
EV3 |
Applied product derived from the EV4 group work. Delivery date: 17/11/2025. |
15% |
|
EV2 |
Presentation, defence and/or oral application of the group work/product/dynamics (individual qualification). Dates: to be distributed. |
15% |
|
EV1 |
Written practical test on the most relevant contents of the subject. Date: 11/12/2025. |
40% |
- EV3, EV4 and EV5 delivery date: November 17, 2025.
- EV2 dates: to be determined during the course.
- Date EV1 (written test): December 11, 2025.
- Group work will be done in stable groups of 6 people, unless the teaching staff authorizes another composition.
- The presence of all the people in the group is mandatory on the day of the oral presentation.
- The classroom practices will be carried out in subgroups within the seminars, with specific timing (start and delivery date). The return and follow-up of practices will be less than 20 days.
Re-evaluation
- Only students who have previously participated in the ordinary call for the corresponding evidence will be able to access the re-evaluation.
- The maximum grade that can be obtained through re-evaluation is 5 out of 10.
- Re-evaluation date: 29/01/2026.
- In the event of not passing EV2, the person will have to make an individual and complete re-evaluation of the activity.
- The schedules may be adjusted according to organizational needs and modifications will not be allowed except in the cases duly justified and in advance.
Single assessment
Students who opt for the single assessment will have to complete the following activities in a single day:
|
Evidence |
Description |
Weight |
|
EV5 |
Design of an educational programme in a subject assigned by the teaching staff |
15% |
|
EV4 |
Resolution of questions on legal texts related to the protection of minors |
15% |
|
EV3 |
Review of two academic articles and analysis of practical assumptions |
15% |
|
EV2 |
Oral practical test on the most relevant contents of the subject |
15% |
|
EV1 |
Written practical test on the most relevant contents of the subject |
40% |
- Date of the single assessment test: 11/12/2025
- Date of re-evaluation: 29/01/2026
To pass the subject, in addition to the above, it is necessary:
- Obtain a minimum of 5 out of 10 in each activity.
- Only those who have completed all ordinary activities will be able to access the re-evaluation.
- There will be no average if any activity has a grade lower than 5.
- The maximum grade in the re-evaluation will be 5.
General criteria for continuous and single assessment
The subject is essentially professionalizing and oriented to the active participation of students in both theoretical and practical sessions. For this reason, face-to-face attendance is mandatory in both types of assessment: continuous and single.
To pass the subject, it is necessary to:
- Present all the evidence of evaluation.
- Obtain a minimum grade of 5 in each of the activities.
The final grade will only be calculated if these requirements are met. If they are not met, it will be considered non-assessable.
Students must attend a minimum of 80% of the teaching activities. Otherwise, students will have to take the exam directly. Only absences duly documented due to illness or other unforeseen situations of force majeure will be considered justified.
This subject is not suitable for students who usually need to leave before the end of the session. Classes start on time and neither entry once the session has started nor exit before the end is allowed.
Copying or plagiarism implies the grade of fail in the entire subject. The works go through the URKUND anti-plagiarism detection system.
In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes AI-generated fragments will be considered a lack of academic honesty and may result in a partial or total penalty in the grade of the activity, or greater penalties in cases of severity.
The teaching methodology and the evaluation system may be modified depending on health or programming restrictions.
To pass this subject, the student must show good general communicative competence, both orally and in writing, and a good command of the vehicular language(s) listed in the course guide. In all activities (individual and group) linguistic correctness, 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 evaluated) or suspended if the teacher considers that it does not meet these requirements.
This subject does not include a final exam for students who enrol for the second time.
Communication of grades and tutorials
- Grades will be communicated to students within 20 days after the evaluation, always guaranteeing a minimum margin of 48 hours before any retake, if applicable.
- Students may request a review of grades within the assigned tutorial schedule, upon request by email to the teaching staff.
- The tutorials will be dedicated primarily to the resolution of specific doubts, not to the development of class content.
Other considerations
Communication with the teaching staff should only be done via email, not through the virtual campus.
No delivery of work or activities outside the established date and time will be accepted.
Modifications to schedules, if necessary, will be communicated in advance and will be made whenever the organization allows it.
Bibliography
- Alegre Canosa, M.A. (2005). Geografies adolescents a secundària: els posicionaments dels fills i filles de famílies d'origen immigrant en els mapes relacionals i culturals articulats en l'àmbit escolar. Tesi doctoral dirigida per Xavier Bonal i Sarró Bellaterra : Universitat Autònoma de Barcelona. [Recurs electrònic] http://www.tdx.cat/TDX-0714105-162736/
- Boos,F.; Exner, A. Haitger, B. (1997). Las redes sociales son distintas. Perspectivas de Gestión, 1997.
- Bronfenbrenner, U. (1987): La ecología del desarrollo humano. Barcelona: Paidós.
- Coord. Estatal de Educadores Especializados (1989): «Perfil profesional y formación del educador especializado» a Menores. Núm. 13-14. Madrid: Ministeri d’Afers Socials (pàg. 139-150).
- Colom, a. (1987): modelos de intervención socioeducativa. Madrid: narcea.
- Demause, ll. (1982): historia de la infancia. Madrid: alianza.
- De Lucs, F i Murillo de la Cueva. (2006). La infancia en desamparo. Huelva. Portularia, vol. VI, núm. 2, 2006, pp. 213-215
- Fantova, F. (2001). La gestión de organizaciones no lucrativas. Madrid: Ed ccs. Madrid.
- Funes, j.; toledano, ll.; vilar, J. (1997): Intervenció Psicopedagògica sobre problemes de desadaptació social. Barcelona: Edicions de la Universitat Oberta de Catalunya.
- Gómez-granell, c.; garcía milà, m.; ripol-millet, a.; panchón, C. (2004): Infancia y familias: realidades y tendencias. Barcelona. Institut d’Infància i Món Urbà. Ariel.
- Guerau, f. (1985): la vida pedagógica. Barcelona: Roselló.
- Montané, J., Jariot, M. I Arnau, L. (Coords.) (2010). Programes d'orientació d'hàbits saludables i per al desenvolupament per a nois i noies entre 12 i 18 anys. Bellaterra : Universitat Autònoma de Barcelona.
- Muñoz, C. (1989): «La pedagogía como marco de reflexión del educador especializado. ¿Cuál es la pedagogía base?» a Menores. Núm. 13-14. Madrid: Ministeri d’Afers Socials (pàg. 77-80).
- Picarnell_Lucas, A i Verde-Diego, C. (2017). Questions ètiques derivades de la intervenció amb adolescents. Una mirada socioeducativa y tecnocrítica. (pp. 133-149). Valencia
- Puig, I. De (Coord.) (2010). Som joves, tenim drets... I deures. Barcelona : Generalitat de Catalunya, Departament d'Interior, Relacions Institucionals i Participació, Oficina de Promoció de la Pau i dels Drets Humans, Departament d’Educació.
- Unió Europea (2009). EU youth report. Luxembourg : Office por Official Publications of the European Communties.
- Vasquez O. (2014). Infancia, Juventud y Ley. Revista de divulgación científca del trabajo con menores.
Web:
- "Con los bolsillos llenos de técnicas" http://paideia.synaptium.net/pub/pesegpatt2/asi/asi_tecnicas.pdf
-
CNJC i APSAS, (2020). Encarem el suïcidi juvenil: orientacions i eines per a entitats juvenils. https://www.cnjc.cat/sites/default/files/u89/encarem_el_suicidi_juvenil-eines-orientaci ons.pdf
- Grupo de trabajo de la actualización de la Guía de Práctica Clínicasobre la Depresión Mayor en la Infancia y la Adolescencia, (2018). Guía de Práctica Clínica sobre la Depresión Mayor en la Infancia y la Adolescencia. Actualización. Ministerio de Sanidad, Servicios Sociales e Igualdad. Unidad de Asesoramiento Científico-técnico (Avalia-t). https://portal.guiasalud.es/wp-content/uploads/2018/12/GPC_575_Depresion_infancia_Ava liat_compl.pdf
- UPRIGHT PROGRAM: projecte europeu que té com a objectiu millorar el benestar i la resiliència de les joves. https://www.uprightprogram.eu/school_es/
Software
For the realization of this subject will use among other programs the: Genopro, Eina de cribatge and the RUMI.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 311 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 312 | Catalan | first semester | morning-mixed |
| (TE) Theory | 3 | Catalan | first semester | morning-mixed |