- To know the aims, curricular contents and assessment criteria of Early Childhood Education.
- To facilitate and promote learning in early childhood, from a globalized and comprehensive perspective of the different cognitive, emotional, social, transcendent, psychomotor and volatile dimensions, according to the Educational Project of the school where he/she is working.
- To design and regulate learning spaces and material in diverse contexts that attend the particular educational needs of the students' formal and non formal environment, as well as fostering gender equality, equity, the respect for human rights and aesthetic sense.
- To encourage the coexistence both inside and outside the classroom and deal with the peaceful resolution of conflicts.
- To reflect in group on the acceptance of rules and respect towards others. To promote the autonomy and singularity of each student as factors that contribute towards the education of emotions, feelings and values in early childhood.
- To be familiar with language development in early childhood; to know how to identify possible dysfunctions and keep watch over their correct development. To deal efficiently with the learning of languages in multicultural and multilingual contexts. To express oneself orally and in writing as well as controlling the use of different techniques of expression.
- To be familiar with the educational implications of information technology and communication and, in particular, of television in early childhood, using them appropriately, as well as having a critical and reflective stance towards them.
- To be familiar with infant dietetics and hygiene. To know the fundamentals of early childhood attention and the basis and developments that allows one to understand the psychological and learning processes as well as the formation of personalities in early childhood.Â
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