3 Elementary Education Bachelors Degree Programs in Mexico

We train professionals specialized in preschool education, who in their performance will encourage the development of capacities and abilities of children, implementing methods, techniques and teaching models appropriate to the new educational models. In the end, our graduates in Preschool Education will be able to design didactic learning situations in children, which allow them to develop and enhance their cognitive, socio-affective, and motor skills. They will be able to contribute to the intellectual, moral, and emotional formation of children. They will create programs of attention to the students and they will carry out the teaching practice with a spirit of service and a humanistic, ethical, and human quality inclination.

Together, the mandate established in the Twenty-second transitory article of the General Law of the Professional Teaching Service (LGSPD) regarding “the formulation of a comprehensive plan for the diagnosis, redesign, and strengthening of the Public Standards System in order to ensure quality in the education it imparts and the academic competence of its graduates, as well as its congruence with the needs of the national educational system ”(Official Gazette of the Federation, 2013), demanded the realization of various spaces for consultation and deliberation. Derived from the contributions of the actors involved in this educational level and the joint work that was carried out through a direct dialogue with the normalistas in an inclusive process, The Strategy for Strengthening and Transformation of Normal Schools is made up of six axes: Pedagogical transformation according to the new Educational Model. Indigenous and intercultural education. English learning. Professionalization of the teaching staff in the Normal Schools Synergies with universities and research centers Support for Normal Schools and incentives for excellence

The curricular mesh conceives each course as nodes of a complex network that articulates knowledge, purposes, methodologies, and practices that give meaning to the training paths. For the fulfillment of the training purposes, the curricular mesh was structured with a duration of eight semesters, with fifty-five courses, organized in five training paths and one more space assigned to the degree work. In total, the curriculum comprises 291 credits. TO. TRAINING COURSES The Psychopedagogical path is made up of 16 courses that contain teaching activities of a theoretical-practical nature, with an academic load of 4 hours a week of face-to-face work, with a value of 4.5 credits each. The Preparing for Teaching and Learning course is made up of 20 courses that articulate theoretical and practical activities, focused on learning disciplinary knowledge and its teaching. The courses related to mathematical knowledge, science and communication, and language, have a load of 6 hours per week and a value of 6.75 academic credits each. The rest of the courses have a duration of 4 hours and a value of 4.5 credits. The Additional Language and Information and Communication Technologies course is made up of 7 courses that integrate teaching activities of a theoretical-practical nature, with a load of 4 hours per week and a value of 4.5 academic credits each. The course Elective courses are made up of four curricular spaces for a complementary and comprehensive training of the student, with 4 hours per week of academic load and a value of 4.5 credits. The Professional Practice path is made up of 8 courses. 7 courses articulate theoretical-practical activities, with emphasis on the gradual approach to professional activity in specific contexts and its analysis, which are located from the first to the seventh semester. Each course has an academic load of 6 hours per week and a value of 6.75 credits. The last course of this path, located in the eighth semester, is a curricular space of intensive professional practice in elementary school, with a duration of 20 hours to be developed over 16 weeks, with a value of 6.4 credits.