Course Description 2020-2021 - Observation and innovation in Early Childhood Education - Florida Universitaria
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Observation and innovation in Early
Childhood Education
Course Description
2020-2021
Degree in Teacher of Early Childhood Education
Titulación adscrita aObservation and innovation in Early Chilhood Education: Course description
INDEX
1.- Identificaction .................................................................................................................. 2
2.- Description and General Objectives ................................................................................ 2
3.- Specific requirements ...................................................................................................... 4
4.- Competences .................................................................................................................. 4
5.- Learning outcomes .......................................................................................................... 7
6.- Activities and methodology .............................................................................................. 8
7.- Syllabus ......................................................................................................................... 10
8.- Assessment ................................................................................................................... 12
9.- Students in extenuating circumstances ......................................................................... 15
10. Annoted bibliography and references ........................................................................... 15
11. Specific regulations....................................................................................................... 18
12. Doubts and office hours ................................................................................................ 19
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FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
1Observation and innovation in Early Chilhood Education: Course description
1.- Identification
Subject Observation and innovation in Early Childhood
Education
Subject/Module Observation and innovation in Early Childhood
Education
Type of module Mandatory subject
ECTS 6 ECTS
Degree Degree in Teacher of Early Childhood Education
Course/Semester Level 2 / 1st semester (2A), 2nd semester (2B)
Department Education
Name: Sonia Renovell Rico
E-mail: srenovell@florida-uni.es
Office: Education Unit (Ground floor building D)
Office hours:
Teacher - Thursdays 11.45-12.45h (2A)
- Tuesday 15.30-16.00 (2C = 2SIM-G.PRI)
Groupes: A and C (2SIM-G.PRI)
(*) It is recommended to arrange appointment for
tutorship by e-mail.
Idioma en el que se imparte English
2.- Description and General Objectives
This subject enables the students of the degree in Early Childhood Education to get
familiar with the observation and innovation processes in education, according to the ORDEN
ECI/3854/2007, in which competences to become a graduated teacher are set. These are
the competences that must be acquired:
• Ability to understand systematic observation as a basic tool in order to think about the
professional practice; as well as to contribute to innovation and the improvement of
Early Childhood Education.
• Ability to master observation and register techniques.
• Ability to carry out a field analysis with observational methodology using ICT, reports
and media.
• Ability to analyse collected data to understand critically the reality and to produce a
final report.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
2Observation and innovation in Early Chilhood Education: Course description
Competences more related to this subject as stated in this regulation (ORDEN
ECI/3854/2007, de 27 de diciembre) are the following:
• To think about the teaching methods in order to innovate and improve the teacher’s
duty.
• To acquire customs and skills to autonomous and cooperative teaching and promote
it among the students.
• To understand function, possibilities and limits of education in current society and
essential competences which affect Early Childhood Education schools and
practitioners.
• To know model of quality improvement that could be implemented in schools.
The subject’s objectives are:
1. To understand systematic observation as a basic tool in order to think about the
professional practice and the reality; in addition to contribute to innovation and the
improvement of Early Childhood Education.
2. To know different observation and registration techniques, for the purpose of carry
out a field analysis with observational methodology using ICT, documents and media.
3. To identify the most relevant elements to compose a final report.
4. To analyse the collected data and to acquire skills to critically understand the
reality.
5. To interpret data and elaborate important conclusions, communicate them
properly in memories, abstracts or reports.
6. To design research projects in early childhood education.
7. To develop critical of thinking as a habit about and assess critically different ways
and models of theoretical approaches and research in the early childhood education.
8. To acquire and use suitable vocabulary related to educational area and social
sciences in general.
9. To search, select and use different bibliographic sources and material related to the
educational area.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
3Observation and innovation in Early Chilhood Education: Course description
10. To develop a reading habit about specific literature on early childhood education in
general (books, articles, journals...). To develop an observation habit about media
related to the matter.
11. To develop and strengthen cooperative work competences.
3.- Specific requirements
Although there are not previous specific requirements, it is important that students are
keen on stressing these attitudes and skills:
• English Language Oral FLUENCY.
• Respect and tolerance, as the basis of living together and cooperative work.
• Use of bibliography, web sites and ICT skills in order to search for and use information
related to the subject.
• Team-working and autonomous working skills.
• Responsible attitude towards daily work to acquire contents and procedures in the
subject.
• Active participation and proactivity. Showing creativity in specific activities.
• Resolution capacity: constructive and improvement.
4.- Competences
FLORIDA’S EDUCATIONAL MODEL COMPETENCES
G1. ICT Digital skills
• Being able to search for information on the internet.
• Ability to prepare documents including advanced resources (tables, columns, images and objects,
table of contents, index, etc.) using Word and Power Point.
• Ability to use virtual platform (Floridaoberta) in order to send and receive messages with attached
documents, to download documents or to participate in forums
G2. Oral communication
• Ability to argue clearly.
• Being able to participate in group reflexions/debates (big or small group) with own judgement in
English.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
4Observation and innovation in Early Chilhood Education: Course description
• Ability to understand and produce orals presentation in English in formal and informal settings in
front of class group.
• Being able to use accurate vocabulary and specific concepts.
• Ability to communicate respectfully.
G3. Written communication
• Being able to understand and produce written texts in English in formal settings.
• Ability to write without significant spelling mistakes.
• Ability to produce clear and syntactically correct writing.
• Applying rules of citation and footnotes.
• Being aware of a coherent and suitable writing.
• Ability to prepare schemes, conceptual maps and abstracts.
G4. Foreign language fluency: English
• Being able to access sources and references in English.
• Ability to participate in debates using English as a language of communication.
• Being able to compose writing activities in English.
• Showing positive attitude towards using English as a language of communication in class: ask the
teacher or classmates questions, do writing activities, use new vocabulary in compositions...
G5. Team-working
• Being able to contribute to team work, sharing with kindness.
• Ability to have self-knowledge (strengths and weaknesses analysis) in order to gain personal
improvement (more frustration tolerance) and perfect cooperative work effectiveness.
• Being aware of Florida’s rules about presentation reports and sending activities, in addition to terms.
• Being actively and democratically involved in the agreements in team work activities.
• Ability to practice active listening in the group meetings.
• Being able to assume individual responsibility as part of cooperative work.
• Ability to work in team with other professionals inside or outside the centre (Florida Universitària) in
order to: attend student’s demands, planning of learning sequences, organisation of working
activities in the class and leisure time.
G6. Conflict resolution
• Ability to manage emotions properly.
• Developing a positive attitude towards pacific conflict resolution in big and small groups.
• Ability to assume techniques of dialogue for cooperative learning.
• Developing a favourable attitude towards general agreement and democratic decision making.
G7. Lifelong learning
• Developing interest for pedagogic training (activities, courses, seminars, workshops, conferences
attendance...) proposed by the teachers.
• Ability to show initiative in personal training: propose and communicate events or activities requiring
participation or attendance.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
5Observation and innovation in Early Chilhood Education: Course description
• Being able to read reviews, specific literature or even media related to the matter.
G8. Commitment and ethics
• Ability to express teachers’ ethical commitment, also those that are inherent for exercising active
citizenship in democratic societies.
• Being able to show effective and affective use of a constructive criticism and a supportive attitude.
G9. Initiative, innovation and creativity
• Ability to be spontaneous, proactive and have a creative attitude.
• Ability to get involved in activities which require searching, observation and discovery also
transference and association of knowledge.
• Ability to produce well-founded original proposals as a result of observation and analysis.
• Ability to suggest alternative solutions and develop changes and reasonable improvements.
G10. Leadership
• Ability to optimise situations, promoting conflict resolution.
• Being able to manage situations or people, without manipulation, abuse or use or show of violence
of any kind (symbolic or cultural) or force (direct or indirect).
G11. Self-regulation and responsibility in learning process
• Being able to define improvement strategies to achieve personal and / or professional goals
• Ability to demonstrate a willingness to make changes in his decision making in pursuit of the
achievement of an individual or group goal.
• Being able to show capacity for effort, involvement and persistence in achieving goals when facing
personal and collective challenges.
DEGREE’S COMPETENCES
BASIC AND GENERAL
GC13. To express yourself orally and in writing correctly and adequately in the official languages of the
Autonomous Community.
GC14. Using information and communication technologies with confidence as usual working tools
GC15. To analyze and incorporate critically the most relevant issues of today's society that affect family
and school education, like the social and educational impact of the audiovisual and mass media languages,
the changes in gender and intergenerational relations, multiculturalism and interculturalism, discrimination
and social inclusion and sustainable development, and also to promote educational actions aimed at
preparing active citizenship and democratic, committed to equality, especially between men and women.
GC16. Promote cooperative work and individual work and effort.
GC17. Assume that the exercise of the teaching function has to be improved and adapted to scientific,
pedagogical and social changes throughout life.
GC18. To know the processes of interaction and communication in the classroom.
GC19. Recognize the identity of each stage and its cognitive, psychomotor, communicative, social and
affective characteristics.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
6Observation and innovation in Early Chilhood Education: Course description
GC20. Design, plan and evaluate teaching activity and classroom learning in multicultural contexts and
coeducation
GC21. Know how to work as a team with other professionals inside and outside the center in the care of
each student, as well as in the planning of learning sequences and in the organization of work situations in
the classroom and in the play space
GC22. To know and apply basic methodologies and techniques of educational research and be able to
design innovation projects identifying evaluation indicators.
GC23. Understand that systematic observation is a basic tool for reflection on practice and reality, as well
as contributing to innovation and improvement in education.
GC24. Identify and plan the resolution of educational situations that affect students with different capacities
and learning rhythms, as well as acquiring resources to promote their integration.
SPECIFIC
SC88. Ability to understand that daily dynamic in Early Childhood Education is changing related to each
student, group or situation and that requires ability to be flexible in teacher’s duties.
SC89. Ability to know elements that affects pedagogical and organizational work and how to promote
participation in group activities in order to get school’s improvement and innovation, through the interaction
with practitioners.
SC90. Being able to identify, know and assess innovative experiences in early childhood education.
SC91. Ability to know and analyse educative policies, their legislative developments and their implications
in legislative changes and educative innovations.
SC92. Ability to join and understand significant data in order to offer pedagogical judgements with social,
scientific, technical and ethical arguments.
SC93.Being able to diagnose needs, complex situations and possibilities of people in order to justify
educational actions.
SC94. Ability to master observation and registration techniques.
SC95. Being able to carry out a field analysis with observational methodology using ICT, reports and
media.
SC96. Ability to analyse collected data to understand critically the reality and prepare a final report.
5.- Learning outcomes
LEARNING OUTCOMES COMPETENCES
O1. Understand and explain educational action in a context,
recognise and identify the elements which affect the
SC88, SC89, SC91, SC93
environment and the educational process in educational
contexts.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
7Observation and innovation in Early Chilhood Education: Course description
O2. Identify and assess thoughtfully and critically the
elements that must be observed in early childhood education, SC88, SC90, SC92, SC93, SC94, SC95,
suggest innovative initiatives of collaborative work after SC96
observation and analysis of educational action.
O3. Produce pedagogical judgements draw from
interpretation of significant data derived from different sources,
connecting information and setting up conclusions, and SC94, SC95, SC96
he/she communicate to the group in order to promote the
participation of the other members in his/her results.
O4. Interpret and elaborate well-founded diagnoses draw
from the observation of detected needs in complex situations,
showing a searching attitude and an investigative spirit in SC90, SC92 SC94, SC95, SC96
the planning and suggestion of actions in the Early
Childhood Education area.
O5. Think about and assess, critically and from and explicit
reasoning, different ways and models of make theory and
research in the early childhood education. Also, use suitable SC89, SC91, SC92
vocabulary related to educational area and socials sciences in
general.
O6. Design a research project in the Early Childhood
SC92, SC93, SC94, SC95, SC96
Education, identifying the elements and the phases properly.
6.- Activities and methodology
The students’ workload in this particular subject is equivalent to 25 hours per credit.
According to this amount, the workload is 150 hours in total. Distributed as follows:
• In-class activities: ATTENDANCE IS COMPULSORY at 80% of sessions (theoretical
lectures, seminars, projects, tutorials, etc.): 60 hours
• Self-study activities: (revising and preparing for lectures, make exercises, doing
research, preparing project, reviewing specific literature, etc.) : 90 hours
According to that, the work is distributed among the following activities which applicate the
percentages:
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
8Observation and innovation in Early Chilhood Education: Course description
IN-CLASS ACTIVITIES
Teaching model Methodology Percentage
THEORETICAL
Brief glance on course contents by the teacher. 25%
LECTURES
Work team monitored by the teacher
Case studies
PRACTICAL
Diagnostic analysis 30%
LECTURES
Significant construction of knowledge draw from interaction
and personal involvement of the student
LABORATORY Activities developed in fully-equipped spaces 5%
SEMINARS / Monographic sessions monitored by teacher and that required
10%
WORKSHOPS active participation of students
TEAM-WORKING /
Carrying out a project to solve a problem through planning,
INTEGRATED 25%
design and executing activities
PROJECT
Meetings about students’ learning progress on competences
MENTORING HOURS and contents. 5%
Attendance could be individual or in small group
TOTAL (40% del total) 100%
HOMEWORK
Teaching model Methodology Percentage
Designing and planning tasks to be implemented in class: 45%
TEAM-WORK reading and preparation of specific documents, solving
problems, seminars, projects…
Reading necessary theoretical resources for critical analysis 55%
in order to complete the group and individual activities.
INDIVIDUAL Carrying out research, selecting and using information and
resources.
Study time.
TOTAL (60% del total) 100%
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
9Observation and innovation in Early Chilhood Education: Course description
7.- Syllabus
Contents
Knowledge will be introduced as problematic, controversial and questionable that
requires promote researching as a basic way of learning. In order to develop these
principles is it necessary a tolerance, democratic and respectful climate.
UNIT 1: INNOVATION AND LEARNING
• Change for what? ... In what sense?
• Innovation, reform and change in education.
• Innovation in education and teacher role in innovation processes: from teacher as
an uncritical transmitter to an innovative researcher teacher.
• Innovation in Early Childhood Education. Early Childhood Education as forefront
of innovation.
UNIT 2: EDUCATIONAL PRACTICE IN EARLY CHILDHOOD EDUCATION.
• Educational practice in Early Childhood Education and its problems.
• Teacher role related to curricular practices: Technical-bureaucratic, practical and
professional autonomy or critic. Three models,
UNIT 3: ACTION RESEARCH APPROACH.
• Action research approach as a way of professional and organizational
development of the school.
• Relationship between Learning and Innovation.
• Teacher as a researcher in action research approach. Action research approach
as a way of professional and organizational development of the school.
• How we generate knowledge about our work? Professional development.
Practical knowledge and theorisation, significant keys for professional
development.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
10Observation and innovation in Early Chilhood Education: Course description
UNIT 4: OBSERVATION AND RESEARCHING INSTRUMENTS IN EARLY CHILHOOD
EDUCATION
• Identification research needs: situation and problems.
• Instruments for observation and collecting data. Design and implementation.
• Study, design and testing instruments for observation and research about
teaching and organisational practice in Early Childhood Education.
• Communication of produced knowledge.
UNIT 5: NEW INNOVATION PROSPECTS IN EARLY CHILDHOOD EDUCATION
• New prospects in innovation: early childhood school as an organisation that learns
from professional culture of cooperation.
• Collaborative work.
• Relationship among teacher, student and school as mutual learning.
• The growth of the school from the shared professionalism: evolution and
development of and in the school.
Planning
NUMBER OF
TECHNICAL
LEARNING TASKS SESSIONS
TOOL
(hours)
INTRODUCING THE SUBJECT 1 / 2 hours
• Reviewing the Teaching guide: objectives, content, Synchronous (in
methodology, assessment, etc. class or teams)
EDUCATIONAL INNOVATION + LEARNING TOGETHER Synchronous (in 7 / 14 hours
Handout, Dialogic literacy circles and Presentations class or teams)
Asynchronous
(Floridaoberta)
ICT: DOCUMENTARY SOURCES (U1 and U2) Synchronous 2 / 4 hours
• Video forum “6 años clave para una vida”. (Teams) and
Asynchronous
(Floridaoberta)
OBSERVATION TOOL Synchronous 1/ 2 hours
(Teams) and
Asynchronous
(Floridaoberta)
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
11Observation and innovation in Early Chilhood Education: Course description
LA SEMILLA DEL CAMBIO + VIDEOCONFERENCES Synchronous 4 / 8 hours
(Teams) and
Asynchronous
(Floridaoberta)
INNOVATE IN ECE 7 / 14 hours
▪ Report about the information obtained through the
observation in different schools and videoforum.
This could include two activities: Synchronous
1. Reflection of innovation in ECE (individual) (Teams)
2. TIPS FOR INNOVATE IN ECE (group activity)
INTEGRATED PROJECT: 3 / 12 hours
Synchronous
SELECTING GOOD PRACTICES TO PROMOTE
(Teams)
INCLUSION IN ECE
SELF ASSESSMENT AND CLOSING SESSION 1 / 2 hours
Synchronous
(Teams)
TOTAL 60 hours
8.- Assessment methods
The indicators to demonstrate the learning process will be achieved through:
• Regular meetings about students’ progress on competences and contents, both in the
classroom and in individual mentoring sessions.
• Assessment of activities including the processing of information, retrieval and analysis.
• Class attendance and participation will also be taken into account.
• Written and oral tests
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
12Observation and innovation in Early Chilhood Education: Course description
Assessment system
ASSESSMENT SYSTEMS AND QUALIFICATION for students with IP
Assessment tools Percentage
Included in
Effective participation (exhibitions, evidence-informed interventions, implementation of
other grading
practical sessions).
procedures
Individual Activities 35%
Letter Videoforum-activity “6 años clave para una vida” (individual) 5%
Observation tool (individual) 5%
Participation in the assemblies discussions by recording and sharing information after
5%
the videoforum/conferences/visits
Final test 20%
Group Activities 40%
Learning together (Oral exposition) 15%
25%
Tips for innovate in ECE
IP ACTIVITY: Selection good practices to promote inclusion in ECE 25%
Included in
Seminars and workshops other grading
procedures
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
13Observation and innovation in Early Chilhood Education: Course description
ASSESSMENT SYSTEMS AND QUALIFICATION for students without IP
Assessment tools Percentage
Included in
Effective participation (exhibitions, evidence-informed interventions, implementation of
other grading
practical sessions).
procedures
Individual Activities 35%
Letter Videoforum-activity “6 años clave para una vida” (individual) 5%
Observation tool (individual) 5%
Participation in the assemblies discussions by recording and sharing information after
5%
the visits
Final test 20%
Group Activities 65%
Learning together (Oral exposition) 15%
Tips for innovate in ECE 25%
Selection good practices to promote inclusion in ECE 25%
Included in
Seminars and workshops other grading
procedures
To pass the subject the student must:
1st call:
• Pass all the individual activities with a minimum of 5 from 10, including the final test
• Pass all the group activities with a minimum of 5 from 10
• All the activities must be uploaded in Floridaoberta in time. If the activity is uploaded
with delay will be revised but the mark will be reduced
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
14Observation and innovation in Early Chilhood Education: Course description
PENALTY
5% MARKObservation and innovation in Early Chilhood Education: Course description
cómo conectarse a éstas en remoto, así como sugerencias y trucos. En todo caso, también
podemos resolver cualquier duda de manera individual cuando traten de usarlas, pasándose
por la biblioteca o contactando por el resto de canales, como bibliote@florida-uni.es.
Basic bibliography:
Carbonell Sebarroja, J. (2000). La aventura de innovar, el cambio en los centros educativos.
Madrid: Morata.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=12948
Dahlberg, G., Moss, P. y Pence, A. (2005). Más allá de la calidad en educación infantil.
Barcelona: Graó.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=24100
Dewey, J (2002). Cómo pensamos. Nueva exposición de la relación entre pensamiento
reflexivo y proceso educativo. Barcelona: Paidós.
No Disponible
Elliot, J. (1996). El cambio educativo desde la investigación-acción. Madrid: Morata.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=8034
Elliot, J. (1997). La investigación acción en educación. Madrid: Morata.
Disponible en Biblioteca Florida Secundària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=17706
Fernández Navas, M. y Alcaraz Salarirche, N. (Coord.) (2016). Innovación educativa. Más
allá de la ficción. Madrid: Pirámide.
Flick, U (2004). Introducción a la investigación cualitativa. Madrid: Ediciones Morata, S.L.
No Disponible
Imbernon, F. (Coord.) (2002). La investigación educativa como herramienta de formación
de profesorado. Barcelona: Graó.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=281137
Latorre, A. (2003). Investigación-acción: conocer y cambiar la práctica educativa. Barcelona:
Graó.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=2132
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
16Observation and innovation in Early Chilhood Education: Course description
Lieberman, A. y Miller, L. (2003). La indagación como base de la formación del profesorado
y la mejora de la educación. Madrid: Octaedro.
No Disponible
Marcelo, C., Mayor, C. y Gallego, B. (2010). Innovación educativa en España desde el punto
de vista de sus protagonistas. Revista de Curriculum y Formación del Profesorado,
14 (1), 111-134.
No Disponible
Mckernan, J. (2001). Investigación-acción y curriculum. Madrid: Morata.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=281139
Shores, E.F y Grace, C. (2004). El portafolio paso a paso. Barcelona: Graó.
Stenhouse, L. (1991) El profesor como investigador. En Investigación y desarrollo del
curriculum (194- 221). Madrid: Morata.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=19262
Sugrañes, E., Alòs, M., Andrés, N., Casal, S., Castrillo, C., Medina, N. y Yuste, M. (2012).
Observar para Interpretar. Barcelona: Graó.
Zabalza, M.A. (2004). Diarios de clase. Madrid: Narcea S.A. de Ediciones.
No Disponible
Additional bibliography:
Campos, C. (2009). Educació, Valors, Actituds. Valencia: Tirant lo Blanch.
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=280825
Comas, A., Lorenzo, N. y Piqué, B. (2011). Estratègies de pràctica reflexiva en la formació
inicial de mestres d´educació infantil. Barcelona: Graó.
De la Herran, A. y Paredes, J. (Coord.) (2008). Didáctica general: la práctica de la enseñanza
en educación infantil, primaria y secundaria. Madrid: McGraw-Hill .
Child perspectives and children's perspectives in theory and practice [Recurs electrònic] / by
Dion Sommer, Ingrid Pramling Samuelsson, Karsten Hundeide Dordrecht; London:
Springer, c2010
Contemporary perspectives on early childhood education [Recurs electrònic] / edited by
Nicola Yelland. Maidenhead; New York : Open University Press, c2010
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
17Observation and innovation in Early Chilhood Education: Course description
Gairín, J. (2000) Cambio de cultura y organizaciones que aprenden. Educar, 27, 31-85.
Disponible en: http://ddd.uab.cat/pub/educar/0211819Xn27p31.pdf
Ibáñez, C. (2010). El proyecto de educación infantil y su práctica en el aula. Madrid: La
Muralla.
Pérez, M. (1999-2000). La escuela como organización que aprende: una tensión entre
cultura escolar y las creencias profesionales de los profesores. Enseñanza, 17-18,
201-216.
No Disponible
Sánchez Blanco, C. (2005). La cooperación en educación infantil, dilemas de una
investigación-acción. A Coruña: Universidad de A Coruña, Servicio de Publicacions.
No Disponible
Santos Guerra, M. A. (2000). La escuela que aprende. Madrid: Morata. Disponible en:
http://www.educacionenvalores.org/IMG/pdf/santosguerra.pdf
Disponible en Biblioteca Florida Universitària:
https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=19467
The construction of a new profession: a European perspective on professionalism in early
childhood education and care / Jan Peeters; [translated by Sandy Reijnhart],
Amsterdam: SWP, 2008.
Online references
CEAPA (Confederación Española de Asociaciones de Padres y Madres del Alumnado)
(2013) Educación infantil: seis años clave para una vida. [Documental] España:
Airecomunicación- CEAPA
11. Specific regulations
We must pay special attention to how important it is to communicate effectively in
oral and written forms, beware of:
• Proper wording (spelling and punctuation) and discursive strategies (coherence,
scheme, development and synthesis.)
• To submit tasks or projects within the time limits and in the correct form as a mark
of respect (for oneself and for others) and as an indication of responsibility.
As future teachers, to copy another’s work means not only being irresponsible and
dishonest, but it also shows incompetence and a lack of commitment. It also shows a
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
18Observation and innovation in Early Chilhood Education: Course description
deficit in the interpretation of information and the development of one’s own ideas.
Remember than:
• The detection of copied work, reports or projects will suppose fail the activity.
• Reference the bibliography in accordance with APA rules.
The importance of cooperative learning and teamwork in early stages requires
democratic attitudes and values such as respect for others, tolerance and generosity. So
for promoting you have to:
• To submit, as a result of teamwork, a proposal of an educative plan of action. This
plan should include innovative alternatives on the non-violent resolution of conflicts
that demonstrates how specific crises have been managed by each team.
• Being punctual would be most appreciated
• Students must bring all the necessary resources to class.
• Students may use their mobile phones but only when they are instructed to by their
teacher.
12. Doubts and office hours
Due to the multiple scenarios that we can find in this course, the communication channels
will be detailed to make good use of each of the corporate tools available:
• E-mail: It’s the main means of communication with teachers. You could use to check
availability to organize tutoring (face-to-face or online).
• Florida Oberta: Here you could find the teaching material; repository for delivery of
work or tasks; for conducting exams or questionnaires.
• Microsoft Teams: allows us to communicate in a network (either group-class, or
individual tutorials), synchronously or asynchronously. The chat on these channels
should not be the means of communication with the teaching staff.
Florida Universitària students may only access and use corporate tools through their email
and, in addition, they must use this as a communication channel via email both with the
teaching staff and with any other service or staff at the center.
Appointments will be arranged in advance, by e-mail in order to consider appointments on
other days and at other times.
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
19Observation and innovation in Early Chilhood Education: Course description
Sonia Renovell Rico
srenovell@florida-uni.es
Office: Education Unit (Ground floor building D)
- Office hours: Thursdays 11.45-12.45h (2A) and Tuesday 15.30-16.00 (2C = 2SIM-G.PRI)
By appointment
FLORIDA UNIVERSITÀRIA – Degree in Teacher of Early Childhood Education
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