This professional master’s degree in Language Teaching in Pre-School and Primary School will generate a sense of confidence in the performance of the profession, which will help you to grow personally and professionally"

The relevance of the learning stages is unquestionable, since the contents presented to students must be adapted to their needs but, at the same time, they must be the seed of knowledge that will be expanded and developed throughout the teaching-learning process. Therefore, it is essential to understand the communicative needs of the student and to assess their future application.

It should also be noted that this program does not only present a theoretical approach to Didactics and its teaching, since it analyzes the degree of involvement and the benefits obtained from the presence of technological advances in educational spaces. Information and communication technologies are approached since they enjoy an increasing presence due to the advantages of their incursion in the academic world under the correct supervision of the teacher. Likewise, this professional master’s degree in Language Teaching in Pre-School and Primary School presents the teaching of language as one of its most innovative features. Due to the multicultural nature of any nation, the teacher must know the pedagogical techniques necessary to carry out his or her functions because, often, some of the students who make up the student body do not know the language due to their foreign status. This fact should not be an insurmountable obstacle and, for this reason, one of the thematic modules developed focuses on the teaching of techniques to facilitate the achievement of the planned objectives.

In conclusion, this program studies different perspectives and methodologies to offer teachers a large number of resources, tools and didactic techniques to assist them in the teaching-learning process and to facilitate the acquisition of knowledge by students.

This training makes professionals in this field increase their capacity for success, which results in a better praxis and performance that will have a direct impact on the educational treatment, on the improvement of the educational system and on the social benefit for the whole community.

Update your knowledge through the professional master’s degree in Language Teaching in Pre-School and Primary School"

This professional master’s degree in Language Teaching in Pre-School and Primary School has the most complete and up-to-date program on the market. The most important features include:

• Development of more than 75 case studies presented by experts in Language Teaching in Pre-school and Elementary School Education
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• The latest information on Language Teaching in Pre-School and Primary School
• It contains practical exercises where the self-evaluation process can be carried out to improve learning with special emphasis on innovative methodologies in Language Teaching in Pre-school and Elementary School Education
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Availability of content from any fixed or portable device, with an internet connection

This professional master’s degree may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Language Teaching in Pre-School and Primary School, you will obtain a degree from TECH Technological University"

It includes in its teaching staff professionals belonging to the field of Language Teaching in Pre-School and Primary School, who pour into this training the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

Thanks to its multimedia content elaborated with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations.

The design of this program focuses on problem-based learning, by means of which the educator will have to try to solve the different professional practice situations that will arise throughout the program. To do so, the educator will have the help of an innovative interactive video system created by recognized experts in the field of Language Language Teaching in Pre-School and Primary School with extensive teaching experience.

Increase your confidence in decision-making by updating your knowledge through this professional master’s degree"

Take the opportunity to learn about the latest advances in Language Teaching in Pre-School and Primary School and improve the training of your students"

The program in Language Teaching in Pre-School and Primary School is oriented toward facilitating the performance of the professional dedicated to work and teach language and literature in adolescents and even adults.

This program is designed for you to update your knowledge in Language Teaching in Pre-School and Primary School, with the use of the latest educational technology, to contribute with quality and security to the decision making and monitoring of these students"

General Objective

• The main objective is to provide future teachers of Pre-school and Elementary School Education with the necessary fundamentals about child development, learning, and education that will allow them to optimize their teaching work and adapt to the idiosyncrasies of the students

Specific Objectives

• Place human development in its biopsychosocial context and understand the relationships between development, learning, culture, and education
• Define the main theoretical paradigms of human development and learning
• Describe the characteristics and peculiarities of the human growth period and understand the perceptual, cognitive and emotional correlates of brain development
• Compare the different theoretical perspectives on perceptual-motor development
• Understand how the interaction between experience and the physical and social environment influences physical and perceptual-motor development
• Understand the strengths and limitations of different constructivist perspectives on cognitive development
• Know how attention, memory, thinking, and executive functions develop from an information processing perspective
• Understand the particularities of social information processing and to identify the contributions of psychometrics to the study of individual differences in children
• Describe the development of attachment, understanding of self and others
• Know the domains of moral development and its different explanatory theories and to identify the elements of prosocial and antisocial behavior
• Situate the main contexts of social development: family and peer relationships.
• Know the cognitive-behavioral approaches to learning and to summarize the socio-cognitive approaches to learning
• Interpret the learning processes from the perspective of information processing
• Understand the active role of the learner in the acquisition of knowledge
• Explain learning through the interaction between the processes of accommodation and assimilation
• Define the principles of Vygotski's sociocultural learning model and compare the socioconstructivist approach with other constructivist approaches
• Know the processes and structures of knowledge representation and to present the different types of thinking
• Compare the different theoretical perspectives on intelligence and distinguish the different learning styles
• Situate language as a central element of education, describe the characteristics of educational discourse and apply the principles of effective communication to improve teaching
• Understand the role of the teacher in the inclusive classroom
• Describe the different types of disabilities and disorders that affect the normal course of learning
• Define the concept and types of exceptionally gifted students
• Apply different teaching methods to the special educational needs of students
• Describe, characterize and define the educational system as a didactic foundation
• Indicate the different building blocks of the educational system and present the structure of the educational system
• Detail the functions of the educational system as a guiding element
• Determine the differences and affinities between the family environment and school education in order to establish the degree of influence and feedback
• Present the classroom as a didactic and interactive space where the teaching-learning process takes place and to detail the elements that make up the classroom as a teaching space
• Explain the degree of interaction, cooperation and influence of the participants in the educational process
• Describe how knowledge is constructed according to a given educational context
• Highlight the repercussions and consequences of the use of verbal learning and how to deal with its transfer from a theoretical to a practical environment
• Manage the emotions that arise in the classroom due to student interaction and what roles the teacher should play
• Detail which affective factors arise from the students themselves according to their degree of interaction
• Determine the characteristics that the figure of the teacher must fulfill and what functions they must develop in the classroom
• Describe what effective teaching is and determine what features it should have in order to facilitate the learning of the knowledge imparted through the different activities
• List the objectives, purposes and expectations that the teacher has at the time of planning the course and what goals they wish to achieve, adapted to Pre-school and Elementary School Education
• Analyze the degree of diversity of the student group and how the teacher should act to minimize its negative effects on the educational process
• Manage the space and facilities available in the center and how to structure the contents according to the duration of the units and the school year
• Detail the characteristics of the different types of children's intelligence in order to determine which are the most suitable for the student to develop their individual intelligence
• Prepare teachers to take advantage of self-regulated learning in their academic future and to improve their performance in distance learning
• Design didactic strategies that facilitate the teacher's work
• Point out the characteristics, composition and dynamics of the student group and to value how to approach the construction of a global knowledge valid for the student group as a whole
• Clarify the differences between cooperative learning and group work
• Present the conclusions drawn from the cooperative actions developed in the classroom to demonstrate the benefits of cooperative learning
• Indicate how the elements involved in the teaching-learning process should be related to improve interaction in the student group
• Define which strategies would motivate the students according to their individual and group predisposition and the teacher's skills
• Prepare the teacher to detect and solve the problems derived from the behavior of those students who interfere harmfully in the teaching and learning activity
• Indicate which ethical and moral values the group should learn as part of the educational process in kindergarten and elementary school
• Indicate what guidelines should be followed by academic institutions and members of the teaching staff to maintain balance and discipline in a homogeneous and disciplined group
• Indicate what guidelines should be followed in the family nuclei so that the child does not develop a harmful, problematic and maladapted attitude in the classroom
• Consider the factors that favor the schooling of students and the provision of didactic spaces
• Reflect on the ideal age for the beginning of a schooling life
• Determine the pedagogical differences in the infant and elementary school stages
• Analyze the relevant stages and facts in education related to the didactics of children's groups
• Establish the ethical and moral framework to be followed by the teaching team
• Indicate possible bureaucratic, social, and judicial problems arising from the interaction between teachers and the student group, or between the students themselves who make up the student body
• Reflect on the contribution of sociology to didactics in kindergarten and elementary school and what factors influence the teaching-learning process
• Indicate the degree of performance and influence of the teaching space in the teaching-learning process
• Reflect on the contribution of psycholinguistics to didactics in infant and elementary school and what factors influence the teaching-learning process
• Determine which functions, abilities and attitudes should be developed through Language didactics
• Indicate and describe the different theories to be considered on language acquisition in infant and elementary school
• Point out and classify the different language levels and determine the stages in which the different linguistic skills are developed
• Offer techniques and tools to develop Language skills and competences
• Determine the techniques and tools to develop reading and writing skills
• Establish the foundations for learning to develop effective and appropriate communication at the Pre-school and elementary school stages
• Define what a competency is, how to learn it and apply it
• Establish the curricular foundations and structures on which educational models are based and specify a series of difficulties inherent to the teaching-learning process
• Indicate the guidelines to be considered in order to carry out a curricular design using different creative skills
• Point out and define the elements developed in the didactic competencies and the role they play in them
• Reflect on the different stages in which learning and the acquisition and improvement of competencies take place
• Establish and indicate the different competences and skills to be developed through language teaching
• Assess the achievement of objectives and skills in Pre-school and Elementary School Education
• Determine the pedagogical, didactic and teaching guidelines and guidelines
• Establish the basic didactic foundations of learning in the infant stage
• Reflect on the benefits and disadvantages of collective or individualized education
• Substantiate the application of knowledge in the educational space
• Define from a theoretical perspective what literacy is and indicate the contributions and contributions of literacy to communicative development
• Set the guidelines to be followed in order to facilitate the development of reading and writing skills
• Frame the benefits and advantages of teaching reading and writing at the Pre-school stage
• Reflect on the teaching of literacy in relation to the benefits it brings to literacy learning at the elementary stage
• Define the educational approach and its practical didactic application
• Present and frame the didactic approaches from a historical point of view
• Establish the features and characteristics of teachers and their work in the classroom
• Present, define and establish the benefits and disadvantages of constructivism in Language teaching
• Present, define and establish the benefits and disadvantages of behaviorism in language teaching
• Present, define and establish the benefits and disadvantages of cognitivism in language teaching
• Define what playful activities are and specify the playful typology in relation to didactics
• Indicate what the teacher's job should be and the degree of integration in playful didactic activities
• Define what the school curriculum is, its fundamental features and its relation with the didactics of language and literature in kindergarten and elementary school
• Specify the levels of curricular concreteness from the general to the specific aspect
• Define the didactic trajectory from the broad didactic spectrum of the project to the particularity of the units developed in the teaching-learning process in kindergarten and elementary school
• Point out and define the general characteristics of the educational scheme in relation to the didactics of Language and literature in infant and elementary school
• Present and define the different methodological competences that the teacher could have in order to reach the determined objectives
• Determine which competences the teacher should have in order to improve the predisposition and learning of the students
• Apprehend the fundamentals of communicative competence in order to develop this skill in the students to the maximum extent possible
• Point out and describe the different types of multiple intelligences and how to transfer their presence to the educational space
• Demonstrate the relevance of the active methodology in a didactic space of interaction with the students
• Define a series of spaces where an active methodology can be developed in a favorable way
• Define a series of events where teachers, students and didactic resources should interact in order to improve this methodological ability
• Present the relevance of experience as a didactic and pedagogical tool
• Specify what the globalized methodology is and to indicate how to establish a didactics based on situational contents
• Describe a teaching-learning process based on interactive learning through recreation and playful integration
• Specify the heterogeneity of student groups in order to avoid diversification and to specify the relevance of interaction and cooperation of students in the learning process
• Specify the possibility of learning based on the creation of projects guided by the teacher and arising from a process of observation
• Define the basic fundamentals of didactic programming and determine which methodologies should be considered prior to designing a didactic unit
• Specify how to design the structure of a program and define its contents according to the objectives to be achieved in kindergarten and elementary school
• Define the thematic blocks that frame the contents of the didactic unit
• Define the fundamental elements of the program and the didactic unit
• Determine the objectives to be achieved with the application and development of the contents of the didactic unit in kindergarten and elementary school
• Point out the benefits of the activities that favor the thematic and knowledge expansion
• Define what is the constructivist approach and its basis in relation to the didactic unit and its benefits for the students
• List the didactic resources available to the teacher to develop the contents of the didactic unit
• Present the teaching space as a fundamental tool for evaluating the benefits of the didactic unit and to present the different types of traditional evaluation
• Indicate the need to elaborate a periodic report of the students' performance in order to determine the validity of the activities developed
• Determine what parameters and foundations the academic institution considers to determine the validity of the teacher, the methodology, the programming and the didactic units developed during the academic year
• Frame children's literature in the didactic field and to study its role in the programming
• Define and delimit the concept of children's literature
• Point out the relationship between the concepts of language and communication
• Study the process of learning to read and write in Pre-school and Elementary School Education
• Determine prior knowledge at the beginning of the didactic process in oral and written competence
• Determine the presence of metalinguistic awareness in children and its influence on learning Spanish as a Foreign Language
• Clarify the didactic implications of reading and writing
• Describe and deepen the relationship between oral and written language in order to establish the degree of presence of writing in the learning process
• Define what reading consists of and what competencies are involved in this activity
• Determine how to decode, understand and comprehend what is written
• Define the reading activity as a proper object of acquisition and learning
• Present the advantages of the literacy process and the teacher's work and attitude in order for the learner to learn this activity
• Describe the learning process from the teaching of the fundamental elements to the training of code decoding
• Specify the aspects to be considered in selecting and presenting suitable readings to the students
• Specify what aspects need to be addressed to acquire reading skills and how to understand the written code
• Determine what aspects should be considered before starting the teaching of reading comprehension
• Motivate the learner to facilitate access to the text
• Determine what objectives are to be achieved after reading and what students should know at the end of the reading process
• Specify what benefits the text can bring to the learner after reading and comprehension
• Point out what obstacles might arise during the comprehension process and the teacher's position with respect to these obstacles
• Determine what aspects should be considered to term of reading comprehension
• Analyze the achievement of objectives at the end of reading and evaluate textual comprehension
• Present the bibliographic resources of the institutions as a source of reading
• Demonstrate the advantages and disadvantages of digital media as a source of reading
• Design a series of textual motivation activities
• Point out which activities can motivate reading comprehension and which methods are available to the teaching team
• Present the benefits of reading and performing plays in the educational space
• Determine the benefits of creative writing groups to encourage cooperation
• Identify the different types of group writing and design activities to be carried out for group text creation
• Define what project-based learning is
• Determine what objectives are to be achieved with the writing projects presented and developed by the student body
• Identify the academic and environmental aspects that positively and negatively influence the creation process
• Indicate the motivational relevance of the creative team or individual
• Indicate the relevance of group cooperation for the development of projects that facilitate student learning
• Specify what elements should be considered for the evaluation of reading and writing comprehension and expression developed by the student
• Determine what is oral discourse and its fundamentals
• Determine, list and define what elements make up oral discourse as a communicative skill
• Establish what actions should be used to develop thinking competence
• Establish what actions should be used to develop speaking and writing competence
• Develop public speaking for academic purposes
• Specify how to improve oral communication through interaction and cooperative processes
• Determine what the communicative context is and its degree of influence on oral communication
• Point out the fundamentals and features of oral communication in a familiar atmosphere
• Point out the fundamentals and features of oral communication in an academic atmosphere
• Define the fundamental features of oral communication of the teacher
• Indicate the objectives to be achieved by choosing an appropriate oral communication
• Specify the appropriateness of the teacher's speech to the communicative context
• Indicate the fundamentals and basic features of non-verbal language in the communicative act
• Determine the benefits of the conjunction of verbal and non-verbal language in order to achieve a complete oral communicative act
• Present the oral communicative act as a source of learning and thinking
• Present the oral communicative act as the stage prior to learning to read and write
• Present the oral communicative act as the first stage of a full oral communicative act
• Design a series of activities oriented to the development of oral competence in kindergarten and elementary school
• Point out how diversity influences the learning process and how to solve the obstacles arising from diversity in the classroom
• Determine how to evaluate the objectives achieved by the learner
• Develop activities that enable the learner's free expression to integrate different communicative patterns
• Determine what an oral language disorder is and how to resolve it in order to minimize its effects on the learner
• Indicate which are the symptoms and representations of oral language disorders
• Point out the different kinds of disorders that the student or student group might face
• Define the obstacles that hinder the reception and expression of the oral message
• Specify how information processing problems are affected in the social context
• Specify how information processing problems affect information processing problems in the academic context
• Determine how to present adapted grammar to a child learner
• Point out how to achieve internalization of the educational process
• Indicate on which aspects the teacher should reinforce their attention in the development of the learning process
• Define the differences between meaning, signifier, and grammar to facilitate learning
• Indicate the stages that make up the process of Language and grammar learning
• Explain the motivations of the teacher in the choice of activities
• Elaborate a series of grammatical pedagogical techniques adapted to kindergarten and elementary school
• Specify that the vocabulary should be adapted to the level of the learners
• Define the difference between lexis and vocabulary as the basis of the learning process
• Emphasize the relevance of vocabulary acquisition and their ability to master and use it appropriately
• Define what vocabulary students should learn and how teachers should approach it
• Indicate the differences in language as a function of the communicative context
• Define key concepts in the teaching of vocabulary and its acquisition
• Specify the different pedagogical approaches to vocabulary learning
• Point out the need to learn the meaning of the largest number of terms in a given context
• Point out the possibility of increasing the number of terms learned according to the families of words to which they belong
• Give a playful character to the teaching in order to increase the motivation of the student
• Define what spelling is, what functions it performs and the importance of its learning and acquisition from an early age
• Present the stages of the spelling learning process
• Design pedagogical techniques for spelling education
• Define what a spelling error is, how to correct it, and what factors cause its appearance and subsequent expansion
• Establish the differences between the concepts of "Foreign Language" and "Second Language"
• Establish the ideal age to start learning Spanish as a Foreign Language
• List the multiple benefits of L2 learning
• List the benefits of the use of recreational-educational activities in the teaching of children and elementary school
• Describe external factors that influence motivation and the teaching-learning process
• Make a theoretical description of multiple intelligences and how it affects LE teaching
• Define the methodological foundations of the natural approach model, the total physical response, the communicative approach and the task-based approach
• Define the fundamentals of the CLIL program
• Develop planning according to the CLIL model
• Design CLIL activities and projects in elementary school and establish the application of the CEFR and CLIL in the teaching of children
• Specify, detail and design the programming of teaching units
• Point out the different types of communicative activities to include in a didactic program
• Reflect on playful and social interaction as a pedagogical technique
• Set the objectives to be achieved in each of the teaching units
• Establish a planning of the contents of the course, of each program and of the individual teaching units
• Indicate which elements are fundamental in the pedagogical space and for the educational process
• List and define the specific characteristics related to the teaching of infant and elementary school children
• Determine a set of rules to ensure stability and homogeneity of the teaching space
• Stimulate the learning of grammatical content in order to maintain student motivation during the educational process
• Determine the suitable lexical content of the didactic program, the didactic units and the activities
• Decide what cultural content should be included in the didactic units to improve students' social interaction in the context of Spanish as a Foreign Language
• Reflect on the role of new technologies in the Spanish as a Foreign Language pedagogical space
• Analyze the possible digital resources that can be included in the teaching of language
• Use different online resources for the creation of didactic material
• Reflect on the past and current educational context in relation to the use of new technologies in education
• To analyze the educational advantages of the use of ICT in the infant and elementary classroom
• Understand the level of digital skills required by teachers and students to meet the needs of today's society
• Learn the specific utilities of the digital book in the educational framework
• Compare the opportunities offered by the digital whiteboard compared to the classic whiteboard
• Know the concept of digital backpack and its educational applications
• Delve in the multitude of didactic possibilities that arise from the use of mobile devices in the educational space
• Analyze one's own competences as a web user in relation to the search for reliable information on the web
• Know how educational software works for the elaboration of didactic materials
• Deepen in the tools for the creation of didactic activities on the web
• Apply search filters on the web as a source of educational resources in the form of blogs and web pages
• Learn the general functioning of the most common learning platforms
• Assess the possibilities offered by MOOCs in the field of lifelong and accessible learning
• Select the didactic uses applicable to social networks within the educational environment
• Know the regulatory framework governing the use of ICT in the classroom and the development of digital competences in the different educational stages in
• Pre-school and Elementary School Education
• Identify online resources suitable for the development of specific linguistic techniques
• Distinguish accessible tools for the elaboration of schemes and concept maps as a learning strategy
• Contemplate the didactic use of the creation of infographics as a contextualized didactic technique for kindergarten and elementary school
• Compare the different presentation creation programs and their possible applications
• Identify the usefulness of the main online collaboration tools
• Learn about real gamification projects applied to the Language and Literature classroom
• Learn the procedure of a flipped classroom as a methodological strategy based on new technologies
• Design a series of individual activities adapted to the objectives of the stage using the desired ICT tools
• Prototype the scheduling and monitoring of a series of activities based on the use of ICT tools
• Design a series of collaborative activities using the desired ICT tools
• Elaborate collaborative activities with specific ICT for the development of linguistic competence focused on reading and writing
• Describe possible ICT activities to work on learners' dialectical and reasoning skills
• Create a collaborative activity aimed at the group's diversity using the desired ICT tools
• Make a prototype of programming and monitoring of a series of collaborative activities based on the use of ICT tools
• Identify the different elements that divert and hinder the achievement of objectives in the network and analyze the factors that hinder the monitoring of educational activities using ICT
• Reflect on how to evaluate the knowledge and objectives acquired in learning with ICTs
• Learn about the existing systems to successfully carry out the assessment process using ICTs
• Consider the benefits of ePortfolio assessment as an example of the work done throughout the course
• Compare the different types of evaluation that can be carried out depending on the evaluating agent
• Create a storage base of own and network educational resources as a solution to disorganization and possible loss of documents and resources
• Know the methods of continuous updating of teaching resources and materials

Take advantage of the opportunity and take the step to get up-to-date in the latest developments in the management of Language Teaching in Pre-School and Primary School”