Information for the student – Teacher in Early Childhood Education

• Analyse and plan educational tasks, taking into account changes in society.
• Act as mediators so that the classroom activity is significant and stimulates all students' potential to develop.
• Promote values such as mutual tolerance, effort, perseverance, discipline, gender equality and human rights, and foster collaboration outside the school.
• Organise how students interact with the object of study, and promote independent and cooperative learning.
• Undertake tasks of tutoring, guiding and assessing students.
• Create projects that meet the needs of schools and students, with in-depth knowledge of the teaching process and of the materials that are taught.
• Teach in multicultural and multilingual contexts.
• Use new technologies in the classroom.

Cross-disciplinary skills profile

• Commitment to ethical practice
• Capacity to recognise diversity and multiculturalism in current society
• Capacity for learning and to take responsibility for the learning process
• Capacity to adapt to new situations
• Creative and entrepreneurial skills
• Communication skills
• Interpersonal skills
• Ability to work as part of a team
• Ability to make effective use of information and communication technologies
• Concern for sustainability

Specific competences

• Capacity to apply the various elements of early learning curricula coherently: aims, competences, objectives, content and assessment criteria.
• Capacity to facilitate the learning process in early childhood, taking a global and integrating approach to the cognitive, linguistic, emotional, social, cultural and motivational factors involved.
• Capacity to create and maintain a harmonic learning environment for diverse early learning contexts, meeting the specific needs of each child, overcoming learning difficulties and fostering gender equality, equity and respect for human rights.
• Capacity to promote mutual tolerance inside and outside the classroom and solve disputes peacefully.
• Capacity to monitor the classroom atmosphere and mutual tolerance in the primary education learning process, evaluate educational practices in terms of established theoretical frameworks, and take corrective action where required.
• Capacity to stimulate group reflection on respect for rules and respect for others.
• Capacity to encourage independence and self-confidence in all pupils as a means of teaching them about emotions, feelings and values in early childhood.
• Capacity to promote the evolution of the different languages of early education, identify possible dysfunctions and ensure that they are corrected satisfactorily. Capacity to foster the development of communication skills.
• Capacity to manage language learning in multicultural and multilingual contexts, selecting the most suitable teaching resources for each situation. Capacity for spoken and written expression and ability to use a range of expressive techniques.
• Capacity to recognise the potential educational impact of information and communication technologies.
• Capacity to promote the growth and development of children, focusing particularly on hygiene, health and nutrition, and on the fundamental aspects of learning and personality construction in early childhood. Understanding of the basic principles of early childhood education.
• Capacity to participate in the broad range of activities involved in running pre-primary schools, based on an understanding of how they are organised.
• Capacity to recognize that teachers must continually improve their skills and adapt to scientific, educational, technological, social and cultural changes over the course of their professional lives.
• Understanding of the importance of the teacher's role in working with and advising parents on family education for children up to six years old; social skills to deal effectively with individual families and groups of families.
• Ability to analyse classroom methodologies critically to innovate and improve teaching practice. Ability to develop independent and cooperative learning skills, and capacity to transmit them to colleagues and pupils.
• Understanding of the role, potential and limitations of education in today's society and the core competences that affect pre-primary schools and actors in the educational community.
• Capacity to analyse social inequalities in the context of the complex relationship between education and society, and the role schools can play in perpetuating or overcoming such inequalities.
• Capacity to apply improvement measures in schools, based on various quality models.