General Competences (CG)

• CG1 : Ethical commitment. Demonstrate attitudes that are coherent with deontological and ethical conceptions, while respecting and promoting democratic values, gender equality, non-discrimination of the disabled, equity and respect for human rights. Capacity for constructive criticism and self-criticism.
• CG2 : Capacity to learn and accept responsibility. Be aware of the learning process itself and self-regulate it. Capacity to find, use and integrate information. Show interest in learning throughout one's life and update one's professional competences and points of view, autonomously, focused according to the needs of the moment. Ensure balanced emotional growth.
• CG3 : Capacity to adapt to new situations. Analyse changes that may occur in the environment flexibly and be able to take well-founded decisions to respond to them. Plan and organise new actions with reflective capacity.
• CG4 : Team work. Collaborate with others to create a common project. Be able to collaborate in interdisciplinary teams and assume different roles in the dynamics of the work groups and lead them when appropriate.
• CG7 : Recognise diversity and multiculturalism. Value diversity of all kinds positively, respect other world views and manage multicultural interactions creatively for mutual enrichment.

Specific Competences (CE)

• CE1 : Apply the elements dealt with in current children's education syllabus coherently: goals, competences, aims, content and evaluation criteria.
• CE10 : Promote child growth and development, paying special attention to basic hygiene, health and nutrition and the fundamentals of the learning and personality construction process in early childhood. Recognise the fundamentals of early intervention.
• CE11 : Be involved in the different activities related to running infant schools, based on an understanding of their organisation.
• CE12 : Understand that teaching involves continuous improvement and adapting to scientific, pedagogical, technological, social and cultural changes throughout one's lifetime.
• CE2 : Promote and facilitate learning in early childhood, from a globalising and integrating approach to the different cognitive, linguistic, emotional, motor, social, philosophical, cultural and volitive dimensions .
• CE3 : Design and regulate harmonious learning contexts in contexts of diversity in Preschool Education that satisfy the unique educational needs of each child, learning difficulties, gender equality, equity and the respect for human rights.
• CE4 : Foment coexistence both in and outside the Infant Education classroom and present the peaceful resolution of conflicts.
• CE5 : Systematically observe learning and coexistence environments in Infant Education contexts, interpret educational practices according to the theoretical reference frameworks, reflect on them and act in consequence.
• CE6 : Empower group reflection on the acceptance of standards and respect for others. Promote the autonomy and unique nature of all students as factors in educating emotions, feelings and values in early childhood.
• CE7 : Promote the evolution of different pre-school education languages, identify possible dysfunctions and ensure their correct evolution. Favour the development of communication skills.
• CE8 : Deal effectively with language learning situations in multicultural and multilingual contexts. Select the most appropriate educational resources for each situation.
• CE9 : Recognise the educational implications of information and communications technologies and, in particular, of television in early childhood.