Students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply Knowledge of the vanguard of their field of study.
Students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the elaboration and defense of arguments and problem solving within their area of study.
Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.
Students can transmit information, ideas, problems and solutions to a specialized and non-specialized public.
Students have developed those learning skills necessary to undertake higher education with a high degree of autonomy.
INSTRUMENTAL GENERAL SKILLS
Ability to Analyze and synthesize.
Ability to organize and plan.
Ability to manage information from several sources.
General basic knowledge of the area of study.
Oral and written communication skills in the native language.
PERSONAL GENERAL SKILLS
Critical and self-critical skills.
SYSTEMATIC GENERAL SKILLS
Ability to learn.
Ability to adapt to new situations.
Ability to work autonomously.
Interest in quality.
Understanding the cultures and traditions of other countries.
Understanding religion and Christian values.
Shared Specific Skills
Ability to understand the complexity of educational processes in general and of the teaching-learning processes in particular.
A solid scientific-cultural grounding.
Ability to organize teaching making integrated use of the disciplinary, cross-disciplinary, and multidisciplinary knowledge appropriate to the educational level in question.
Ability to use and adequately incorporate information and communication technologies in teaching-learning activities.
Ability to promote the quality in the situations (classroom and center) where the educational process takes place, in order to guarantee the well-being of pupils.
Ability to use evaluation as a regulatory and promotional element for improving learning and teaching.
Ability to perform educational duties in the framework of inclusive education.
Capacity to carry out the role of tutor, guiding students and parents, and coordinating the educational activities relating to the group of students.
Ability to cooperate with different sectors of the educational community and the wider community.
Capable of having a realistic self-image and of self regulation.
Ability to accept the need for continuous professional development, through self evaluation of your own practice.
Capable of creating positive expectations regarding the learning and overall progress of the child.
Capable of accepting the Christian dimension of life and acting in accordance with it.
Basic knowledge of the teaching profession.
Able to use a second language in the context of the classroom (English-Level B2).
Able to generate new ideas (creativity) while performing educational duties.
Understand the educational and learning processes in the 0-6 period, in the family, social, and school contexts.
Knowledge of the stages of childhood developmental psychology in the 0-3 and 3-6 periods.
Know the basics of early care and promote this strategy to detect and respond to developmental and learning difficulties in the 0-6 period.
Recognize the identity of the Early Childhood Education stage and its cognitive characteristics, as well as its psycho-motor, communicative, social, and affective characteristics.
Know how to promote the acquisition of habits in the 0-6 period based around independence, liberty, curiosity, observation, experimentation, imitation, accepting rules and limits, and symbolic and heuristic play.
Know the pedagogic dimension of interaction with peers and adults in the 0-6 age-group, and be able to promote participation in collective activities, cooperative work and individual effort in this period.
Identify learning difficulties and cognitive dysfunctions in the 0-6 period, in particular difficulties relating to attention.
Know how to notify other specialist professionals and promote collaboration between the center and the early childhood education teacher in attention to the special educational needs that arise.
Acquire the resources to promote the educational integration of pupils with difficulties in the 0-6 period.
Create and maintaining communication links with families in order to influence effectively the educational process in the 0-6 period.
Know and be able to exercise the functions of tutor and mentor during the early childhood education stage in relation to family education.
Promote and collaborate in actions inside and outside the school, organized by families, councils, and other institutions with an impact on civic education during the 0-6 period.
Critically analyze and incorporate the most relevant current social issues that affect family and school education in the early childhood education stage: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturality; discrimination and social inclusion; and sustainable development.
Know about the historical evolution of the family, different types of families, and life styles, and education in the context of the family.
Know the basic principles of healthy development and behavior during the early childhood education stage.
Identify sleep, diet, psycho-motor development, attention, and hearing and vision disorders in the 0-6 period.
Collaborate with specialist professionals to resolve these disorders in the early childhood education stage.
Detect emotional, dietary, and welfare deficiencies that affect the appropriate physical and psychiatric development of pupils aged between zero and six.
Understand that the daily dynamic in early childhood education changes depending on each pupil, group, and situation, and know how to be flexible when exercising the role of teacher.
Value the importance of stability and regularity in the school environment, timetables, and the moods of the teachers as factors that contribute to the harmonious and comprehensive progress of pupils.
Know how to work in a team with other professionals from inside and outside the center to help each student, as well as in the planning of learning sequences and in organizing working situations in the classroom and play area, identifying the particular features of the 0-3 period and the 3-6 period.
Attend to the needs of pupils aged from zero to six, transmitting security, tranquility, and warmth to them.
Understand that systematic observation is a basic instrument for being able to reflect on practice and reality, as well as contributing to innovation and improvement in early childhood education.
Command the techniques for observing and recording educational activities, particularly in the early childhood education stage.
Undertake field analysis (especially in the area of early childhood education) with observational methodology, using information technologies, documentation, and audiovisual materials.
Know how to analyze the data obtained, critically understand reality (above all in the field of early childhood education), and prepare a report with conclusions.
Locating the early childhood school within the Spanish education system, and in the European and international contexts.
Know Spanish and international experiences, and examples of innovative practices in early childhood education.
Value the importance of team work, especially in the area of early childhood education.
Participate in the preparation and monitoring of educational projects in early childhood education in the framework of center-based projects, and in collaboration with colleagues and other professionals and social agents.
Know the legislation that regulates early childhood schools and their organization.
Evaluate personal relationships with each pupil and his or her family as a quality educational factor in the zero to six period.
Know the scientific, mathematical and technological bases of the curriculum for the 0-6 stage, as well as theories about the acquisition and development of the corresponding knowledge.
Know the didactic strategies for developing numerical representations and notions of spatial, geometric, and logical development in the zero to six age-group.
Understanding mathematics as sociocultural knowledge and its particular features in the Early Childhood Education stage.
Know scientific methodology and promotion of scientific thinking and experimentation in the zero to six year-old period.
Acquire knowledge of the development of thought, customs, beliefs, and social and political movements throughout history.
Know the most outstanding moments in the history of the sciences, and techniques and their significance, as well as whether they have an influence on the learning of the content related to all of this in the early childhood stage.
Prepare didactic proposals in relation with the interaction between science, technology, society, and sustainable development, appropriate to the Early Childhood Education stage.
Promoting interest and respect for the natural, social, and cultural environment through didactic projects appropriate for ages from zero to six.
Promote experiences to introduce pupils to information and communication technologies throughout the early childhood education stage.
Know the language and reading and writing curricula for this stage of early childhood education, as well as theories on the acquisition and development of the corresponding knowledge.
Promote speaking and writing skills between the ages of zero and six.
Know and have command of oral and written expression techniques as the basis of the teaching task.
Know the oral tradition and folklore, and their applicability to learning in the 0-6 period.
Understand the move from speech to writing, and know the different registers and uses of language to use this knowledge in the activities appropriate to the early childhood education stage.
Know the process of learning to read and write, and their teaching.
Confront language learning situations in multilingual settings with particular attention to the factors relating to the 0-6 period.
Recognize and evaluate the appropriate use of verbal and non-verbal language in the early childhood education stage.
Know and adequately use resources for promoting reading and writing in the zero to six years period.
Acquire literary training, in particular young children's literature.
Be able to encourage a first approximation to a foreign language before the age of six.
Know the music, art and crafts, and bodily expression bases of the curriculum for this stage of Early Childhood Education, as well as theories on the acquisition and development of the corresponding knowledge.
Know and use songs to promote auditory, rhythmic, and vocal education in the zero to six years of age period.
Knowing how to use play as a didactic resource in early childhood, as well as designing learning activities based on play principles.
Develop didactic plans that encourage musical perception and expression, motor skills, drawing, and creativity in the zero to six year-old period.
Analyze audiovisual languages and their educational implications in the Early Childhood Education stage.
Promote sensitivity regarding plastic expression and artistic creation in the early childhood age.
Acquire a practical knowledge of the zero to six classroom and its management.
Know interaction and communication processes and apply them in the early childhood classroom, as well as have a command of the necessary social skills and abilities to encourage a climate that facilitates learning and coexistence.
Monitor and track the educational process and, in particular, teaching and learning, through the command of the necessary techniques and strategies in the zero to six year age-group.
Relate theory and practice with the reality of the classroom and early childhood educational center.
Participate in teaching activities and acquire know-how, acting and reflecting from practice, with particular attention to the factors relating to the 0-6 period.
Participate in suggestions for improvement in the different areas of action that can be established in a center, especially in relation to the characteristics of the early childhood education stage.
Regulate interaction and communication processes in groups of pupils aged from 0-3 and from 3-6 years.
Know forms of collaboration with the different sectors of the educational community and the social surrounding, with particular attention to the needs of the 0-6 age-group.
Costa de Saragossa 16, 07013 Palma Mallorca
Tel. 971 792818 / 689 773 927 [email protected]
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