Generic competences

1. To comprehend and express oneself correctly, orally and in writing and to be capable of adapting the message to different audiences using the official languages and at least one foreign language.
2. To dominate the media of iconographic, computing and graphic expression.
3. To use Information Technology and Communication in his/her professional development.
4. To observe, analyse and process relevant information to issue judgments based on scientific criteria.
5. To identify problems, possible solutions and make efficient decisions.
6. To design and manage innovative and creative projects from an ethical point of view.
7. To put into practice acquired knowledge.
8. To work in a team.
9. To know how to find the interpretative key factors of any natural, social, economic, historic and political phenomenon.
10. To be familiar with and respect diversity and multiculturalism.
11. To act coherently according to the humanistic Christian principles.
12. To learn to learn.

Specific Competences

Interpersonal competence (Understanding)

1. The ability to develop a positive and realistic professional concept of oneself, being aware of one's abilities and limitations.
2. The ability to promote coexistence and the pacific resolution of conflicts, creating a calm and peaceful environment both inside and outside the classroom.
3. The ability to acquire strategies for collaborative work developing respectful attitudes towards different points of view and diversity.
4. The ability to maintain an ethical attitude, committed to the teaching profession in a framework of democratic solidarity.
5. The ability to promote a dignified image of early childhood as well as respecting the rights of children.
6. The ability to promote educational values that defend gender equality and the culture of peace.
7. The ability to promote educational attitudes for sustainability and environmental respect.

Instrumental competences (Knowing)

1. The ability to recognise the fundamentals of physical, mental and environmental health in early childhood and to value its implications when designing and orientating a healthy environment.
2. The ability to analyse the educational implications of information technologies and communication. To acquire strategies to be applied in Early Childhood Education and develop a critical and ethical stance towards the instumentalisation of infancy in the mass media.
3. The ability to know and apply the basis of scientific and mathematical development in early childhood.
4. The ability to analyse socio-cultural contexts and family relations.
5. The ability to analyse reality from a systematic and comprehensive perspective.
6. The ability to analyse and develop the aims, curricula contents and assessment criteria of early childhood education.
7. The ability to analyse the organisational models and current educational contexts from a critical and constructive point of view.
8. The ability to interpret and analyse the educational laws in a critical manner.
9. The ability to recognise the evolution, development and necessities of children in early childhood. To recognise the value and the process of evolution of playful and spontaneous activities as an important element of learning.
10. The ability to identify the evolution of language in early childhood. To know how to identify possible dysfunctions and keep watch over its correct development.

Systemic competences (Skills)

1. The ability to tackle the learning of languages in multicultural and multilingual contexts.
2. The ability to promote the creation, interpretation and appreciation of the arts and associated technologies such as cooperative and non-verbal communication instruments.
3. The ability to develop communication techniques and strategies.
4. The ability to express oneself with fluency orally and in writing, as well as dominating the use of different expression techniques.
5. The ability to develop social abilities that facilitate communication and dialogue and to dispose of strategies to work collaboratively with the families.
6. The ability to design, organise and assess learning contexts that foster the diversity of the children, their specific educational needs, gender equality, equity and the respect for human rights.
7. The ability to design, organise and assess learning contexts from a globalised perspective, integrating the cognitive, emotional, psychomotor, social and expressive dimensions.
8. The ability to analyse how early childhood education schools and early childhood attention services are run and therefore optimise their management and organization.
9. The ability to promote and value the creativity through the development of perceptions free of stereotypes and the development of diverse thinking.
10. The ability to promote aesthetic values as a transversal element in all the disciplines.
11. The ability to observe, analyse and document educational processes.
12. The ability to reflect and investigate educational practice with the main purpose of improving the teaching task and promoting innovative projects.
13. The ability to develop an attitude of professional improvement, adapting oneself to the scientific, pedagogic and social changes that will occur during ones professional career.