|Guía Docente 2019-20|
INNOVATION AND RESEARCH IN INFANT EDUCATION (INNOVACIÓN E INVESTIGACIÓN EN EDUCACIÓN INFANTIL)
|Subject:||INNOVATION AND RESEARCH IN INFANT EDUCATION (INNOVACIÓN E INVESTIGACIÓN EN EDUCACIÓN INFANTIL)|
|Programme:||GRADUADO EN EDUCACIÓN INFANTIL. PLAN 2015 (BOE 17/08/2015)|
|Module:||OBSERVACIÓN SISTEMÁTICA Y ANÁLISIS DE CONTEXTOS|
|Year:||2||Teaching period:||Segundo Cuatrimestre|
|Classroom activities:||65||Individual study:||85|
|Main teaching language:||Inglés||Secondary teaching language:||Castellano|
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
|General programme competences||G01||Capacity to analyse and synthesise information from different sources.|
|G02||Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired.|
|G03||Capacity to organise, plan and self-assess the work undertaken.|
|G04||Capacity to apply information technologies critically and constructively as tools to promote learning.|
|G05||Capacity to work in a team and cooperate with other professionals from the same or a different sector.|
|G07||Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.|
|G08||Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc.|
|G09||Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights.|
|G10||Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.|
|G11||Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement.|
|G12||Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.|
|Specific programme competences||E23||Understand that systematic observation is a basic tool to reflect on work and situations, as well as to contribute to innovation and improvement in preschool education.|
|E24||Master the techniques of observation and registration.|
|E25||Tackle field analysis through observational methods using information, documentation and audiovisual technologies.|
|E26||Know how to analyse the data obtained, critically understand the situation and draft a report with conclusions.|
|E28||Know of international experiences and examples of innovative practices in preschool education.|
|E33||Know the scientific, mathematical and technological foundations of the curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned.|
|E39||Create didactic proposals connected to scientific, technical, societal and sustainable development interaction.|
|Regulated profession competences||P01||Know the objectives, curricular content and assessment criteria for Preschool Education.|
|P02||Promote and enable learning in early childhood - from an overall inclusive perspective - of the various cognitive, emotional, psychomotor and volitional aspects.|
|P03||Design and regulate learning areas, in the context of diversity, which cleave to the individual educational needs of the pupils, gender equality and respect for human rights.|
|P04||Foster harmony in the classroom and outside, and tackle the peaceful solution of conflicts.|
|P05||Know how to systematically observe learning and coexistence in action and reflect on both.|
|P07||Promote the independence and individuality of each pupil as educational factors in early childhood emotions, feelings and values.|
|P10||Express oneself orally and in writing and master the use of different expressive techniques.|
|P11||Know the educational implications of information and communication technologies and, particularly, television in early childhood.|
|P15||Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.|
|P17||Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils.|
|Learning outcomes||R01||Use simple research tools and techniques for Preschool Education.|
|R02||Understand that systematic observation is a basic tool to reflect on work and the situations, as well as to contribute to innovation and improvement in preschool education.|
|R03||Know the theoretical features that characterise classroom interaction.|
|R04||Critically and reflectively analyse the activities undertaken during teaching practice, linking them to material learnt in this subject.|
|R05||Tackle field analysis through observational methods using information, documentation and audiovisual technologies.|
The aim of the subject is to provide the students with a huge range of resources for an innovative and reflexive teaching.
1/ School visits are planned each month in order to practice all the theory and tools that we are learning.
In this school visits we will observe, take notes, share results, debate, compare... as if you were real teachers.
You will be requested to do a Research Project in groups, focusing on a specific need, using data recording, creating an Action Plan...
Also, we will be informed about innovation programmes that these schools are runnign at the moment.
This visits will take place in a different timetable (from 9am to 14 pm, on fridays), once per month.
Your lecturer will tell you in advance the location, date, and so on, to help you to organice your agenda.
The subject´s schedule and plan may be subject to change on account of group performance, availability of resources, changes made to the Academic Calendar, etc., therefore, it should not be considered as a fixed and closed course.
If any changes are made, you will be informed by your lecturer.
2/ Classroom activities: The subject is divided in three main blocks of content (as shown below):
-CH.O: Children Observation
-AC.RE: Action Research (tools for self-evaluation and development for teachers)
-INN: Innovation and research skills
|1 - PARTICIPANT OBSERVATION, UNSTRUCTURED OBSERVATION.|
|2 - NON PARTICIPANT OBSERVATION, SEMI-STRUCTURED OBSERVATION. THEORY.|
|3 - NARRATIVES. ANECDOTAL. RUNNING RECORDS.|
|4 - RATING SCALES. GRAPHICS. NUMERICAL SCALES.|
|5 - CHECKLIST.|
|6 - SAMPLING. TIME SAMPLING. EVENT SAMPLING.|
|7 - DIAGRAMATIC. HISTOGRAMS. TRACKING. SOCIOGRAMS.|
|8 - SCHOOL VISIT: apply the theory learnt during the course: observe, record, analyse... using the observation techniques seen, in a real context.|
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Student work load:
|Teaching mode||Teaching methods||Estimated hours|
|Extra-curricular activities (visits, conferences, etc.)||3|
|Individual coursework preparation||20|
|Group cousework preparation||20|
Calculation of final mark:
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
|PALAIOLOGOU, Ioanna. Child observation. A guide for students of early childhood. London: learning matters,2016.|
|JAMES, Peter. Teachers in Action. Cambridge: Cambridge University Press, 2001.|
|RANDALL, Mick. Advising and supporting teachers.Cambridge: Cambridge University Press, 2001|
|DOMINGO, Ángels. La práctica reflexiva. bases, modelos e instrumentos. Madrid: Narcea, 2014.|
|Institute of Education Sciences||https://eric.ed.gov/|
|Scotland Early Childhood provision||www.educationscotland.gov.uk|
|Edutopía (George Lucas Education Foundation)||www.edutopia.com|
|Frontiers in Human Neuroscience||www.frontiersin.org|
* Guía Docente sujeta a modificaciones