Degree | Type | Year |
---|---|---|
Early Childhood Education | OT | 4 |
You can view this information at the end of this document.
Prior to entering this subject, it is recomended that students have passed two previous subjects titled Natural, social and cultural environment education: teaching and learning from natural and social sciences in primary education I and II.
Contextualization and global aim
Experimentation in Early Chilldhood Education is an elective subject offered within the fourth year of the Early Childhood Education Graduate Degree. At this point students have already taken the subjects whose content deals with the didactics of music, science, mathematics, social sciences and art. The global aim of this subject is to deepen systematically in the process of experimentation in early years education (0-6) engaged in STEAM educational contexts. There is a specific focus on students' competence in designing, implementating and evaluating educational proposals fostering experimentation within early years classrooms. These educational proposals aim at promoting children development, acknowledging cultural diversity, and fostering the development of caring values and attitudes towards the environment inspired by SDG. Th classroom dynamics will promote small group work to integrate students' diversity, and will construct a non-competitive classroom climate to facilitate collective responsability.
Objectives:
1. To reflect on expert voices and perspectives in relation to young children experimentation.
2. To know the background of scientific, mathematical, tecnological and artístic experimentation and to recognize thri value in the development of children's knowledge on the natural and social phenomena.
3. To identify the different dimensions of experimentation (living beings, materials and movement) and their relationship with other curricular areas such as narrative, artwork, music, psychomotricity, nutrition and mathematics.
4. To gain first hand experience in experimenting with different objects and contexts from everyday life taking into account the values of caring for the environment inspsired by SDG.
5. To know and analyze educational proposals on experimentation in early years education within STEAM educational contexts.
6. Todesign, implement and evaluate STEAM teaching sequences that prepare future teachers to promote experimentation in early years education
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Coaching | 22 | 0.88 | |
Face to face activity in whole group | 45 | 1.8 | |
Formative assessment | 8 | 0.32 | |
Type: Autonomous | |||
Autonomous work | 75 | 3 |
The teaching methodology is developed around three pilars:
(a) offering students the opportunity to develop wide direct experience with objects, materials, and natural phenomena which are powerful contexts to work on experimentation in early years education;
(b) offering students the opportunity to design, implement, and evaluate activities and teaching sequences on experimentation in early years education through the analysis of teaching materials,classroom videos, school visits, and leading experimentation worklshops; and
(c) offering students the opportunity to reflect on the educational value of experimentation in early years education through participating in group readings and conversation with their classmates, early years teachers and other profesionals from education.
The types of activities designed include lectures presenting different points of view, field trips to explore the local environment around the UAB, work in the didactic laboratory to deepen direct observation and experimentation with materials and phenomena, and small group work focused on reflection around readings and teaching proposals. A compulsory whole-group visit will be made to a nearby Environmental Education Centre, to be determined, during regular class hours. Field trip activities are mandatory and may involve travel expenses to be covered by the student (Barcelona and/or surrounding areas). The activity may incur a cost of up to €15.
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 paper done in small group | 25% | 0 | 0 | 1, 9, 2, 10, 15, 11, 12 |
Group work on the design and implementation of an experimentation workshop for early years teachers | 25% | 0 | 0 | 7, 2, 3, 4, 6, 8, 10, 14, 13 |
Individual portfolio of the course work | 50% | 0 | 0 | 1, 6, 5, 15, 11, 12 |
Formative Assessment
Formative assessment will be carried out throughout the teaching period, through activities combining individual and group work. To pass the module, students must obtain a minimum mark of five (out of ten) in each of the defined assessment activities. Continuous assessment is structured around the following activities and their corresponding outputs:
a) Group design and delivery of an experimental workshop (25% of the final mark): This assessment activity includes two group tutorials with the module lecturers to prepare the workshop, the development of a written workshop script, and the delivery of the workshop to the whole class.
b) Final group project (25% of the final mark): This group project involves the theoretical foundation, development and reflection on the experimental workshop. It will consist of a written report following the guidelines provided in the module outline. Particular emphasis will be placed on meaningful integration of module content, reflective capacity, creativity in the use of different formats, inclusion of class readings, critical reflection on the workshop and references to other sources such as Graó 0-6, Perspectiva Escolar, or Infància. The project must also include an individual reflection on some of the challenges the student foresees as a future teacher and how they plan to overcome them.
c) Individual portfolio (50% of the final mark):This includes: (1) A reflective theoretical introduction on experimentation, integrating the work completed during the module. (2)A selection of activities completed during the module, such as readings, experimentation tables, peer assessments, self-assessment, documentation of the experimental activity, and others. (3) Final conclusions evaluating the learning achieved in the module, following the guidelines provided in the module outline. Assessment will pay particular attention to students' ability to justify their evaluations and the appropriate integration of module content and readings.
Single Assessment
Students opting for the single assessment must submit the same activities as for continuous assessment and defend them in an individual interview with the module lecturers on 15 and 16 June 2025 for morning and afternoon groups respectively. The assessment breakdown is as follows:
a) Design and delivery of an individual workshop (35% of the final mark)
b) Individual portfolio (50% of the final mark)
c) Oral defence and response to lecturers' questions (15% of the final mark)
Students under the single assessment scheme are subject to the same system for grade revision and reassessment as in the formative assessment.
Requirements and criteria for passing either formative or single assessment:
Students must attend at least 80% of the module sessions. All practical sessions (seminars and field trips) are compulsory. Failure to meet this requirement results in a “not assessed” grade. Justification for absences explains the absence but does not excuse it.
Students must demonstrate competent general communication skills, both oral and written, and a good command of the Catalan language. All activities will be assessed on linguistic accuracy, spelling, grammar, and formal presentation. Failure to meet these standards may result in an activity being returned as “not assessed” or marked as failed.
Students must display attitudes compatible with the teaching profession, including active listening, respect, participation, cooperation, empathy, kindness, punctuality, non-judgement, ability to argue constructively, and appropriate mobile phone use. In group work, poor attitude by one or more members may lower their individual mark. Group members may receive different marks.
Assessment activities must meet the formal requirements of academic work. This includes correct referencing, footnotes, quotations, and bibliographic references in accordance with APA 7 guidelines.
Students must comply with transparency criteria regarding AI use*.
Students must not violate the UAB’s regulations on copying or plagiarism.**
Reassessment criteria:
To qualify for reassessment, students must:
Have been assessed in at least two out of three assessment activities.
Have met all other assessment criteria.
Have complied with transparency standards regarding AI use*.
Not have committed plagiarism or copying.**
Reassessment consists of completing an additional independent task, revising previously submitted activities, or sitting a final test.
Reassessment dates for both continuous and single assessment:
Monday 29 June 2026, 10:30–13:00
Tuesday 30 June 2026, 18:30–21:00
The maximum mark achievable for a reassessed activity is 5 out of 10, and this mark will be averaged with the rest of the student’s assessment marks.
In both the case of Continuous Assessment and Single Assessment, students will be considered not assessable if they have not met the attendance requirement or have not provided sufficient assessment evidence. In such cases, they will not be eligible for the resit process.
This module does not include a synthesis exam.
* Use of Artificial Intelligence (AI):AI tools are allowed in all activities, but restricted to support tasks such as literature or information searches, proofreading, or translation of articles in languages other than the one used for teaching. When using AI, students must clearly identify the parts generated, state the tools used, and include a critical reflection on how AI has influenced the process and final product. Lack of transparency will be considered academic dishonesty and may lead to partial or full penalties, or more serious sanctions.
** Plagiarism and copying:According to UAB regulations, copying or plagiarism in any assessment task is considered academic misconduct and will be penalised with a mark of 0 for the entire module, with no possibility of reassessment, whether the work is individual or group-based (in the latter case, all group members will receive a 0). If a student is caught copying or using unauthorised material during an in-class individual task, it will also be marked 0 with no reassessment. A task is considered “copied” when it reproduces all or a significant part of another student’s work. It is considered “plagiarised” when part of another author’s text is presented as the student’s own without citing the source, regardless of whether the source is printed or digital.
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.
Amorós, E. (2013) (Ed.). 44 Experiencias 0-3. Barcelona: Graó.
Artero, M., & Calçada, P. (coord.). (2022). Renaturalitzar els espais i els temps educatius. Dossier 7. Barcelona: Graó.
Benlloch, M. (1992). Ciencias en el parvulario. Barcelona: Editorial Paidós.
Bonàs, M.(2006). L'art del pintor de paisatges: Algunes reflexions entorn de la documentació. Infància, 151, 24-28.
Cantó Doménech, J., Martín Porta, A.; Ortíz Hernánez, M.L.; Viana Sánchez, J. (2023) Pañales científicos: una situación de aprendizaje contextualizada en el aula de 2 años para trabajar la ciencia. Revista de didáctica de las ciencias experimentals y sociales, 45, pp. 17-34. https://ojs.uv.es/index.php/dces/article/view/27372/pdf
Couso, D., & Grimalt, C. (2020). STEAM per a la primera infància. Guix d'Infantil, 103, 9-13.
Couso, D. López, V. (2021) Currículum operatiu per a l’ensenyament de l’energia. Clarificació conceptual i didàctica. Generalitat de Catalunya: Institut Català d’Energia. https://icaen.gencat.cat/web/.content/10_ICAEN/17_publicacions_informes/11_altres_publicacions/arxius/Curriculum_Operatiu_ICAEN_access_DEF.pdf
Escutia, M. (2009). L'hort Escolar Ecològic. Barcelona: Graó.
Eugenio-Gozalbo, M. Zuazagoitia, D. (2023) STEAM enel huerto. 10 propuestas de proyecto científico para educación secundaria. Editorial Graó.
Feu, M. T. (2008). Fem ciències: el taller d'hort i jardí vist amb les "ulleres" de les ciències. Infància, 160, 29-33.
Galardini, A.L., Lozzelli, S., Davoli, M. & Tognetti, G. (2010). Documentar: Afinar els ulls per captar moments. Barcelona: Associació de Mestres Rosa Sensat.
Harlen, W. (2010). Principios y grandes idees de la educación en ciències. Association for Science education.http://innovec.org.mx/home/images/Grandes%20Ideas%20de%20la%20Ciencia%20Espaol%2020112.pdf
Hoyuelos, A. (2007). Documentació com a narració i argumentació. Guix d'Infantil, 39, 5-9.
Izquierdo, M. (coord..) (2011). Amb una altra mirada!: Química a infantil i primària. Barcelona: Editorial Graó.
Kader, B. Senil, Ü. (2021).Propostes STEM per a educació Infantil. Incorporant les famílies a l’aula. DDD-UAB. hhttps://ddd.uab.cat/record/248398il
Kamii, C. & Devries, R. (1978). El conocimiento físico en la educación preescolar. Madrid: Siglo XXI Editores.
Lemkow-Tovias, G. (coord.) (2022). Parlem de. Educació científica inclusiva desde la primera infància. Guix d'Infantil, 114, 9-27.
Mediavilla, S. (coord) (2019). Materials: intencionalitat, criteris, concepcions educatives. Guix d'infantil, 101, 9-27.
Napal Fraile, M. i Vázquez Bienzobas, L. (2023). La intervención adulta determina el desarrollo de las destrezas científicas en la etapa de infantil. Revista de didáctica de las ciencias experimentals y sociales, 45, pp. 53-68. https://ojs.uv.es/index.php/dces/article/view/27375/pdf
Padern, M. (2008). Sonido, silencio, ruido: conocerlos, medirlos, controlarlo. Aula de Infantil, 44, 13-16.
Pedreira, M. (2006). Dialogar con la realidad. Dins: M. Antón I B. Moll (ords.). Educación Infantil. Orientaciones y Recursos. (pp. 23-69) Barcelona: Ciss-Praxis.
Pedreira, M. (2019). Ciència des del néixer. Barcelona: Editorial Graó.
Pedreira, M. (coord.). (2020). STEAM per a la infància. Guix d'Infantil, 103, 9-27.
Pedreira,M. (2022). Escola 3-6. Ciència des del néixer. Infància 246.
Rozas, B.; Garí, M.; & Benlloch, M. (2007). Tot el que entra torna a sortir? Joc, experimentació i recerca amb tubs. Infància, 158, 10-16.
Senil, Ü., Kader, B. Üçgül, M, Radeva, S., Michelsen, C., Seidelin, L., Couso, D, Mirtschewa, I., Linden, M., Lund Jensen, B., Brandt, B., Grimalt-Álvaro, C., Pedreira, M, Lemkow-Tovias, G., Çetin, S.Ü., Metehan (2021). Punts clau per STEM a l’educació infantil i incloent-hi els pares: una guia per a educadors d’infantil. DDD-UAB. http://ddd.uab.cat/record/232951
Solé, J., Weissmann, H., Abril, M., Montés, G., Castelltort, A., & Capdevila, L. (2020). L'Hort escolar: Guia pràctica d'horticultura i jardineria ecològica. Barcelona: Ajuntament de Barcelona.
Vega, S. (2006). Ciència 0-3. Barcelona: editorial Graó.
Vega, S. (2012). Ciència3-6. Barcelona: editorial Graó.
Weissmann, H. (1999). El juego exploratorio en la educación infantil. A Jornades d'Innovació en l'Etapa d'Educació Infantil. Bellaterra: ICE, Universitat Autònoma de Barcelona, 153-159.
Xarxa Territorial d'Educació Infantil de Catalunya (2009). Documentar: Una mirada nova. Barcelona: Associació de Mestres Rosa Sensat.
Currículum
Nou currículum: https://projectes.xtec.cat/nou-curriculum/educacio-infantil/
Webs
Lab 0-6: https://blocs.umanresa-cat/educaciofub/category/lab0-6/
Centre de Documentació i Experimentació en Ciències i Tecnologia (Dept. d'Ensenyament): http://www.xtec.cat/web/innovacio/cesire/
STEMarium (Comunitat STEM a Catalunya): https://stemarium.gestioeducativa.gencat.cat/
El safareig: educació infantil i natura ( AAMM Rosa Sensat ): https://www.elsafareig.org/
Xarxa d'Escoles per la Sostenibilitat de Catalunya (XESC): https://escolesxesc.cat/
Associació de Mestres Rosa Sensat: https://www.rosasensat.org/
Senderi-Educació en Valors: https://www.senderi.org/
Xtec-Xarxa Telemàtica Educativa de Catalunya: https://www.xtec.es
Tresor de recursos: Recursos per a una avaluació formadora i un aprenentatge gratificant. https://tresorderecursos.com//
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
No special digital tool is necessary
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 |
---|---|---|---|---|
(PLAB) Practical laboratories | 101 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 201 | Catalan | second semester | afternoon |
(TE) Theory | 1 | Catalan | second semester | morning-mixed |
(TE) Theory | 2 | Catalan | second semester | afternoon |