Degree | Type | Year |
---|---|---|
Early Childhood Education | OB | 3 |
You can view this information at the end of this document.
It is advisable for students to have previously completed the course Didactics of Natural and Social Sciences in Early Childhood Education I.
The course Didactics of Natural and Social Sciences in Early Childhood Education II builds upon and completes the learning process initiated in the course Didactics of Natural and Social Sciences I. This course aims to develop professional competences related to the classroom application of the knowledge acquired in the previous course, as well as the ability to justify one's teaching practice appropriately. It focuses on the understanding, analysis, and design of learning situations related to the exploration of the natural and social environment in early childhood education.
Learning objectives:
1. Models of educational interventions related to environmental exploration
1.1 Didactic models of teaching and learning related to environmental exploration. Constructivist approach.
1.2 Sociocultural approach to the teaching and learning of social and natural sciences; teacher conceptions and teaching styles.
1.3 Analysis of real case studies presented by education professionals.
2. Ways of organizing work related to environmental exploration in Early Childhood Education: learning corners, projects, materials, and spaces
2.1 Organization of work related to environmental exploration in the early childhood classroom.
2.2 Daily life in the classroom: everyday activities, routines, rituals, and celebrations. Environmental exploration in interdisciplinary and holistic learning situations.
2.3 Examples of interdisciplinary or holistic projects.
3. Design of learning situations related to environmental exploration
3.1 Framework, learning situation, and scheduling.
3.2 Curriculum: selection and sequencing of knowledge, axes, methodologies, and competences.
3.3 Activities, materials, child grouping, and teacher guidance.
3.4 Assessment system.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Analysis of different models of didactic sequences, learning situations and projects implemented in classrooms of children. | 12 | 0.48 | 2 |
Exhibition by the inductive teaching interrelated strategies to facilitate dialogue and the construction of shared knowledge. | 8 | 0.32 | 8 |
Preparation of work done collaboratively | 8 | 0.32 | 3, 8 |
Recognition and Measurement from a globalizing and integrating situations and / analyzed in. | 8 | 0.32 | 2 |
Type: Supervised | |||
Analysis of curriculum materials and experiences of implementation in the classroom | 6 | 0.24 | 4, 8 |
Debates, presentations, and reasoned conversations | 4 | 0.16 | 2 |
Type: Autonomous | |||
Finding information and education resources | 12 | 0.48 | 2 |
Producing individual work of reflection | 15 | 0.6 | 2, 3 |
Reading, comprehension and analysis about proposed texts | 15 | 0.6 | 8 |
This course builds upon Didactics of Natural and Social Sciences in Early Childhood Education I, placing a particular emphasis on the design and implementation of didactic proposals and learning situations in early childhood classrooms. These are critically and argumentatively analysed based on didactic principles developed from the two reference disciplines: social sciences and natural sciences.
The teaching methodology is structured around three key pillars:
a) allowing students to experience, in their own learning process, that learning is both a social and personal act, simultaneously engaging rational and emotional aspects;
b) maintaining an interactive dynamic and a relaxed environment that encourages participation and personal commitment to one’s own learning and that of the group;
c) the teaching team acts as facilitators of the teaching-learning process, requiring students to take an active and autonomous role in meeting the proposed challenges.
The course is delivered through a variety of learning activities combining lectures, supervised tasks, individual student work, and follow-up and assessment sessions.
This course includes activities aimed at developing Digital Teaching Competence.
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 |
---|---|---|---|---|
Group task: design of teaching proposals for Early Childhood Education that incorporate the didactic principles covered. | 45% | 4.5 | 0.18 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
Individual task: follow-up and participation, and development of digital teaching competence. | 15% | 2 | 0.08 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
Individual task: reflection and (oral/written) presentation of the design of teaching proposals. | 40% | 5.5 | 0.22 | 2, 1, 3, 4, 5, 7, 6, 8, 9, 10, 11 |
Continuous Assessment of the course is developed throughout the teaching period and consists of a weighting of 55% for individual assessment and 45% for group assessment. It is structured through the submission of three evaluation tasks, of diverse typologies and distributed throughout the course, as follows:
1. Individual Reflection Task (40% of the final grade). This is a written and/or oral assessment task based on reflection and in-depth analysis of didactic resources designed around the natural and social environment. It will be submitted/carried out on the following dates:
a) Group 61 (Tuesday morning): 05/May/2026 (Natural Environment task) and 26/May/2026 (Social Environment task)
b) Group 62 (Wednesday afternoon): 06/May/2026 (Natural Environment task) and 27/May/2026 (Social Environment task)
2. Individual Follow-up and Participation Task (15% of the final grade). This is an assessment activity focused on monitoring and participation in group work, based on brief and argumentative evidence throughout the continuous assessment process. It will be carried out on the following dates:
a) Group 61 (Tuesday morning): at two points during the course (one week after the intermediate and final submission of the didactic resource design)
b) Group 62 (Wednesday afternoon): at two points during the course (one week after the intermediate and final submission of the didactic resource design)
3. Group Task: Design of Didactic Proposals (45% of the final grade). This is an assessment activity requiring the design, presentation, and/or implementation of didactic resources and learning situations for Early Childhood Education that incorporate the principles of Environmental Didactics. The materials prepared in groups will be submitted on the following dates:
a) Group 61 (Tuesday morning): 28/April/2026 (Natural Environment task)* and 26/May/2026 (Social Environment task)
b) Group 62 (Wednesday afternoon): 28/April/2026 (Natural Environment task)* and 27/May/2026 (Social Environment task)
*Note: The group assessment activity on the Natural Environment, for both Group 61 and Group 62, involves participation in the Exhibition of Didactic Spaces for teaching science in Early Childhood Education. This activity will be carried out during morning hours at the Bellaterra School, with the participation of all its Early Childhood students. Participation in this activity means that students from Group 62 will need to change their usual class day/time to take part. Students with professional obligations may request a participation certificate and/or an alternative option.
Single Assessment is offered in the course and consists of 100% individual assessment. It is structured through the submission of three evaluation tasks as follows:
1. Reflection Task (40% of the final grade). A written assessment task based on reflection and in-depth analysis of didactic resources designed around the natural and social environment.
2. Design of Didactic Proposals Task (45% of the final grade). This assessment requires the design (and possible implementation) of didactic resources and learning situations for Early Childhood Education that incorporate Environmental Didactics principles.
3. Oral Argumentation Task (15% of the final grade). This assessment consists of a personal oral interview to argue and defend the two previously submitted tasksand demonstrate command of the course content.
Submission dates for the Single Assessment tasks:
a) Group 61 (Tuesday morning): 26/May/2026
b) Group 62 (Wednesday afternoon): 27/May/2026
The characteristics and specifics of how all tasks will be carried out and submitted will be explained at the beginning of the course. The teaching staff will provide feedback/grades within a maximum of 20 working days according to the academic calendar. Students wishing to review their grade may do so in a specific evaluation and review tutorial session scheduled in advance by the teaching team.
Requirements and criteria to pass both continuous and single assessment:
NOT ASSESSABLE. Students will be considered “Not Evaluable” if they fail to meet the attendance requirement and have not provided sufficient evidence of assessment (i.e., have not submitted at least two-thirds of the required assessment tasks). In such cases, students will not be eligible for the resit process
RECOVERY. According to UAB academic regulations, to access the recovery process for this course, the following criteria apply:
Recovery dates:
a) Group 61 (Tuesday morning): 16/June/2026
b) Group 62 (Wednesday afternoon): 17/June/2026
SYNTHESIS TEST. Starting from the second enrolment in the course, the evaluation can be carried out through a synthesis test that allows for the assessment of the learning outcomes defined in this Teaching Guide. In this case, the final grade will be the result of the synthesis test. Synthesis test dates:
a) Group 61 (Tuesday morning):26/May/2026
b) Group 62 (Wednesday afternoon): 27/May/2026
* In this course, the use of Artificial Intelligence (AI) technologies is only permitted in the assessment activities linked to the field trip and the didactic seminars. Its use is limited to support tasks such as bibliographic or information searches, text correction, or the translation of articles in a language different from that of the course. If used, the student must clearly identify the parts generated with this technology, specify the tools used, and include a critical reflection on how they influenced the process and outcome of the activity. Lack of transparency in AI use will be considered academic dishonesty and may result in partial or total penalty in the grade or more serious sanctions.
** According to UAB academic regulations, copying or plagiarism in any type of assessment activity constitutes an offence and will be penalised with a grade of 0 in the course, losing the right to recovery, whether it is an individual or group task (in which case, all group members will receive a 0). If during an individual in-class task the teacher suspects copying or finds unauthorised documents or devices, the task will be graded with a 0, with no possibility of recovery, and the course will be failed. A task, activity, or exam is considered "copied" when it reproduces all or a significant part of another student's work. A task or activity is considered "plagiarised" when part of a text from another author is presented as one's own without citing sources, regardless of whether the source is paper or digital.
Bibliography elaborated with perspective of gender:
Altimir, D. (2011). Conversa amb Maria Teresa Feu: La intel·ligència dels nens i nenes es troba a la punta dels dits. Infància, 179, 40-42.
Calaf, R., Gutiérrez, S., & Suárez, M. A. (2016). Desvelar competencias vinculadas con el conocimiento escolar de las CCSS mediante la evaluación educativa del museo. Enseñanza de las Ciencias, 15, 89-98.
Cañal de León, P. (2007). L’alfabetització científica a la infància. Guix d’infantil, 33, 5-9.
Castellví, J. (2024). Medi social a educació infantil. Com aprenem sobre medi social a l'escola? Universitat Autònoma de Barcelona.
Cols, C. (2011). L’entorn, font de coneixements. Infància, 180, 14-20.
Cuenca, J. M., & Estepa, J. (2005). La caja genealógica: fuentes y tiempo en Educación Infantil. Una propuesta para trabajar con maestros en formación inicial. Quaderns Digitals, 37.
Cuenca, J. M. (2014). El papel del patrimonio en los centros educativos: hacia la socialización patrimonial. Tejuelo, 19, 76-96.
Feliu, M., & Jiménez, L. (Coords.). (2015). Ciencias sociales y educación infantil. Cuando despertó el mundo estaba allí. Graó.
Fontal, O., & Ibáñez, A. (2015). Estrategias e instrumentos para la educación patrimonial en España. Educatio Siglo XXI, 33(1), 15-32.
Fontal, O., & Marín, S. (2018). Nudos Patrimoniales. Análisis de los vínculos de las personas con el patrimonio personal. Arte, Individuo y Sociedad, 30(3), 483-500.
Fontal, O., Sánchez-Macías, I., & Cepeda, J. (2018). Personas y patrimonios: análisis delcontenidode textos que abordan los enlaces identitarios. Midas. Museos e Estudios Interdisciplinares, 9.
Fontal, O., & Castro, J. de. (2023). El patrimonio cultural en la educación artística: del análisis del currículum a la mejora de la formación inicial del profesorado en Educación Primaria. Arte Avance en línea, 1-23.
González-Monfort, N. (2007). El valor educativo y el uso didáctico del patrimonio cultural. Educación primaria. Orientaciones y recursos (6-12 años). En Educación Primaria (pp. 468/207-468/262). Wolters Kluwer España-Educación.
González-Monfort, N. (2008). Una investigación cualitativa y etnográfica sobre el valor educativo y el uso didáctico del patrimonio cultural. Enseñanza de las Ciencias Sociales: Revista de Investigación, 7, 23-26.
González-Monfort, N. (2011). La presencia del patrimonio cultural en los currícula de educación infantil, primaria y secundaria obligatoria en España. Patrimonio Cultural de España, 5, 58-75.
González-Monfort, N. (2019). La educación patrimonial, una cuestión de futuro. Reflexiones sobre el valor del patrimonio para seguir avanzando hacia una ciudadanía crítica. El Futuro del Pasado, 10, 123-144.
Jiménez-Fontana, R. & Gallego-Noche, B. (coord.) (2025) Cultivar la mirada científica para conocer el mundo. Una propuesta educativa para 0 a 3 años. Graó.
Martí, J. (2010). La construcció del coneixement científic dels tres als dotze anys. Què en sabem?. Guix, 369, 21-26.
Mèlich, J. C., Palou, J., Poch, C., & Fons, M. (2000). La veu de l’altre: reflexions i experiències per educar en valors ètics. ICE-UAB.
Palou, S. (2004). Sentir y crecer. El crecimiento emocional en la infancia. Propuestas educativas. Graó.
Parcerisa, A. (2015). Recursos y estrategias para estudiar ciencias sociales. Graó.
Pedreira Álvarez, M; Cantó Doménech, J; Mateo González, E. (2023). Monográfico: Aprendizaje de las ciencias en Educación Infantil. Revista Didáctica de las ciencias experimentales y sociales, núm.45.
Pedreira Álvarez, M. (coord). (2019). Ciencia en la primera infancia. 49+1 propuestas en libre elección. Graó.
Pedreira, M., y Márquez, C. (2016). Espacios generadores de conocimiento. Cuadernos de Pedagogía, 466, 46-49.
Pedreira, M. (2006). Dialogar con la realidad. En M. Antón & B. Moll (Coords.), Educación Infantil. Orientacionesy Recursos (pp. 23-69). Ciss-Praxis.
Pérez, E., Baeza, M. C., & Miralles, P. (2008). El rincón de los tiempos. Un palacio en el aula de educación infantil. Revista Iberoamericana de Educación, 48(1), 1-10. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Torruella, M. F. (2015). Ciencias sociales y educación infantil (3-6): cuando despertó, el mundo estaba allí. Graó.
Webs d'interès
ARC. Espai al servei dels mestres i del professorat per compartir propostes docents de qualitat. https://apliense.xtec.cat/arc/
Association Internationale Pikler (LÓCZY) http://www.aipl.org/
Centre de Documentació i Experimentació en Ciències i Tecnologia (Dept. d’Eensenyament): www.xtec.es/cdec
Diraya. Talleres de Expresión y Educación Creadora http://www.dirayaexpresion.es/
El safareig: educació infantil i natura (AAMM Rosa Sensat): www.elsafareig.org/
Senderi-Educació en Valors: http://www.senderi.org
Tresor de recursos. Recursos per a una avaluació formadora i un aprenentatge gratificant. https://tresorderecursos.com/
Xtec-Xarxa Telemàtica Educativa de Catalunya: http://www.xtec.es
Zona Clic: http://clic.xtec.net/ca/
Revistes d’educació infantil:
Graó 0-6. Revista de l’editorial Graó.
Infància. Revista de l’Associació de Mestres Rosa Sensat
Infància-Europa. Revista de l’Associació de Mestres Rosa Sensat
Viure en família. Revista (per a pares i mares) de l’editorial Graó
No specific software is required.
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 | 611 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 612 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 613 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 621 | Catalan | second semester | afternoon |
(SEM) Seminars | 622 | Catalan | second semester | afternoon |
(SEM) Seminars | 623 | Catalan | second semester | afternoon |
(TE) Theory | 61 | Catalan | second semester | morning-mixed |
(TE) Theory | 62 | Catalan | second semester | afternoon |