A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe”

Didactics and Teaching Practice in Pre-School Education is a key area for the early development of children, as it lays the foundation for their learning and emotional growth. A deep understanding of current pedagogical methodologies, as well as the use of digital tools in the classroom, are essential to face the educational challenges of the 21st century. For this reason, it is of utmost importance that teachers refine their skills in a constantly evolving environment.

In response to this pressing need for continuous updating, TECH presents this Advanced master’s degree in Didactics and Teaching Practice in Pre-School Education. Through an innovative syllabus, this program will provide specialists with the necessary competencies to apply effective pedagogical approaches tailored to the needs of each child. Here, topics such as psychopedagogy, the use of educational technologies, classroom management, and inclusive strategies to address diversity in educational settings will be explored in depth. In this way, the professional growth of graduates will be enhanced, as they will be ready to access new opportunities and improve their professional profile.

TECH will offer this university qualification through a 100% online format, allowing students to study at their own pace. Additionally, this will be complemented by the Relearning method, which reinforces the understanding of key concepts through repetition, ensuring effective assimilation of the content. Ultimately, students will benefit from constant access to downloadable study materials, available 24/7.

On the other hand, since TECH is a member of the Association for Teacher Education in Europe (ATEE), professionals will gain access to specialized academic journals and discounts on publications. Moreover, they will be able to attend webinars or conferences free of charge and access language support. They will also be included in the ATEE consultancy database, thereby expanding their professional network and access to new opportunities.

Thanks to the online format, you will train at your own pace and without interruptions to your professional life. What are you waiting for to join the world’s largest online university, according to Forbes?”

This Advanced master’s degree in Didactics and Teaching Practice in Pre-School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented by experts in Didactics and Education
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Special focus on innovative methodologies in Didactics and Teaching Practice in Pre-School Education
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Prepare your path to educational success with this specialized Advanced master’s degree. Make the decision and take your career to the next level!” 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive educational experience designed to prepare students for real-life situations. 

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise during the academic year. For this purpose, professionals will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Only at TECH will you boost your teaching career with the best materials, the most innovative methodology, and the most dynamic and intuitive platform. Enroll now!”

With an online methodology tailored to your needs, this Postgraduate Certificate will provide you with key tools for effective pre-school education. Take advantage of this opportunity and enroll now!”

The syllabus of this university qualification, designed by experts, covers a wide range of essential topics such as child psychology, pedagogical strategies for inclusion, the use of new technologies in the classroom, advanced assessment techniques, and tracking academic progress. Additionally, the importance of play as a learning tool will be explored, allowing future teachers to implement practical methods that promote the holistic development of children. Ultimately, each module has been designed to offer a rewarding experience that effectively combines theory and practice.

This Advanced master’s degree will provide you with comprehensive education, combining pedagogical theories with essential digital tools for the education of tomorrow”

Module 1. Personalized Education. Anthropological, Philosophical, and Psychological Foundations 

1.1. The Human Person 

1.1.1. Introduction and Objectives 
1.1.2. Educating Taking Into Account The Person 
1.1.3. Person and Human Nature 
1.1.4. Attributes or Radical Properties of the Person 
1.1.5. Strategies to Favor the Unfolding of the Person’s Radical Attributes or Properties 
1.1.6. The Human Person as a Dynamic System 
1.1.7. The Person and the Meaning That They Can Give to Their Life 

1.2. Pedagogical Foundations of Personalized Education 

1.2.1. Introduction and Objectives 
1.2.2. The Educability of the Human Being as a Capacity for Integration and Growth 
1.2.3. What is Personalized Education? (And What It Is Not) 
1.2.4. Purposes of Personalized Education 
1.2.5. The Personal Teacher-Student Encounter 
1.2.6. Protagonists and Mediators 
1.2.7. The Principles of Personalized Education 

1.3. Learning Situations in Personalized Education 

1.3.1. Introduction and Objectives 
1.3.2. The Personalized Vision of the Learning Process 
1.3.3. Operational and Participative Methodologies: General Characteristics 
1.3.4. Learning Situations and Their Personalization 
1.3.5. Materials and Resources Function 
1.3.6. Evaluation as a Learning Situation 
1.3.7. The Personalized Educational Style: its Five Manifestations 
1.3.8. How to Promote the Five Manifestations of the Personalized Educational Style? 

1.4. Motivation: A Key Aspect of Personalized Learning 

1.4.1. Introduction and Objectives 
1.4.2. Influence of Affectivity and Intelligence in the Learning Process 
1.4.3. Definition and Types of Motivation 
1.4.4. Motivation and Values 
1.4.5. Strategies to Make the Learning Process More Attractive
1.4.6. The Playful Aspect of Schoolwork 

1.5. Metacognitive Learning 

1.5.1. Introduction and Objectives 
1.5.2. What Should Students Be Taught in Personalized Education?
1.5.3. What Does “Metacognition” Mean? and What Does “Metacognitive Learning” Mean?
1.5.4. Metacognitive Learning Strategies 
1.5.5. Consequences of Learning in a Metacognitive Way
1.5.6. How to Assess Whether the Student Is Learning in a Meaningful Way? 
1.5.7. Keys to Educating in Creativity 

1.6. Personalizing the Organization of the School Center 

1.6.1. Introduction and Objectives 
1.6.2. Factors in the Organization of a School 
1.6.3. The Personalized School Environment 
1.6.4. The Students 
1.6.5. The Teachers 
1.6.6. The Families 
1.6.7. The School as an Organization and as a Community 
1.6.8. What Indicators Can We Use to Evaluate the Educational Personalization of a School?

Module 2. General Didactics 

2.1. Foundations of Didactics as an Applied Pedagogical Discipline  

2.1.1. Foundations, Origin and Evolution of Didactics  
2.1.2. The Concept of Didactics  
2.1.3. The Object and the Purpose of Didactics  
2.1.4. Personalization of the Teaching-Learning Process  
2.1.5. Didactics as Theory, Practice, Science and Art  
2.1.6. Didactic Models  

2.2. Learning to Learn. Contributions from the Theory of Multiple Intelligences, Metacognition, and Neuroeducation  

2.2.1. An Approach to the Concept of Intelligence  
2.2.2. Metacognition and its Application in the Classroom  
2.2.3. Neuroeducation and its Application to Learning  

2.3. Didactic Principles and Methodology  

2.3.1. Didactic Principles  
2.3.2. Didactic Strategies and Types  
2.3.3. Didactic Methods 

2.4. Educational Design and Planning  

2.4.1. Approach to the Concept of Curriculum  
2.4.2. Levels of Curricular Concreteness  

2.5. Competence Objectives and Contents  

2.5.1. Educational Objectives  
2.5.2. Objectives in the Linear Model. What Is the Purpose of Teaching?  
2.5.3. Objectives in the Process Model  
2.5.4. Competencies. Why Teach?  
2.5.5. Contents. What to Teach? 

2.6. Didactic Procedures and Teaching Techniques  

2.6.1. Representation Procedures and Codes  
2.6.2. Teaching Techniques  

2.7. Activities, Didactic Media, Didactic Resources and ICT  

2.7.1. Activities  
2.7.2. Means and Resources from a Curriculum Perspective  
2.7.3. Classification of Resources and Didactic Means  
2.7.4. Didactic Means and ICT 

2.8. Motivation in the Classroom and Strategies for Its Achievement  

2.8.1. What Does Motivation in the Classroom Consist of?  
2.8.2. Different Types of Motivation  
2.8.3. Main Theories of Motivation 

2.9. Educational Evaluation  

2.9.1. Approach to the Concept of Evaluation  
2.9.2. Evaluation Systems  
2.9.3. Content of the Evaluation: What to Evaluate?  
2.9.4. Evaluation Techniques and Instruments: How to Evaluate?  
2.9.5. Evaluation Moments  
2.9.6. Evaluation Sessions  
2.9.7. Curricular Adaptations 

2.10. Communication in the Teaching-Learning Process  

2.10.1. The Communication Process in the Classroom  
2.10.2. Communication from the Learner’s Perspective  
2.10.3. Communication from the Teacher’s Perspective  

Module 3. Fundamentals of Reading and Writing 

3.1. What Is Reading? 

3.1.1. Importance of Reading and Writing 
3.1.2. Reading Comprehension: Explanatory Models 
3.1.3. At What Point in Time Should Reading Be Taught? 

3.2. The Process of Reading 

3.2.1. Visual Process 
3.2.2. Phonological Process 
3.2.3. Syntactic Process 
3.2.4. Semantic Process 
3.2.5. Reading Problems 

3.3. Mthodologies for Teaching Reading and Writing: Synthetic Methodology 

3.3.1. The Methodological Complexity of the Beginning of Reading and Writing 
3.3.2. Synthetic Methodology 
3.3.3. Bibliographical References 

3.4. Methodologies for Teaching Reading and Writing: Analysis Methodology 

3.4.1. Analysis Methodology 
3.4.2. Constructivist Approach 
3.4.3. Bibliographical References 

3.5. Methodologies for Teaching Reading and Writing: Mixed Methodology 

3.5.1. Mixed Methodology 
3.5.2. Mixed Methods Exemplifications 
3.5.3. Specific Aspects of the Teaching of Writing 
3.5.4. Bibliographical References 

3.6. Reading Comprehension and Written Expression 

3.6.1. Methodology for a Global Reading Process in Pre-School and Primary School 
3.6.2. Reading Comprehension Strategies 
3.6.3. Writing and its Learning Phases in Pre-School Education 
3.6.4. Strategies to Develop Reading Comprehension in Primary Education 
3.6.5. Teaching Methods for Teaching Written Expression in Primary Education 
3.6.6. Comprehension Problems 
3.6.7. Writing Difficulties 
3.6.8. Bibliographical References 

3.7. How to Improve Work in the Classroom? 

3.7.1. ICT Resources and their Contribution in the Classroom 
3.7.2. Reading Evaluation 
3.7.3. Writing Assessment 
3.7.4. Bibliographical References 

Module 4. English Language Teaching 

4.1. Theories and Learning Styles: Towards the Teaching-Learning of Foreign Languages

4.1.1. Piaget: The Child and the Interaction with the Social Environment
4.1.2. Vygotsky: The Importance of Social Interaction
4.1.3. Bruner and the Concept of “Scaffolding” 
4.1.4. Gardner and the Theory of Multiple Intelligences 
4.1.5. The Emotional Dimension in Learning 
4.1.6. Learning Styles 

4.2. Foreign Language Teaching and Learning 

4.2.1. Introduction to Foreign Language Teaching and Learning 
4.2.2. The Influence of Age on Foreign Language Learning 
4.2.3. The Influence of the Mother Tongue on Foreign Language Learning 
4.2.4. Individual Differences and Their Influence on Foreign Language Learning 
4.2.5. Bilingual Education and Multilingual Education 
4.2.6. English as an International Language or Lingua Franca 

4.3. Spoken Language Learning in English 

4.3.1. The Importance of Spoken Language in the Foreign Language Learning Process 
4.3.2. Basic Principles on the Teaching-Learning of Spoken Language
4.3.3. The Development of Oral Speech in Children 
4.3.4. Promoting Interaction in English: Cooperation in the Classroom
4.3.5. Written Language as a Support for Spoken Language Development
4.3.6. Use of “Authentic” Materials 
4.3.7. Non-Threatening Atmosphere: Verbal and Non-Verbal Communication and the Role of the Teacher 

4.4. Learning English Vocabulary 

4.4.1. Basic Principles of Vocabulary Teaching-Learning
4.4.2. Word Categories Applied to Vocabulary Learning
4.4.3. Vocabulary Learning and Teaching Techniques 
4.4.4. Selecting Vocabulary 
4.4.5. Expanding Vocabulary 
4.4.6. Examples of Exercises to Work on Vocabulary 

4.5. Introduction to Literacy in English

4.5.1. The Literacy Process 
4.5.2. Factors that Influence Literacy Learning in the English Language 
4.5.3. Creating an Environment Conducive to English Language Literacy Learning 
4.5.4. Methods for Teaching Literacy in the English Language 
4.5.5. Next Steps in the Teaching-Learning of Literacy in English

4.6. Learning English Through Literary Resources and Play 

4.6.1. The Use of Stories for English language Learning 
4.6.2. The Organization of Discourse in Stories 
4.6.3. The Use of Language in Stories 
4.6.4. The Quality of Stories as Material for Foreign Language Teaching 
4.6.5. Development of Tasks Around a Story 
4.6.6. Use of Songs and Rhymes/Poems in the Classroom 
4.6.7. The Use of Games as Culture Maintenance. Different Concepts of Culture in the Classroom 
4.6.8. Games and the Moral and Social Development of Children. Theories of Piaget, Kohlberg Mead, and Vygotsky 
4.6.9. Games in the Learning of the English Language 

4.7. Content and Language Integrated Learning (CLIL)

4.7.1. Definition and CLIL Principles 
4.7.2. Content Learning: Cognitive Development 
4.7.3. CLIL Curriculum Models in Early Childhood and Primary Education 
4.7.4. Planning CLIL Sessions 

4.8. Thematic Approach or Project-Based Work 

4.8.1. Holistic Approach to Language Learning: Thematic or Project-Based Approach
4.8.2. Preparing a Class Based on Thematic or Project-Based Learning 
4.8.3. Communication in the Thematic or Project Approach 
4.8.4. Results After a Lesson with a Thematic or Project-Based Approach 

4.9. ICT in English Language Teaching and Learning 

4.9.1. Advantages and Risks of Using ICT in the Classroom 
4.9.2. The Role of ICT in the English Classroom 
4.9.3. Prepared Materials 
4.9.4. Interactive Whiteboards 
4.9.5. Webquests 
4.9.6. Design of Materials: Software for Language Teaching with the Internet 

4.10. Formative/Informal Evaluation of English Language Teaching and Learning 

4.10.1. Introduction to Evaluation 
4.10.2. Basic Principles of Assessment 
4.10.3. Quality Criteria in Evaluation 
4.10.4. Evaluation Planning 
4.10.5. Different Types of Evaluation 
4.10.6. Characteristics and Types of Formative/Informal Evaluation

Module 5. Neuromotor Development and Physical Education Teaching 

5.1.  Human Neuromotor Development 

5.1.1. How to Study this Unit? 
5.1.2. The Pre-School Education Stage 
5.1.3. Neuromotor and Executive Functions 
5.1.4. Projects and Organization of Activities Based on Neuromotor Development 
5.1.5. Bibliographical References 

5.2. Motor Learning and Motor Competence 

5.2.1. How to Study this Unit? 
5.2.2. Constructivist Development applied to Physical Education. Key Concepts 
5.2.3. Ecological Approach to the Motor Competency Process 
5.2.4. Bibliographical References 

5.3. Fundamentals of Motor Games as an Educational Resource 

5.3.1. How to Study this Unit? 
5.3.2. Motor Skills and Motor Play 
5.3.3. The Motor Game: Characteristics and Application 
5.3.4. Typology of Games for Students in the Pre-School Education Stage 
5.3.5. Teaching Strategies for Motor Play 
5.3.6. Bibliographical References 

5.4. Fields of Work of Psychomotor Skills in Pre-School Education. Competencies, Objectives, Content, and Evaluation Process 

5.4.1. How to Study this Unit? 
5.4.2. Competencies and Objectives 
5.4.3. The Evaluation Process 
5.4.4. The Psychomotor Session 
5.4.5. Bibliographical References 

5.5. Contents (I). Elements and Characteristics of the Body Scheme in Pre-school Education 

5.5.1. How to Study this Unit? 
5.5.2. Psychomotor Education: the Body Scheme 
5.5.3. Tonic Control and Postural Control 
5.5.4. Respiratory Control 
5.5.5. Laterality 
5.5.6. Spatial-temporal Structuring 
5.5.7. Bibliographical References 

5.6. Contents (II). Development of Psychomotor Coordination in Pre-School Education 

5.6.1. How to Study this Unit? 
5.6.2. Types of Psychomotor Coordination 
5.6.3. The Development of Psychomotor Coordination 
5.6.4. Practical Proposals 
5.6.5. Bibliographical References 

5.7. Contents (III). Basic Motor Skills in Physical Education 

5.7.1. How to Study this Unit? 
5.7.2. Displacements 
5.7.3. Turns 
5.7.4. Jumps 
5.7.5. Launches 
5.7.6. Receptions 

5.8. Health Education: Hygienic-postural Habits in Physical Education 

5.8.1. How to Study this Unit? 
5.8.2. Joint by Joint 
5.8.3. Strength as a Basic Fundamental Physical Ability 
5.8.4. Resistance 
5.8.5. Speed 
5.8.6. Range of Motion 
5.8.7. Bibliographical References 

5.9. New Methodological Proposals for a Physical Education of the 21st Century. 21st Century 

5.9.1. How to Study this Unit? 
5.9.2. Contexts of Excellence, Creativity and Learning 
5.9.3. Learning Environments and Movement 
5.9.4. TIC-TAC in Physical Education 
5.9.5. Educational Gamification 
5.9.6. Bibliographical References 

Module 6. Musical Knowledge and its Teaching 

6.1. The Message of Music 

6.1.1. How We Perceive Music?
6.1.2. Elements that Make Up Music: Sound 
6.1.3. Elements of Musical Language 
6.1.4. Musical Texture 
6.1.5. Agents Involved in the Musical Process 
6.1.6. Musical Sources or Supports 
6.1.7. Music and Cinema 

6.2. Musical Language for Teachers: Rhythm, Melody, Harmony and Form 

6.2.1. Rhythm and its Writing 
6.2.2. Melody and its Writing 
6.2.3. Harmony and its Writing 
6.2.4. Musical Forms 

6.3. The Voice and other Musical Instruments 

6.3.1. The Body as an Instrument 
6.3.2. The Voice as an Instrument 
6.3.3. Singing as an Educational-Musical Process 
6.3.4. Choral Singing 
6.3.5. Traditional and Modern Classification of Musical Instruments 
6.3.6. Popular and Self-Built Instruments 
6.3.7. Initiation to School Instruments 
6.3.8. Most Common Instrumental Groupings 

6.4. Music in the Ancient Civilizations and in the Middle Ages 

6.4.1. Music in the Ancient Civilizations of Greece and Rome 
6.4.2. The Middle Ages: a Historical, Artistic and Cultural Overview 
6.4.3. Music in the Middle Ages 

6.5. Humanism in Music and the Theory of the Affects 

6.5.1. Humanism and the Renaissance 
6.5.2. Baroque Period and the Theory of the Affects 

6.6. Objective Music vs. Subjective Music 

6.6.1. Objective Music: Classicism 
6.6.2. Subjective Music: Romantic Era 

6.7. Musical Impressionism and 20th Century 

6.7.1. Musical Impressionism 
6.7.2. The 20th Century: the Avant-Garde 

6.8. Interculturality and Music 

6.8.1. Music as a Cultural Expression of the Peoples 
6.8.2. Folklore Music 
6.8.3. Ethnic Music 

6.9. School Music Education 

6.9.1. Justification of School Music Education 
6.9.2. History and Musical Pedagogical Currents Today 

Module 7. Development of Creativity and Plastic Expression in Pre-School Education 

7.1. Introduction to Visual and Plastic Arts Education in Childhood  

7.1.1. Key Concepts. Fundamentals of Plastic and Visual  
7.1.2. The Importance of Art in Pre-Scool Education  
7.1.3. What Should Expressive and Perceptive Education Aim to Achieve in Children? Objectives and Educational Functions  
7.1.4. Educating Beyond the Hands, But Without Losing Contact  
7.1.5. Bibliographical References  
7.1.6. The Art Classroom as a Didactic and Playful Space  
7.1.7. The Importance of Play as a Learning Factor  
7.1.8. Artistic Corners and Experiences  
7.1.9. Bibliographical References  

7.2. Materials and Two-Dimensional Representation Techniques  

7.2.1. Definition Basic Concepts  
7.2.2. Materials and Two-Dimensional Representation Techniques  
7.2.3. Supports and Instruments  
7.2.4. Materials and Printing Techniques  
7.2.5. Color and its Treatment  

7.3. Materials and Three-Dimensional Representation Techniques  

7.3.1. Definition and Concepts  
7.3.2. Types of Techniques and their Materials  
7.3.3. Perception of Space: between Two and Three Dimensions  
7.3.4. Introduction to Volume in Pre-School Education  
7.3.5. Activities Based on Three-Dimensional Techniques  
7.3.6. Bibliographical References  

7.4. Creativity in Children in Pre-School Education  

7.4.1. Basic Concepts and their Evolution  
7.4.2. The Creative Process: Imagination, Creativity, Motivation, and Play  
7.4.3. Typologies of Creativity and its Application to Work with Children  
7.4.4. The Creative Teacher  
7.4.5. Bibliographical References  

7.5. Relationship of Art Languages with other Languages  

7.5.1. Artistic Language and its Relation with Other Languages  
7.5.2. Oral Language: Speaking by Image  
7.5.3. Written Language: Beyond Words  
7.5.4. Body Language, Psychomotor Skills and Artistic Expression  
7.5.5. Bibliographical References  

7.6. Learning and Visual Perception in Childhood I  

7.6.1. The Iconosphere or the Universe of Images  
7.6.2. Educating Early Vision  
7.6.3. The Grammar of the Image and its Dimensions  
7.6.4. The Three Systems of Representation  
7.6.5. Perception, Learning and Cognition  
7.6.6. Bibliographical References  

7.7. Learning and Visual Perception in Childhood II  

7.7.1. Intelligence and Visual Thinking: How Much Do We See?  
7.7.2. Visual Literacy: Basic Elements of Formal Configuration  
7.7.3. Visual Communication: Fundamentals and Factors
7.7.4. Visual Rhetorical Figures  
7.7.5. Bibliographical References  

7.8. Learning and Visual Perception in Childhood III  

7.8.1. Introduction  
7.8.2. Gestalt Principles and its Laws  
7.8.3. Optic Illusions  
7.8.4. Ambivalent Images  
7.8.5. Bibliographical References  

7.9. Development of Graphic-Artistic Expression in Pre-School Education  

7.9.1. Relevant Aspects in the Development of Graphic-Plastic Expression  
7.9.2. Introduction to Plastic Development in Children from 0 to 6 Years Old. Relevant Aspects through Theories and Authors  
7.9.3. Activities to Work on Plastic Expression in Children  
7.9.4. The First Strokes. Scribbling Stage  
7.9.5. Uncontrolled Scribbling (One and a Half to Two Years Old)  
7.9.6. Controlled Scribbling (Two and a Half to Three and a Half Years Old)  
7.9.7. Ideograms (Three and a Half to Four Years Old)  
7.9.8. The Beginning of Figuration: Pre-Schematic Stage (Four to Seven Years Old)  
7.9.9. The Schematic Stage (Seven to Nine Years Old)  
7.9.10. The Dawn of Realism (Nine to Twelve Years Old)  
7.9.11. Guide for the Analysis of Children’s Drawings During the Scribbling Stage  
7.9.12. Guide for the Analysis of Children’s Drawings from Four Years and Older  

7.10. The Curricular Design of the Artistic Classroom in Pre-School Education 

7.10.1. Contexts of Attention and Development  
7.10.2. Attitude as an Educational Foundation  
7.10.3. Some Didactic Orientations for Arts Education  
7.10.4. The Living Classroom  
7.10.5. The Design of Didactic Units  
7.10.6. We Start from Experiential Areas  
7.10.7. We Identify the Objectives  
7.10.8. We Identify the Contents  
7.10.9. We Think about the Activities  
7.10.10. Other Elements and Considerations  
7.10.11. Bibliographical References  

Module 8. Spanish Language Teaching in Pre-School Education 

8.1. Language Teaching in Pre-School Education  

8.1.1. What is Language Teaching?  
8.1.2. The Linguistic System  
8.1.3. Language Functions  
8.1.4. Theoretical and Methodological Guidelines  

8.2. Methodology of Language Teaching  

8.2.1. Importance of Literature  
8.2.2. Bringing Literature to the Classroom  
8.2.3. Typology and Selection of Children’s Books  

8.3. Verbal Language Programming in Pre-School Education  

8.3.1. Legislation and Language Teaching: Programming and Syllabus  
8.3.2. Objectives, Contents and Methodology  
8.3.3. Evaluation  

8.4. Acquisition of Language  

8.4.1. Acquisition of Language  
8.4.2. Prelinguistic or Preverbal Communication Stage  
8.4.3. Linguistic Stage  

8.5. Teaching Vocabulary in Pre-School Education  

8.5.1. Vocabulary Concept  
8.5.2. Theories and Methodology for the Classroom  
8.5.3. Words and the Child  

8.6. Oral Communication in the Classroom: the Dialogue  

8.6.1. Comprehension and Expression  
8.6.2. Language for Thinking  
8.6.3. Symbolic Play  
8.6.4. Approach to Reading and Writing  

8.7. Stories for Children  

8.7.1. Telling or Reading: the Dilemma  
8.7.2. Preparing a Story for Oralization  
8.7.3. Successful Storytelling  
8.7.4. Expressive Reading and the Support of Images  

8.8. Poetry and Theater for Children  

8.8.1. Types of Children’s Poetry According to Age  
8.8.2. Recitation, Memorization and Traditional Games  
8.8.3. Dramatic Performances for Children  
8.8.4. Theater and Puppets in the Classroom  

8.9. The Literature that Children Make: Stories, Poetry and Theatre 

8.9.1. Creativity in Childhood  
8.9.2. Springs for Inventing Stories  
8.9.3. Poeticism and Children’s Language  
8.9.4. Mechanisms for Poetic Creation  
8.9.5. Understanding Dramatization and Theater  
8.9.6. Exercises and Staging  

8.10. Literature and its Interrelationships  

8.10.1. For Linguistic Development  
8.10.2. For Integral Development  
8.10.3. Evaluation  

Module 9. Mathematics Teaching in Pre-School Education 

9.1. Review of Theories and Terms  

9.1.1. Theory of Didactic Situations  
9.1.2. Logical Activity. Meaning  

9.2. Problem Solving  

9.2.1. What Is a Problem?  
9.2.2. How to Pose Problems in Pre-School Education  

9.3. The Role of Representation  

9.3.1. Symbols  
9.3.2. Representation as the Identity of Mathematical Activity  

9.4. Globalized Education  

9.4.1. Cooperative Learning  
9.4.2. Project Method  
9.4.3. Play as a Source of Learning  

9.5. Building Materials  

9.5.1. Material for Teaching Purposes  
9.5.2. Constructing Your Own Materials  

9.6. The Classroom as a Space for Learning  

9.6.1. Decoration as a Learning Element  
9.6.2. The Math Corner  

9.7.  Mathematics as a Cross-Cutting Subject  

9.7.1. Waldorf  
9.7.2. Montessori  
9.7.3. Reggio Emilia  
9.7.4. Singapore Method  
9.7.5. Singapore Methodology  
9.7.6. ABN  

9.8. ICTs in Pre-school Education  

9.8.1. Devices and Software  
9.8.2. Calculator  

9.9. Evaluation as an Improvement Element  

9.9.1. Learning Assessment  
9.9.2. Evaluation of the Process  

9.10. Learning and Mathematics. The Construction of Mathematical Knowledge in Pre-School

9.10.1. Specificity and Significance of Mathematical Knowledge in Learning 
9.10.2. Learning Mathematics 
9.10.3. A Model of Constructivist Learning in Mathematics  
9.10.4. Learning and Management of Didactic Variables 

Module 10. Teaching of the Natural and Social Environment 

10.1. The Teacher and Natural Sciences in Pre-School Education 

10.1.1. Teaching of Natural Sciences 
10.1.2. Science Education in Pre-School Education 
10.1.3. Teacher Education and Attitude towards Science 
10.1.4. Teaching Transposition and School Science 
10.1.5. The Child in the Pre-School Education stage and its Relationship with the Natural Environment 
10.1.6. Prior Ideas and Their Influence on the Learning of Natural Sciences 
10.1.7. Importance of Teaching Intervention 
10.1.8. Learning and Adaptation Rhythms 

10.2. Planning Teaching Units in Natural Sciences: What We Are Going to Teach, How, and in What Timeframe 

10.2.1. Planning and Design of Teaching Units 
10.2.2. Design of a Teaching Unit 
10.2.3. Evaluation of the Teaching-Learning Process 
10.2.4. Evaluation Techniques and Instruments 
10.2.5. Methodologies for Teaching Natural Sciences in Pre-School Education 
10.2.6. Teaching Materials and Resources for the Teaching of Science 
10.2.7. Doing Science at School. Initiation to Experimental Work 
10.2.8. Learning Natural Sciences Outside the Classroom 

10.3. Teaching Experiences in the Pre-School Classroom. Experimental Work and Its Importance 

10.3.1. Principles of Educational Intervention in Pre-School Education 
10.3.2. Play as the Axis of Educational Action 
10.3.3. Globalizing Strategies 
10.3.4. Concrete Methods 
10.3.5. Experimental Work: Scientific Method 
10.3.6. Obtaining Information: Observation 
10.3.7. Experimentation: Scientific Strategies 
10.3.8. Inquiry and Communication of Results 

10.4. Environmental Education in Pre-School Education 

10.4.1. Concept of Environmental Education 
10.4.2. Concept of Sustainable Development 
10.4.3. Objectives of Environmental Education in the Syllabus 
10.4.4. The Development of Attitudes and Values 
10.4.5. Teaching of Environmental Education 
10.4.6. Environmental Problems 
10.4.7. Environmental Impacts of Human Activities 

10.5. Proposal of Practical Activities for Pre-School Education 

10.5.1. Workshops 
10.5.2. Outings 
10.5.3. The Garden 
10.5.4. Games and Dynamics 
10.5.5. ICT Resources 
10.5.6. Animals at School 

10.6. Knowledge of the Social and Cultural Environment in the Pre-School Education Syllabus 

10.6.1. The Contents of Social Sciences in the Pre-School Education Syllabus 
10.6.2. The Process of Social Learning in the Child 
10.6.3. Contents on Social Belonging in Pre-School Education 
10.6.4. Citizenship Values in Today’s Society 
10.6.5. Person and Society, the Framework for Action 
10.6.6. Parents, the School and the Community 
10.6.7. The Students: Teaching Principles for the Knowledge of the Social Environment 
10.6.8. The Social and Cultural Context of the Pre-School 

10.7. Teaching-Learning of Space and Time in the Pre-School Classroom 

10.7.1. The Space in the Pre-School Syllabus 
10.7.2. How Do Children Conceptualize Space? 
10.7.3. Children’s Worldview and Understanding of Space in Pre-School Education 
10.7.4. Working with Maps: Teaching Children to Situate Themselves and Locate Objects in Space 
10.7.5. Time Learning 
10.7.6. Teaching History in Pre-School Education 
10.7.7. Acquisition of the Concept of Causality 

10.8. Self-Concept in Pre-School Children: Self-Knowledge, Personal Autonomy and Daily Life 

10.8.1. Self-Awareness and Personal Autonomy 
10.8.2. The Construction of One’s Own Interpretative Framework 
10.8.3. Self-Knowledge and Personal Autonomy from the Teaching of Social Sciences 
10.8.4. Teaching Activities and their Evaluation. The Globalized Approach 

10.9. Social Sciences and Multiple Intelligences 

10.9.1. Howard Gardner’s Multiple Intelligences 
10.9.2. Understanding the Theory of Multiple Intelligences to Teach the Social and Cultural Environment 
10.9.3. Building on Children’s Preconceptions 
10.9.4. Personal Intelligences 
10.9.5. Developing Spatial Intelligence 
10.9.6. Comprehensive Evaluation 
10.9.7. In Conclusion 

10.10. Programming and Evaluating the Knowledge of the Social and Cultural Environment in Pre-school 

10.10.1. Pre-School Education Curriculum in Current Legislation 
10.10.2. When to Teach? The Importance of Curriculum Planning 
10.10.3. Why Teach? Objectives 
10.10.4. What to Teach? Contents 
10.10.5. How to Teach? Methodology 
10.10.6. What, How and When to Evaluate? 
10.10.7. Programming in Pre-School Education 

Module 11. Educational Legislation and Organization of Centers 

11.1. School Organization

11.1.1. Complexity of School Organization
11.1.2. Elements of School Organization
11.1.3. School Organization and Educational Legislation
11.1.4. Bibliographical References

11.2. Education in the Framework of the European Union

11.2.1. The European Union and Education
11.2.2. European Higher Education and Its Elements
11.2.3. Other Educational Systems of the European Union
11.2.4. Bibliographical References

11.3. Structure and Organization of Educational Institutions: the OMO, the PEC, the PAC, and the RRI

11.3.1. School Structures
11.3.2. The Organization of Schools and the OMO
11.3.3. Pedagogical and Regulatory Documents: the PEC, the PGA, and the RRI
11.3.4. Bibliographical References

11.4. The School Calendar and School Schedules

11.4.1. The School Calendar
11.4.2. School Timetable
11.4.3. Bibliographical References

11.5. Student Organization, School Promotion, Attention to Diversity, and Tutoring

11.5.1. Student Organization and School Promotion
11.5.2. Attention to Diversity
11.5.3. Tutoring
11.5.4. Bibliographical References

11.6. The School Building, the Classroom, and the Material Elements of Educational Institutions

11.6.1. The School Building
11.6.2. The Classroom
11.6.3. The Material Elements of Educational Institutions: Teaching Materials
11.6.4. Bibliographical References

11.7. The Assessment of Centers and the Educational Environment

11.7.1. School Assessments
11.7.2. Educational Environment
11.7.3. The Participation in the Education Center
11.7.4. Bibliographical References

Module 12. Family, School and Society 

12.1. Education, Family and Society

12.1.1. Conceptual Delimitation Formal, Non-Formal and Informal Education
12.1.2. Fields of Non-Formal Education
12.1.3. Latest Information of Formal and Non-Formal Education
12.1.4. Bibliographical References

12.2. Family Education in a World of Change

12.2.1. Family and School: Two Educational Contexts
12.2.2. Family-School Relationships
12.2.3. The School and the Information Society
12.2.4. The Role of the Media
12.2.5. Bibliographical References

12.3. The Educating Family

12.3.1. The Socialization Process
12.3.2. The Family and Education in Early Childhood
12.3.3. The Family and Education in Second Childhood
12.3.4. Bibliographical References

12.4. Education, Family and Community

12.4.1. Community and Family Educating
12.4.2. Education in Values
12.4.3. Bibliographical References

12.5. School for Parents

12.5.1. Communication with the Families
12.5.2. The School for Parents
12.5.3. Program of a School of Parents
12.5.4. The Methodology of Family Workshops
12.5.5. Bibliographical References

12.6. Family Educational Practices

12.6.1. Characteristics of the Family
12.6.2. The Family: Social Changes and New Models
12.6.3. The Family as a Social System
12.6.4. Family Educational Styles
12.6.5. Authority in the Family
12.6.6. Bibliographical References

12.7. The Media and Educational Influence

12.7.1. Media Culture
12.7.2. Does the Television Educate? 
12.7.3. The Good Use
12.7.4. Bibliographical References

12.8. Family Counseling

12.8.1. Educational Counseling in the Family and the School
12.8.2. Family, Education, Values
12.8.3. Social Skills Education
12.8.4. Childhood Education
12.8.5. Bibliographical References

Module 13. Family Counseling and Mentoring 

13.1. Family Counseling and Mentoring

13.1.1. Definition of Family Counseling and Mentoring
13.1.2. Objectives of Family Counseling
13.1.3. Counseling Legislation

13.2. The Tutorial Action Plan and its Applications

13.2.1. Definition and Composition of the Tutorial Action Plan
13.2.2. Some Related Practical Cases

13.3. The Mentor Teacher

13.3.1. The Profile of the Mentor Teacher
13.3.2. Competencies of the Mentor Teacher
13.3.3. The Functions of the Mentor Teacher and their Relationship with the Families

13.4. The Training of Mentor Teachers

13.4.1. Initial Mentor Teacher Training
13.4.2. Continued Training of Mentor Teachers
13.4.3. Mediation as a Professional Tool

13.5. The Family Interview from the School Center

13.5.1. Different Family Models
13.5.2. First Contact with Families
13.5.3. Phases of the Interview
13.5.4. Practical Aspects to be Taken into Account in Conducting Interviews
13.5.5. Interview Techniques

13.6. Social Collaboration from the School Center

13.6.1. Service-Learning as a Methodology for the School-Family-Society Connection 
13.6.2. Types of Service-Learning Programs
13.6.3. Steps for the Elaboration of a Service-Learning Program

13.7. Family Schools

13.7.1. Definition of Family Schools
13.7.2. Objectives of Family Schools
13.7.3. Content of Family Schools
13.7.4. Development Methods and Techniques
13.7.5. Some Related Practical Cases

13.8. Professional Coordination

13.8.1. Teamwork
13.8.2. Union Between Education and Non-Education Professionals
13.8.3. Different Agents, Classes and Functions

13.9. Teaching Material and Content 

13.9.1. The Knowledge of the Teachers
13.9.2. The Quality of Teaching and the Content
13.9.3. Practice and Learning Communities
13.9.4. Knowledge Distribution and Connectivism

13.10. Teacher Assessment

13.10.1. Evolution in Recent Decades
13.10.2. International References
13.10.3. Models in the USA
13.10.4. Innovations in Australia
13.10.5. The Situation in Latin America
13.10.6. Final Reflections

Module 14. Education and Coexistence Inside and Outside the Classroom 

14.1. School Coexistence

14.1.1. Definition of Coexistence
14.1.2. Models on School Coexistence
14.1.3. Development of Basic Skills for Good Coexistence
14.1.4. School Spaces for Coexistence

14.2. Coexistence and Equality Plan

14.2.1. The Coexistence and Equality Plan
14.2.2. Objectives of the Coexistence and Equality Plan 
14.2.3. Phases of the Coexistence and Equality Plan
14.2.4. Actions of the Coexistence and Equality Plan
14.2.5. Evaluation of the Monitoring of the Coexistence and Equality Plan

14.3. Discrimination at School

14.3.1. Concept of Discrimination
14.3.2. Types of Discrimination
14.3.3. Causes of Discrimination and How to Detect It
14.3.4. Guidelines for Detecting Situations of Discrimination

14.4. School Conflict

14.4.1. The Definition of Conflict
14.4.2. Causes of the Conflict
14.4.3. Characteristics of the Conflict
14.4.4. Types of School Conflict
14.4.5. Forms of Positive Conflict Resolution

14.5. Preventive Strategies and Intervention Techniques

14.5.1. School Conflict Prevention Programs
14.5.2. Negotiation at School
14.5.3. School Mediation
14.5.4. Intervention in Cases Detected

14.6. Family and School

14.6.1. Family-school Relationship
14.6.2. Influence of the Family on School Coexistence
14.6.3. Conflict Between the Family and the Education Center
14.6.4. Action Protocol for School Conflict
14.6.5. Recommendations for Families

14.7. Influence of the Media and Technology

14.7.1. The Technological Era and its Influence on Social Relationships
14.7.2. Advantages and Disadvantages of ICTs for Coexistence
14.7.3. Influence of ICTs on School Conflict
14.7.4. Cyber Risks in the Student Body
14.7.5. Educational Tools for the Responsible Use of ICTs

14.8. Teacher Professional Development Programs

14.8.1. Learning by Doing
14.8.2. Principles Guiding Effectiveness
14.8.3. Utilitas, Firmitas and Venustas
14.8.4. Proposals that Work
14.8.5. The Student as an Indicator
14.8.6. Program Evaluation and Program Improvement
14.8.7.  Feedback through Technologies

14.9. Towards Excellence in Teachers’ Professional Development

14.9.1. Premises and Basic Principles of Teacher Professional Development
14.9.2. The Ingredients for Excellence
14.9.3. Some Policy Suggestions

14.10. In-service Teacher Training: Motivations, Achievements and Needs

14.10.1. Concept of Lifelong Learning
14.10.2. The Teacher as an Object of Research
14.10.3. Methodological Approach
14.10.4. Motivations for Continuing Education Activities
14.10.5. Level of Participation in Training Activities
14.10.6. Fields in which Training is Most in Demand

Module 15. Theory and Practice of Educational Research 

15.1. Research and Innovation in Education

15.1.1. The Scientific Method
15.1.2. Research in Education
15.1.3. Approaches to Educational Research
15.1.4. The Need for Research and Innovation in Education
15.1.5. Ethics in Educational Research

15.2. The Research Process, Stages and Modalities

15.2.1. Modalities of Educational Research and Innovation
15.2.2. Stages of the Research and Innovation Process
15.2.3. Differences between Quantitative and Qualitative Approaches
15.2.4. The Approach to Research Problems
15.2.5. Planning and Development of the Research or Field Work

15.3. The Educational Research Process: Keys to Design and Planning

15.3.1. The Approach to Research Problems
15.3.2. The Approach to Research Problems
15.3.3. Planning and Development of the Research or Field Work

15.4. The Importance of Bibliographic Research

15.4.1. Selection and Justification of the Research Topic
15.4.2. Possible Areas of Research in Education
15.4.3. The Search for Information and Databases
15.4.4. Rigor in the Use of Information Sources (Avoidance of Plagiarism)
15.4.5. Keys to Elaborate the Theoretical Framework

15.5. Quantitative Designs: Scope of the Research and Definition of Hypotheses

15.5.1. The Scope of Quantitative Research
15.5.2. Hypotheses and Variables in Educational Research
15.5.3. Classification of Hypotheses

15.6. Quantitative Designs: Types of Designs and Sample Selection

15.6.1. Experimental Designs
15.6.2. Quasi-Experimental Designs
15.6.3. Non-Experimental Studies (ex post facto) Choosing the Sample

15.7. Qualitative Designs

15.7.1. What Is Understood by Qualitative Research? 
15.7.2. Ethnographic Research
15.7.3. The Case Study
15.7.4. Biographical-Narrative Research
15.7.5. Grounded Theory
15.7.6. Action Research

15.8. Techniques and Instruments for Educational Research

15.8.1. Data Collection: Measurement and Evaluation in Education
15.8.2. Data Collection Techniques and Instruments
15.8.3. Reliability and Validity: Technical Requirements for Instruments

15.9. Quantitative Information Analysis

15.9.1. Statistical Analysis
15.9.2. Research Variables
15.9.3. Concept and Characteristics of Hypotheses
15.9.4. Approach to Descriptive Statistics
15.9.5. Approach to Inferential Statistics

15.10. Qualitative Information Analysis

15.10.1. What Is Meant by Qualitative Analysis? 
15.10.2. General Process of Qualitative Data Analysis
15.10.3. Categorization and Coding
15.10.4. Criteria of Scientific Rigor for Qualitative Data Analysis

15.11. From Educational Research to the Professional Development of Educators: Possibilities and Challenges Today

15.11.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers
15.11.2. From Educational Research to Research in the Classroom
15.11.3. From Classroom Research to the Evaluation of Educational Innovations
15.11.4. Educational Research, Ethics, and Professional Development of Educators

15.12. Keys to the Design of a Classroom Research or a Final Project

15.12.1. Writing in an Academic Paper
15.12.2. Main Components of an Academic Paper
15.12.3. The Oral Presentation of an Academic Paper

Module 16. Teaching and Learning in the Family, Social and School Context 

16.1. Characteristics of School Diversity

16.1.1. Introduction and Objectives
16.1.2. Diversity and Attention to Diversity. Types of Diversity
16.1.3. Diversity in Different Contexts: In School, in the Family and in Society
16.1.4. Current Context of the Inclusive School
16.1.5. From School Diversity to Discrimination Within the Classroom
16.1.6. Bibliographical References

16.2. Intercultural Education to Promote Equity

16.2.1. Introduction and Objectives
16.2.2. Intercultural Education Concept
16.2.3. Definition and Factors of Equity
16.2.4. Training in Intercultural Education for Teachers and the Educational Community
16.2.5. Intercultural Classrooms: Challenges for the Education Center in the Face of Diversity
16.2.6. Bibliographical References

16.3. Discrimination in the Classroom: Characteristics and Concrete Situations

16.3.1. Introduction and Objectives
16.3.2. Discrimination in the Contexts of Learning
16.3.3. Legal Concept of Discrimination
16.3.4. Types and Situations of Discrimination
16.3.5. Sociocultural Factors of Discrimination
16.3.6. Bibliographical References

16.4. Teaching and Learning Strategies in the Face of Discrimination

16.4.1. Introduction and Objectives
16.4.2. Welcoming Processes in the Different Educational Stages
16.4.3. Dynamics for Promoting Equality in the Classroom
16.4.4. ICT in the Face of Discrimination in the Classroom
16.4.5. The Importance of Design in Educational Spaces
16.4.6. Prevention Tools and Teaching Resources for Dealing With Discrimination
16.4.7. Intervention Strategies
16.4.8. Bibliographical References

16.5. Family and Social Influences in the Teaching and Learning Processes

16.5.1. Introduction and Objectives
16.5.2. Discrimination in the Social Context: Society as an Agent of Discrimination (or Not) of Minors
16.5.3. The Role of the Family as Facilitator of Intercultural Education
16.5.4. Relationship Between the Educational Center and the Families Belonging to Minority Cultures
16.5.5. Family Variables and Academic Performance of their Children
16.5.6. Bibliographical References

Module 17. Innovation and Improvement of Teaching Practice 

17.1. Innovation and Improvement of Teaching Practice

17.1.1. Introduction
17.1.2. Innovation, Change, Improvement, and Reform
17.1.3. The school Effectiveness Improvement Movement
17.1.4. Nine Key Factors for Improvement
17.1.5. How is Change Implemented? The Phases of the Process
17.1.6. Final Reflection

17.2. Teaching Innovation and Improvement Projects

17.2.1. Introduction
17.2.2. Identification Data
17.2.3. Justification of the Project
17.2.4. Theoretical Framework
17.2.5. Objectives
17.2.6. Methodology
17.2.7. Resources
17.2.8. Timing
17.2.9. Results Evaluation
17.2.10. Bibliographical References
17.2.11. Final Reflection

17.3. School Management and Leadership

17.3.1. Objectives
17.3.2. Introduction
17.3.3. Different Concepts of Leadership
17.3.4. The Concept of Distributed Leadership
17.3.5. Approaches to Distributed Leadership
17.3.6. Resistance to Distributed Leadership
17.3.8. Final Reflection

17.4. The Training of Teaching Professionals

17.4.1. Introduction
17.4.2. Initial Teacher Training
17.4.3. The Training of Novice Teachers
17.4.4. Teacher Professional Development
17.4.5. Teaching Skills
17.4.6. Reflective Practice
17.4.7. From Educational Research to the Professional Development of Educators

17.5. Formative Creativity: The Principle of Educational Improvement and Innovation

17.5.1. Introduction
17.5.2. The Four Elements that Define Creativity
17.5.3. Some Theses on Creativity Relevant to Education
17.5.4. Formative Creativity and Educational Innovation
17.5.5. Educational or Pedagogical Considerations for the Development of Creativity
17.5.6. Some Techniques for the Development of Creativity
17.5.7. Final Reflection

17.6. Towards a More Autonomous and Cooperative Learning (I): Learning How to Learn  

17.6.1. Introduction
17.6.2. Why is Metacognition Necessary?  
17.6.3. Teaching to Learn
17.6.4. Explicit Teaching of Learning Strategies
17.6.5. Classification of Learning Strategies
17.6.6. The Teaching of Metacognitive Strategies
17.6.7. The Problem of Evaluation
17.6.8. Final Reflection

17.7. Towards a More Autonomous and Cooperative Learning (II): Emotional and Social Learning

17.7.1. Introduction
17.7.2. The Concept of Emotional Intelligence
17.7.3. Emotional Skills
17.7.4. Emotional Education and Social and Emotional Learning Programs
17.7.5. Techniques and Concrete Methods for the Training of Social Skills
17.7.6. Integrating Emotional and Social Learning into Formal Education
17.7.7. Final Reflection

17.8. Towards a More Autonomous and Cooperative Learning (III): Learning by Doing

17.8.1. Introduction
17.8.2. Active Strategies and Methodologies to Encourage Participation
17.8.3. Problem-Based Learning
17.8.4. Project Work
17.8.5. Cooperative Learning
17.8.6. Thematic Immersion
17.8.7. Final Reflection

17.9. Evaluation of Learning

17.9.1. Introduction
17.9.2. A Renewed Assessment
17.9.3. Modalities of Evaluation
17.9.4. The Procedural Evaluation Through the Portfolio
17.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
17.9.6. Final Reflection

17.10. The Role of the Teacher in the Classroom

17.10.1. The Teacher as a Guide and Orientator
17.10.2. The Teacher as Class Director
17.10.3. Ways of Directing the Class
17.10.4. Leadership in the Classroom and in the Center
17.10.5. Coexistence in the Center

Module 18. Teaching and Professional Skills 

18.1. Strategies and Skills of the Pre-School Teacher Related to the Pedagogical Organization of the Educational Center

18.1.1. Analysis of the Elements of the Pre-School Education Syllabus Prioritized by the Educational Administration
18.1.2. Analysis of the Conclusions and Proposals of the Previous Year’s Report
18.1.3. Analysis of the Priorities of the School’s Annual General Program

18.2. Strategies and Skills of the Pre-School Teacher Related to the Educational Organization of the Student Body

18.2.1. Strategies for Collecting Information from Students Joining the School for the First Time
18.2.2. Strategies for the Transfer of Information of Students who are Promoted to a Higher Level in Pre-School Education

18.3. Educational Planning and Programming in Pre-School Education

18.3.1. Programming Units in Pre-School Education
18.3.2. Some Examples of Programming Units in Pre-school Education
18.3.3. Teaching Skills for Planning Project Work

18.4. Teaching Strategies for Learning in Pre-school Education. Pre-School Teacher’s Perspective

18.4.1. The Teaching-Learning Process in Pre-School Education
18.4.2. Psycho-Pedagogical Principles of Pre-School Education
18.4.3. Teaching and Professional Skills Related to Teaching and Learning Processes in Pre-School Education

18.5. Organization of Educational Resources, Spaces and Time in Pre-School Education

18.5.1. Organization of Educational and Curricular Materials in Pre-School Education
18.5.2. The Organization of the Space as an Educational Resource in Pre-School Education
18.5.3. The Classroom in Pre-School Education
18.5.4. Organization and Distribution of Time in Pre-School Education
18.5.5. Criteria for the Organization of Time in Pre-School Education

18.6. Professional Skills for Meeting Educational Needs in the Pre-School Classroom

18.6.1. New Educational Needs. Useful Concepts for the Teaching and Professional Skills of the Pre-School Education Teacher
18.6.2. Learning Difficulties and Educational Intervention in Motor, Visual and Hearing Impairment: Educational Intervention and Teaching and Professional Skills
18.6.3. Learning Difficulties Resulting from ASD, ADHD, Intellectual Disabilities and High Intellectual Abilities: Related Teaching and Professional Skills
18.6.4. Behavioral Disorders in Children. Teaching and Professional Related Skills

18.7. Teaching and Professional skills of the Pre-School Teacher for Conflict Management

18.7.1. Personal Relationships in Educational Centers
18.7.2. Discipline and Conflict in the Educational Centers
18.7.3. The Preventive Dimension of Discipline
18.7.4. Teaching Styles and School Discipline
18.7.5. Conflicts in Educational Organizations
18.7.6. Conflict Prevention in Educational Centers
18.7.7. Procedures for Dealing with Conflict Situations in Schools

18.8. Teaching and Professional Skills Related to Linking with the Environment in Pre-School Education

18.8.1. Teaching and Professional Skills Related to Linking with the Environment in Pre-School Education
18.8.2. Systems Theory and Ecological Model as a Base to Situate Ourselves in the Educational Relationships with the Environment
18.8.3. Pillars of Education and the School Environment
18.8.4. Learning Communities, an Inclusive Educational Response to School-Environment Relationships
18.8.5. Principles of Learning Communities
18.8.6. Interactive Groups: A Successful Experience. Dialogic Learning
18.8.7. Phases of Transformation into a Learning Community
18.8.8. Teaching and Professional Skills of the Pre-School Teacher

18.9. Teaching and Professional Skills Related to Leadership and Emotional Competencies

18.9.1. A First Approach to Educational Leadership
18.9.2. Emotional Competencies and Educational Leadership
18.9.3. Educational Leadership in the Field of Pre-School Education

18.10. Evaluation in Pre-School Education from the Perspective of the Pre-School Education Teacher 

18.10.1. Recovering Key Concepts about Assessment in Pre-School Education
18.10.2. A Basic Teaching and Professional Skill: Observation
18.10.3. Post-Assessment
18.10.4. Learning, Playing and Assessment
18.10.5. Reports to Families
18.10.6. Synthesis: Teacher’s Teaching and Professional Skills Linked to Evaluation

Module 19. Information Technologies Applied to Education 

19.1. ICT, Literacy and Digital Skills

19.1.1. Introduction and Objectives
19.1.2. The School in the Knowledge Society
19.1.3. ICT in the Teaching and Learning Process
19.1.4. Digital Literacy and Competencies
19.1.5. The Role of the Teacher in the Classroom
19.1.6. The Digital Competencies of the Teacher
19.1.7. Bibliographical References
19.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
19.1.9. The Internet as an Educational Resource: Web 2.0 and M-Learning
19.1.10. Teachers as Part of the Web 2.0: How to Build Their Digital Identity
19.1.11. Guidelines for the Creation of Teacher Profiles
19.1.12. Creating a Teacher Profile on Twitter
19.1.13. Bibliographical References

19.2. Creation of Pedagogical Content with ICT and Its Possibilities in the Classroom

19.2.1. Introduction and Objectives
19.2.2. Conditions for Participatory Learning
19.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
19.2.4. Content Creation in Web 2.0: Digital Tools
19.2.5. The Blog as a Classroom Pedagogical Resource
19.2.6. Guidelines for the Creation of an Educational Blog
19.2.7. Elements of the Blog to Make It an Educational Resource
19.2.8. Bibliographical References

19.3. Personal Learning Environments for Teachers

19.3.1 Introduction and Objectives
19.3.2 Teacher Education for the Integration of ICTs
19.3.3 Learning Communities
19.3.4 Definition of Personal Learning Environments (PLE)
19.3.5 Educational use of the PLE and the NLP
19.3.6 Design and Creation of our Classroom PLE
19.3.7 Bibliographic References

19.4. Collaborative Learning and Content Curation

19.4.1. Introduction and Objectives
19.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
19.4.3. Digital Tools for Collaborative Work
19.4.4. Content Curation
19.4.5. Content Curation as an Educational Practice in the Promotion of Students’ Digital Competences
19.4.6. The Content Curator Teacher. Scoop.it  
19.4.7. Bibliographical References

19.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

19.5.1. Introduction and Objectives
19.5.2. Principle of Connected Learning
19.5.3. Social Networks: Tools for the Creation of Learning Communities
19.5.4. Communication On Social networks: Management of the New Communicative Codes
19.5.5. Types of Social Networks
19.5.6. How to Use Social Networks in the Classroom: Content Creation
19.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
19.5.8. Introduction and Objectives of ICT Security in the Classroom 
19.5.9. Digital Identity
19.5.10. Risks for Minors on the Internet
19.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
19.5.12. Platforms for Promoting Safety on the Internet
19.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
19.5.14. Bibliographical References

19.6. Creation of Audiovisual Content with ICT Tools. PBL and ICT

19.6.1. Introduction and Objectives
19.6.2. Bloom’s Taxonomy and ICT
19.6.3. The Educational Podcast as an Educational Element
19.6.4. Audio Creation
19.6.5. The Image as an Educational Element
19.6.6. ICT Tools with Educational Use of Images
19.6.7. Editing Images with ICT: Tools for Editing
19.6.8. What Is PBL?  
19.6.9. Process of Working with PBL and ICT
19.6.10. Designing PBL with ICT
19.6.11. Educational Possibilities in Web 3.0
19.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
19.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
19.6.14. Platforms for the Dissemination of Audiovisual Materials
19.6.15. Guidelines for the Creation of an Educational Video
19.6.16. Bibliographical References

19.7. Regulations and Legislation Applicable to ICT

19.7.1. Introduction and Objectives
19.7.2. Data Protection Laws
19.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
19.7.4. Copyrights: Copyright and Creative Commons
19.7.5. Use of Copyrighted Material
19.7.6. Bibliographical References

19.8. Gamification: Motivation and ICT in the Classroom

19.8.1. Introduction and Objectives
19.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
19.8.3. Game-Based Learning (GBL)
19.8.4. Augmented Reality (AR) in the Classroom
19.8.5. Types of Augmented Reality and Classroom Experiences
19.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
19.8.7. Classroom Experiences
19.8.8. Bibliographical References

19.9. Media Competency in the Classroom with ICT

19.9.1. Introduction and Objectives
19.9.2. Promoting the Media Competence of Teachers
19.9.3. Mastering Communication for Motivating Teaching
19.9.4. Communicating Pedagogical Content with ICT
19.9.5. Importance of the Image as a Pedagogical Resource
19.9.6. Digital Presentations as an Educational Resource in the Classroom
19.9.7. Working in the Classroom with Images
19.9.8. Sharing Images on Web 2.0
19.9.9. Bibliographical References

19.10. Assessment for Learning Through ICT

19.10.1. Introduction and Objectives
19.10.2. Assessment for Learning Through ICT
19.10.3. Evaluation Tools: Digital Portfolio and Rubrics
19.10.4. Building an E-Portfolio with Google Sites
19.10.5. Generating Evaluation Rubrics
19.10.6. Design Evaluations and Self-Evaluations with Google Forms
19.10.7. Bibliographical References

You will benefit from an enriched experience, supported by cutting-edge multimedia and academic resources, which will allow you to develop as a professional ready to transform the classroom of the future”