Degree | Type | Year |
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Early Childhood Education | OB | 2 |
You can view this information at the end of this document.
It is advisable to have taken Practicum I.
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:
The second internship (Practicum II) are designed to provide students with a general overview of the 0-3 cycle of early childhood education and the educational processes that take place there.
This course is taught by teachers from seven different areas: Social Sciences, Musical Expression, Plastic Expression, Corporal Expression, Experimental Sciences, Mathematics, Language and Developmental Psychology. Its design and location in the syllabus allows it to be related to the following subjects:
- Educational processes and learning (0-6 years)
- Early childhood education centres
- Organisation of the school space, materials and teaching skills
- Society,
The main objective of the second year internships is for students to come into contact, with a view to their professional future, with a nursery school, i.e. a school where children from 0 to 3 years of age are educated. During this period, children undergo a large number of fundamental changes in their development and socialisation, which is why it will be necessary for master's students to carry out a rigorous and systematic observation of the key elements of a school of these characteristics and of a classroom. Observation that will allow them to design and apply a learning sequence adapted to the children with whom they interact.
Objectives:
1. The profession of a nursery teacher: functions, strategies, techniques and attitudes professionals.
2. Analysis of the processes of communication and interaction in the classroom.
3. Analysis of the tutorial function.
4. Analysis of living standards approaches and strategies for conflict resolution.
5. Analysis of Early Childhood Education curriculum.
6. Context, design, implementation and evaluation of a learning sequence.
7. Self-analysis and self-regulation of professional practice and learning processes.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminaires and inidividual supervision | 20 | 0.8 | 2, 8, 23, 12 |
Type: Supervised | |||
School internship | 210 | 8.4 | 2, 3, 13, 14, 23, 12 |
Type: Autonomous | |||
Autonomous | 70 | 2.8 | 23 |
Activities |
Hours |
Methodology |
Competences |
Seminaries and individual supervision |
20 |
Seminars for exchange, discussion and evaluation of the processes designed in small groups. Lectures and workshops on specific topics related to the practicum. Individual supervision on the design of the proposal. Oral presentation and conclusions. |
TF.1, TF.7, EI10, EI.20, PI.1, PI.2 |
School internship |
210 |
Internship in the nursery: observation, reporting, analysis of documents. Study everyday situations in schools: types of activities and dynamics. Preparation of daily field notes and observation. Educational application designed sequence (between 3 and 5 sessions, it is recommended during the last 3 weeks). |
TF.4, TF.6, EI.2, EI.7, EI.10, EI.11, EI.19, PI.1, PI.2, PI.7 |
Autonomous |
70 |
Recommended reading of recommended articles. Analysis and study of the school reality. Design of a learning sequence. Preparation of the final report. Preparing oral presentations. |
G2, EI.20, PI.1, PI.4
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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 |
---|---|---|---|---|
Evaluation from the school (Individual) | 30% | 0 | 0 | 7, 24, 9, 15, 6, 23, 25, 11, 12, 26 |
Final report (Individual) | 30% | 0 | 0 | 1, 2, 3, 24, 9, 8, 22, 4, 13, 14, 15, 17, 18, 19, 20, 21, 5, 6, 16, 23, 25, 11, 12, 26 |
Individual tuition and seminars 30 %; Participation and presentation at the closing day of the PII 10 % | 40% | 0 | 0 | 1, 4, 10, 5, 16, 23 |
Students must demonstrate an attitude that is compatible with the profession. If this is not the case at any time during the placement, the placement centre and the university may decide that the student must stop the placement. In such cases, the faculty and the centre will liaise and produce a reasoned report on the termination of the placement, stating that the student cannot continue. If this happens, the student will automatically fail the practicum and receive a grade of 3. They will not be eligible for re-evaluation.
Students who abandon the internship without justification will receive a grade of 0.
Linguistic correctness, writing and the formal aspects of presentation will be considered in all activities (individual and group). Students must be able to express themselves fluently and correctly, demonstrating a high level of comprehension of academic texts. Please note that in the case of Catalan, students in the first and second years are required to demonstrate a level of linguistic competence equivalent to Level 1 for Early Childhood and Primary School Teachers, and students in the third year of the degree must demonstrate a level of proficiency equivalent to Level 2 for Early Childhood and Primary School Teachers. More information on these levels can be found at http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html.
Copying and plagiarism constitute intellectual theft and will be punished with a mark of zero for the entire block in which the work is located. If it is not possible to determine who copied from whom in the case of copying between two students, both students will be penalised. Please note that 'copying' is defined as work that reproduces all or a substantial portion of another student's work. 'Plagiarism' is presenting all or part of an author's text as one's own without citing the sources, whether they are published in print or online. (See the UAB's documentation on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html.)
Students must comply with the regulatory framework for internships: https://www.uab.cat/web/practicum/normativa-1345881466711.html. Students may not repeat the same internship centre in two different practicums. They also cannot undertake their internship at a centre where they have first-degree relatives or where they work without authorisation from the university coordinator (https://www.uab.cat/doc/RegulacioPractiquesBOEDOC).
The internship calendar at centres, seminars, and some aspects of the report for this practical course may vary for students doing it in conjunction with a national or international stay through UAB's own programme (Mece, Richmond, Munich, etc.), ERASMUS, or SICUE.
In accordance with academic regulations, this course does not allow for a single assessment.
The use of artificial intelligence (AI) technologies is permitted as an integral part of the work in this course, provided the result demonstrates a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify which parts have been generated using AI technologies, specify the tools used, and provide a critical reflection on their influence on the process and the final result of the activity. Failure to be transparent about the use of AI will be considered academic dishonesty and may result in a penalty on the activity mark or more serious sanctions in serious cases.
This course includes activities for developing Digital Teaching Competence.
Anton, Montserrat. (2007). Planificar la etapa 0-6. Compromiso de sus agentes y su práctica cotidiana. Col·lecció Biblioteca d’Infantil 21. Barcelona: Graó.
Bassedas, Eulàlia.; Huguet, Teresa. i Solé, Isabel. (1996).Aprendre i ensenyar a l'educació infantil. Barcelona: Graó.
Blanch, Sílvia., 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, Sílvia., Pérez, Eulàlia. i Silvente, Jennifer. (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, Mequè. (2012). Ahí empieza todo. Las matemáticas de cero a tres años. Números, Revista de Didáctica de las Matemáticas, 80, 71-84.
Edo, Mequè., Blanch, Sílvia. i Anton, Montserrat. (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, Donatella. (2004). Les activitats a l'escola bressol. In-fàn-ci-a, 136, 15-22.
Laguía, María José. i Vidal, Cinta. (1990). Racons d'activitat a l'escola bressol i parvulari. Barcelona: Graó.
Majem, Tere. i Òdena, Pepa. (2007).Descubrir jugando. Barcelona: Octaedro.
Morgandi,Tiziana. (2012). Les activitats quotidianes, Temes d'Infància, 182, 12-15.
Sugrañes, Encarna.; Alós, Montserrat.; Andrés, Neus.; Casal, Soledad.; Castrillo, Carmen.; Medina, Nereida. y Yuste, Micaela. (2012): Observar para interpretar. Actividades de vida cotidiana para la educación infantil (2-6). Barcelona: Editorial Graó
Tognett, Gloria. (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, Fina. (1999). Quan endreçar és una activitat. In-fàn-ci-a, 111, 21-22.
Vila, Berta. i Cardo, Cristina. (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.
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.