General objectives

• To train graduates to teach at both educational levels, in a changing society and in heterogeneous educational contexts, ensuring the acquisition of defined professional skills necessary for early care and the promotion of early and early childhood learning.

• Ensuring that graduates have the necessary knowledge and specific, interdisciplinary and transdisciplinary didactic treatment, both at the initial training stage and in the need for training and reflection throughout their professional lives, promoting educational experiences of teaching innovation that favor this training.

• Train future graduates to generate the necessary synergies that favor the continuity between the cycles and educational stages of the school environment and other socio-educational, family and community contexts.

• Promote professionalization based on the fundamental rights of equal opportunities and universal accessibility for persons with disabilities and men and women, in the values of the culture of peace and democratic values, understanding culture and effort as values.

• To promote professional skills specially oriented to the adaptation, demands and educational conditions of the rural world.

General competences of the degrees

• Communicate correctly orally and in writing.
• Master a foreign language.
• Master information and communication technologies (ICTs).
• Respect the fundamental rights of equality between men and women, the promotion of human rights and the values of a culture of peace and democratic values.
• Communicate with the different educational agents effectively in the different educational scenarios: in the classroom, with the teaching team and with the educational community.
• Reflect, act and solve problematic situations in the educational field. Detect situations that require specific intervention or other professionals. Know how to derive.
• Manage the appropriate information for the development of the functions of the profession. Knowing and understanding the changing social reality in which he carries out his educational work. Recognize changes in society and know how to evolve with them. Know how to change.
• Assume the commitment of personal and professional development with oneself and with the community. Adapt learning proposals to the most significant cultural developments.

• To know the objectives, curricular contents and evaluation criteria of Early Childhood Education.
• Promote and facilitate early childhood learning, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.
• Design and regulate learning spaces in diverse contexts that address the unique educational needs of students, gender equality, equity and respect for human rights.
• Encourage coexistence within and outside the classroom and address peaceful conflict resolution. Know how to systematically observe contexts of learning and coexistence and know how to reflect.
• Reflect in groups on the acceptance of norms and respect for others. Promote the autonomy and uniqueness of each student as factors of education of emotions, feelings and values in early childhood.
• Know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure their correct evolution. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing and master the use of different techniques of expression.
• To understand the educational implications of information and communication technologies and, in particular, of early childhood television.
• To know the basics of child dietetics and hygiene. To know the foundations of early care and the bases and developments that allow us to understand the psychological, learning and personality-building processes in early childhood.
• To learn about the organization of nursery schools and the diversity of actions involved in their operation.
• Assume that the exercise of the teaching function has to be perfected and adapted to scientific, pedagogical and social changes throughout life.
• Act as a parent counselor in relation to family education in the 0-6 period and master social skills in the treatment and relationship with the family of each student and with all families.
• Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it in students.
• Understand the role, possibilities and limits of education in today’s society and the fundamental competences that affect nursery schools and their professionals.
• To know quality improvement models with application to educational institutions, encouraging continuity between the educational cycles and stages of the school environment and other socio-educational, family and community contexts, and paying particular attention to the characteristics of the rural environment.

• To know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge in the environment of the respective teaching and learning procedures.
• Design, plan, and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
• Effectively address language learning situations in multicultural and multilingual contexts. Encourage reading and critical commentary of texts from the various scientific and cultural domains contained in the school curriculum.
• Design and regulate learning spaces in diverse contexts that address gender equality, equity and respect for human rights that conform to the values of citizen education.
• Encourage coexistence inside and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. Stimulate and value the effort, perseverance and personal discipline in students.
• To know the organization of primary schools and the diversity of actions involved in their operation. Engage in mentoring and mentoring with students and their families, addressing the unique educational needs of students. Assume that the exercise of the teaching function has to be perfected and adapted to scientific, pedagogical and social changes throughout life.
• Collaborate with the different sectors of the educational community and the social environment. To assume the educative dimension of the teaching function and to promote democratic education for an active citizenship.
• Maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.
• Valuing individual and collective responsibility for a sustainable future.
• Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it among students.
• Know and apply information and communication technologies in classrooms. Selectively discern audiovisual information that contributes to learning, civic formation and cultural wealth. Understand the role, possibilities and limits of education in today’s society and the fundamental competences that affect primary schools and their professionals. To know quality improvement models with application to educational institutions, encouraging continuity between the educational cycles and stages of the school environment and other socio-educational, family and community contexts, paying particular attention to the characteristics of the rural environment.