| Center |
| Faculty of Teacher Training |
| Departament |
| Education and School Management |
| Lecturers in charge |
| Sin datos cargados |
| Met. Docent |
| Met. Avaluació |
| - - |
| Bibliografia |
| ALMENZAR, M.L., GERVILLA, A. y MERINO, C. (1993): Proyecto Curricular de Educación Infantil. Ed. Escuela Española, Madrid. ANGULO, F. Y BLANCO, N. (1994): Teoría y desarrollo del currículum, ARMEJACH, R. (1992), Els petits i l'ordinador. Recull de materials, A.M. ARMSTRONG, T., (2001), Síndrome de déficit de atención con o sin ARRIBAS, M.C. Et al. (1993), ¡Clic! Todo es imagen. Una explicación BARKLEY, RUSSELL A. (2002), Niños hiperactivos. Cómo comprender y |
| Continguts |
| EPISTEMOLOGIC INTRODUCTION - Concept of Education. Infant education. - Historical evolution of Infant Education and factors that have influenced. - Spanish legal situation. Modalities of attention to childhood in Spain. - The teacher of Infant Education. Permanent formation. The work in team. II. PATTERNS OF INFANTILE EDUCATION AND INFLUENTIAL THEORIES - Models: Precursors of the New School (Comenio, Rousseau, Pestalozzi, Fr÷bel). Movement of the New School (Montessori, Decroly, Freinet). Movements and educational alternatives. - Influential theories: Psychological (psychoanalytical, cognitives, behaviourist). Sociological. III. THE CURRICULUM OF INFANT EDUCATION - The teaching-learning process. - The planning of a center. The curricular design. Concretion levels of the curriculum. - The programming. Programming of activities. Example of programming of activities for the second cycle. IV. EDUCATIONAL RESOURCES IN INFANT EDUCATION - The material as educational resource. - The organization of the space as educational resource. - The temporary organization as means to get the objectives. V. THE EVALUATION IN INFANT EDUCATION - The evaluation process. - The ends of evaluation. |