ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Pedagogy and Didactics
Areas: Theory and History of Education.
Center Faculty of Education Sciences
Call:
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
- To understand the educational processes of childhood, both within family and educational institutions.
- To know relevant theoretical and historical concepts in teaching pre-school education.
- To distinguish between different modes, models and educational systems referred to pre-school institutions from historical and comparative perspectives.
- To understand the differences, similarities and changes in pre-school education reforms, comparing the diverse solutions proposed.
- To develop the capacity in analysis and synthesis in pre-school education knowledge.
- To acquire the capacity to develop critical thinking.
- To teach how to develop perceptiveness to understand and comment pedagogical texts, images and educational and play materials.
- To develop writing skills following academic criteria.
- To have openness towards knowledge and a spirit of tolerance.
- To develop an aptitude for being a good teacher, specially communication and social skills, a sense of responsibility and optimism.
- To teach the ability to take initiative and autonomous thought which allows to make free and sensible decisions as teachers.
1.- Education as a human phenomenon. Basics, concepts and educational processes. Educational theories and modes.
2.- Pedagogical thought and infant education. From Comenio to Pestalozzi: on the necessity of a regulated education for infants.
3.- The origin of infant schools in Europe. The New Lanark School and the Lancasterian movement.The early infant schools in Spain: Pablo Montesino and the Virio School.
4.- Romanticism and childhood education. Analysis of Fröbel’s thinking. Development of early Kindergarten Fröbel’s diffusion. Fröbel’s influence in Spain.The development of childhood education in the second half of the 19th century.
5.- Montessori’s schools: analysis on general fundamentals. The Decrolynian School. Other preschool educational models in the 1st half of the 20th century.
6.- The contributions of the Academy of Geneva. Claparède and Piaget. Audemars-Lafendel method. The influence of Piagetian ideas.
7.- The evolution of preschool education in Spain during the 20th century. The education laws of democracy and preschool education.
8.- Constructivist theory on childhood education. Practical knowledge in the context of preschools. Analysis of school and play material from the learning perspective.
9.- Comparative analysis of preschool education systems in the European Union. School and non-school models. Childhood education in other continents.
10.- Current tendencies in early childhood education. The Pikler Institute. Childhood schools of Modena and Reggio Emilia. The High/Scope model. Preschool at home. Preschool education in the 21st century.
BASIC BIBLIOGRAPHY
Abbagnano, N., & Visallberghi, A. (1992). Historia de la Pedagogía (9ª reimp.). México: FCE.
Delgado, B. (1998). Historia de la infancia. Barcelona: Ariel.
González-Agàpito, J. (2003). La educación infantil. Lecturas de un proceso histórico en Europa. Barcelona: Octaedro.
Sanchidrián, C., & Ruiz Berrio, J. (Coords.). (2010). Historia y perspectiva actual de la educación infantil. Barcelona: Graó.
COMPLEMENTARY BIBLIOGRAPHY
Ariès, Ph., & Duby, Gr. (Dirs.). (2000). Historia de la vida privada. (5 volúmenes). Madrid: Taurus.
Bowen, J. (1992). Historia de la educación occidental. El occidente moderno: Europa y el nuevo mundo. S. XVII-XX. (T.III). Barcelona: Herder.
Colmenar, C. (1991). Las escuelas de párvulos en España durante el siglo XIX: su desarrollo en la época de la Restauración. Historia de la Educación, 10, 89-105.
Colmenar, C. (1995). Génesis de la educación infantil en la sociedad occidental. Revista Complutense de Educación, 6, 15-29.
Del Pozo, M. (2004). Teorías e Instituciones Contemporáneas de la Educación. Madrid: Biblioteca Nueva.
Gardner, H., Feldman, D. H., & Krechevsky, M. (2001). El Proyecto Spectrum (3 vols.). Madrid: Morata.
Hoyuelos, A. (2006). Estética en el pensamiento y obra de Loris Malaguzzi. Barcelona: Octaedro.
Luzuriaga, L. (1994). Historia de la educación y de la pedagogía (reimp.). Buenos Aires: Losada.
Michelet, A. (1977). Los útiles de la infancia. Barcelona: Herder.
San Román, S. (1998). Las primeras maestras. Barcelona: Ariel.
Taylor, A. (1986). Jardines de niños. Jardines de Dios: Kindergartens y guarderías en Alemania en el siglo XIX. Revista de Educación, 281, 125-154.
Zabalza, M. (1996). Calidad en la educación infantil. Madrid: Narcea.
RESOURCES
http://www.cnice.mecd.es/”Centro Nacional de Información y Comunicación Educativa”.
http://www.educacioninfantil.com/Portal especializado con abundante información sobre esta etapa educativa.
http://www.aulainfantil.com/Página especialmente pensada para padres y educadores.
http://www.waece.org/ Página de la Asociación Mundial de Educadores Infantiles. Especialmente recomendable por la gran información que aporta, añadiendo una bolsa de empleo.
http://www.preescuelarnacasa.org/ Página de “Preescolar na casa”. Educación infantil familiar.
http://www.montessori-ami.org/ Página da “Association Montessori Internacionale”
http://www.piaget.org/ Página da “Jean Piaget Society”.
http://www.inige.ch/piaget/ Archivos de Jean Piaget en la Universidad de Ginebra.
http://www.ship.edu/cgboeree/piaget.html Bigrafia de Piaget en inglés que incluye algunos de sus experimentos más conocidos.
http://www.ibe.unesco.org/publications/ThinkersPdf/frobels.PDF Artículo de Helmut Heiland sobre la pedagogía de Fröbel.
http://www.highscope.org/ Página da “High/Scope Educational Research Foundation”. Es muy interesante. Conviene utilizarla aunque esté en ingles.
http://www.robert-owen.com/Página con información sobre Robert Owen y New Lanark.
http://www.infed.org/thinkers/et-owen.htm Página sobre Robert Owen e New Lanark.
http://www.perso.club-internet.fr/ledig/Oberlin/Oberlin_bio.htm Biografía e cronología de J.F. Oberlin.
http://www.silapedagogie.com/pauline_kergomard.htm Biografía, bibliografía y algunas ideas pedagógicas en francés de Pauline Kergomard.
http://www.indexnet.santillana.es/rcs/_archivos/Infantil/B
Competences officially established in the curriculum assigned to this subject are included here:
General Competences.
G3 To design and regulate learning spaces in diverse contexts which attend to the singular educational needs of the students, gender equality, equity and respect for human rights.
G9 To know preschool classroom management and the variety of actions included in running a classroom. To assume that teaching practice must be improved and be adaptable to scientific, pedagogical and social changes throughout life.
Regarding competence G3, the student must show:
- That he/she can identify a preschool education learning space, and its pedagogic consequences.
- That he/she knows how to identify preschool classroom characteristics according to the model developed, identifying visual images or directly distinguishing spaces.
- That he/she knows the differences of preschool classroom material, its uses and fundamentals, and takes into account children’s differences and capacities and the versatile use of both manufactured material and recycled.
Regarding competence G9:
- That he/she can describe and analyse different preschool models analysing written texts.
- That he/she can compare preschool models and infer from them pedagogical consequences.
- That he/she can summarize and analyse critically the model of teacher implicit in the school models described.
Basic competentes MECES (Marco Español de Calificaciones para la Educación Superior):
B2 That the students can apply their knowledge in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
B3 That students can be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
Specific competences:
E.27. To situate preschools within the Spanish educational system, in the European and international context.
E.28. To know international experiences and examples of innovative practices in pre-school education.
E.29. To assess the importance of group work.
E.30. To participate in the development and follow-up of educational projects of preschool education in collaboration with the territory and with other professionals and social agents.
E.31. To know the legislation that regulates preschools and their organization.
E.32. To assess the personal relationship with each student and with his/her family as an educational quality factor.
Transversal competences:
T.2.- Instrumental knowledge of Galician language.
T.3.- Instrumental knowledge of Information and communication technologies.
T.4.- Information competence.
- For teachers: attendance activities
• In big group: expository activities, board lessons, general practical activities, group organization, material presentation, debates and assessment sessions.
• In work group: practical activities in small group, analysis and text commentaries, images and school material, presentations of work plans and reports.
• Small group or individual activities: individual tutorials, teamwork meetings, comment and readings.
- For students:
• Autonomous work activities: lectures attendance, expositions, films, readings, individual study and other recommended activities.
• Medium group activities (seminars): individual autonomous study or in group and additional information search.
• Small group or individual activities: writing exercises, conclusions and other works, recommended readings, activities in the library or similar
- Competences related between teacher activities and those of students:
• In big group: G.3, G.9. B.2, B.3. E.27, E.28, E.30, E.31, E.32. T.3, T4.
• In work group: G.3. B.2, B.3. E.27, E.28, E.29, E.30. T3, T4.
• Small group or individual activities: B.2, B.3. E.29, E.30, E.32. T.2, T.3, T4.
In theoretical classes the teacher will present the contents of each topic which will be supported by the material she will provide the students with, and will be as compulsory reading. The use of bibliography must be adapted to each specific topic and the most relevant aspects will be pointed out by the teacher.
The work of practical sessions will be focused on developing the ability to comment images, pedagogical texts, on searching and organizing information sources, on analysing and assessing school material, toys and any other assignment specified at the proper time. The capacity to analyse, synthesize and develop critical thinking is worked on more specifically in text commentaries.
It is compulsory for students to present an assignment carried out in group that develops the basic ideas of the syllabus following the teacher’s instructions. The report elaboration and the methodology to be applied will be explained in class. It will be taken into account in this methodological process the principles of activity, socialization and participation to make students reach the competences. This assignment will be handed in to the teacher on the day of the final exam as deadline.
This course is an attendance course. Regular attendance to theoretical and practical classes and active participation of the students will be taken into account in the assessment. In any case it enforces the regulation of the USC of 25th March 2010 on class attendance for grades adapted to the European Higher Education Space that specifies that attendance to a minimum of 80% of the classes is compulsory. Students who get the exemption from the theoretical class attendance must hand in all the assignments in due time.
In order to pass the subject, besides the assignment assessment, it will be necessary to show the ability to comment on a pedagogical text, as well as to be able to answer the basic questions developed in the class in the specific test. Final assessment will take into account the following criteria:
Written reports: 30%. Competences to be assessed are: G3, E27, E31, E32, B2
Group work: 20%. Competences to be assessed are:G3, E27, E28, E29, E30, B2, T3
Specific test: 50%. Competences to be assessed are: E27, E31, E32, B3.
In order to get a positive assessment on the subject it will be necessary to hand in the assignments on the due dates. Assignments, reports and text commentaries must be original and specific for this subject, except for those works which must be agreed to between subjects and have a transversal or interdisciplinary nature. Handing in a non original work will mean failing the subject straightaway.
- For teachers: attendance activities
• In big group: expository activities, board lessons, general practical activities, group organization, material presentation, debates and assessment sessions. 24 hours.
• In work group: practical activities in small group, analysis and text commentaries, images and school material, presentations of work plans and reports. 24 hours
• Small group or individual activities: individual tutorials, teamwork meetings, comment and readings. 3 hours
- For students:
• Autonomous work activities: lectures attendance, expositions, films, readings, individual study and other recommended activities. 35 hours
• Medium group activities (seminars): individual autonomous study or in group and additional information search. 45 hours
• Small group or individual activities: writing exercises, conclusions and other works, recommended readings, activities in the library or similar. 19 hours.
Having background knowledge, helps when making readings or essays on childhood or family history, knowing the classical authors of pre-school education and being familiar with the school material of preschools. Students must have developed writing skills, know how to use the library resources and know how to search for information via Telematica.
It is an ongoing study subject, specially working on text commentary of the recommended authors and establishing relationships and differences between the different proposals and solutions of the theories and pedagogical practices in preschool education. Students must use tutorials to answer doubts and examine in detail the study approach they are developing.
During the first class sessions, taking into account the work schedule, the dates for handing in the readings and reports will be established.
Maria Do Carmen Cambeiro Lourido
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- mariadocarmen.cambeiro [at] usc.es
- Category
- Profesor/a laboral fijo/a
| Tuesday | |||
|---|---|---|---|
| 12:00-13:30 | Grupo /CLIS_02 (Cr - L) | Galician | (NORTH CAMPUS) - CLASSROOM 32 |
| Wednesday | |||
| 12:00-13:30 | Grupo /CLIS_03 (M - Z) | Galician | (NORTH CAMPUS) - CLASSROOM 32 |
| Friday | |||
| 10:30-12:00 | Grupo /CLE_01 (A - Z) + Dobre Grao 2º | Galician | (NORTH CAMPUS) - CLASSROOM 12 |
| 12:00-13:30 | Grupo /CLIS_01 (A - Co) + Dobre Grao 2º | Galician | (NORTH CAMPUS) - CLASSROOM 32 |
| 01.10.2025 09:00-11:00 | Grupo /CLE_01 (A - Z) + Dobre Grao 2º | (NORTH CAMPUS) - CLASSROOM 12 |
| 06.17.2025 12:00-14:00 | Grupo /CLE_01 (A - Z) + Dobre Grao 2º | (NORTH CAMPUS) - CLASSROOM 13 |