Degree in Early Childhood Education (Ourense)
Ourense, Spain
DEGREE TYPE
Bachelor's degree
DURATION
4 years
LANGUAGES
Spanish
PACE
Full time
APPLICATION DEADLINE
EARLIEST START DATE
Sep 2026
TUITION FEES
EUR 591 / per credit
STUDY FORMAT
On-Campus
Key Summary
About: This Degree in Early Childhood Education trains infant education teachers for ages 0–6. It covers pedagogical, psychological, linguistic, sociological, scientific, technological and artistic foundations to prepare graduates for teaching, curriculum design, child development assessment and inclusive early years practice. Keywords: early childhood education, child development, preschool pedagogy.
Career Outcomes: Graduates can work in welfare services, social inclusion programs, mediation and supervision of childcare services, and teaching and social research. Potential roles include preschool teacher, early years educator, childcare director, program coordinator, family support worker, inclusion specialist, program evaluator and community outreach officer. Coordination with professionals and administrations is central.
The objective of this degree is to ensure the pedagogical, psychological, linguistic, sociological, scientific, technological and artistic training of future infant education teachers (0-6 years).
1 Course | ||||
|---|---|---|---|---|
Code | Name | Four-month period | Guy | Total Cr. |
O05G110V01101 | Communication: Spanish language | 1c | FB | 6 |
O05G110V01102 | Education: Design and development of the early childhood education curriculum | 1c | FB | 6 |
O05G110V01103 | Education: New technologies applied to early childhood education | 1c | FB | 6 |
O05G110V01104 | Psychology: Developmental Psychology from 0 to 6 years | 1c | FB | 6 |
O05G110V01105 | Sociology: Sociology of Education | 1c | FB | 6 |
O05G110V01201 | Communication: Galician language | 2c | FB | 6 |
O05G110V01202 | Education: Motor development | 2c | FB | 6 |
O05G110V01203 | Education: School organization | 2c | FB | 6 |
O05G110V01204 | Education: contemporary educational theory and institutions | 2c | FB | 6 |
O05G110V01205 | Psychology: Educational Psychology: Childhood Learning Processes | 2c | FB | 6 |
2nd course | ||||
Code | Name | Four-month period | Guy | Total Cr. |
O05G110V01301 | Education: Health education and its teaching | 1c | FB | 6 |
O05G110V01302 | Education: Inclusive school and attention to diversity | 1c | FB | 6 |
O05G110V01303 | Education: Tutoring and guidance with the family | 1c | FB | 6 |
O05G110V01304 | Psychology: Psychological Foundations of Early Intervention | 1c | FB | 6 |
O05G110V01305 | Psychology: Prevention and treatment of childhood learning difficulties | 1c | FB | 6 |
O05G110V01401 | Anthropology: Thought and Culture | 2c | FB | 6 |
O05G110V01402 | Psychology: Identification, prevention and treatment of developmental and behavioral disorders. | 2c | FB | 6 |
O05G110V01403 | Learning natural sciences | 2c | OB | 6 |
O05G110V01404 | Teaching of children's languages and literature | 2c | OB | 6 |
O05G110V01405 | Foreign Language I: French | 2c | OB | 6 |
O05G110V01406 | Foreign Language I: English | 2c | OB | 6 |
3 Course | ||||
Code | Name | Four-month period | Guy | Total Cr. |
O05G110V01501 | Foreign language learning: English | 1c | FB | 6 |
O05G110V01502 | Didactics of plastic and visual expression | 1c | FB | 6 |
O05G110V01503 | Physical education and its teaching in childhood | 1c | FB | 6 |
O05G110V01504 | Musical expression and its teaching | 1c | FB | 6 |
O05G110V01505 | Language and literature: Galician | 1c | FB | 6 |
O05G110V01507 | Language and literature: Spanish | 1c | FB | 6 |
O05G110V01508 | Foreign language learning: French | 1c | FB | 6 |
O05G110V01601 | Learning social sciences | 2c | FB | 6 |
O05G110V01602 | Mathematics for Teachers: Early Childhood Education | 2c | FB | 6 |
O05G110V01901 | Knowledge of the natural environment | 2c | FB | 6 |
O05G110V01902 | Ethics and professional deontology | 2c | OP | 6 |
O05G110V01903 | Special educational needs associated with intellectual disability | 2c | OP | 6 |
O05G110V01904 | Prevention and treatment of difficulties in learning to read, write, and calculate | 2c | OP | 6 |
O05G110V01905 | Prevention and treatment of difficulties in learning oral language | 2c | OP | 6 |
O05G110V01906 | Artistic creativity workshop | 2c | OP | 6 |
O05G110V01907 | Geography for teachers | 2c | OP | 6 |
O05G110V01931 | Foreign Language II: French | 2c | OP | 6 |
O05G110V01932 | Foreign Language II: English | 2c | OP | 6 |
O05G110V01933 | Foreign language through new technologies: French | 2c | OP | 6 |
O05G110V01934 | Foreign language through new technologies: English | 2c | OP | 6 |
O05G110V01935 | Communication situations in a foreign language: French | 2c | OP | 6 |
O05G110V01936 | Communication situations in a foreign language: English | 2c | OP | 6 |
4 Course | ||||
Code | Name | Four-month period | Guy | Total Cr. |
O05G110V01908 | Didactic and organizational aspects of special education | 2c | OP | 6 |
O05G110V01909 | Pedagogical bases of special education | 2c | OP | 6 |
O05G110V01910 | Didactics of the Catholic religion | 2c | OP | 6 |
O05G110V01911 | Teaching mathematics for early childhood education | 2c | OP | 6 |
O05G110V01912 | Play in early childhood education | 2c | OP | 6 |
O05G110V01937 | Foreign language through children's and young adult literature: French | 2c | OP | 6 |
O05G110V01938 | Foreign language through children's and young adult literature: English | 2c | OP | 6 |
O05G110V01940 | Teaching of foreign languages: English | 2c | OP | 6 |
O05G110V01991 | Final Degree Project | 2c | OB | 6 |
O05G110V01981 | External internships: Practicum | Yeah | OB | 48 |
Signal A | Code | Training and learning outcomes |
|---|---|---|
A1 | That the student demonstrates possession and understanding of knowledge in an area of study that builds on the foundation of general secondary education and is typically at a level that, while based on advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study. | |
A2 | That the student knows how to apply his or her knowledge to his or her work or vocation in a professional manner and possesses the skills that are usually demonstrated through the development and defense of arguments and the resolution of problems within his or her area of study. | |
A3 | That the student has the ability to gather and interpret relevant data (normally within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues. | |
A4 | That students can transmit information, ideas, problems and solutions to both specialized and non-specialized audiences. | |
A5 | That students develop the learning skills necessary to undertake further studies with a high degree of autonomy. |
Signal B | Code | Knowledge |
|---|---|---|
B1 | Learn about the objectives, curriculum content, and assessment criteria for early childhood education. | |
B2 | Promote and facilitate early childhood learning from a holistic and integrative perspective that encompasses the various cognitive, emotional, psychomotor, and volitional dimensions. | |
B3 | Design and manage learning spaces in diverse contexts that address students' unique educational needs, gender equality, equity, and respect for human rights. | |
B4 | Promote coexistence inside and outside the classroom and address peaceful conflict resolution. Know how to systematically observe learning and coexistence contexts and reflect on them. | |
B5 | Reflect as a group on the acceptance of rules and respect for others. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings, and values in early childhood. | |
B6 | Understand the development of language in early childhood, identify potential dysfunctions, and ensure proper development. Effectively address language learning situations in multicultural and multilingual contexts. Express yourself orally and in writing and master the use of different expression techniques. | |
B7 | To understand the educational implications of information and communication technologies, and in particular, television, in early childhood. | |
B8 | Learn the basics of infant nutrition and hygiene. Understand the fundamentals of early childhood care and the foundations and developments that will help you understand the psychological, learning, and personality-building processes of early childhood. | |
B9 | Understand the organization of early childhood education schools and the diverse activities involved in their operation. Understand that the teaching role must be improved and adapted to scientific, pedagogical, and social changes throughout life. | |
B10 | Act as a parent advisor regarding family education in the 0-6 period and master the social skills to deal with and relate to each student's family and to families as a whole. | |
B11 | Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for independent and cooperative learning and promote them among students. | |
B12 | Understand the function, possibilities, and limits of education in today's society and the core competencies that affect early childhood education centers and their professionals. Learn quality improvement models applicable to educational centers. |
Signal C | Code | Skills |
|---|---|---|
C1 | Understand the educational and learning processes in the 0-6 period, in the family, social and school context. | |
C2 | Learn about developments in the developmental psychology of childhood in the 0-3 and 3-6 age groups. | |
C3 | Learn the basics of early intervention. | |
C4 | Recognize the identity of the stage and its cognitive, psychomotor, communicative, social, and affective characteristics. | |
C5 | Know how to promote the acquisition of habits related to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play. | |
C6 | Understand the pedagogical dimension of interaction with peers and adults and know how to promote participation in group activities, cooperative work, and individual effort. | |
C7 | Identify learning difficulties, cognitive and attention-related dysfunctions. | |
C8 | Know how to inform other specialist professionals to address the collaboration between the center and the teacher in addressing any special educational needs that arise. | |
C9 | Acquire resources to promote the educational integration of students with difficulties. | |
C10 | Create and maintain communication links with families to effectively influence the educational process. | |
C11 | Know and be able to perform the functions of tutor and counselor in relation to family education. | |
C12 | Promote and collaborate on activities inside and outside of school, organized by families, municipalities, and other institutions with an impact on civic education. | |
C13 | Critically analyze and incorporate the most relevant issues in today's society that affect family and school education: the social and educational impact of languages and audiovisual media; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development. | |
C14 | Learn about the historical evolution of the family, the different types of families, lifestyles, and education within the family context. | |
C15 | Learn the basic principles of healthy development and behavior. | |
C16 | Identify disorders in sleep, eating, psychomotor development, attention, and auditory and visual perception. | |
C17 | Collaborate with specialized professionals to solve these disorders. | |
C18 | Detect emotional, nutritional, and well-being deficiencies that disrupt students' proper physical and psychological development. | |
C19 | Understand that the daily dynamics of early childhood education vary depending on each student, group, and situation, and be flexible in the teaching role. | |
C20 | To value the importance of stability and regularity in the school environment, schedules, and the mood of teaching staff as factors that contribute to the harmonious and comprehensive progress of students. | |
C21 | Know how to work as a team with other professionals both inside and outside the center to provide support to each student, as well as to plan learning sequences and organize work situations in the classroom and in the play area, identifying the specific characteristics of the 0-3 and 3-6 years periods. | |
C22 | Meeting students' needs and providing them with security, peace of mind, and affection. | |
C23 | Understand that systematic observation is a basic tool for reflecting on practice and reality, in addition to contributing to innovation and improvement in early childhood education. | |
C24 | Master observation and recording techniques. | |
C25 | Address field analysis through observational methodology using information, documentation, and audiovisual technologies. | |
C26 | Know how to analyze the data obtained, critically understand reality, and prepare a report of conclusions. | |
C27 | Positioning preschools within the Spanish education system, in the European and international context. | |
C28 | Learn about international experiences and examples of innovative practices in early childhood education. | |
C29 | Appreciate the importance of teamwork | |
C30 | Participate in the development and monitoring of early childhood education projects within the framework of the center's projects and in collaboration with the local government and other professionals and social stakeholders. | |
C31 | Learn about the legislation that regulates nursery schools and their organization. | |
C32 | Value the personal relationship with each student and their family as a factor in the quality of education. | |
C33 | Understand the scientific, mathematical, and technological foundations of the curriculum for this stage, as well as the theories on the acquisition and development of the corresponding learning. | |
C34 | Learn teaching strategies to develop numerical representations and notions of spatial, geometric, and logical development. | |
C35 | Understanding mathematics as sociocultural knowledge. | |
C36 | Know the scientific methodology and promote scientific thinking and experimentation. | |
C37 | Acquire knowledge about the evolution of thought, customs, beliefs, and social and political movements throughout history. | |
C38 | Learn about the most important moments in the history of science and technology and their significance. | |
C39 | Develop teaching proposals related to the interaction of science, technology, society, and sustainable development. | |
C40 | Promote interest in and respect for the natural, social, and cultural environment through appropriate educational projects. | |
C41 | Promote introductory experiences in information and communication technologies. | |
C42 | Know the language and literacy curriculum for this stage, as well as the theories on the acquisition and development of the corresponding learning. | |
C43 | Promote speaking and writing skills. | |
C44 | Know and master oral and written expression techniques. | |
C45 | Learn about oral tradition and folklore. | |
C46 | Understand the transition from oral to written language and know the different registers and uses of the language. | |
C47 | Understand the process of learning to read and write and how to teach them. | |
C48 | Addressing language learning situations in multilingual contexts. | |
C49 | Recognize and evaluate the appropriate use of verbal and non-verbal language. | |
C50 | Know and use resources appropriately to promote reading and writing. | |
C51 | Acquire literary training and especially learn about children's literature. | |
C52 | Being able to encourage a first approach to a foreign language. | |
C53 | To understand the fundamentals of music, visual arts, and body expression in this stage's curriculum, as well as the theories on the acquisition and development of the corresponding learning. | |
C54 | Know and use songs to promote auditory, rhythmic, and vocal education. | |
C55 | Know how to use games as a teaching resource, as well as design learning activities based on playful principles. | |
C56 | Develop educational proposals that encourage musical perception and expression, motor skills, drawing, and creativity. | |
C57 | Analyze audiovisual languages and their educational implications. | |
C58 | Promote sensitivity towards plastic expression and artistic creation. | |
C59 | Acquire practical knowledge of the classroom and its management. | |
C60 | Understand and apply classroom interaction and communication processes, as well as master the social skills and abilities necessary to foster a climate that facilitates learning and coexistence. | |
C61 | Control and supervise the educational process, and in particular the teaching and learning process, by mastering the necessary techniques and strategies. | |
C62 | Relate theory and practice to the reality of the classroom and school. | |
C63 | Participate in teaching activities and learn how to do things, acting and reflecting on the ground. | |
C64 | Participate in proposals for improvement in the different areas of action that may be established in a center | |
C65 | Regulate the processes of interaction and communication in groups of students from 0 to 3 and from 3 to 6 years old. | |
C66 | Learn about ways to collaborate with different sectors of the educational community and the social environment. | |
C67 | These skills, along with those of the other subjects, will be reflected in the Final Degree Project, which summarizes the training acquired throughout all the courses described. |
Sign D | Code | Competencies |
|---|---|---|
D1 | Ability to analyze and synthesize | |
D2 | Organizational and planning skills | |
D3 | Oral and written communication | |
D4 | Knowledge of a foreign language | |
D5 | Computer skills | |
D6 | Information management capacity | |
D7 | Troubleshooting | |
D8 | decision making | |
D9 | Teamwork | |
D10 | Working in an international context | |
D11 | Interpersonal skills | |
D12 | Recognition of diversity and multiculturalism | |
D13 | Critical reasoning | |
D14 | Ethical commitment | |
D15 | Self-learning | |
D16 | Adaptation to new situations | |
D17 | Creativity | |
D18 | Leadership | |
D19 | Knowledge of other cultures and customs. | |
D20 | Initiative and entrepreneurial spirit | |
D21 | Motivation for quality | |
D22 | Sensitivity to environmental issues |
Professional outings
- Welfare: addressing individual or group demands related to social needs; guidance, information and advice on social rights and society's resources; organisation and management of social services; support and advice services for the general population and specific groups.
- Prevention and promotion of situations of social injustice that prevent the emergence of social problems and deficiencies and that promote human rights.
- Social inclusion: in any population in a situation of vulnerability or social exclusion.
- Supervision: of equipment and services
- Teaching and social research: in relation to social problems that are the object of intervention; analysis and intervention in the social sphere (nature, dimension and priorities, problems and deficiencies, strengths, etc.); Research and analysis of the factors that determine social well-being
- Mediation: family, social, community mediation…
- Management, service direction, social programs and human resources
- Planning, evaluation of programs and services
- Coordination with other professionals, administrations and resources
Income profile
Students interested in teaching, especially with children in their early years (0-6 years).