COURSE GUIDE: CHILD EDUCATION METODOLOGIES AND

 1
PCA‐27‐F‐01 Ed.00 COURSE GUIDE:
CHILD EDUCATION METODOLOGIES AND
TECHNIQUES OF OBSERVATION AND
EVALUATION
Universidad Católica de Valencia
Universidad Católica de Valencia “San Vicente Mártir”
A
PCA‐27‐F‐01 Ed.00 Curso -2016/17
COURSE GUIDE
SUBJECT: Child education methodologies and techniques of
observation and evaluation.
FIELD: Systematic observation and analysis of contexts.
MODULE: Educational Processes and Contexts
6
6
42
YEAR: 3º
Semester: 1º
Educational Model: Basic
ECTS
Departament: General
Didactics, Theory of Education
and Technological innovation.
E-mail:
TEACHERS:
Dra. Dª Remedios Aguilar Moya Dª Lucía Ballester Pont Dª Isabel Fuster Palacios Dª Gloria Gómez Vivo Dra. Dª Mª José Llopis Bueno D. Enrique Monzó Climent remedios.aguilar@ucv.es lucia.ballester@ucv.es isabel.fuster@ucv.es mg.gomez@ucv.es mariajose.llopis@ucv.es MODULE ORGANIZATION
EDUCATIONAL PROCESSES AND CONTEXTS
24 ECTS
Duration and temporal location within the curriculum:
first semester of third year
Fields and Subjects
Universidad Católica de Valencia “San Vicente Mártir”
3
PCA‐27‐F‐01 Ed.00 Field
ECTS
Organization of school
space, materials and
teaching skills
18
Subject
Classroom organization
and Early Childhood
Education Center
Teaching-learning
processes in the
Classroom: techniques
and tools
ECTS
The school in Early
Childhood Education
Systematic observation
and analysis of contexts
18
6
Design and Evaluation
of Educational Action
Plans
6
Teaching and
educational practice
6
3/1
6
6
2/1
6
Teaching and
educational innovation
Methodologies and
Techniques in Early
Childhood Observation
and Assessment
6
Basics and history of
Education
Curso/
Semest
re
1/1
2/1
2/2
2/2
6
3/1
Prerequisites: None
GENERAL GOALS
a) Identify methodologies of early childhood education
b) Assess the importance of methodological innovation in the teacher's role
c) Activities associated with design methodologies to develop their own
educational objectives of Stage Children.
d) To assess the importance of games in the early childhood education.
e) Recognize the importance of education Child Evaluation and peculiarities
of its own legislation on the stage.
f) List the main instruments of assessment and monitoring of the Stage and
make innovative proposals.
GENERAL COMPETENCES
Competence
measuring
scale
1
Universidad Católica de Valencia “San Vicente Mártir”
2
3
4
A
PCA‐27‐F‐01 Ed.00 G3. Designing and regulating learning spaces inclusive of diversity addressing gender equality, equity and
respect for human rights which constitute the values of
a citizen's education.
G11. To reflect on practical lectures to innovate and improve educational work. To acquire habits and skills that
foster autonomous and cooperative learning among
students.
X
x
SPECIFIC COMPETENCES
1
2
E14. Ability to work in teams with other professionals within and outside the school in addressing each student as
well as in the planning of learning sequences and
organization of work situations in the classroom and
play space, identifying the peculiarities of the period
the period 0-3 and 3-6.
E16. Understand that systematic observation is a basic tool to reflect on practice and reality and contribute to
innovation and improving early childhood education.
E17. Mastering the techniques of observation and recording E18. To be acquainted with historical evolution of the Infant School, as,well as the different theories of education..
E19. Knowing how to analyze the obtained information,
understanding critically the reality and develop a report
on the findings.
E21. Knowing about international experiences and
examples of innovative practices in Child Education.
3
x
4
x
X
X
X
X
COMPETENCES
LEARNING OUTCOMES
R-1 The student demonstrates his ability to make a
synthesis, autonomy, on the main methodologies
E16, E19, E21
Stage Children from search techniques and research
information
R-2 The student design methodologies appropriate
to different learning contexts.
G3, G11
Universidad Católica de Valencia “San Vicente Mártir”
5
PCA‐27‐F‐01 Ed.00 R-3 The student designs innovative activity
sequences Childhood Education classroom
associated with a given methodology.
G3, G11, E14
R-4 The student evaluates the importance of play in
the educational context of primary education
R-5 The student identifies and assesses the various
assessment instruments and its own observation of
Stage and legal requirements.
R-6 The student designed rubrics and other
instruments to collect information and issue an
evaluation report and interpret
R-7 The student is appealing and understandable so
the contents
G11, E16
E16, E17, E18, E19, E21
G3, G11, E14, E17, E19
G11, E14, E18, E19
R-8 The student papers presented objectively
assessed by peers
G11, E18, E19
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS
CLASS
PRACTICAL
CLASSES
Relationship With Learning
Outcomes
for the subject
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences,
explanation and
in-class display of skills,
abilities and knowledge.
ECTS
R1, R4, R5
0.4
Group work sessions
supervised by the
professor. Case studies, diagnostic, tests,
problems, field work,
computer room, visits,
data search, libraries,
online, Internet, etc.
Meaningful construction
of knowledge through
Universidad Católica de Valencia “San Vicente Mártir”
R2, R3, R6
R7, R8
0,6
A
PCA‐27‐F‐01 Ed.00 interaction and student
activity.
TUTORING
Application of
interdisciplinary
Knowledge.
TEAM WORKS
PRESENTATIONS
ASSESSMENT
R6
0.5
Personalized and small
group attention. Period
of instruction
and/or orientation
carried out by a
tutor for the purpose of
reviewing and
discussing the materials
and topics presented in
lectures,
seminars, readings,
writing papers,
etc.
R2, R3, R5, R6
0.5
Group of oral and/or
written tests used during
initial, formative or
additive assessment.
R1, R4, R5, R6
R7, R8
Total
0.4
2,4
Universidad Católica de Valencia “San Vicente Mártir”
7
PCA‐27‐F‐01 Ed.00 INDEPENDENT ACTIVITIES
ACTIVITY
Teaching-Learning
Methodology
TEAMWORK
Team work on readings,
essays, problem solving,
seminars, papers,
reports, etc. to be
presented or submitted in
theoretical lectures,
practical and/or smallgroup tutoring sessions.
Work done on the
university's Platform
(www.plataforma.ucv.es)
Relationship
with learning
outcomes for
the subject
ECTS
R2, R3, R6, R7
1.8
Student study: Individual
preparation of readings,
essays, problem
solving, seminars,
papers, reports,
etc. to be presented or
submitted in theoretical
lectures, practical and/or
small-group tutoring
sessions.
Work done on the
university's Platform
(www.plataforma.ucv.es)
INDEPENDENT
WORK
R1, R4, R5, R8
Total
1.8
3,6
SYSTEM FOR ASSESSING THE ACQUISITION OF THE
COMPETENCES AND ASSESSMENT SYSTEM
Assessment Tool
Classroom
activities:
attendance and
participation
LEARNING OUTCOMES ASSESSED
R2, R3, R5, R6
Universidad Católica de Valencia “San Vicente Mártir”
Allocated
Percenta.
10%
A
PCA‐27‐F‐01 Ed.00 Written tests
Directed work:
Elaboration of T.U
Resolution of
cases
R1, R2, R4, R5
R2, R3, R5, R6
R1, R7, R8
30%
40%
20%
CRITERIA FOR GRANTING A GRADE OF A WITH HONORs:
According with University´s normative, each professor will decided the concession of
these grades attending not only the marks, but also other merits and competences
acquired by the students.
DESCRIPTION OF CONTENTS
1. Assessment and recording of learnings.
1.1. Recording techniques and evaluation of
learning
1.2. Observation as a means of evaluation in early
chilhood education
1.3. Student Report: elements and processing
2. Analysis of the main methodologies in early
childhood education.
2.1 The game as an educational resource
2.2 Symbolic Play
2.3 The game as a means of exploration and
discovery
2.4 interactive games with baby
3. The game as a methodological component in early
childhood education.
3.1 Nook
3.2 Workshops
3.3 Interest centers
3.4 Work projects
COMPETENCES
G11, E14, E16,
E17, E18, E19
G11, E14, E16
G3, G11, E14,
E21
Universidad Católica de Valencia “San Vicente Mártir”
9
TEMPORAL ORGANIZATION OF LEARNING (students enrolled for the first
time):
1
Assessment and recording of learnings.
The game as a methodological component in early
childhood education.
2
3
BLOCK CONTENT / TEACHING UNIT
Analysis of the main methodologies in early childhood
education.
Universidad Católica de Valencia “San Vicente Mártir”
NUMBER
SESIONS
10
6
14
A
PCA‐27‐F‐01 Ed.00 REFERENCES
BASIC BIBLIOGRAPHY:
AAVV (2010). Los proyectos de trabajo en el aula. Barcelona: Ed. Laboratorio
Educativo-Graó.
Bassedas, E., Huguet, T. y Solé, I. (1998). Aprender y enseñar en educación
infantil. Barcelona: Graó.
Britton, L. (2000). Jugar y aprender. El método Montessori. Guía de
actividades educativas desde los 2 a los 6 años. Barcelona: Paidós Ibérica.
Díez, M. C. (2013). 10 ideas clave. La educación Infantil. Barcelona: Graó.
Díez, M. C. (2002). El piso de abajo de la escuela: Los afectos y las
emociones en el día a día de la Escuela Infantil. Barcelona: Graó.
Díez, M. C. (2007). Mi escuela sabe a naranja. Estar y ser en la Educación
Infantil. Barcelona: Graó.
Díez, M. C. (2011). Los pendientes de la maestra. Barcelona: Graó.
Ibarrola, B., (2009). Crecer con emoción. El desarrollo de la competencia
emocional en Educación Infantil. Madrid: SM.
Jiménez, M.A., Coloma, A.M., Sáez, A.M. (2008). Metodologías para desarrollar
competencias y atender a la Diversidad. Madrid: PPC.
Laguía, MªJ. (2008). Rincones de actividad en la escuela infantil (0 a 6 años).
Barcelona: Graó.
Parra Ortiz, J. M., (2010). Manual de Didáctica de la Educación Infantil. Madrid:
Ibergarceta Publicaciones, S. L.
Traver, J. A. y Rodríguez, M. (2010). Els quaderns d’aprenentatge en grup.
Valencia: Edicions la Xara.
Quinto,B. (2005). Los talleres en educación infantil. Barcelona: Graó.
Romera, Mª. M. y Martínez, O. (2008). Los rincones: Propuestas para jugar y
aprender en el aula. Madrid: SM
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Universidad Católica de Valencia “San Vicente Mártir”