Guías Docentes Electrónicas
1. General information
Course:
EARLY CHILDHOOD EDUCATION FOR DIVERSITY
Code:
47379
Type:
ELECTIVE
ECTS credits:
6
Degree:
302 - UNDERGRADUATE DEGREE IN EARLY CHILDHOOD EDUCATION
Academic year:
2022-23
Center:
102 - FACULTY OF EDUCATION OF CIUDAD REAL
Group(s):
24 
Year:
3
Duration:
C2
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer: OSCAR NAVARRO MARTINEZ - Group(s): 24 
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación - 3.24
PEDAGOGÍA
926052703
Oscar.Navarro@uclm.es
It will be published on the website of the Faculty and on the Virtual Campus during the first 3 weeks of the semester

2. Pre-Requisites

It is recommended that students know the competences and previous knowledge of the subjects of Educational Attention to Learning Difficulties and Learning Disorders acquired during the first two years of the Degree of Teacher of Early Childhood Education.

It is recommended to have a user account at UCLM and be familiar with the use of technological tools since the subject is supported by the Moodle learning platform: https: https://moodle.uclm.es/

3. Justification in the curriculum, relation to other subjects and to the profession

The subject "EARLY CHILDHOOD EDUCATION FOR DIVERSITY" is an optional subject in accordance with the guidelines set for the construction of the European Higher Education Area (EES).

It is aimed at training students of the Faculty of Education in the acquisition of the necessary skills for the subsequent educational intervention in Early Childhood Education Centers with students who present Specific Educational Support Needs, that require an educational attention different from the ordinary one, due to their special educational needs, as well as to all the students to obtain an integral formation and an inclusive social development, in an intercultural society.

This specific attention will be carried out within the framework of the principles of normalization and inclusion, favoring the maximum possible autonomy, in their school, family and social environment.

The student of the Mention with the subject "Early Childhood Education for diversity", from an applied and practical approach, must address the design and development of educational intervention programs, methodological approaches, resources and practical aspects in the educational response to students from different cultures and needs.

On the other hand, tools and resources will be provided for intervention and family counseling, as well as to carry out a coordinated work in attention to diversity with other professionals of the Early Childhood Education educational center.

This subject is related to others of the Mention, such as: "Educational needs in Early Childhood Education", "Prevention and Treatment of Psychological Difficulties", "Developmental Problems and Early Care", "Educational treatment of learning difficulties and the diversity of specific needs". It is also related to subjects of the Degree such as "Educational attention to learning difficulties"; "Teaching-Learning Processes"; "Management and Innovation of Educational Contexts"; "Learning and Developmental Disorders", "Developmental Psychology" and "Educational Psychology", "The Educational Process in the Infant Stage".


4. Degree competences achieved in this course
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.
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.
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.
5. Objectives or Learning Outcomes
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.
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.
Be able to promote and design preventive programs in relation to psychological difficulties among pupils in Early Childhood Education.
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.
Recognize the role, functions and tasks of professionals dedicated to educational treatment and intervention.
Know the validation processes of work instruments for educational intervention for people with specific diverse educational support needs.
Additional outcomes
Not established.
6. Units / Contents
  • Unit 1: THE EDUCATIONAL RESPONSE TO DIVERSITY AND LEARNING DIFFICULTIES IN EARLY CHILDHOOD EDUCATION. NATIONAL LEGISLATIVE FRAMEWORK AND THE AUTONOMOUS COMMUNITY OF CASTILLA LA MANCHA
  • Unit 2: CHARACTERISTICS OF INCLUSIVE CHILDREN'S SCHOOL. MANAGEMENT AND ORGANIZATION OF EDUCATIONAL INSTITUTIONS TO ENABLE THE RESPONSE TO DIVERSITY. INNOVATION IN THE TREATMENT OF DIVERSITY
  • Unit 3: CONCEPTUALIZATION OF SPECIFIC EDUCATIONAL SUPPORT NEEDS
  • Unit 4: TEACHERS AND PROFESSIONALS OF EDUCATION FOR DIVERSITY IN EARLY CHILDHOOD EDUCATION: ROLES AND FUNCTIONS
  • Unit 5: PSYCHOPEDAGOGICAL EVALUATION, DIVERSITY AND SOCIAL CHANGE
  • Unit 6: INTRODUCTION TO THE DESIGN AND EXECUTION OF PROJECTS, INDIVIDUALIZED WORK PROGRAMS AND CURRICULAR ADAPTATIONS FOR THE EDUCATIONAL TREATMENT OF LEARNING DIFFICULTIES AND THE DIVERSITY OF SPECIFIC NEEDS
7. Activities, Units/Modules and Methodology
Training Activity Methodology Related Competences (only degrees before RD 822/2021) ECTS Hours As Com Description
Class Attendance (theory) [ON-SITE] Lectures 2.1.II.08. 2.1.II.09. 2.1.II.11. CG04 CT05 CT06 CT07 1.2 30 Y N Theoretical exposition and debate. Theoretical contents of the subject.
Workshops or seminars [ON-SITE] Workshops and Seminars 2.1.II.01. 2.1.II.02. CG02 1.12 28 Y N Workshops and seminars. Resolution of exercises in the classroom. Preparation, presentation and presentation of studies and research. Discussions and activities and self-assessment and peer review.
Analysis of articles and reviews [OFF-SITE] Group Work 2.1.II.04. 2.1.II.05. CG05 CG06 1.2 30 Y N Reading and analysis of reference and theoretical texts. Resolution of exercises in the classroom. Preparation, presentation and presentation of studies and research. Viewing of documentaries and films.
Writing of reports or projects [OFF-SITE] Group Work 2.1.II.03. 2.1.II.07. 1.6 40 Y Y Specific seminars and workshops. Documentation of the work carried out. Preparation of evaluations. This activity is recoverable.
Study and Exam Preparation [OFF-SITE] Self-study CG03 CT02 CT04 0.8 20 N N Study and analysis of evaluation tests
Final test [ON-SITE] Self-study 2.1.II.06. 2.1.II.10. 2.1.II.12. CG05 0.08 2 Y Y Theoretical exam. This activity is recoverable.
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).

8. Evaluation criteria and Grading System
Evaluation System Continuous assessment Non-continuous evaluation * Description
Theoretical exam 50.00% 60.00% Examination of theoretical contents and readings of the course.
Projects 30.00% 40.00% Design, development and exhibition of diversity programs in early childhood education. Group work. Case study work.
Assessment of active participation 20.00% 0.00% Realization and presentation of exercises, seminars, workshops, documentary material.
Total: 100.00% 100.00%  
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).

Evaluation criteria for the final exam:
  • Continuous assessment:
    Summative evaluation (exam, activities and work). Due to the application of an active methodology focused on the participation of students, those who for justified reasons cannot regularly attend the classes of the subject must talk to the teaching staff at the time enabled for face-to-face tutoring and specify their evaluation, including the theoretical study of documentation and a proposal of activities that allow the development of the competences included in the guide. It will be necessary to attend face-to-face tutorials on a regular basis to coordinate and monitor the evaluation activities from the beginning of the course. To pass the subject it is necessary to obtain at least a score of 4 out of 10 in the Final Test and in the Work. The subject will be passed with a minimum grade of 5 points out of 10 counting the weighted average grade of all evaluation systems. A program will be used to detect the plagiarism of the works and activities that are carried out throughout the semester. For recoverable activities, information will be expanded in Virtual Campus during the first three weeks of the semester.
  • Non-continuous evaluation:
    Summative evaluation (exam and work). Due to the application of an active methodology focused on the participation of students, those who for justified reasons cannot regularly attend the classes of the subject must talk to the teaching staff at the time enabled for face-to-face tutoring and specify their evaluation, including the theoretical study of documentation and a proposal of activities that allow the development of the competences included in the guide. It will be necessary to attend face-to-face tutorials on a regular basis to coordinate and monitor the evaluation activities from the beginning of the course. To pass the subject it is necessary to obtain at least a score of 4 out of 10 in the Final Test and in the Work. The subject will be passed with a minimum grade of 5 points out of 10 counting the weighted average grade of all evaluation systems. A program will be used to detect the plagiarism of the works and activities that are carried out throughout the semester. For recoverable activities, information will be expanded in Virtual Campus during the first three weeks of the semester.

Specifications for the resit/retake exam:
Summative evaluation (exam, activities and work). Due to the application of an active methodology focused on the participation of students, those who for justified reasons cannot regularly attend the classes of the subject must talk to the teaching staff at the time enabled for face-to-face tutoring and specify their evaluation, including the theoretical study of documentation and a proposal of activities that allow the development of the competences included in the guide. It will be necessary to attend face-to-face tutorials on a regular basis to coordinate and monitor the evaluation activities from the beginning of the course.
Specifications for the second resit / retake exam:
Summative evaluation (exam, activities and work). Students who opt for this call will have to contact the teaching staff to plan their evaluation.
9. Assignments, course calendar and important dates
Not related to the syllabus/contents
Hours hours

Unit 1 (de 6): THE EDUCATIONAL RESPONSE TO DIVERSITY AND LEARNING DIFFICULTIES IN EARLY CHILDHOOD EDUCATION. NATIONAL LEGISLATIVE FRAMEWORK AND THE AUTONOMOUS COMMUNITY OF CASTILLA LA MANCHA
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.65
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .35
Group 24:
Initial date: 30-01-2023 End date: 17-02-2023
Group 25:
Initial date: 30-01-2023 End date: 17-02-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Unit 2 (de 6): CHARACTERISTICS OF INCLUSIVE CHILDREN'S SCHOOL. MANAGEMENT AND ORGANIZATION OF EDUCATIONAL INSTITUTIONS TO ENABLE THE RESPONSE TO DIVERSITY. INNOVATION IN THE TREATMENT OF DIVERSITY
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.67
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .33
Group 24:
Initial date: 18-02-2023 End date: 28-02-2023
Group 25:
Initial date: 18-02-2023 End date: 28-02-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Unit 3 (de 6): CONCEPTUALIZATION OF SPECIFIC EDUCATIONAL SUPPORT NEEDS
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.67
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .33
Group 24:
Initial date: 01-03-2023 End date: 17-03-2023
Group 25:
Initial date: 01-03-2023 End date: 17-03-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Unit 4 (de 6): TEACHERS AND PROFESSIONALS OF EDUCATION FOR DIVERSITY IN EARLY CHILDHOOD EDUCATION: ROLES AND FUNCTIONS
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.67
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .33
Group 24:
Initial date: 18-03-2023 End date: 03-04-2023
Group 25:
Initial date: 18-03-2023 End date: 03-04-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Unit 5 (de 6): PSYCHOPEDAGOGICAL EVALUATION, DIVERSITY AND SOCIAL CHANGE
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.67
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .33
Group 24:
Initial date: 04-04-2023 End date: 21-04-2023
Group 25:
Initial date: 04-04-2023 End date: 21-04-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Unit 6 (de 6): INTRODUCTION TO THE DESIGN AND EXECUTION OF PROJECTS, INDIVIDUALIZED WORK PROGRAMS AND CURRICULAR ADAPTATIONS FOR THE EDUCATIONAL TREATMENT OF LEARNING DIFFICULTIES AND THE DIVERSITY OF SPECIFIC NEEDS
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 5
Workshops or seminars [PRESENCIAL][Workshops and Seminars] 4.67
Analysis of articles and reviews [AUTÓNOMA][Group Work] 5
Writing of reports or projects [AUTÓNOMA][Group Work] 6.67
Study and Exam Preparation [AUTÓNOMA][Self-study] 3.33
Final test [PRESENCIAL][Self-study] .33
Group 24:
Initial date: 22-04-2023 End date: 06-05-2023
Group 25:
Initial date: 22-04-2023 End date: 06-05-2023
Comment: During the teaching of each topic, the evaluable activities established by the teacher will be carried out.

Global activity
Activities hours
10. Bibliography and Sources
Author(s) Title Book/Journal Citv Publishing house ISBN Year Description Link Catálogo biblioteca
 
A.A.V.V. Atención a la diversidad Graó 978-84-7827-240-2 2009 Ficha de la biblioteca
A.A.V.V. Educación multicultural, bases teórico-prácticas Universidad Nacional de Educación a Distancia 84-362-3617-3 1997 Ficha de la biblioteca
Abad, Luis V. Inmigración, pluralismo y tolerancia Popular 84-7884-102-4 1993 Ficha de la biblioteca
Ainscow, Mel Desarrollo de escuelas inclusivas: ideas, propuestas y exper Narcea 978-84-277-1323-9 2008 Ficha de la biblioteca
Aranguren Gonzalo, Luis A. De la tolerancia a la interculturalidad: un proceso educativ Anaya 84-207-9051-6 1998 Ficha de la biblioteca
Calvo Buezas, Tomás La escuela ante la inmigración y el racismo: orientaciones d Popular 84-7884-262-4 2003 Ficha de la biblioteca
Carbonell, Francesc Educar en tiempos de incertidumbre: equidad e interculturali Ministerio de Educación y CienciaLos Libros de la 84-8319-230-6 2005 Ficha de la 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 Ficha de la biblioteca
Colectivo Amani Educación intercultural: análisis y resolución de conflictos Popular 84-7884-129-6 2010 Ficha de la biblioteca
Díaz-Aguado Jalón, María José Educación intercultural y aprendizaje cooperativo Pirámide 978-84-868-1709-6 2007 Ficha de la biblioteca
Echeita Sarrionandia, Gerardo Educación para la inclusión o educación sin exclusiones Narcea 978-84-277-1500-4 2007 Ficha de la biblioteca
Essomba, Miquel Àngel Liderar escuelas interculturales e inclusivas /Miguel Ángel Graó 978-84-7827-424-6 2007 Ficha de la biblioteca
Etxeberria, Xabier1944 Sociedades multiculturales Mensajero 84-271-2600-X 2004 Ficha de la biblioteca
Fernández Enguita, Mariano Alumnos gitanos en la escuela paya: un estudio sobre las rel Ariel 84-344-2843-1 1999 Ficha de la biblioteca
Fernández García, T. y García Molina, J. Multiculturalidad y educación: teorías, ámbitos, prácticas Alianza 84-206-4736-5 2005 Ficha de la biblioteca
Jiménez Frías, Rosario A. Pedagogía de la diversidad Universidad Nacional de Educación a Distancia 84-362-4581-4 2003 Ficha de la biblioteca
Jordán, José Antonio La educación intercultural, una respuesta a tiempo Universitat Oberta de Catalunya 84-8429-338-6 2001 Ficha de la biblioteca
Jordán, José Antonio La escuela muticultural: un reto para el profesorado Paidós 84-7509-989-0 1994 Ficha de la biblioteca
Jordán, José Antonio Propuestas de educación intercultural para profesores Ceac 84-329-8662-3 1997 Ficha de la biblioteca
Muñoz Sedano, Antonio Educación intercultural: teoría y práctica Escuela Española 84-331-0747-X 1997 Ficha de la biblioteca
Palomares Ruiz, Ascensión Educación especial y atención a la diversidad L. Universidad 84-95006-04-9 1998 Ficha de la biblioteca
Palomares Ruiz, Ascensión La educación especial: teoría y práctica L. Universidad 84-921490-51 1997 Ficha de la biblioteca
Palomares Ruiz, Ascensión Profesorado y educación para la diversidad en el siglo XXI / Servicio de Publicaciones de la Universidad de Cas 84-8427-351-2 2004 Ficha de la biblioteca
Palomares Ruiz, Ascensión Investigación y respuestas socioeducativas del profesorado en el siglo XXI Síntesis 9788413570235 2020  
von Feigenblatt, Otto Federico y Peña-Acuña, Beatriz Perspectivas españolas en la Educación: mejores prácticas para el siglo XXI Catholic University of New Spain LLC 978-1-67817-360-9 2020  



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