Bring to your studying the mental and practical skills of an up-to-date teacher and make the Pre-School classroom a reference for any educational center”

Education systems are constantly renewing themselves, evolving towards teaching systems that are better adapted to the needs of students, more integrative of all areas of human development and more focused on global growth, on the creation of complete, balanced and apt individuals. 

In this Master's Degree, TECH has brought together all the advances that have been developed in pre-school education in recent times. A complete compendium that aims to renew or complete your learning as a teacher in pre-school education, giving you new and interesting tools and skills to intervene in all areas of children's development in this period of education. 

In this Master's Degree, TECH has designed a fully up-to-date program adapted to the objective of quality education sought in TECH and, for this, the different modules have been created by professional specialists in the field, and with a multidisciplinary approach that includes different areas of study. Therefore, the program includes everything from educational legislation to technologies applied to the educational field, including the roles of the family and society in the school, family tutoring and innovation in teaching practice. All this in a very complete Master's Degree that is available to all those who want to advance in this field. 

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program. Always in tune with the capabilities and skills required for the course. 

To this end, the order and distribution of the subjects and their topics is specially designed to allow each student to decide their schedule and self-manage their time. In addition, students will have access to theoretical materials presented with enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes, and case studies, where they will be able to evoke knowledge in an orderly manner and practice decision-making that demonstrates their learning within the field of teaching. 

A higher-level program aimed at those who wish to surround themselves with the best and compete to excel in their profession, not only as a personal objective, but also with the main objective of wanting to make a difference in the education of their students. 

Update your knowledge with a complete Master's Degree with high efficiency and develop all the potential of your pre-school students, with the most interesting tools of the moment”

This Master's Degree in Improving Teaching Practice in Pre-School Education contains the most complete and up-to-date educational program on the market. Its most notable features are: 

• The development of practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will demonstrate the knowledge they have learned and demonstrate the acquisition of competencies
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional development
• The latest news on the educational task of the pre-school teacher
• Practical exercises where self-assessment is carried out to improve learning, as well as activities at different levels of competence
• Special emphasis on innovative methodologies in educational research
• 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

Delve into the study of this complete Master's Degree and prepare to compete with the best” 

The teaching staff includes professionals from the field of teacher training who contribute their experience of their work to this program, as well as renowned specialists from leading societies and prestigious universities. 

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 immersive learning programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. To this end, the teacher will be assisted by an innovative interactive video system developed by recognized experts in the field of specialization and career guidance with extensive teaching experience. 

We offer you the most innovative teaching methodology, with a multitude of practical cases, so that you can develop your studies as if you were facing real cases"

Set yourself on the road to a better future by adding the teaching skills of tomorrow's professionals to your CV"

The syllabus of this complete Master's Degree has been designed by the best professionals from the education sector, with extensive experience and recognized prestige in pre-school teaching. A team of expert teachers that will allow students to acquire a realistic and adapted vision of working in this stage of education. 

The completely up-to-date and innovative contents of this Master's Degree will allow you to learn all the latest developments in pre-school education teaching”

Module 1. Educational Legislation and Organization of Centers 

1.1. School Organization

1.1.1. Complexity of School Organization
1.1.2. Elements of School Organization
1.1.3. School Organization and Educational Legislation

1.2. Education in the European Union Framework

1.2.1. The European Union and Education
1.2.2. The European Higher Education Area and its Elements
1.2.3. Other Educational Systems of the European Union

1.3. Structure and Organization of Educational Centers

1.3.1. Structure of School Centers
1.3.2. Organization of School Centers and the OMO
1.3.3. Teaching Regulatory Documents

1.4. School Calendar and School Timetables

1.4.1. School Calendar
1.4.2. School Timetable

1.5. Organization of Students, School Promotion, Attention to Diversity and Mentoring

1.5.1. Organization of Students
1.5.2. School Promotion
1.5.3. Attention to Diversity 
1.5.4. Mentoring 
1.5.5. Evaluation of School Centers 
1.5.6. Educational Environment 

Module 2. Family, School and Society 

2.1. Education, Family and Society

2.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education 
2.1.2. Concepts of Formal, Non-Formal and Informal Education 
2.1.3. Latest Information of Formal and Non-Formal Education 
2.1.4. Fields of Non-Formal Education 

2.2. Family Education in a World of Change

2.2.1. Family and School: Two Educational Contexts
2.2.2. Family and School Relationships
2.2.3. School and the Society of Information
2.2.4. The Role of the Media

2.3. The Educational Family

2.3.1. Main Dimensions in the Study of Socialization 
2.3.2. Socialization Agents 
2.3.3. Concept of Family and its Functions 
2.3.4. Family Education 

2.4. Education, Family and Community

2.4.1. Community and Family Educating
2.4.2. Education in Values

2.5. School of Parents

2.5.1. Communication with the Family
2.5.2. School of Parents
2.5.3. School of Parents’ Program
2.5.4. Methodology of Family Workshops 

2.6. Family Educational Practices 

2.6.1. Family Characteristics 
2.6.2. The Family: Its Social changes and New Models 
2.6.3. Family as a Social System 
2.6.4. Discipline in the Family 
2.6.5. Family Educational Styles 

2.7. The Mass Media and its Educational Influence

2.7.1. Media Culture
2.7.2. Education through Media 

2.8. Family Orientation

2.8.1. Educational Orientation
2.8.2. Educating in Social Skills and Childhood 

2.9. Social Change, School and Teachers 

2.9.1. An Evolving Economy
2.9.2. Structured Network Organizations
2.9.3. New Family Configurations  
2.9.4. Cultural and Ethnic Diversity  
2.9.5. Knowledge with an Expiry Date  
2.9.6. The Teacher: An Agent in Crisis  
2.9.7. Teaching: The Profession of Knowledge  

2.10. Some Constants in Teaching   

2.10.1. The Content Taught Generates Identity  
2.10.2. Some Knowledge is Worth More than Other  
2.10.3. Teaching is Learning How to Teach 
2.10.4. “Each Teacher Has their Own Book”  
2.10.5. Students in the Center of Motivation  
2.10.6. Those Who Leave the Classroom Don't Return 

Module 3. Personalized Education: Anthropological, Philosophical and Psychological Foundations 

3.1. The Human Person

3.1.1. Educating Taking Into Account The Person
3.1.2. Person and Human Nature
3.1.3. Attributes or Radical Properties of the Person
3.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
3.1.5. The Human Person as a Dynamic System
3.1.6. The Person and the Meaning That They Can Give to their Life

3.2. Educational Foundations of Personalized Education

3.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
3.2.2. What is and What is Not Personalized Education?
3.2.3. Purposes of Personalized Education
3.2.4. The Personal Teacher Student Encounter
3.2.5. Protagonists and Mediators
3.2.6. The Principles of Personalized Education 

3.3. Learning Situations in Personalized Education 

3.3.1. The Personalized Vision of the Learning Process 
3.3.2. Operational and Participatory Methodologies and their General Characteristics 
3.3.3. Learning Situations and their Personalization 
3.3.4. Role of Materials and Resources 
3.3.5. Evaluation as a Learning Situation 
3.3.6. The Personalized Educational Style and its Five Manifestations 
3.3.7. Promoting the Five Manifestations of the Personalized Educational Style 

3.4. Motivation: A Key Aspect of Personalized Learning 

3.4.1. Influence of Affectivity and Intelligence in the Learning Process
3.4.2. Definition and Types of Motivation
3.4.3. Motivation and Values
3.4.4. Strategies to Make the Learning Process More Attractive
3.4.5. The Playful Aspect of Schoolwork

3.5. Metacognitive Learning

3.5.1. What Should Students Be Taught in Personalized Education
3.5.2. Meaning of Metacognition and Metacognitive Learning 
3.5.3. Metacognitive Learning Strategies 
3.5.4. Consequences of Learning in a Metacognitive Way
3.5.5. The Evaluation of the Significant Learning of the Learner 
3.5.6. Keys To Educate in Creativity 

3.6. Personalizing the Organization of the School Center

3.6.1. Factors in the Organization of a School 
3.6.2. The Personalized School Environment 
3.6.3. The Student Body 
3.6.4. The Teaching Staff 
3.6.5. The Families 
3.6.6. The School Center as an Organization and as a Unit 
3.6.7. Indicators to Evaluate the Educational Personalization of a School Center

3.7. Identity and Profession   

3.7.1. Personal Identity: A Personal and Collective Construction  
3.7.2. Lack of Social Valuation 
3.7.3. Cracking and Identity Crisis 
3.7.4. Professionalization Under Debate 
3.7.5. Between Vocation and Expert Knowledge 
3.7.6. Teachers as Artisans 
3.7.7. Fast Food Behavior  
3.7.8. Unrecognized Good Guys and Unknown Bad Guys 
3.7.9. Teachers Have Competitors  

3.8. The Process of Becoming a Teacher   

3.8.1. Initial Training Matters 
3.8.2. At the Beginning, the More Difficult, the Better 
3.8.3. Between Routine and Adaptation 
3.8.4. Different Stages, Different Needs  

3.9. Characteristics of Effective Teachers   

3.9.1. The Literature on Effective Teachers 
3.9.2. Value-Added Methods 
3.9.3. Classroom Observation and Ethnographic Approaches
3.9.4. The Dream of Having Countries with Good Teachers  

3.10. Beliefs and Change   

3.10.1. Analysis of Beliefs in the Teaching Profession 
3.10.2. Many Actions and Little Impact 
3.10.3. The Search for Models in the Teaching Profession

Module 4. Family Counseling and Mentoring 

4.1. Family Counseling and Mentoring

4.1.1. Definition of Family Counseling and Mentoring
4.1.2. Objectives of Family Counseling

4.2. The Tutorial Action Plan and its Applications

4.2.1. Definition and Composition of the Tutorial Action Plan
4.2.2. Some Related Practical Cases

4.3. The Mentor Teacher

4.3.1. The Profile of the Mentor Teacher
4.3.2. Competencies of the Mentor Teacher 
4.3.3. The Functions of the Mentor Teacher and their Relationship with the Families

4.4. The Training of Mentor Teachers

4.4.1. Initial Mentor Teacher Training
4.4.2. Continued Training of Mentor Teachers
4.4.3. Mediation as a Professional Tool

4.5. The Family Interview from the School Center

4.5.1. Different Family Models
4.5.2. First Contact with Families
4.5.3. Phases of the Interview
4.5.4. Practical Aspects to be Taken into Account in Conducting Interviews
4.5.5. Interview Techniques

4.6. Social Collaboration from the School Center

4.6.1. Service-Learning as a Methodology for the School-Family-Society Connection 
4.6.2. Types of Service-Learning Programs
4.6.3. Steps for the Elaboration of a Service-Learning Program

4.7. Family Schools

4.7.1. Definition of Family Schools
4.7.2. Objectives of Family Schools
4.7.3. Content of Family Schools
4.7.4. Development Methods and Techniques
4.7.5. Some Related Practical Cases

4.8. Professional Coordination

4.8.1. Teamwork
4.8.2. Union Between Education and Non-Education Professionals
4.8.3. Different Agents, Classes and Functions

4.9. Teaching Material and Content

4.9.1. The Knowledge of the Teachers
4.9.2. The Quality of Teaching and the Content
4.9.3. Practice and Learning Communities  
4.9.4. Knowledge Distribution and Connectivism

4.10. Teacher Assessment

4.10.1. Evolution in Recent Decades
4.10.2. International References
4.10.3. Models in the USA
4.10.4. Innovations in Australia
4.10.5. The Situation in Latin America
4.10.6. Final Reflections

Module 5. Education and Coexistence Inside and Outside the Classroom 

5.1. School Coexistence

5.1.1. Definition of Coexistence
5.1.2. School Coexistence Models
5.1.3. Development of Basic Skills for a Good Coexistence
5.1.4. School Spaces for Coexistence

5.2. Coexistence and equality plan

5.2.1. Coexistence and Equality Plan
5.2.2. Objectives of the Coexistence and Equality Plan
5.2.3. Phases of the Coexistence and Equality Plan
5.2.4. Coexistence and Equality Plan Actions
5.2.5. Assessment of the Coexistence and Equality Plan

5.3. Discrimination at School 

5.3.1. Concept of Discrimination
5.3.2. Types of Discrimination
5.3.3. Causes of Discrimination and How to Detect Them
5.3.4. Steps to Detect Discrimination Situations

5.4. School Conflict

5.4.1. The Definition of Conflict 
5.4.2. Causes of the Conflict
5.4.3. Characteristics of the Conflict
5.4.4. Types of School Conflict
5.4.5. Positive Forms of Conflict Resolution

5.5. Preventative Strategies and Intervention Techniques

5.5.1. Prevention Programs for School Conflict
5.5.2. Negotiation at School
5.5.3. School Mediation
5.5.4. Intervention in Detected Cases

5.6. Family and School

5.6.1. Family and School Relationships
5.6.2. Influence of the Family on School Coexistence
5.6.3. Conflict Between the Family and Education Center
5.6.4. Action Protocols in Cases of School Conflict
5.6.5. Guidelines for Families

5.7. Influence of the Media and Technology

5.7.1. The Technological Era and its Influence in Social Relationships
5.7.2. Advantages and Disadvantages of ICT on Coexistence
5.7.3. Influence of ICT on School Conflict
5.7.4. Cyber Risks in Students
5.7.5. Educational Tools for the Responsible Use of ICT

5.8. Teacher Professional Development Programs

5.8.1. Learn from Practice
5.8.2. Principles that Guide Effectiveness
5.8.3. Utilitas, Firmitas and Venustas
5.8.4. Proposals that Work
5.8.5. The Student as an Indicator
5.8.6. Assessment of Programs and their Improvement
5.8.7. Feedback Through Technology

5.9. Towards Excellence in Teacher Professional Development

5.9.1. Premises and Basic Principles of Teacher Professional Development
5.9.2. The Ingredients for Achieving Success
5.9.3. Some Suggestions for Politicians

5.10. Ongoing Teacher Training: Motivations, Achievements, and Needs

5.10.1. Continuing Education Concept
5.10.2. The Teacher as an Object of Research
5.10.3. Methodological Planning
5.10.4. Motivations for Carrying Out Continuing Education Activities
5.10.5. Level of Participation in Educational Activities
5.10.6. Fields in Which Education is in Higher Demand

Module 6. Theory and Practice of Educational Research 

6.1. Research and Innovation in Education

6.1.1. The Scientific Method
6.1.2. Research in Education
6.1.3. Educational Research Approaches
6.1.4. The Need for Research and Innovation in Education
6.1.5. Ethics in Educational Research

6.2. The Research Process, Stages and Modes

6.2.1. Modalities of Educational Research and Innovation
6.2.2. Stages of the Research and Innovation Process
6.2.3. Differences Between the Quantitative and Qualitative Approach
6.2.4. The Approach to Research Problems
6.2.5. Planning and Development of the Research or Field Work

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

6.3.1. The Approach to Research Problems
6.3.2. The Formulation of the Research Question and Definition of Objectives
6.3.3. Planning and Development of the Research or Field Work

6.4. The Importance of Bibliographic Research

6.4.1. Selection and Justification of the Research Topic
6.4.2. Possible Areas of Research in Education
6.4.3. Searching for Information and Databases
6.4.4. Taking Care in the Use of Information Sources (Avoiding Plagiarism)
6.4.5. Keys for Creating a Theoretical Framework

6.5. Quantitative Designs: Scope of Research and Definition of Hypotheses

6.5.1. The Scope of Quantitative Research
6.5.2. Hypotheses and Variables in Educational Research
6.5.3. Classification of Hypotheses

6.6. Quantitative Designs: Types of Designs and Choosing the Sample

6.6.1. Experimental Designs
6.6.2. Quasi-Experimental Designs
6.6.3. Non-Experimental Studies (ex post facto) Choosing the Sample

6.7. Qualitative Designs

6.7.1. What is Qualitative Research? 
6.7.2. Ethnographic Research
6.7.3. The Case Study
6.7.4. Biographical Narrative Research
6.7.5. Grounded Theory
6.7.6. Action Research

6.8. Techniques and Instruments for Educational Research

6.8.1. Data Collection: Measurement and Evaluation in Education
6.8.2. Data Collection Techniques and Instruments
6.8.3. Reliability and Validity: Technical Requirements of Assessment Instruments

6.9. Analysis of Quantitative and Qualitative Information

6.9.1. Statistical Analysis
6.9.2. Research Variables
6.9.3. Concept and Characteristics of Hypothesis  
6.9.4. Approach to Descriptive Statistics  
6.9.5. Approximation of Inferential Statistics  
6.9.6. What is Qualitative Research?  
6.9.7. General Process of Qualitative Data Analysis  
6.9.8. Categorization and Codification  
6.9.9. Criteria of Scientific Rigor for Qualitative Data Analysis  

6.10. From Educational Research to the Professional Development of Educators: Current Possibilities and Challenges 

6.10.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers  
6.10.2. From Educational Research to Research in the Classroom  
6.10.3. From Research in the Classroom to the Assessment of Educational Innovations  
6.10.4. Educational Innovation, Ethics and the Professional Development of Educators  

Module 7. Teaching and Learning in the Family, Social and School Context 

7.1. Characteristics of School Diversity

7.1.1. Introduction and Objectives
7.1.2. Diversity and Attention to Diversity. Types of Diversity
7.1.3. Diversity in Different Contexts: In School, in the Family and in Society
7.1.4. Current Context of the Inclusive School
7.1.5. From School Diversity to Discrimination Within the Classroom
7.1.6. Bibliographical References

7.2. Intercultural Education to Promote Equity

7.2.1. Introduction and Objectives
7.2.2. Intercultural Education Concept
7.2.3. Definition and Factors of Equity
7.2.4. Training in Intercultural Education for Teachers and the Educational Community
7.2.5. Intercultural Classrooms: Challenges for the Education Center in the Face of Diversity
7.2.6. Bibliographical References

7.3. Discrimination in the Classroom: Characteristics and Concrete Situations

7.3.1. Introduction and Objectives
7.3.2. Discrimination in the Contexts of Learning
7.3.3. Legal Concept of Discrimination
7.3.4. Types and Situations of Discrimination
7.3.5. Sociocultural Factors of Discrimination
7.3.6. Bibliographical References

7.4. Teaching and Learning Strategies in the Face of Discrimination

7.4.1. Introduction and Objectives
7.4.2. Welcoming Processes in the Different Educational Stages
7.4.3. Dynamics for Promoting Equality in the Classroom

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

7.5.1. The Importance of Design in Educational Spaces  
7.5.2. Prevention Tools and Teaching Resources for Dealing With Discrimination  
7.5.3. Intervention Strategies  
7.5.4. Bibliographical References  

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

7.6.1. Introduction and Objectives  
7.6.2. Discrimination in the Social Context: Society as an Agent of Discrimination (or Not) of Minors  
7.6.3. The Role of the Family as Facilitator of Intercultural Education  
7.6.4. Relationship Between the Educational Center and the Families Belonging to Minority Cultures  
7.6.5. Family Variables and Academic Performance of their Children  
7.6.6. Bibliographical References  

7.7. Family and School: Both a Necessary and Complex Relationship

7.7.1. Importance of the Family and Educational Center Relationship
7.7.2. Mutual Demands  

7.8. Family and School Pathway to Collaboration and Communication  

7.8.1. Contact Channels between Schools and Families  
7.8.2. Strategies to Increase School Capacities
7.8.3. Strategies for Empowering and Engaging Parents Effectively  

7.9. Educational Function of Families  

7.9.1. Behavioral Styles of Parents
7.9.2. Adaptation Period in the Educational Center
7.9.3. Parent-Teacher Relationship

7.10. Discrimination in Schools

7.10.1. Types and Situations of Discrimination  
7.10.2. Sociocultural Factors of Discrimination  
7.10.3. Bibliographical References 

Module 8. Innovation and Improvement of Teaching Practice 

8.1. Innovation and Improvement of Teaching Practice

8.1.1. Introduction
8.1.2. Innovation, Change, Improvement, and Reform
8.1.3. The School Effectiveness Improvement Movement
8.1.4. Nine Key Factors for Improvement
8.1.5. How is Change Made? The Phases of the Process
8.1.6. Final Reflection

8.2. Teaching Innovation and Improvement Projects

8.2.1. Introduction
8.2.2. Identification Data
8.2.3. Project Justification
8.2.4. Theoretical Framework
8.2.5. Objectives
8.2.6. Methodology
8.2.7. Resources
8.2.8. Timing
8.2.9. Results Evaluation
8.2.10. Bibliographical References
8.2.11. Final Reflection

8.3. School Management and Leadership

8.3.1. Objectives
8.3.2. Introduction
8.3.3. Different Concepts of Leadership
8.3.4. The Concept of Distributed Leadership
8.3.5. Approaches to Distributed Leadership
8.3.6. Resistance to Distributed Leadership
8.3.7. Final Reflection

8.4. The Training of Teaching Professionals

8.4.1. Introduction
8.4.2. Initial Teacher Training
8.4.3. The Training of Novice Teachers
8.4.4. Teacher Professional Development
8.4.5. Teaching Competencies
8.4.6. Reflective Practice
8.4.7. From Educational Research to the Professional Development of Educators

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

8.5.1. Introduction
8.5.2. The Four Elements that Define Creativity
8.5.3. Some Theses on Creativity Relevant to Didactics
8.5.4. Formative Creativity and Educational Innovation
8.5.5. Teaching Considerations for the Development of Creativity
8.5.6. Some Techniques for the Development of Creativity
8.5.7. Final Reflection

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

8.6.1. Introduction
8.6.2. Why is Metacognition Necessary? 
8.6.3. Teaching to Learn
8.6.4. Explicit Teaching of Learning Strategies
8.6.5. Classification of Learning Strategies
8.6.6. The Teaching of Metacognitive Strategies
8.6.7. The Problem of Evaluation
8.6.8. Final Reflection  

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

8.7.1. Introduction
8.7.2. The Concept of Emotional Intelligence
8.7.3. Emotional Competencies
8.7.4. Emotional Education and Social and Emotional Learning Programs
8.7.5. Techniques and Concrete Methods for the Training of Social Skills
8.7.6. Integrating Emotional and Social Learning into Formal Education
8.7.7. Final Reflection

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

8.8.1. Introduction
8.8.2. Active Strategies and Methodologies to Encourage Participation
8.8.3. Problem-Based Learning
8.8.4. Project Work
8.8.5. Cooperative Learning
8.8.6. Thematic Immersion
8.8.7. Final Reflection

8.9. Evaluation of Learning

8.9.1. Introduction
8.9.2. An Assessment Review
8.9.3. Modalities of Evaluation
8.9.4. The Procedural Evaluation Through the Portfolio
8.9.5. The Use of Rubrics to Clarify the Evaluation Criteria  
8.9.6. Final Reflection

8.10. The Role of the Teacher in the Classroom

8.10.1. The Teacher as a Guide and Orientator
8.10.2. The Teacher as Class Director
8.10.3. Ways of Directing the Class
8.10.4. Leadership in the Classroom and in the Center
8.10.5. Coexistence in the Center

Module 9. Teaching and Professional Skills 

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

9.1.1. Analysis of the Elements of the Syllabus in Pre-School Education, Prioritized by the Educational Administration
9.1.2. Analysis of the Conclusions and Proposals of the Previous Year's Annual Report
9.1.3. Analysis of the Priorities of the School's Annual General Program 

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

9.2.1. Strategies for the Collecting Information from Students Who Have Never Attended the Center Before
9.2.2. Strategies for the Transfer of Information of Students who are Promoted to the Next Level in Pre-School Education

9.3. Planning and Educational Programming in Pre-School Education

9.3.1. Programming Units in Pre-School Education
9.3.2. Examples Programming Units in Pre-School Education
9.3.3. Teaching Skills for Planning Project Work

9.4. Teaching Strategies for Learning in Pre-School Education from the Perspective of the Pre-School Teacher

9.4.1. The Teaching-Learning Process in Pre-School Education
9.4.2. Psychopedagogical Principles of Childhood Education
9.4.3. Teaching and Professional Skills Related to the Teaching and Learning Processes in Pre-School Education

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

9.5.1. Organization of Educational and Syllabus Resources in Pre-School Education
9.5.2. Organization of Space as an Educational Resource in Pre-School Education
9.5.3. The Classroom in Pre-School Education
9.5.4. Organization and Distribution of Time in Pre-School Education
9.5.5. Criteria for the Organization of Time in Pre-School Education

9.6. Professional Skills for Attention to Educational Needs in the Pre-School Education Classroom

9.6.1. Educational Needs. Useful Concepts for Teaching and Professional Skills of a Pre-School Education Teacher
9.6.2. Learning Difficulties and Educational Intervention Derived from a Motor Skills, Visual or Hearing Disability: Educational Intervention and Teaching and Professional Skills
9.6.3. Learning Difficulties Related to ASD, ADHD, Intellectual Disabilities and High Intellectual Abilities: Related Teaching and Professional Skills
9.6.4. Behavioral Disorders in Childhood. Related Teaching and Professional Skills

9.7. Teaching and Professional Skills of the Pre-School Education Teacher in Conflict Management

9.7.1. Personal Relationships in Educational Centers
9.7.2. Discipline and Conflict in Educational Centers
9.7.3. Preventative Dimension of the Discipline
9.7.4. Teaching Styles and School Discipline
9.7.5. Conflicts in the Educational Organizations
9.7.6. Conflict Prevention in Education Centers
9.7.7. Procedures for Approaching Conflictive Situations in the Centers

9.8. Teaching and Professional Skills Related to the Link with the Environment in Pre-School Education

9.8.1. Elements and Factors that Make Up the School Environment
9.8.2. Systems Theory and Ecological Model as a Basis for our Educational Relationships with the Environment
9.8.3. Pillars of Education and School Environment
9.8.4. Learning Communities, an Inclusive Educational Response to the Relationship between the School and the Environment
9.8.5. Principles of Learning Communities
9.8.6. Interactive Groups: A Successful Experience Dialogic Learning
9.8.7. Phases of Transformation into a Learning Community
9.8.8. Teaching and Professional Skills of the Pre-School Education Teacher

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

9.9.1. A First Approach to Educational Leadership
9.9.2. Emotional Skills and Educational Leadership
9.9.3. Educational Leadership in the Field of Pre-School Education

9.10. Assessment in Pre-School Education from the Perspective of the Teacher 

9.10.1. Recovering Key Concepts on Evaluation in Pre-School Education
9.10.2. Basic Teaching and Professional Skills: Observation
9.10.3. Post Assessment
9.10.4. Learning, Play and Assessment
9.10.5. Reports for the Family

Module 10. Information Technologies Applied to Education 

10.1. ICT, Literacy, and Digital Competencies

10.1.1. Introduction and Objectives
10.1.2. The School in the Knowledge Society
10.1.3. ICT in the Teaching and Learning Process
10.1.4. Digital Literacy and Competencies
10.1.5. The Role of the Teacher in the Classroom
10.1.6. The Digital Competencies of the Teacher
10.1.7. Hardware in the Classroom: PDI, Tablets, and Smartphones
10.1.8. The Internet as an Educational Resource: Web 2.0 and M-Learning
10.1.9. The Teacher as Part of Web 2.0: How to Build their Digital Identity?
10.1.10. Guidelines for the Creation of Teacher Profiles
10.1.11. Creating a Teacher Profile on Twitter
10.1.12. Bibliographical References

10.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

10.2.1. Introduction and Objectives
10.2.2. Conditions for Participatory Learning
10.2.3. The Role of the Learner in the Classroom with ICTs: Prosumer
10.2.4. Content Creation in Web 2.0: Digital tools
10.2.5. The Blog as a Classroom Educational Resource
10.2.6. Guidelines for the Creation of an Educational Blog
10.2.7. Elements of the Blog to Make it an Educational Resource
10.2.8. Bibliographical References

10.3. Personal Learning Environments for Teachers

10.3.1. Introduction and Objectives
10.3.2. Teacher Training for the Integration of ICTs 
10.3.3. Learning Communities
10.3.4. Definition of Personal Learning Environments
10.3.5. Educational Use of PLE and NLP
10.3.6. Design and Creation of our Classroom PLE
10.3.7. Bibliographical References

10.4. Collaborative Learning and Content Curation

10.4.1. Introduction and Objectives
10.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
10.4.3. Digital Tools for Collaborative Work
10.4.4. Content Curation
10.4.5. Content Curation as a Didactic Practice in the Promotion of Students' Digital Competences
10.4.6. The Content Curator Teacher. Scoop.It  
10.4.7. Bibliographical References

10.5. Educational Use of Social Media. Safety in the Use of ICTs in the Classroom

10.5.1. Introduction and Objectives
10.5.2. Principle of Connected Learning
10.5.3. Social Networks: Tools for the Creation of Learning Communities
10.5.4. Communication on Social Media: Management of the New Communicative Codes
10.5.5. Types of Social Media
10.5.6. How to use Social Media in the Classroom: Content Creation
10.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
10.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom 
10.5.9. Digital Identity
10.5.10. Risks for Minors on the Internet
10.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT Resources
10.5.12. Platforms for Promoting Safety on the Internet
10.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers
10.5.14. Bibliographical References

10.6. Creation of Audiovisual Content with ICT tools. PBL and ICT

10.6.1. Introduction and Objectives
10.6.2. Bloom's Taxonomy and ICT
10.6.3. The Educational Podcast as a Didactic Element
10.6.4. Audio Creation
10.6.5. The Image as a Didactic Element
10.6.6. ICT Tools with Educational Use of Images
10.6.7. The Editing of Images with ICT: Tools for its Edition
10.6.8. What is ABP? 
10.6.9. Process of Working with PBL and ICT
10.6.10. Designing PBL with ICT
10.6.11. Educational Possibilities in Web 3.0
10.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
10.6.13. The Video Tutorial as a Teaching Resource in the Classroom
10.6.14. Platforms for the Dissemination of Audiovisual Materials
10.6.15. Guidelines for the Creation of an Educational Video
10.6.16. Bibliographical References

10.7. Gamification: Motivation and ICT in the Classroom

10.7.1. Introduction and Objectives
10.7.2. Gamification Enters the Classroom Through Virtual Learning Environments
10.7.3. Game-Based Learning (GBL)
10.7.4. Augmented Reality (AR) in the Classroom
10.7.5. Types of Augmented Reality and Classroom Experiences
10.7.6. QR Codes in the Classroom: Generation of Codes and Educational Application
10.7.7. Classroom Experiences
10.7.8. Bibliographical References

10.8. Media Competency in the Classroom with ICT

10.8.1. Introduction and Objectives
10.8.2. Promoting the Media Competence of Teachers
10.8.3. Mastering Communication for Motivating Teaching
10.8.4. Communicating Educational Content with ICT
10.8.5. Importance of the Image as an Educational Resource
10.8.6. Digital Presentations as a Didactic Resource in the Classroom
10.8.7. Working in the Classroom with Images
10.8.8. Sharing Images on Web 2.0
10.8.9. Bibliographical References

10.9. Assessment for Learning Through ICT

10.9.1. Introduction and Objectives
10.9.2. Assessment for Learning Through ICT
10.9.3. Evaluation Tools: Digital Portfolio and Rubrics
10.9.4. Building an ePortfolio with Google Sites
10.9.5. Generating Evaluation Rubrics
10.9.6. Design Evaluations and Self-Evaluations with Google Forms
10.9.7. Bibliographical References

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