A high-quality Professional Master’s Degree that will allow you to work with pre-school students, providing them with all the capabilities for the development of quality teaching” 

During the pre-school education stage, students are faced for the first time with numerous challenges that test the teaching capacity of teachers. With a still very incomplete maturation, the students of this school stage need a learning system that takes into account not only the educational aspect at the intellectual level, but also the fundamental emotional areas, the creation of the first personality and socialization, applying for the first time, the rules of social coexistence.

This process is fundamentally conveyed through play and the manipulation of elements and requires the teacher to master the evolutionary psychology of this period and the teaching tools that adapt the learning objectives of the cycle to the capacities and rhythms of the children.

This highly specialized Professional Master’s Degree will allow students to learn everything they need to specialize in this field of teaching work, including in their expertise the most useful mental and physical tools, based on the latest educational innovation.

An exceptional Professional Master’s Degree that is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and commitments 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.

A process of professional growth that provides you with the most innovative and interesting teaching tools in pre-school education”

This Professional Master’s Degree inPre-School Education Didactics contains the most complete and up-to-date educational program on the market. The most important features include

  • 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

Grow in your teaching capacity by creating a high-quality school experience for the youngest students, boosting their development”

The teaching staff includes professionals from the field who contribute their experience 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.

You will have access to the contents from any fixed or portable device with internet connection, or can download to access at a later moment"

A process of growth in the highest-level skills and competencies that will give your CV a boost to the maximum level of competitiveness"


The structure of the contents has been designed by the best professionals from the education sector, with extensive experience and recognized prestige in teaching. A team of expert teachers that will allow students to acquire a realistic and adapted vision of working in this stage of education.

Updated according to the latest teaching criteria, the contents of this Professional Master’s Degree will allow you to learn all the latest developments in didactics in pre-school education”

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

1.1. The Human Person

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

1.2. Educational Foundations of Personalized Education

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

1.3. Learning Situations in Personalized Education

1.3.1. The Personalized Vision of the Learning Process
1.3.2. Operational and Participatory Methodologies and their General Characteristics
1.3.3. Learning Situations and their Personalization
1.3.4. Role of Materials and Resources
1.3.5. Evaluation as a Learning Situation
1.3.6. The Personalized Educational Style and its Five Manifestations
1.3.7. Promoting the Five Manifestations of the Personalized Educational Style

1.4. Motivation: A Key Aspect of Personalized Learning

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

1.5. Metacognitive Learning

1.5.1. What Should Students Be Taught in Personalized Education?
1.5.2. Meaning of Metacognition and Metacognitive Learning
1.5.3. Metacognitive Learning Strategies
1.5.4. Consequences of Learning in a Metacognitive Way
1.5.5. The Evaluation of the Significant Learning of the Learner
1.5.6. Keys To Educate in Creativity

1.6. Personalizing the Organization of the School Center

1.6.1. Factors in the Organization of a School
1.6.2. The Personalized School Environment
1.6.3. The Student Body
1.6.4. The Teaching Staff
1.6.5. The Families
1.6.6. The School Center as an Organization and as a Unit
1.6.7. Indicators to Evaluate the Educational Personalization of a School Center

1.7. Identity and Profession

1.7.1. Personal Identity: A Personal and Collective Construction
1.7.2. Lack of Social Valuation
1.7.3. Cracking and Identity Crisis
1.7.4. Professionalization Under Debate
1.7.5. Between Vocation and Expert Knowledge
1.7.6. Teachers as Artisans
1.7.7. Fast Food Behavior
1.7.8. Unrecognized Good Guys and Unknown Bad Guys
1.7.9. Teachers Have Competitors

1.8. The Process of Becoming a Teacher

1.8.1. Initial Training Matters
1.8.2. At the Beginning, the More Difficult, the Better
1.8.3. Between Routine and Adaptation
1.8.4. Different Stages, Different Needs

1.9. Characteristics of Effective Teachers

1.9.1. The Literature on Effective Teachers
1.9.2. Value-Added Methods
1.9.3. Classroom Observation and Ethnographic Approaches
1.9.4. The Dream of Having Countries with Good Teachers

1.10. Beliefs and Change

1.10.1. Analysis of Beliefs in the Teaching Profession
1.10.2. Many Actions and Little Impact
1.10.3. The Search for Models in the Teaching Profession

Module 2. General Teaching

2.1. Foundations of Teaching as an Applied Educational 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 p-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, Teaching Media, Teaching Resources and ICT

2.7.1. Activities
2.7.2. Means and Resources from a Syllabus Perspective
2.7.3. Classification of Resources and Didactic Means
2.7.4. Teaching 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 Should We Teach How to Read?

3.3. The Processes of Reading

3.3.1. The Visual Process
3.3.2. The Phonological Process
3.3.3. The Syntactic Process
3.3.4. The Semantic Process
3.3.5. Reading Problems

3.4. Methodologies for Teaching How to Read and Write: Synthetic Methodology

3.4.1. Methodological Complexity of Starting to Read and Write
3.4.2. Synthetic Methodology
3.4.3. Bibliographical References

3.5. Methodologies for Teaching How to Read and Write: Analytical Methodology

3.5.1. The Analytical Methodology
3.5.2. The Constructivist Approach
3.5.3. Bibliographical References

3.6. Methodologies for Teaching How to Read and Write: Mixed Methodology

3.6.1. Mixed Methodology
3.6.2. Mixed Methods Examples
3.6.3. Specific Aspects of Teaching Writing
3.6.4. Bibliographical References

3.7. Reading Comprehension and Writing Expression

3.7.1. Methodology for a Global Process of Reading in Pre-School and Primary School
3.7.2. Strategies for Reading Comprehension
3.7.3. Writing and its Learning Phases in Pre-School Education
3.7.4. Strategies to Develop Reading Comprehension in Primary Education
3.7.5. Methods for Teaching Written Expressions Primary Education 
3.7.6. Comprehension Problems
3.7.7. Writing Difficulties
3.7.8. Bibliographical References

3.8. How to Improve Work in the Classroom?

3.8.1. ICT Resources and their Contribution in the Classroom
3.8.2. Reading Assessment
3.8.3. Writing Assessment
3.8.4. Bibliographical References

3.9. How Does Literature Reach the Pre-School Education Classroom?

3.9.1. Pre-School Literature from 0 to 6 Years Old
3.9.2. Literary Initiation
3.9.3. Read and Listen to Evaluate

3.10. Planning Literature

3.10.1. Children’s Literature Today
3.10.2. The Selection of Literary Texts: Criteria and Resources
3.10.3. The Classroom Library

Module 4. Didactics of the English Language

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 Pre-School 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 Didactics

5.1. Human Neuro-Motor Development

5.1.1. How to Study this Topic
5.1.2. Pre-School Education Stage
5.1.3. Neuro-Motor 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 Skills

5.2.1. How to Study this Topic
5.2.2. Constructivist Development Applied to Physical Education. Key Concepts
5.2.3. Ecological Focus of the Process of Motor Skills
5.2.4. Bibliographical References

5.3. Fundamentals of Motor Play as an Educational Resource

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

5.4. Areas of Work of Psychomotor Skills in Pre-School Education. Skills, Objectives, Contents and Evaluation Process

5.4.1. How to Study this Topic
5.4.2. Skills and Objectives
5.4.3. Evaluation Process
5.4.4. Psychomotor Skills Session
5.4.5. Bibliographical References

5.5. Content (I). Elements and Characteristics of the Body Schema in Pre-School Education 

5.5.1. How to Study this Topic
5.5.2. Psychomotor Education: Body Schema
5.5.3. Tonic 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. Content (II). Develop the Psychomotor Coordination in Pre-School Education

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

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

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

5.8. Educating Health: Hygienic Postural Habits in Physical Education

5.8.1. How to Study this Topic
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

5.9.1. How to Study this Topic
5.9.2. Excellence, Creativity and Learning Context
5.9.3. Learning Environments and Movement
5.9.4. ICT and TAC in Physical Education
5.9.5. Educational Gamification
5.9.6. Bibliographical References

5.10. Programs and Tools for the Promotion of Self-Concept, Self-Esteem and Autonomy and Other Key Aspects

5.10.1. Introduction
5.10.2. Educating Self-Concept
5.10.3. Program to Work on Self-Esteem
5.10.4. Rules and Routines in the Pre-School Education Classroom 
5.10.5. Thinking Routines for Working on Self-Concept
5.10.6. Strategies and Management of Emotions in Pre-School Education 
5.10.7. Cognitive and Metacognitive Strategies in Pre-School Education 

Module 6. Musical Knowledge and its Didactics

6.1. Message of Music

6.1.1. How we Perceive Music
6.1.2. Elements of 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. Sources or Musical Supports
6.1.7. Musical 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 Shapes

6.3. 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 of School Instruments
6.3.8. Most Common Ensemble Instruments

6.4. Music in Ancient Civilizations and the Middle Ages

6.4.1. Music in Ancient Civilizations of Greece and Rome
6.4.2. The Middle Ages: Historical, Artistic and Cultural Landscape
6.4.3. Emotion in the Middle Ages
6.4.4. Medieval Music in Spain
6.4.5. Humanism and the Renaissance
6.4.6. The Baroque and the Theory of the Affections
6.4.7. Objective Music: Classicism
6.4.8. Subjective Music: Romanticism
6.4.9. Musical Impressionism
6.4.10. The 20th Century: The Avant-Garde
6.4.11. Music as a Cultural Expression of Towns
6.4.12. Music Folklore
6.4.13. Ethnic Music

6.5. School Music Education

6.5.1. Justification of School Music Education
6.5.2. History and Current Trends in Musical Education
6.5.3. Skills Developed with Music Education

6.6. Fundamentals of Didactics and its Application to Music Education

6.6.1. Music in the Classroom
6.6.2. Teaching to Learn Music
6.6.3. Strategies and Techniques of Musical Education
6.6.4. Teaching Methods for the Development of Musical Abilities of Children in Pre-School Education
6.6.5. The Main Task of a Music Teacher. Objectives, Attitude and Characteristics
6.6.6. Rules of Coexistence in the Music Class
6.6.7. Motivation Strategies

6.7. Didactics of Musical Language

6.7.1. Sound Experiences
6.7.2. Elements of Musical Language. Representation, Reading and Practice of Sound
6.7.3. The Teaching of Musical Language through Words, Narrative and Storytelling
6.7.4. Application of Musical Pedagogical Methods for the Teaching of Music Language and Music Reading

6.8. Voice and Singing Didactics and Instrumental Practice

6.8.1. Voice
6.8.2. Educational Resources and Uses of Voice
6.8.3. Application of Musical Educational Methods in Voice and Singing Didactics
6.8.4. Techniques for the Promotion of Vocal Ensemble
6.8.5. Rhythm and Instruments
6.8.6. Didactic Applications of the Body as an Instrument
6.8.7. Musical Instruments in Pre-School Education
6.8.8. Strategies and Techniques for Instrumental Practice
6.8.9. Application of Musical Pedagogical Methods in Instrumental Practice

6.9. Didactics of Movement and Dance. Music Therapy

6.9.1. Movement and Dance
6.9.2. Application of Psychomotor Skills in Music
6.9.3. Teaching Resources and Benefits of Body Expression and Movement in Pre-School Education
6.9.4. Teaching Methods for the Development of Musical Abilities of Children in Pre-School Education
6.9.5. Contributions of the Use of World Dances in the Pre-School Education Classroom
6.9.6. Introduction to Music Therapy
6.9.7. Principles of Music as Therapy
6.9.8. Paths of Music Therapy
6.9.9. Step-by-Step Music in Child Development

6.10. Media and Material Resources; Planning and Evaluation and ICT

6.10.1. The Dilemma of the Specialized Classroom
6.10.2. Classification of Musical Didactic Material
6.10.3. Planning the Teaching/Learning Process in Music Education
6.10.4. Musical Objectives and Contents
6.10.5. Sequencing
6.10.6. Activities. Criteria and Ideas
6.10.7. Attention to Diversity in Musical Education
6.10.8. Characteristics of Musical Education Assessment
6.10.9. Assessment Objectives
6.10.10. Evaluation Techniques and Tools
6.10.11. Practical Orientation of ICT in Musical Education
6.10.12. Editing Scores for Music Teaching
6.10.13. ICT Resources in the Classroom
6.10.14. Critical Assessment of ICT Resources. Advantages and Disadvantages
6.10.15. The Use of the Digital Whiteboard for Music Teaching

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

7.1. Introduction to Plastic and Visual Arts Education in Pre-School

7.1.1. Key Concepts. Fundamentals of the Plastic and the Visual
7.1.2. The Importance of Art in Pre-School Education
7.1.3. What Should Expressive and Perceptual Education in Children Aim for? Objectives and Formative Functions
7.1.4. Educate Beyond the Hands, but Without Losing Contact
7.1.5. Bibliographical References
7.1.6. The Art Classroom as a Teaching 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. Two Dimensional Techniques and Materials

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

7.3. Three Dimensional Techniques and Materials

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 Evolution
7.4.2. The Creative Process: Imagination, Creativity, Motivation and PLay
7.4.3. Types of Creativity and its Application to Working with Children
7.4.4. The Creative Teacher
7.4.5. Bibliographical References

7.5. Relationship of the Languages of Art with Other Languages

7.5.1. Artistic Language and its Relationship with Other Languages
7.5.2. Oral Language: Speaking through Images
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 Pre-School I

7.6.1. The Iconosphere or the Universe of Images
7.6.2. Educating the Early Vision
7.6.3. 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 Pre-School II

7.7.1. Intelligence and Visual Thought. How Much is Seen?
7.7.2. Visual Literacy: Basic Elements of Formal Configuration
7.7.3. Visual Communication: Fundamentals and Factors
7.7.4. Visual Figures of Speech
7.7.5. Bibliographical References

7.8. Learning and Visual Perception in Pre-School III

7.8.1. Introduction
7.8.2. Gestalt Principles
7.8.3. Optical Illusions
7.8.4. Ambivalent Images
7.8.5. Bibliographical References

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

7.9.1. Relevant Aspects in the Development of Plastic Graphic Expression
7.9.2. Introduction to Plastic Evolution in Children from 0 to 6 Years. Relevant Aspects through Theories and Authors
7.9.3. Activities for Working 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)
7.9.9. The Schematic Stage (Seven to Nine Years Old)
7.9.10. The Dawn of Realism (Nine to Twelve Years)
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 Year’s Old

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

7.10.1. Contexts of Care and Development
7.10.2. Attitude as an Educational Foundation
7.10.3. Some Didactic Orientations for Artistic 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. Identifying the Objectives
7.10.8. Identifying the Content
7.10.9. Thinking of Activities
7.10.10. Other Elements and Considerations
7.10.11. Bibliographical References

Module 8. Teaching the Spanish Language in Pre-School Education

8.1. Teaching Mathematics in Pre-School Education

8.1.1. What are Language Didactics?
8.1.2. The Linguistic System
8.1.3. Language Functions
8.1.4. Theoretical and Methodological Orientations

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 Pre-School Books

8.3. Programming of Verbal Language in Pre-School Education

8.3.1. Legislation and Teaching Language: Programming and Curriculum
8.3.2. Objectives, Content and Methodology
8.3.3. Assessment

8.4. Language Acquisition

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

8.5. Vocabulary Didactics in Pre-School Education

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

8.6. Oral Communication in the Classroom: Dialogue

8.6.1. Understanding 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. Tell or Read: The Dilemma
8.7.2. Preparing a Story to Tell
8.7.3. To Narrate with Success
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
8.8.2. Recital, Memorization and Traditional Games
8.8.3. Drama Performances for Children
8.8.4. Theater and Puppets in the Classroom

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

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

8.10. Literature and its Interrelations

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

Module 9. Teaching Mathematics in Pre-School Education

9.1. Review of Theories and Terminology

9.1.1. Theory of Educational Situations
9.1.2. Logic Activity. Meaning

9.2. Problem Solving

9.2.1. What is a Problem?
9.2.2. How to Pose Problems in Pre-school?

9.3. The Role of Representation

9.3.1. Symbols
9.3.2. Representation as Identity of the Mathematics 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. Building Own Materials

9.6. The Classroom as a Learning Space

9.6.1. Decoration as an Element of Learning 
9.6.2. Mathematics Corner

9.7.  Mathematics as a Transversal Material

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

9.8. ICT in Pre-School Education

9.8.1. Devices and Software
9.8.2. Calculator

9.9. Assessment as an Element of Improvement

9.9.1. Learning Assessment
9.9.2. Process Evaluation

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

9.10.1. Specificity and Significance of Mathematical Knowledge The Learning Process
9.10.2. Learning Mathematics
9.10.3. The Constructivist Learning Model in Mathematics
9.10.4. Learning and Management of Teaching Variables

Module 10. Didactics of the Natural and Social Environment

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

10.1.1. Didactics of Natural Sciences
10.1.2. Scientific Education in Pre-School Education
10.1.3. Training and Attitude of the Teachers Towards Science
10.1.4. Teaching Transposition and School Science
10.1.5. Pre-School Education Stage and its Relationship with the Natural Environment
10.1.6. Preconceived Ideas and Their Influence on Learning about Natural Sciences
10.1.7. Importance of Teacher Intervention
10.1.8. Learning Rhythms and Adaptation

10.2. Programming of Didactic Units in Natural Sciences: What Are We Going to Teach, How and in What Time Frame?

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

10.3. Didactic 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 an Axis of Educational Action
10.3.3. Globalized Strategies
10.3.4. Concrete Methods
10.3.5. Experimental Work: The Scientific Method
10.3.6. Obtaining Information: Observation
10.3.7. Experiment: Scientific Strategies
10.3.8. Research and Communication of Results

10.4. Environmental Education in Pre-School Education

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

10.5. Proposal for Practical Activities for Pre-School Education

10.5.1. Workshops
10.5.2. Outlets
10.5.3. Garden
10.5.4. Play and Dynamics
10.5.5. ICT Resources
10.5.6. Animals in Schools

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

10.6.1. Legislation on Pre-School Education in Spain
10.6.2. Content on Social Sciences in the Pre-School Education Syllabus
10.6.3. Social Learning Process in Children
10.6.4. Content on Social Belonging in Pre-School Education
10.6.5. Citizen Values in Today’s Society
10.6.6. People and Society, Action Framework
10.6.7. Parents, the Education Center and the Community
10.6.8. Students: Didactic Principles for Social Environment Knowledge
10.6.9. Social and Cultural Context in Pre-School Education

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

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

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

10.8.1. Self-Awareness and Personal Autonomy
10.8.2. Construction of the Own Interpretive Framework
10.8.3. Knowledge of Oneself and Personal Autonomy from Social Sciences Didactics
10.8.4. Educational Activities and their Evaluation. Globalized Focus

10.9. Social Sciences and Multiple Intelligences

10.9.1. Howard Gardner Multiple Intelligences
10.9.2. Understand the Theory of Multiple Intelligences to Teach about the Social and Cultural Environment
10.9.3. Starting from the Children’s Preconceptions
10.9.4. Personal Intelligences
10.9.5. Developing Spatial Intelligence
10.9.6. Comprehensive Assessment
10.9.7. In Conclusion

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

10.10.1. Pre-School Education Programming in Current Legislation 
10.10.2. When to Teach. The Importance of Programming
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 Assess?
10.10.7. Programming in Pre-School Education

estudiar master didactica educacion infantil

Place yourself among the best teachers in the industry with a high-quality intervention in the pre-school classroom and become a desirable asset for any educational center”