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Ficha de la asignatura


Crdts. ECTS.6

Departments and Areas
DepartmentsAreaDept. Respons.Report Respos.

Study Programme sin which they are taught

Subject context (2011-12)
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Lecturer in charge
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Lecturers (2011-12)
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Students registered (2011-12)
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Registration groups (2011-12)
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Graphical enquiry of timetables
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Timetable (2011-12)
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Subject competences


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.
  • 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.
  • CG6: Capacity for creativity and entrepreneurship. Formulate, design and manage innovative projects to answer the needs detected. Find and integrate new knowledge and attitudes in national and international experiences to make creative changes to professional practices.
  • 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)
  • 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.
  • CE13: Understand the importance of the role of the teacher so as to collaborate with and guide parents of children aged 0-6 years as regards family education, and master social skills for dealing with the families of each individual child and families as a whole.

Competencias Módulo optatividad:

    Mención en Educación Especial/Pedagogía Terapéutica
    • M-EE-01: Identificación de las necesidades educativas especiales, definición de los ámbitos de actuación prioritarios y elaboración de los programas de apoyo pedagógico.
    • M-EE-02: Intervención directa especializada, de carácter psicopedagógico, a los alumnos con necesidades educativas especiales, en su grupo clase y/o de forma individual o en pequeño grupo, evaluando el proceso de aprendizaje, junto con el tutor o tutora y los demás maestros.
    • M-EE-03: Coordinarse con el orientador y con los tutores para el asesoramiento al profesorado sobre la respuesta educativa, la evaluación y el seguimiento del alumnado con necesidades educativas especiales.
    • M-EE-04: Coordinación con todos los profesionales de apoyo para dar respuesta educativa al alumnado con necesidades educativas especiales.
    • M-EE-05: Colaboración y participación con el profesorado del centro en el desarrollo de estrategias de individualización de la respuesta educativa para la atención a la diversidad y a las dificultades manifiestas de aprendizaje en las áreas instrumentales, tales como agrupamientos flexibles, diversificación curricular, adaptaciones curriculares, planes de trabajo individualizados en el marco de la programación didáctica ordinaria, clases de apoyo, etc.
    • M-EE-07: Participación en los órganos de coordinación pedagógica y equipos docentes del centro, contribuyendo asimismo a la creación de un aula de recursos en sus diferentes ámbitos de actuación, los centros específicos de educación especial, los centros de educación infantil y primaria, educación secundaria obligatoria, bachillerato y formación profesional.
    • M-EE-08: Informar y orientar a los padres, madres o tutores legales del alumnado que atiende para conseguir la mayor colaboración e implicación en el proceso de enseñanza-aprendizaje.
    • M-EE-09: Mostrar actitudes de respecto y valoración hacia la diversidad del alumnado y promover dicha actitud en la comunidad educativa.


General Competences (CG)
  • CG2: Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
  • CG6: Value diversity as a matter of fact and integrate it positively.
  • CG8: Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.

Specific Competences (CE)
  • CE1: Understand the organisation of primary education schools and, where appropriate, adult education centres and training classes, and the diversity of actors and actions involved in their operation. Collaborate with the different sectors of the educational community and the context and work in a team with your co-workers as a precondition for improving one's professional activity, sharing knowledge and valuing experiences.
  • CE2: Understand the characteristics and conditions in which school learning takes place and indentify how this could affect the development of the students and act as a tutor, focusing on the students and parents of your group. All seeking understanding and cooperation with the families, bearing in mind different family contexts and lifestyles.
  • CE4: Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
  • CE5: Identify and support those students who do not achieve their learning potential or have behavioural, emotional or social problems. Also know how to request advice from different services and specialists to attend diverse special education needs.
  • CE7: Design and develop educational projects, programming units, contexts, activities and materials, including digital material, to allow the curriculum to be adapted to the diverse nature of the students and promote the quality of the contexts in which the educational process takes place, thus guaranteeing their well-being.


Subject objectives/competences (2011-12)
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Theoretical and practical contents (2011-12)
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Types of activities (2011-12)
Teaching activityMethodologyIn-class teaching hoursDistance-based hours

Weekly development of the activities (2011-12)
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Evaluation Tools and Criteria (2011-12)
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Official examination dates (2011-12)
Information not available at the moment.

Links related
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There are no recommended books for this subject this academic year.
This document can be used as reference documentation of this subject for the application for recognition of credits in other study programmes. For its full effect must, it should be stamped by the centre or the department responsible for the teaching of the subject

Document for the application for recognition of credits in other study programmes

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