Competencies

The profile of a graduate in Early Childhood Education can be summarized as follows:

• He or she must be the one who organizes the interaction of students with the objects of knowledge, according to the areas of development and experience (0-3 years), and the areas (3-6 years) of the Early Childhood Education curriculum of the Canary Islands Autonomous Community.
• They must act as a mediator to ensure that all educational activities, both in and outside the classroom, are meaningful and stimulate the development potential of each of their students in their physical, psychomotor, affective and emotional, social, communicative, cognitive, and creative capacities.
• They must be able to design, implement, and evaluate, from a comprehensive perspective, teaching-learning processes in the different areas of development and experience, and in the areas of the Early Childhood Education curriculum, relating the content to motivational cores linked to the students' daily experiences.
• They must be professionals capable of analyzing the context in which they carry out their activities, planning their activities in response to the demands of a changing, diverse, and multicultural society, working as a team with teachers and school professionals, and collaborating with families and other stakeholders in the school environment.
• They must be qualified to perform tutoring duties, address students' educational needs, and assess their learning. They must also maintain collaborative relationships with families to contribute to the psychomotor, emotional, moral, social, and intellectual development of all students.
• They must be able to utilize resources and strategies to ensure inclusive education, which addresses the needs of all students in the tutoring group, promoting peer learning, regardless of their personal, social, ethnic, or cultural backgrounds, including those with disabilities or illnesses.
• You must develop the following personal skills and abilities: analytical and synthesis skills, problem-solving skills and initiative, planning and resource management skills, and empathy, sociability, and negotiation skills.
• They must be able to perform coordination and dynamization functions within groups and teams, in their educational work with Early Childhood Education students and in tasks of planning, coordinating, and evaluating professional work with teachers and professionals at the center, as well as management functions derived from their teaching work and their membership in an educational center.

Considering the professional profile outlined above, the following general skills are proposed for students of this degree:

1. Know the objectives, curricular content, and evaluation criteria of Early Childhood Education.
2. Design, plan, and evaluate teaching-learning processes, both individually and in collaboration with other teachers and professionals at the center.
3. To understand different methodological strategies, as well as the criteria for determining them based on relevant psychopedagogical models. To promote and facilitate early childhood learning through methods based on a holistic and integrative perspective of the different cognitive, emotional, psychomotor, and volitional dimensions, which appropriately combine work and play.
4. Design and regulate learning spaces in diverse contexts, from an inclusive perspective, that address the unique educational needs of students, gender equality, equity, and respect for human rights.
5. Know how to systematically observe learning and coexistence contexts and reflect on them. Promote coexistence in and outside the classroom and address peaceful conflict resolution.
6. Reflect as a group on the acceptance of rules and respect for others with stakeholders in the educational community, and promote it among students. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings, and values in early childhood.
7. Understand the development of language in early childhood, identify potential dysfunctions, and ensure proper development. Effectively address language learning situations in multicultural and multilingual contexts. Express yourself orally and in writing and master the use of different expression techniques.
8. Understand the educational implications of information and communication technologies, and in particular, television, in early childhood. Apply information and communication technologies in the classroom.
9. Understand the comprehensive concept of health education as the interaction of physical, mental, social, and environmental dimensions. Understand the fundamentals of children's diet and hygiene.
10. To understand the foundations and developments that allow for understanding the psychological, learning, and personality-building processes in early childhood, as well as the fundamentals of early intervention.
11. Understand the organization of early childhood education schools and the diverse activities involved in their operation. Develop the pedagogical and organizational proposal for the Center's Educational Project. Design safety and self-protection plans for the center, as well as occupational risk prevention plans. Assume that the teaching role must be refined and adapted to scientific, pedagogical, and social changes throughout life.
12. Learn different models of intervention with families and support for children at risk of social and educational exclusion. Act as a parent-teacher in relation to family education during the 0-6 school year period and master social skills in dealing with and relating to each student's family and to all families. Collaborate with various sectors of the educational community and the school environment.
13. Develop and maintain coherent and reasoned arguments on educational topics and professional practices. Maintain a critical and autonomous relationship with respect to knowledge, values, and public and private institutions, attentive to changes occurring in social and family contexts, such as multiculturalism and new family configurations, etc.
14. Value individual and collective responsibility in achieving a sustainable future.
15. Reflect on classroom practices to innovate and improve teaching, applying self-assessment techniques and procedures. Acquire habits and skills for independent and cooperative learning, and promote them in students.
16. Draw on relevant theories, models, and principles, as well as a sufficient understanding of educational research, to inform their professional practices and values.
17. Understand the role, possibilities, and limits of education in today's society and the core competencies that affect early childhood education schools and their professionals. Learn quality improvement models applicable to educational centers.
18. To understand the environment, considering its educational value, and to incorporate the Canary Islands content included in the Early Childhood Education curriculum into the educational process.

• CE1 Analyze and interpret the concept of education and the different elements involved in the development of the entire educational process.
• CE2 Know the different dimensions of education (ethical, political, psychological, sociological, etc.)
• CE3 Identify the different areas in which educational processes are developed (formal, non-formal and informal education).
• CE4 Analyze and understand the role played by the State in the constitution of public education networks in contemporary times.
• CE5 Explain the origin and formation of contemporary educational systems, especially European ones, and educational institutions as a social, cultural, political, economic and historical product.
• CE6 Analyze and become aware of the educational consequences derived from the different levels of economic development and their geographical distribution on the planet, and be able to understand the extent of education as a basic objective of human rights.
• CE7 Understand the relationship between the acceleration of economic, technological, cultural and social changes that are taking place and the need to seek educational responses to them.
• CE8 Know the applications to education from different models and approaches.
• CE9 Know the specifics of the different psychological and psychosocial processes in the field of early childhood education.
• CE10 Know the characteristics of the elements, agents and processes involved in teaching and learning.
• CE11 Identify the relevant characteristics of individual behavior.
• CE12 Know how to apply the contributions of the models to educational situations
• CE13 Have a positive attitude towards learning the subject content and towards teaching.
• CE14 Know the statistical sources that provide useful information for the analysis of educational phenomena and develop the search for appropriate statistical information for the study of a particular phenomenon.
• CE15 Understand the different perspectives from which statistical analysis can help interpret educational reality and guide decision-making.
• CE16 Know the basic statistical concepts for the analysis of educational phenomena.
• CE17 Develop statistical reasoning to acquire the ability to conveniently relate the appropriate statistical concepts for solving a problem of educational interest and know how to interpret statistical results in terms useful for solving problems in the field of education.
• CE18 Be able to understand the statistical terminology commonly used in the media and translate into statistical language the problems in education that require the resources or tools of descriptive statistics.
• CE19 Be able to develop arguments that guide decision-making based on the statistical analysis carried out.
• CE20 Master technologies for processing and statistical analysis of information on educational phenomena.
• CE21 Understand the educational and learning processes in the 0-6 period, in the family, social and school context.
• CE22 Know the developments of evolutionary psychology from 0-3 and 3-6.
• CE23 Know the fundamentals of early care.
• CE24 Recognize the identity of the stage and its cognitive, psychomotor, communicative, social, and affective characteristics.
• CE25 Know how to promote the acquisition of habits related to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristic play.
• CE26 Understand the pedagogical dimension of interaction with peers and adults and know how to promote participation in group activities, cooperative work, and individual effort.
• CE27 Identify learning difficulties, cognitive dysfunctions and their relationships with attention.
• CE28 Know how to inform other specialist professionals to address the collaboration between the center and the teacher in addressing any special educational needs that arise.
• CE29 Acquire resources to promote the educational integration of students with difficulties.
• CE30 Create and maintain communication links with families to effectively influence the educational process.
• CE31 Know and know how to perform the functions of tutor and counselor in relation to family education.
• CE32 Promote and collaborate with actions inside and outside the school, organized by families, city councils and other institutions with an impact on civic education.
• CE33 Critically analyze and incorporate the most relevant issues in today's society that affect family and school education: the 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.
• CE34 Know the historical evolution of the family, the different types of families, lifestyles and education in the family context.
• CE35 Know the basic principles of healthy development and behavior.
• CE36 Identify disorders in sleep, eating, psychomotor development, attention, and auditory and visual perception.
• CE37 Collaborate with specialized professionals to solve these disorders.
• CE38 Detect emotional, nutritional and well-being deficiencies that disrupt the proper physical and psychological development of students.
• CE39 Understand that the daily dynamics in early childhood are changing depending on each student, group and situation and know how to be flexible in the exercise of the teaching function
• CE40 Know how to work as a team with other professionals inside and outside the center in the care of each student, as well as in the planning of learning sequences and in the organization of work situations in the classroom and in the play space, identifying the peculiarities of the 0-3 and 3-6 periods.
• CE41 Value the importance of stability and regularity in the school environment, schedules and teachers' moods as factors that contribute to the harmonious and comprehensive progress of students.
• CE42 Meet the needs of students and convey security, tranquility and affection.
• CE43 Know the processes of interaction and communication in the classroom.
• CE44 Know the fundamentals of teaching in early childhood education
• CE45 Understand that systematic observation is a basic instrument to be able to reflect on practice and reality, as well as contribute to innovation and improvement in early childhood education
• CE46 Master observation and recording techniques.
• CE47 Address field analysis through observational methodology using information, documentation and audiovisual technologies.
• CE48 Know how to analyze the data obtained, critically understand reality and prepare a report of conclusions.
• CE49 Place the nursery school in the Spanish educational system, in the European and international context.
• CE50 Learn about international experiences and examples of innovative practices in early childhood education.
• CE51 Value the importance of teamwork.
• CE52 Participate in the development and monitoring of early childhood education projects within the framework of center projects and in collaboration with the territory and with other professionals and social agents.
• CE53 Know the legislation that regulates nursery schools and their organization.
• CE54 Value the personal relationship with each student and their family as a factor in the quality of education.
• CE55 Know the scientific, mathematical and technological foundations of the curriculum for this stage as well as the theories on the acquisition and development of the corresponding learning.
• CE56 Know didactic strategies to develop numerical representations and spatial, geometric and logical development notions.
• CE57 Understand mathematics as sociocultural knowledge. Understand scientific methodology and promote scientific thinking and experimentation.
• CE58 Acquire knowledge about the evolution of thought, customs, beliefs, and social and political movements throughout history, with special attention to the Canary Islands.
• CE59 Develop teaching proposals related to the interaction of science, technology, society and sustainable development.
• CE60 Promote interest and respect for the natural, social and cultural environment of the Canary Islands through appropriate educational projects.
• CE61 Promote introductory experiences in information and communication technologies.
• CE62 Know the language and literacy curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.
• CE63 Promote speaking and writing skills.
• CE64 Know and master oral and written expression techniques.
• CE65 Know the oral tradition and folklore.
• CE66 Understand the transition from oral to written language and know the different registers and uses of the language.
• CE67 Know the process of learning to read and write and its teaching.
• CE68 Dealing with language learning situations in multilingual contexts.
• CE69 Recognize and value the appropriate use of verbal and nonverbal language. Know and appropriately use resources to encourage reading and writing.
• CE70 Acquire literary training and especially know children's literature.
• CE71 Be able to take a first approach to a foreign language.
• CE72 Know the musical, plastic and body expression foundations of the curriculum for this stage, as well as the theories on the acquisition and development of the corresponding learning.
• CE73 Know and use songs to promote auditory, rhythmic and vocal education.
• CE74 Know how to use games as a teaching resource, as well as design learning activities based on playful principles.
• CE75 Develop teaching proposals that promote musical perception and expression, motor skills, drawing and creativity.
• CE76 Analyze audiovisual languages and their educational implications.
• CE77 Promote sensitivity regarding plastic expression and artistic creation.
• CE78 Acquire practical knowledge of the classroom and its management.
• CE79 Know and apply the processes of interaction and communication in the classroom, as well as master the social skills and abilities necessary to foster a climate that facilitates learning and coexistence.
• CE80 Control and monitor the educational process and, in particular, teaching and learning through mastery of the necessary techniques and strategies.
• CE81 Relate theory and practice to the reality of the classroom and the center.
• CE82 Participate in teaching activities and learn how to do things, acting and reflecting on practice.
• CE83 Participate in proposals for improvement in the different areas of action that may be established in a center.
• CE84 Regulate the processes of interaction and communication in groups of students aged 0-3 and 3-6 years.
• CE85 Know ways of collaborating with different sectors of the educational community and the social environment.
• CE86 Develop a responsible and ethical attitude towards the use of audiovisual media and ICT.
• CE87 Interpret and know how to create information using information and communication technologies.
• CE88 Know the institutions and basic concepts of Law.
• CE89 Understand the relationships between law and social reality in general and education in particular.
• CE90 Know the institutions and organizations that promote the right to education.
• CE91 Know the foreign language curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.
• CE92 Facing language learning situations in multilingual contexts.
• CE93 That students know the different theoretical perspectives from which early care is approached.
• CE94 That students know the development of the capacities of children from 0 to 6 years old.
• CE95 That students can detect warning signs, emotional difficulties or developmental delay.
• CE96 That students become familiar with the basic concepts of Psychomotor Education and can carry out this practice in their classroom.
• CE97 That students know how to carry out an evaluation of children's psychomotor expressiveness.
• CE98 That students know different intervention strategies in the early childhood stage that promote sensorimotor, cognitive, linguistic, social and affective development.
• CE99 That students can develop guidelines for advising the family on intervention strategies to promote the child's overall development.
• CE100 That students know the diverse needs of families in relation to early care.
• CE101 Values reading as a source of pleasure and as a means of knowledge.
• CE102 Knowing the tastes of readers, aside from educational purposes.
• CE103 Know the characteristic features of children's literature.
• CE104 Know how to recognize and analyze the literary features that characterize texts for children.
• CE105 Know traditional tales and traditional lyrics of the environment.
• CE106 Know the main trends, eras, authors and works of children's literature over time.
• CE107 Know and appropriately use resources to encourage reading.
• CE108 Know how the reader constructs the meaning of the text during reading and how this process can be facilitated.
• CE109 Appreciate the importance of illustration and other paratexts in interaction with the reader.
• CE110 Develop criteria for selecting informational books and children's literature.
• CE111 Teach children to appreciate, know and read books.
• CE112 Know the characteristics and possibilities of libraries.
• CE113 Understand oral storytelling, dramatization and recitation as necessary teaching skills.
• CE114 Assess oral, vocal and aesthetic training and its relationship with intonation, diction and reading of texts.
• CE115 Assess knowledge of the voice, breathing and vocal emission techniques.
• CE116 Understand the importance of the voice in the communication of literary texts appropriate for a child audience.
• CE117 Know the characteristics of oral literature and its impact in the classroom as a support for training.
• CE118 Contribute to developing children as future viewers, so that they know how to decipher, understand and appreciate the aesthetic resources of the text.
• CE119 Know the fundamental facets of school theatre and its differences with professional performance.
• CE120 Study and understand the history of theatrical performance.
• CE121 Know sources and resources for teacher training in children's literature and teacher training.
• CE122 Have good communicative competence in the foreign language.
• CE123 Know the basics of designing and implementing work units for teaching foreign languages.
• CE124 Use the media to develop students' linguistic competence.
• CE125 Use audiovisual media and ICT for teaching and learning foreign languages.
• CE126 Be able to communicate properly in the foreign language.
• CE127 Be able to develop positive attitudes and representations and openness to linguistic and cultural diversity in the classroom.
• CE128 Promote the development of foreign languages in the classroom through new technologies.
• CE129 Progressively develop competencies with integrated practice of language skills.
• CE130 Be able to plan, implement and evaluate work units in the classroom.
• CE131 Use body expression and dramatization techniques as communication resources.
• CE132 Apply various means to assess foreign language learning.
• CE133 Collaborate, design and carry out exchange activities with speakers of the foreign language, demonstrating management skills in these processes.
• CE134 Know sufficiently the culture and language to be taught.
• CE135 To delve into the psychopedagogical foundations that support the concept of a comprehensive school and an inclusive socio-educational concept.
• CE136 Provide the theoretical knowledge that allows them to address the special educational needs of the student.
• CE137 Know the specific organizational and curricular aspects that an adequate educational response entails, taking into account the specific characteristics of the students.
• CE138 Promote critical reflection on the role and responsibility of the tutor teacher and support teachers in addressing specific educational support needs
• CE139 Learning the skills and abilities for the development of educational support
• CE140 Know the organizational structure of Guidance and tutoring in Early Childhood education.
• CE141 Develop the guiding dimension of teaching.
• CE142 Perform the functions of a tutor teacher.
• CE143 Develop strategies and skills to plan and energize the tutoring space.
• CE144 Value the importance of tutorial action as a key element to achieve personalized teaching development.
• CE145 Design, plan and evaluate teaching and learning processes for socio-affective education.
• CE146 Know a model of socio-affective purposes for intervention in this area.
• CE147 Know the objectives, contents, procedures, interaction guidelines and evaluation criteria of socio-affective education.
• CE148 Know different methodological strategies that allow the achievement of the objectives of socio-affective education.
• CE149 Develop procedures, attitudes and behaviors that allow self-knowledge and regulation of the teacher as an agent of socio-affective education.
• CE150 Willingness to reflect and raise awareness in the knowledge and construction of values, attitudes and skills related to personal and community well-being.
• CE151 Acquire practical knowledge of the classroom and its management.
• CE152 Know and apply the processes of interaction and communication in the classroom, as well as master the social skills and abilities necessary to foster a climate that facilitates learning and coexistence.
• CE153 Control and monitor the educational process and, in particular, teaching and learning through mastery of the necessary techniques and strategies.
• CE154 Relate theory and practice to the reality of the classroom and the center.
• CE155 Participate in teaching activities and learn how to do things, acting and reflecting on practice.
• CE156 Participate in improvement processes in the different areas of action that may be established in a center.
• CE157 Regulate the processes of interaction and communication in groups of students aged 0-3 years and 3-6 years.
• CE158 Know ways of collaborating with different sectors of the educational community and the social environment.
• CE159 Analyze the teaching and learning processes, in the context of the educational center, through mastery of necessary techniques and strategies.
• CE160 Reflect on educational practice.
• CE161 Be able to synthesize the acquired learning.
• CE162 Reflect on the training process experienced.
• CE163 Raise awareness of the importance of analyzing the dynamics of social phenomena and their trends in order to, within this framework, generate interest in sociological knowledge among students.
• CE164 Encourage reflection and instill interest in sociology content within a framework of interdisciplinary development, promoting a solid foundation in the core and essential knowledge for the exercise of professional practice.
• CE165 Promote the critical and analytical spirit necessary to foster the ability to apply acquired knowledge in different professional fields and contexts.
• CE166 Study, analysis and reflection from a sociological perspective on the main dimensions, concepts, theories and processes that shape society.
• CE167 Develop broad visions of education, going beyond the formal and institutional aspects.
• CE168 Identify educational processes as social processes, developing the ability to relate educational spheres with the social, economic, cultural and political spheres.