Previous skills and knowledge of the subjects of Educational Care for Learning Difficulties, Developmental Psychology, Educational Psychology and Learning and Developmental Disorders, acquired during the first two years of the Early Childhood Education Teacher's Degree, are required.

The subject "Educational Needs in Early Childhood Education" is of a Didactic-Practical Training nature in accordance with the guidelines set for the construction of the European Higher Education Area.

It is aimed at training students of the Faculty of Education in the acquisition of the necessary skills for subsequent educational intervention in Early Childhood and Primary Education Centers with students who have Specific Needs for Educational Support or who require educational attention different from the ordinary, due to their special educational needs.

This subject is related to others in the Mention, such as: "Early Childhood Education in the Face of Diversity", "Developmental Problems and Early Attention", "Early Stimulation: Prevention and Intervention in Psychological Difficulties" and "Educational Treatment of Difficulties of learning and the diversity of specific needs". It is also related to degree subjects such as "Learning and development disorders"; "Developmental Psychology" and "Health Psychology in Early Childhood Education".

Course competences
Code	Description
2.1.II.01.	Collaborate with the development of the pupil's self-concept by working cross-curricularly from an approach focused on emotional competence.
2.1.II.02.	Know the global development, the possibilities and the imbalances of the development of the evolutionary psychology of childhood in the periods between 0-3 and 3-6 years of age.
2.1.II.03.	Be able to communicate fluently, correctly and in a socially satisfactory way within the parameters required at level B2 of the Common European Framework of Reference (Independent User: Advanced), expanding on the development of the five communication skills of the foreign language: listening, reading, speaking, oral interaction and writing.
2.1.II.04.	Develop verbal and non-verbal communication strategies to facilitate the transmission and understanding of the message, paying special attention to the communication structures that the teacher needs to interact with the pupils in the Early Childhood Education classrooms.
2.1.II.05.	Select and elaborate on oral and written texts that are relevant and of interest to Early Childhood Education pupils that promote the learning of the English language.
2.1.II.06.	Be able to develop units of work for the teaching-learning of the English language for Early Childhood Education, mastering the methodological currents and their practical applications, as well as the ICT (Information and Communication Technology) resources used for the teaching-learning of the English language and evaluation criteria.
2.1.II.07.	Know the applicable methodology in the teaching of foreign languages in the Early Childhood education stage, as well as the methodological guidelines that come from the Common European Framework of Reference and the Language Programs.
2.1.II.08.	Know and apply the elements of the curriculum related to Physical Education in Early Childhood Education, as well as the theories on the acquisition and development of the corresponding learning.
2.1.II.09.	Prepare didactic proposals that use motor skills for the overall development of Early Childhood pupils.
2.1.II.10.	Know the most important principles for the practice of physical activity and its influence on the development of physical, social and psychological health in the Early Childhood Education stage to create a critical and reflective opinion.
2.1.II.11.	Know, value, and use motor play as a social and cultural manifestation and as an educational resource using the knowledge of its structural and functional features with the intention of promoting learning from a global perspective.
2.1.II.12.	Know and be able to develop didactic proposals that promote positive body perception and expression.
2.1.II.13.	Analyze the possibilities that the different school spaces (classroom, gym, playground, etc.) and the nearby environment offer to carry out motor activities for educational purposes, being able to propose educational activities and innovations to use them.
2.1.II.14.	Know the most relevant principles of aquatic activities in the early ages and know how to apply them to the educational field.
CB05	Have developed the necessary learning abilities to carry on studying autonomously
CG02	Encourage and facilitate learning in early childhood, from a perspective that is globalized and integrates the different cognitive, emotional, psychomotor and volitional dimensions.
CG03	Design and regulate learning spaces within the context of diversity that attend to the singular educational necessities of the pupils, gender equality, equity, and respect for human rights.
CG04	Encourage co-existence in and out of the classroom and address the peaceful resolution of conflicts. Know how to systematically observe learning and coexistence contexts and know how to reflect upon them.
CG05	Carry out group reflections upon the acceptance of rules and respect for others. Encourage the autonomy and singularity of each pupil as factors of education on emotions, feelings, and values in early childhood.
CG06	Know the evolution of language in early childhood, know how to identify possible dysfunctions and maintain observation to ensure a proper development. Efficiently address language-learning situations in multicultural and multilingual contexts. Express oneself orally and in writing and master different expression techniques.
CG09	Understand how early childhood educational centers are organized and know the diversity of actions that their operation entails. Accept that the teaching practice must work toward perfection and adapt to scientific, pedagogical, and social changes in life.
CG10	Act as an orienter to parents in relation to family education for the stage of 0-6 years and master social abilities in the treatment of and relation with the family of each pupil, and with all the families as a whole.
CT02	Mastery of Information and Communication Technology.
CT04	Commitment and professional ethics.
CT05	Encourage the respect of fundamental rights and equality between men and women.
CT06	Encourage the respect and promotion of Human Rights and the principles of universal accessibility and design for all in conformity with the stipulated information in the tenth clause of the Final Disposition of Law 51/2003, of the 2 of December, Equal Opportunity, Non-Discriminatory Policies and Universal Accessibility for People with Disability.
CT07	Promote values that belong to a culture of peace, and democratic values.

Course learning outcomes
Description
Know how to consult and review different sources of information to update educational responses, adapting and adjusting national and international experiences to each case.
Know how to generate and transfer innovative experiences for the treatment of diversity.
Know how to identify the psychological difficulties among pupils from 0 to 6 years old and their repercussion in the other areas of development (cognitive, social, motor and emotional), promoting good psychological health.
Be able to motivate people with diverse needs to develop their own personal abilities.
Identify specific needs for educational support in diverse educational situations and contexts to establish adjusted intervention guidelines.
Implement the material and technological resources of the classroom to the different specific needs of educational support and reinforcement.
Plan inclusive educational actions.
Be able to promote and design preventive programs in relation to psychological difficulties among pupils in Early Childhood Education.
Have communication and social skills promoting empathy in the pupil's family and other professionals.
Develop a critical understanding and respectful attitude towards psychological difficulties among Early Childhood pupils, in order to normalize differential integral development.
Creatively design strategies for conflict management and resolution in pupils in the Early Childhood Education stage.
Design educational responses tailored to the specific needs of educational support based on the principles of normalization and inclusion.
Know how to organize and plan times and spaces based on diversity and available resources.
Know the validation processes of work instruments for educational intervention with people with specific needs for diverse educational support.
Establish appropriate guidelines for relations with the families of pupils with specific educational support needs.
Know the fundamentals of early care for its application in educational practice.
Recognize the role, functions and tasks of professionals dedicated to educational treatment and intervention.
Recognize creativity and collaboration as valuable instruments in overcoming psychological difficulties, both for teachers and for Early Childhood pupils.
Know the validation processes of work instruments for educational intervention for people with specific diverse educational support needs.
Additional outcomes
Not established.

• Unit 1: Educational Intervention and Early Attention in Educational Needs in the Early Childhood Education Stage.
• Unit 2: Psychopedagogical Evaluation in the Educational Treatment of Educational Needs in the Early Childhood Education Stage.
• Unit 3: Educational Treatment of Educational Needs in the Early Childhood Education Stage.
• Unit 4: Intervention and Educational Treatment in Psychological Needs associated with behavioral problems in Early Childhood Education.

Training Activity	Methodology	Related Competences (only degrees before RD 822/2021)	ECTS	Hours	As	Com	Description
Analysis of articles and reviews [OFF-SITE]	Self-study	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.6	15	Y	N	Readings oriented to the search for information and reflection on it. Personal study.
Writing of reports or projects [OFF-SITE]	Problem solving and exercises	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.8	20	Y	Y	Collaborative work. Realization of group work and oral presentation of the same. It is important to highlight the penalty for plagiarism according to the criteria of the University. It will be recoverable with another test with similar characteristics and students will be informed at the beginning of the semester.
Other off-site activity [OFF-SITE]	project-based learning	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.8	20	Y	Y	Defense of Work by Research Groups. It is important to highlight the penalty for plagiarism according to the criteria of the University. It will be recoverable with another test with similar characteristics and students will be informed at the beginning of the semester.
Writing of reports or projects [OFF-SITE]	Case Studies	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.68	17	Y	Y	Resolution of Cases in Class. It will be recoverable with another test with similar characteristics and students will be informed at the beginning of the semester.
Study and Exam Preparation [OFF-SITE]	Assessment tests	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.72	18	N	N	Study and analysis of evaluation tests.
Class Attendance (theory) [ON-SITE]	Combination of methods	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	2.32	58	Y	N	Theoretical - practical classes.
Final test [ON-SITE]	Self-study	2.1.II.01. 2.1.II.02. 2.1.II.03. 2.1.II.04. 2.1.II.05. 2.1.II.06. 2.1.II.07. 2.1.II.08. 2.1.II.09. 2.1.II.10. 2.1.II.11. 2.1.II.12. 2.1.II.13. 2.1.II.14. CB05 CG02 CG03 CG04 CG05 CG06 CG09 CG10 CT02 CT04 CT05 CT06 CT07	0.08	2	Y	Y	Evaluation test (exam) on the contents of the subject. To pass the subject, it is essential to obtain a minimum grade of 4 in continuous assessment tests or the final test in order to make an average and pass the subject with a 5 out of 10. Retrievable test in an extraordinary call.
Total:			6	150
Total credits of in-class work: 2.4			Total class time hours: 60
Total credits of out of class work: 3.6			Total hours of out of class work: 90

As: Assessable training activity
Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).

Evaluation System	Continuous assessment	Non-continuous evaluation *	Description
Assessment of active participation	20.00%	0.00%	The evaluation is obtained with the assessment of the participation in activities and presentations in class.
Final test	50.00%	60.00%	Theoretical-practical written test. It is essential, to pass the subject, to obtain a minimum grade 4 in continuous assessment tests or final exam to be able to make an average and pass the subject with a 5 out of 10.
Projects	30.00%	40.00%	Educational Research, Analysis and Intervention Project. It is important to highlight the penalty for plagiarism according to the criteria of the University.
Total:	100.00%	100.00%

Not related to the syllabus/contents
Hours	hours

Unit 1 (de 4): Educational Intervention and Early Attention in Educational Needs in the Early Childhood Education Stage.
Activities	Hours
Analysis of articles and reviews [AUTÓNOMA][Self-study]	3.75
Writing of reports or projects [AUTÓNOMA][Problem solving and exercises]	5
Other off-site activity [AUTÓNOMA][project-based learning]	5
Writing of reports or projects [AUTÓNOMA][Case Studies]	3.75
Study and Exam Preparation [AUTÓNOMA][Assessment tests]	4.5
Class Attendance (theory) [PRESENCIAL][Combination of methods]	15
Final test [PRESENCIAL][Self-study]	.5
Group 24:
Initial date: 02-11-2022	End date: 25-11-2022
Group 25:
Initial date: 02-11-2022	End date: 25-11-2022
Comment: Activities will be developed on articles, reports and works on the theme of the subject.

Unit 2 (de 4): Psychopedagogical Evaluation in the Educational Treatment of Educational Needs in the Early Childhood Education Stage.
Activities	Hours
Analysis of articles and reviews [AUTÓNOMA][Self-study]	3.75
Writing of reports or projects [AUTÓNOMA][Problem solving and exercises]	5
Other off-site activity [AUTÓNOMA][project-based learning]	5
Writing of reports or projects [AUTÓNOMA][Case Studies]	3.75
Study and Exam Preparation [AUTÓNOMA][Assessment tests]	4.5
Class Attendance (theory) [PRESENCIAL][Combination of methods]	15
Final test [PRESENCIAL][Self-study]	.5
Group 24:
Initial date: 02-11-2022	End date: 25-11-2022
Group 25:
Initial date: 02-11-2022	End date: 25-11-2022
Comment: Activities will be developed on articles, reports and works on the theme of the subject.

Unit 3 (de 4): Educational Treatment of Educational Needs in the Early Childhood Education Stage.
Activities	Hours
Analysis of articles and reviews [AUTÓNOMA][Self-study]	3.75
Writing of reports or projects [AUTÓNOMA][Problem solving and exercises]	5
Other off-site activity [AUTÓNOMA][project-based learning]	5
Writing of reports or projects [AUTÓNOMA][Case Studies]	3.75
Study and Exam Preparation [AUTÓNOMA][Assessment tests]	4.5
Class Attendance (theory) [PRESENCIAL][Combination of methods]	15
Final test [PRESENCIAL][Self-study]	.5
Group 24:
Initial date: 28-11-2022	End date: 22-12-2022
Group 25:
Initial date: 28-11-2022	End date: 22-12-2022
Comment: Activities will be developed on articles, reports and works on the theme of the subject.

Unit 4 (de 4): Intervention and Educational Treatment in Psychological Needs associated with behavioral problems in Early Childhood Education.
Activities	Hours
Analysis of articles and reviews [AUTÓNOMA][Self-study]	3.75
Writing of reports or projects [AUTÓNOMA][Problem solving and exercises]	5
Other off-site activity [AUTÓNOMA][project-based learning]	5
Writing of reports or projects [AUTÓNOMA][Case Studies]	3.75
Study and Exam Preparation [AUTÓNOMA][Assessment tests]	4.5
Class Attendance (theory) [PRESENCIAL][Combination of methods]	15
Final test [PRESENCIAL][Self-study]	.5
Group 24:
Initial date: 28-11-2022	End date: 22-12-2022
Group 25:
Initial date: 28-11-2022	End date: 22-12-2022
Comment: Activities will be developed on articles, reports and works on the theme of the subject.

Global activity
Activities	hours

General comments about the planning:

Activities will be developed on articles, reports and works on the theme of the subject.

Author(s)	Title	Book/Journal	Citv	Publishing house	ISBN	Year	Description	Link	Catálogo biblioteca
Castejón, J.L. y Navas Martínez, L.	Dificultades y trastornos del aprendizaje y del desarrollo e			Club Universitario	978-84-9948-437-2	2011
Echeita Sarrionandia, Gerardo	Educación para la inclusión o educación sin exclusiones			Narcea	978-84-277-1500-4	2007
Garrido Landívar, Jesús	Cómo elaborar adaptaciones curriculares: de centro, de aula			Ciencias de la Educación Preescolar y Especial	978-84-7869-327-6	2006
Gobierno de Castilla La Mancha	Guía de recursos de Atención Temprana de Castilla-La Mancha			APATCAM	84-688-4401-2	2003
Grau Rubio, Claudia	Educación especial :orientaciones prácticas			Aljibe	84-9700-232-6	2005
Méndez Zaballos, Laura	Adaptaciones curriculares: en educación infantil			Narcea	978-84-277-1275-1	2006
Palomares Ruiz, Ascensión	Educación especial y atención a la diversidad			L. Universidad	84-95006-04-9	1998
Palomares Ruiz, Ascensión	La educación especial: teoría y práctica			L. Universidad	84-921490-51	1997
Palomares Ruíz, A. (Coord.)	Investigación y respuestas socioeducativas del profesorado e	Investigación y respuestas socioeducativas del profesorado en el Siglo XXI.		Síntesis	978-84-1357-023-5	2020
Paula Pérez, Isabel	Educación especial: técnicas de intervención			McGraw Hill	84-481-3755-8	2003
Perpiñán Guerras, Sonsoles	Atención temprana y familia: cómo intervenir creando entor			Narcea,	978-84-277-1639-1	2014
Puigdellívol, Ignasi	La educación especial en la escuela integrada: una perspecti			Graó	84-7827-182-1	2005
Rojas del Álamo, Pedro	Bases pedagógicas de la educación especial :profesionales y			Grupo Editorial Universitario	84-8491-453-4	2005
Silva Salinas, Sonia	Atención a la diversidad: necesidades educativas: guía de ac			IdeasPropias	84-96578-02-X	2005
Sola Martínez, Tomás	La educación especial en su enmarque didáctico y organizativ			Grupo editorial universitario	978-84-8491-840-0	2009
Vidal Lucena, Margarita	Atención temprana: guía práctica para la estimulación del ni			Ciencias de la Educación Preescolar y Especial	978-84-7869-028-2	2008