Degree in Early Childhood Education (Pontevedra)
Pontevedra, 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 trains you to teach children aged 0–6 through pedagogical, psychological, linguistic, sociological, scientific, technological and artistic study. It emphasizes equal opportunities, non-discrimination and universal accessibility for people with disabilities and promotes education and a culture of peace. You'll gain skills for teaching, tutoring and managerial roles in early years settings.
Career Outcomes: Graduates can work as an Early Childhood Education Teacher in preschools, nurseries or kindergarten. Other possible roles include early years practitioner, preschool coordinator, special needs support educator, curriculum developer and community education officer, in public, private or nonprofit early childhood programs and early intervention roles.
It is a qualification aimed at guaranteeing a pedagogical, psychological, linguistic, sociological, scientific, technological and artistic training of the future teachers of Early Childhood Education (0-6 years), consistent with the principles of equal opportunities, non-discrimination and universal accessibility of the people with disabilities, as well as the promotion of education and the culture of peace, so that they can carry out their teaching, tutoring and managerial functions efficiently, effectively and with quality.
1 Course | ||||
Code | Name | Four-month period | Select | Total Cr. |
P02G110V01101 | Communication: Spanish language | 1c | FB | 6 |
P02G110V01102 | Education: Design and development of the early childhood education curriculum | 1c | FB | 6 |
P02G110V01103 | Education: New technologies applied to early childhood education | 1c | FB | 6 |
P02G110V01104 | Psychology: Developmental Psychology for children from 0 to 6 years old | 1c | FB | 6 |
P02G110V01105 | Sociology: Sociology of Education | 1c | FB | 6 |
P02G110V01201 | Communication: Galician language | 2c | FB | 6 |
P02G110V01202 | Education: Motor development | 2c | FB | 6 |
P02G110V01203 | Education: Organization of the school center | 2c | FB | 6 |
P02G110V01204 | Education: Contemporary Theory and Institutions of Education | 2c | FB | 6 |
P02G110V01205 | Psychology: Educational Psychology: Childhood Learning Processes | 2c | FB | 6 |
2 Course | ||||
Code | Name | Four-month period | Select | Total Cr. |
P02G110V01301 | Education: Health education and its teaching | 1c | FB | 6 |
P02G110V01302 | Education: Inclusive school and attention to diversity | 1c | FB | 6 |
P02G110V01303 | Education: Tutoring and guidance with the family | 1c | FB | 6 |
P02G110V01304 | Psychology: Psychological Foundations of Early Intervention | 1c | FB | 6 |
P02G110V01305 | Psychology: Prevention and treatment of learning difficulties in children | 1c | FB | 6 |
P02G110V01401 | Anthropology: Thought and Culture | 2c | FB | 6 |
P02G110V01402 | Psychology: identification, prevention and treatment of developmental and behavioral disorders | 2c | FB | 6 |
P02G110V01403 | Learning natural sciences | 2c | OB | 6 |
P02G110V01404 | Teaching of children's language and literature | 2c | OB | 6 |
P02G110V01405 | Foreign Language I: French | 2c | OB | 6 |
P02G110V01406 | Foreign Language I: English | 2c | OB | 6 |
3 Course | ||||
Code | Name | Four-month period | Select | Total Cr. |
P02G110V01501 | Learning a foreign language: English | 1c | OB | 6 |
P02G110V01502 | Didactics of plastic and visual expression | 1c | OB | 6 |
P02G110V01503 | Physical education and its teaching in childhood | 1c | OB | 6 |
P02G110V01504 | Musical expression and its teaching | 1c | OB | 6 |
P02G110V01505 | Language and literature: Galician | 1c | OB | 6 |
P02G110V01507 | Language and literature: Spanish | 1c | OB | 6 |
P02G110V01508 | Learning a foreign language: French | 1c | OB | 6 |
P02G110V01601 | Learning social sciences | 2c | OB | 6 |
P02G110V01602 | Mathematics for Teachers: Early Childhood Education | 2c | OB | 6 |
P02G110V01901 | Knowledge of the natural environment | 2c | OP | 6 |
P02G110V01902 | Ethics and professional deontology | 2c | OP | 6 |
P02G110V01906 | Artistic creativity workshop | 2c | OP | 6 |
P02G110V01907 | Geography for teachers | 2c | OP | 6 |
P02G110V01921 | Physical education as a means of interdisciplinarity | 2c | OP | 6 |
P02G110V01922 | Knowledge of the environment through physical activity in early childhood education | 2c | OP | 6 |
P02G110V01925 | Safety and healthy habits through physical education | 2c | OP | 6 |
P02G110V01941 | Instrumental groups for school | 2c | OP | 6 |
P02G110V01942 | New technologies for music education in schools | 2c | OP | 6 |
P02G110V01943 | Vocal technique and choral practice | 2c | OP | 6 |
4 Course | ||||
Code | Name | Four-month period | Select | Total Cr. |
P02G110V01910 | Didactics of the Catholic religion | 1c | OP | 6 |
P02G110V01911 | Mathematics teaching for early childhood education | 1c | OP | 6 |
P02G110V01912 | Play in early childhood education | 1c | OP | 6 |
P02G110V01928 | Body language | 1c | OP | 6 |
P02G110V01929 | Physical activity and diversity in early childhood education | 1c | OP | 6 |
P02G110V01944 | Music in cultures | 1c | OP | 6 |
P02G110V01945 | Body expression and dance | 1c | OP | 6 |
P02G110V01991 | Final Degree Project | 2c | OB | 6 |
P02G110V01981 | External internships: Practicum | An | OB | 48 |
Select A | Code | Training and Learning Outcomes |
|---|---|---|
A1 | That students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education and is typically at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study. | |
A2 | That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills typically demonstrated through the development and defense of arguments and problem-solving within their area of study. | |
A3 | That students have the ability to gather and interpret relevant data (usually 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 have developed the learning skills necessary to undertake further studies with a high degree of autonomy. |
Select B | Code | Knowledge |
|---|---|---|
B1 | Know the objectives, curricular content, and assessment criteria of Early Childhood Education. | |
B2 | Promote and facilitate early childhood learning from a comprehensive and integrative perspective that encompasses the various cognitive, emotional, psychomotor, and volitional dimensions. | |
B3 | Design and regulate learning spaces in diverse contexts that address students' unique educational needs, gender equality, equity, and respect for human rights. | |
B4 | Promote harmony in and outside the classroom and address peaceful conflict resolution. Be able 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 | Understand the fundamentals of infant diet and hygiene. Understand the fundamentals of early childhood care and the foundations and developments that allow for understanding the psychological, learning, and personality-building processes in 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 refined and adapted to scientific, pedagogical, and social changes throughout life. | |
B10 | Act as a mentor for parents regarding family education during the 0-6 school year period and master social skills in dealing with and relating to each student's family and to all families. | |
B11 | Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for independent and cooperative learning and promote it in students. | |
B12 | Understand the role, possibilities, and limits of education in today's society and the core competencies that affect early childhood education schools and their professionals. Learn quality improvement models applicable to educational centers. |
Select C | Code | Skills |
|---|---|---|
C1 | Understand the educational and learning processes in the 0-6 period, in the family, social and school context. | |
C2 | To understand the developments in the developmental psychology of childhood in the 0-3 and 3-6 years periods. | |
C3 | Know the fundamentals 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 dysfunctions, and those related to attention. | |
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, city councils, and other institutions that impact 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 audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturality; discrimination and social inclusion; and sustainable development. | |
C14 | To understand the historical evolution of the family, the different types of families, lifestyles, and education within the family context. | |
C15 | Know 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 mental 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 teachers' moods as factors that contribute to the harmonious and comprehensive progress of students. | |
C21 | Know how to work as a team with other professionals inside and outside the center in providing support to each student, as well as in planning learning sequences and organizing work situations in the classroom and in the play area, identifying the specific characteristics of the 0-3 and 3-6 periods. | |
C22 | Meet the needs of students and convey security, tranquility, and affection. | |
C23 | Understand that systematic observation is a basic tool for reflecting on practice and reality, as well as 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 | To situate preschool in 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 | Value the importance of teamwork. | |
C30 | Participate in the development and monitoring of early childhood education projects within the framework of center-based projects and in collaboration with the local community and other professionals and social stakeholders. | |
C31 | Know 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 | Know 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 | Know teaching strategies to develop numerical representations and spatial, geometric, and logical development notions. | |
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 outstanding moments in the history of science and technology and their significance. | |
C39 | Develop educational 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 | Know the 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 | Facing language learning situations in multilingual contexts. | |
C49 | Recognize and value the appropriate use of verbal and non-verbal language. | |
C50 | Know and appropriately use resources to encourage reading and writing. | |
C51 | Acquire literary training and especially learn about children's literature. | |
C52 | To be able to promote 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 the game as a teaching resource, as well as design learning activities based on principles | |
C56 | Develop educational proposals that promote musical perception and expression, motor skills, drawing, and creativity. | |
C57 | Analyze audiovisual languages and their educational implications. | |
C58 | Promote sensitivity regarding 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 monitor the educational process, and in particular, teaching and learning, through mastery of the necessary techniques and strategies. | |
C62 | Relate theory and practice to the reality of the classroom and the center. | |
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 aged 0-3 and 3-6 years. | |
C66 | Learn 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 the courses described. |
Select 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 knowledge | |
D6 | Information management capacity | |
D7 | Troubleshooting | |
D8 | decision making | |
D9 | Teamwork | |
D10 | Working in an international context | |
D11 | Interpersonal relationship 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
Early Childhood Education Teacher
Income profile
This qualification is aimed at students interested in teaching, especially with children in their early years of life (0-6 years). Students must show interest in humanitarian activities, responsibility and ethical, critical and self-critical commitment. They must have the ability to work in a group, be persuasive, have an entrepreneurial spirit and be good at interpersonal relationships. They must also have a good knowledge of Spanish and Galician, as well as basic notions of a foreign language and good knowledge in the fields of science, mathematics, computing, physical education and artistic expression.