Check the competences developed in the Degree in Early Childhood Education. Click on each category to browse the list:
» Basic and general competences
|Code||Basic and general competences|
|CB1||To show and understand knowledge about the field of expertise, building upon secondary education, through advanced text books as well as from the latest research in the field.|
|CB2||To apply knowledge in professional life, and to show competences enabling critical thinking and problem solving within the field of expertise.|
|CB3||To gather and interpret relevant data (usually field-related) in order to express reasoned opinions on social, scientific, and ethical matters.|
|CB5||To develop the necessary learning skills to undertake further studies with great autonomy.|
|CG-01||To know the objectives, curriculum content, and assessment criteria for Early Childhood Education.|
|CG-02||To promote early childhood learning from a comprehensive perspective including cognitive, emotional, psychomotor, and volitional aspects.|
|CG-03||To design and manage inclusive education learning environments focused on individual student’s needs, gender equality, and respect for human rights.|
|CG-04||To promote a peaceful attitude inside and outside the classroom, and to be able to solve problems peacefully.
To develop systematic observation skills in learning environments and to be able to reflect upon them.
|CG-05||To participate in group discussions about compliance and respect for others.
To promote autonomy and individual characteristics of students as tools for emotional education and as values in early childhood.
|CG-06||To know how language develops in early childhood, being able to detect possible disorders and work to overcome them.
To be able to effectively work for language learning in multicultural and multilingual environments.
To effectively communicate (speaking and writing), and master different expression techniques.
|CG-07||To know the impact of ICTs and media in education, especially the impact of television in early childhood.|
|CG-08||To know the principles of children’s nutrition and hygiene.
To know the principles of early care and the basis of psychological, learning, and personality development in early childhood.
|CG-09||To know the organization system of Early Childhood Education schools and the different activities developed there.
To understand that teaching involves lifelong learning, to be up-to-date with scientific, pedagogical, and social changes.
|CG-10||Ability to advise parents on education matters (period from 0-6 years old) and develop social skills to interact with students’ families.|
|CG-11||To develop critical thinking to innovate and improve the teaching practice.
Independent learning skills and ability to work in a team, being able to promote these skills among students.
|CG-12||To understand the role, boundaries and possibilities of education in today’s society and the competences affecting Early Childhood Education schools and professionals.
To know quality improvement models applied to educational institutions.
» Specific competences
|CE-01||To understand the 0-6-year-old children’s educational and learning processes within family, society, and school.
To be up-to-date with research in early childhood developmental psychology within the periods from 0-3 and 3-6 years old.
To know the principles of early care.
To understand the concept of identity within this period and psychomotor, communicative, social, and affective features.
|CE-02||To promote the development of skills such as independence, freedom, curiosity, observation, experimentation, imitation, rules and limits compliance, symbolic and heuristic games.
To know the teaching value of interacting with adults and other children, and to promote participation in group activities and individual work.
|CE-03||To identify learning difficulties, and cognitive and attention disorders.
To report to other specialists and to promote school-teacher cooperation in relation to special education needs that may arise.
To develop resources for the inclusive education of children with difficulties.
|CE-04||Ability to effectively communicate with children’s families.
Ability to work as a tutor and advisor on family education issues.
Ability to work inside and outside the school in activities developed by families, city councils and any other institution playing a role in education.
|CE-05||To analyse and apply critical thinking on social issues affecting family and school education: social and educational impact of media and computer languages; evolution of gender and cross-generational relations; multiculturalism and interculturalism; discrimination and social inclusion, and sustainable development.|
|CE-06||To know the historical evolution of family, the different kinds of families, lifestyles, and education styles within a family.|
|CE-07||To know the basic principles of healthy development and behaviour.
To identify sleep, eating, psychomotor development, attention, and visual and hearing disorders.
Ability to work in a team with other professionals to tackle those disorders.
Ability to identify emotional, nutritional, and welfare deficiencies affecting the appropriate physical and psychological children’s development.
|CE-08||To understand that Early Childhood Education must be adapted to each student, group, and context. Ability to be flexible in the teaching practice.
To be aware of the importance of a balanced environment at school. To consider timetables and teachers’ attitude as elements influencing the students’ peaceful and integral development.
To meet students’ needs and build a safe, peaceful, and caring environment for them.
|CE-09||Ability to work in a team with other professionals inside and outside the school to cater for students’ needs, as well as to plan and develop teaching and learning activities in the classroom and playground being able to identify the specific features of the periods from 0-3 and 3-6 years old.|
|CE-10||To develop systematic observation skills in learning environments, to be able to reflect upon them, and work for innovation and enhancement of Early Childhood Education.
To master observation and registration techniques.
To develop field work analysis through observation methods by using ICTs and audio-visual resources.
Data-analysis skills, critical assessment of real-life contexts, ability to draft reports.
|CE-11||To understand early childhood schools within the Spanish education system and in European and international contexts.
To know international initiatives and innovative projects within Early Childhood Education.
To work in the development and monitoring of education projects in Early Childhood Education within the school centre and side by side with other professionals and social actors.
To know the legislation governing early childhood schools and their organization.
|CE-12||To understand the importance of teamwork.
To value personal relationships with students and their families as elements for education enhancement.
|CE-13||To know the scientific, mathematical, and technological basis of the curriculum, and the theories on learning acquisition and development at this age span.|
|CE-14||To know teaching methods to develop numerical representations, spatial, geometrical, and logical development notions.
To understand mathematics as socio-cultural knowledge.
|CE-15||To know the scientific methodology and promote scientific thinking and experimentation.|
|CE-16||To acquire knowledge on the evolution of thought, customs, beliefs, and social and political movements throughout history.
To know crucial events in the history of science and technology and their implications.
|CE-17||To develop teaching projects to show the interaction between science, technology, society and sustainable development.
To promote interest and respect towards the natural, social and cultural environments through appropriate teaching strategies.
|CE-18||To promote activities for introducing children to ICTs.|
|CE-19||To know the curriculum for language, reading and writing learning, along with language acquisition and development theories.
To promote speaking and writing skills.
To know and master spoken and written expression techniques.
|CE-20||To know oral traditions and folklore.|
|CE-21||To understand the shift from orality to literacy and to know the different language registers and uses.
To understand the process of teaching and learning to read and write.
|CE-22||To effectively work for language learning in multilingual environments.|
|CE-23||To understand the importance of the appropriate use of verbal and non-verbal language.
To know and effectively develop reading and writing promotion activities.
To develop knowledge on literature and specially, on children’s literature.
Ability to promote the first contact with a foreign language.
|CE-24||To know the music, art, and body expression curricular basis, as well as related learning and development theories.
To analyse audio-visual languages and their implications on education.
|CE-25||To know and use songs to promote listening, rhythmic, and vocal skills.|
|CE-26||Ability to use games as teaching resources and to be able to design playful and entertaining learning activities.|
|CE-27||To develop teaching initiatives to promote musical expression and perception, motor skills, drawing, and creativity.
To promote plastic expression and artistic development skills.
|CE-28||To develop practical knowledge and classroom management skills.
To be aware of communication and interaction processes in the classroom and to develop soft skills and promote cooperative learning.
|CE-29||To monitor the teaching and learning process through appropriate methods and techniques.|
|CE-30||To link theory and practice with the real education contexts in the classroom and the school.
To develop learning-by-doing skills and to be able to reflect on the teaching practice.
To work in different education enhancement projects within the school centre.
To know how to work with different education and social organisms.
|CE-31||To monitor the interaction and communication processes of children from 0-3 and 3-6 years old.|
» Cross-curricular competences
|CT-01||Analysis and synthesis skills.|
|CT-02||Planning and organization skills.|
|CT-03||Decision making skills.|
|CT-04||Critical thinking skills.|
|CT-05||Ethical values and principles.|
|CT-06||Ability to develop and keep up-to-date professional skills.|
|CT-07||Ability to adapt to new situations.|
|CT-08||To foster creativity and the ability to generate new ideas.|
|CT-11||To pursue quality in professional practice and services.|
» Competences of Universidad Isabel I
|CU-01||To communicate in English as a key asset in a globalised social and economic environment.|
|CU-02||To identify and value personal and professional opportunities, taking ownership of actions taken, using the necessary resources for sustainable individual or corporate projects.|
|CU-03||To be able to communicate effectively, speaking or writing, for personal and professional matters.|
|CU-04||To use ICTs for the development of work projects matching current needs in society.|
|CU-05||To carry out scientifically sound research to advance the profession.|
|CU-06||To learn to actively work individually.|
|CU-07||To be aware of new work modalities, such as teleworking or group work via network, and to be able to collaboratively work in those modalities.|
|CU-08||To understand internships and collaborative learning as a way to implement and find out about the applications of declarative knowledge.|
|CU-09||To place Higher Vocational Training on equal footing with higher education.|
|CU-10||To identify and be able to solve problems regarding fundamental rights and democratic values.|
|CU-11||To be able to advance gender equality and equal opportunities for all.|
|CU-12||To be able to take a stance for mediation and peace keeping.|
|CU-13||To safeguard and accept diversity, especially regarding people with disabilities, even implementing affirmative action.|
|CU-14||To find positive ways to protect nature, the environment and historical, artistic, and cultural heritage.|
|CU-15||To use language correctly and to communicate effectively with lay people.|
|CU-16||To be able to draft technical field-related reports.|
|CU-17||To be able to present the rationale for a given argument based on models, theories, standards, etc.|