Basic skills

  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethic relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.

Specific skills

  • Create and maintain communication links with families to have an effective impact on the education process.
  • Promoting and cooperating in initiatives, inside and outside of the school, organised by families, municipalities and other institutions with an emphasis on civic education.
  • Understand the educational and learning processes in the 0-6 period in the family, social and school context.
  • Understand developments in the evolutionary psychology of children in periods 0-3 and 3-6. Know the fundamentals of early care.
  • Recognising the identity of the stage and its cognitive, psychomotor, communicative, social and emotional characteristics.
  • Knowing how to promote the acquisition of habits related to autonomy, freedom, curiosity, observation, experimentation, imitation, the acceptance of rules and limits, and symbolic and heuristic play.
  • Understand the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • Understand the shift from orality to writing and understand the different registers and uses of language.
  • Know about the most important moments in the history of science and technology and their significance.
  • Understand the historical evolution of the family, different types of families, lifestyles and education in the family context.
  • Identify learning difficulties, cognitive dysfunctions and problems related with attention.
  • Know how to inform other professional specialists in order to address collaboration between teacher and school, to cater for special educational needs that arise.
  • Learn the basic principles of healthy development and behaviour.
  • Collaborate with specialized professionals to solve these problems.
  • Detect emotional, nutritional and wellness needs that hinder the proper physical and mental development of pupils.
  • Appreciate the importance of teamwork.
  • Participate in the development and monitoring of educational programs in infant education in the framework of school projects and in collaboration with the territory and with other professionals and social agents.
  • Understand the law governing kindergartens and their organization.
  • Assessing the personal relationship with each student and their family as a quality factor of education.
  • Understand the scientific, mathematical and technological bases of the curriculum at this stage as well as theories on the acquisition and development of the corresponding learning.
  • Understand teaching strategies to develop numerical representations and spatial geometric and logical development notions,.
  • Understand mathematics as sociocultural knowledge.
  • Understand scientific methodology and promote scientific thought and experimentation.
  • Acquire knowledge of the evolution of thinking, customs, beliefs and social and political movements throughout history.
  • Develop educational proposals in relation to the interaction between science, technology, society and sustainable development.
  • Promote interest and respect for the natural, social and cultural environment through appropriate educational projects.
  • Promoting experiences of initiation into information and communication technologies.
  • Be familiar with the music, plastics and body language curriculum at this stage as well as theories on the acquisition and development of the corresponding learning.
  • Know and use songs to promote hearing, rhythmic and vocal education.
  • Understand how to use play as a didactic resource and design learning activities based on the principles of play.
  • Develop educational proposals that promote perception and musical expression, motor skills, drawing and creativity.
  • Analyse audiovisual languages and their educational implications.
  • Promote awareness of artistic expression and artistic creation.
  • Know the language, reading and writing curriculum at this stage as well as theories on the acquisition and development of relevant learning.
  • Promote speaking and writing skills.
  • Know and master oral and written expression techniques.
  • Understand oral tradition and folklore.
  • Understand the learning process of reading and writing and how to teach it.
  • Address language learning situations in multilingual contexts.
  • Recognize and value the appropriate use of verbal and non-verbal language.
  • Know and properly use resources to encourage reading and writing and develop strategies for use of the school library.
  • Acquire literary education and especially get to know children's literature.
  • Being able to encourage an initial approach to a foreign language.
  • Acquire resources to promote the educational integration of pupils with difficulties.
  • Critically analyse and incorporate the most relevant issues of contemporary society that affect family and school education: social and educational impact of audiovisual languages and of screens. changes in gender relations and intergenerational changes; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development.
  • Identifying disorders in sleep, feeding, psychomotor development, attention and auditory and visual perception.
  • Understand that the daily dynamic in infant education changes according to each pupil, group and situation and we must learn to be flexible in the exercise of the teaching function.
  • Assess the importance of stability and regularity in the school environment, timetables and moods of teachers as factors contributing to harmonious and comprehensive pupil progress.
  • Know how to work in teams with other professionals in and outside of the school to give attention to each pupil, and in planning of learning sequences and in organizing work situations in the classroom and playground, identifying the peculiarities of the 0-3 and 3-6 periods.
  • Address pupils’ needs, providing security, tranquillity and affection.
  • Understand that systematic observation is a basic tool to reflect on practice and reality and contribute to innovation and improvement in Infant Education.
  • Master the techniques of observation and recording.
  • Address field analysis through observational methodology using information technology, documentation and audiovisual material.
  • Be able to analyse data, critically understand the reality and report conclusions.
  • Know about international experiences and examples of innovative practices in infant education.
  • Place infant schooling in the Spanish education system, and in the European and international context.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
  • Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
  • Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
  • Promote coexistence in and outside of the classroom and address the peaceful resolution of conflicts.
  • Systematically observe learning and coexistence contexts and learn to reflect on them.
  • Reflect in groups on the acceptance of rules and respect for others.
  • Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
  • Demonstrate knowledge of the evolution of nonverbal communication and language in early childhood, and be able to identify possible dysfunctions and ensure proper development.
  • Deal effectively with language learning situations in multicultural and multilingual contexts.
  • Properly express oneself orally and in writing and master the use of different expression techniques.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Demonstrating knowledge of the evolution of non-verbal communication and language in early childhood, knowing how to identify possible dysfunctions and ensuring their proper development.
  • Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
  • Demonstrate knowledge of the evolution of the basics of children’s dietetics and hygiene.
  • Demonstrate knowledge of the evolution of the fundamentals of early care and the bases and developments that make it possible to understand the psychological processes of learning and personality construction in early childhood.
  • Demonstrate knowledge of the organization of nursery schools and other early childhood services and the diversity of actions involved in their operation.
  • Accept that the exercise of the teaching function must be refined and adapted lifelong to scientific, educational and social changes.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education Master social skills in dealing and relating with the family of each pupil and all families.
  • Consider classroom practical work to innovate and improve teaching.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
  • Demonstrate an understanding of the role, possibilities and limits of education in today's society and core competencies that affect infant schools and their professionals.
  • Demonstrate knowledge of quality improvement models with application to schools.
  • Acquiring practical knowledge of the class and its management.
  • Understand and apply the processes of interaction and communication in the classroom and master the skills required to foster a climate that facilitates the learning of social skills and coexistence.
  • Establish relations between theory and practice and the reality of the classroom and the school.
  • Participate in teaching and learn to do, act and reflect through practice.
  • Participating in the proposed improvements in the different areas of action that can be established in a centre.
  • Regulate the processes of interaction and communication in student groups aged 0-3 and 3-6 years.
  • Understand forms of collaboration with different sectors of the education community and the social environment.
  • Acquire habits and skills for cooperative and autonomous learning and promote the same in pupils.
  • Controlling and monitoring the educational process, and in particular of teaching and learning by mastering the necessary techniques and strategies.
  • Guide parents regarding family education in the 0-6 period.
  • Promoting and cooperating in initiatives, inside and outside of the school, organised by families, municipalities and other institutions with an emphasis on civic education.

Transversal skills

  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Manage information related to the professional environment for decision-making and reporting.
  • Critically analyse personal work and use resources for professional development. Work in teams and with teams (in the same field or interdisciplinary).
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Participate and get involved in the events, meetings and events of the institution to which one belongs.
  • Analyse and recognize one’s own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.