Admission and exit profile

Admission profile

For the proposed Bachelor's Degree in Early Childhood Education, no specific prior training is required beyond that established in Article 14.1 of Royal Decree 1393/2007. However, it is recommended that students have a scientific-social background; that is, preferably a background in social sciences, as well as knowledge of the humanities, arts, sciences in general, and health.

On the other hand, it would be desirable for future students of the Degree in Early Childhood Education to have the following personal and academic characteristics:

• Interest in education in general.
• Broad and precise vocabulary, ease of expression and good comprehension
• Ease of social relationships
• Intuition and observation skills
• Sense of responsibility and interest in educational work
• Ability to analyze and understand the behavior of others
• Capacity for abstraction and understanding
• Interest and concern for social, artistic and cultural issues
• Consistency, discipline and responsibility at work
• Ability to work in a team
• Good predisposition for creativity
• Verbal fluency, communication and relationship skills.

No special entrance and admission tests are contemplated.

Graduation profile

The graduate 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.