Annual Course (Full-Year Students Only. Course must be taken in both Fall & Spring Semesters)
17020 Bases Psicopedagógicas para la Inclusión de los alumnos con Necesidades Específicas (Psychoeducational criteria for inclusion of students with special needs)
Block 1: Perspectives about human variability
1. Social concepts and attitudes about student differences in learning and teaching: historical trajectory.
2. Inclusive and exclusive education: concepts, dimensions, nature and implications.
Block II: Early intervention
1. Detection, evaluation and stimulation: prevention of learning difficulties.
2. Students with special education needs: specific education supports and principal risk groups
3. Role of the family in early intervention
4. Psychopedagogical teams and services: functions, roles and coordination
Block III. Adaptation and accommodation strategies for individuals in inclusive schools. Coordinating learning and the participation of all students in class.
1. Organizational and curricular methods for attention to diversity in different school systems.
2. Adapted learning: Levels of intervention, methods for classroom inclusion, and Individual Education Plans (IEP)
3. Strategies and support for inclusive education: Levels, conditions and competencies for a collaborative effort.
1. Psychology of education: role in relation to other education sciences and psychological disciplines
2. Cognitive learning and development during primary education
3. Multiple intelligences and creativity
4. Process of cognitive and socioaffective learning: perception, attention, memory, problem resolution and motivation, goals, expectations, attributions, self-concept and self-esteem
5. Constructivist concept of education as an instrument of analysis of educational practices
6. Learning strategies: learning to learn, metacognition, interaction between students and cooperative learning
7. Instrumental learning abilities and their difficulties: reading, writing and arithmetic
8. Friendship, play and interaction among equals during school
9. Family in the context of development and learning: role of parents
10. Childhood, media and new technologies
11. Instruments and techniques for analysis and evaluation of behavior: direct observation, participatory observation, interviews, surveys and analysis of results
17027 Educación física en la etapa infantil y fundamentos didácticos (Physical Education in Childhood and Teaching Foundations)
1. Analysis of objectives and motor content in elementary education
2. Education focus on and apart from movement
3. Physical-motor development of a child
4. Fundamentals of the didactics of motor function in this age group
5. Methodology and strategies for teaching physical education in elementary school
6. Importance of games and the distinct strategic forms of application.
7. Movement forms for the elementary stage
8. Methodological proposals as a result of the elaboration of different learning slogans
9. Motor story: a didactic alternative.
10. The circuit: its dynamic benefit for sessions.
11. Ideas for teaching expressive movement.
12. Motor evaluation in elementary education.
Basic motor skills
1. Motor development: introduction, factors that hinder, motor characteristics by stage (postnatal, infancy and childhood)
2. Psychomotor aspects of Elementary Education: concept, classification, elements to consider, evolution and analysis
3. Proposals of practical applications of psychomotor content in Elementary Education
4. Evaluating motor skills and psychomotor aspects
Health and Hygiene
1. Promoting health in school: concepts and general terms
2. Disease, infections, contagious diseases: signs and detection of most common diseases in school
3. The body’s natural and acquired defenses: immune system, antibodies and health habits that reinforce defenses
4. Disease prevention: healthy habits of personal hygiene and types, composition, and schedule of vaccines
5. Body awareness: identification of different parts, regions and areas of the body and locating different organs and body systems
6. The senses: sight, smell, sound, taste and touch
7. General concepts of health: habits, routines and oral health
8. Emergency situations in the school setting: accidents, definition of terms, methods of prevention, action plans and first responders
8. Emergency situations in the cafeteria: prevention and action plan
9. Growth and birth of a baby
10. Feeding a baby: advantages of breastfeeding and types of milk and extra vitamins
Food and Nutrition
1. Basic concepts and terminology: present state of Food Education
2. Components of food: food groups, the wheel of foods, the Food Pyramid and other initiatives
3. Nutrients: mechanical and chemical digestions, absorption, and digestive hygiene
4. Food in the kitchen: mixes and changes in the kitchen, culinary chemistry.
5. How is food preserved?
6. Food additives and preservatives
7. Foodborne infections: illnesses caused by pathogenic microorganisms, toxic chemical substances and the food itself
8. Eating and life style: indices and indicators, metabolism and level of physical activity
9. Diets and principles of adequate nutrition: balance, quality and variety of nutrients
17101 Literatura española, literatura infantil y educación literaria (Spanish Literature, Children’s Literature and Literary Education)
A. Spanish literature
1. Introduction to literature: literary theory and studies.
2. Literary communication: literary language
3. Canonical and peripheral literary systems: concepts and functions
4. Speech and writing in literature
5. Literary genres: Literary history and periodization
6. Theater: Study of a dramatic text
7. Poetry: Study of a poetry collection
8. Narration: Study of a narrative text
(All texts will be Spanish literature, classical or contemporary)
B. Children’s Literature
9. Introduction to children’s literature: Concept and characterization.
10. Classics of Spanish children’s literature
11. Text and pictures and books for children
12. Genres of children’s literature: narrative, poetry, theatre text and performance
C. Literary Education
13. Literary education and teaching literature: Notions of literary learning
14. Text selection: criteria and resources
15. Resources for literary education: workshops about reading and writing
16. Reading guides and text commentaries: activities for comprehension and expression
– Teaching and learning experimental sciences: a theory.
– Scientific education in Primary School.
– The experimental sciences curriculum in Primary Education.
– Field trips and other practical ways of teaching the experimental sciences.
Students will learn the evolution of Physical Education as a school subject, as well as the reasons to include such discipline in the Primary Education curriculum (which have to do with education, well-being, health and quality of life of children).html=”no”]
1. Rhythm and movement
2. Sound and vocal education
3. Study of theory of musical elements necessary for reading and interpreting music
4. Study of instruments
5. Didactics of music education in elementary school
1st SEMESTER (Fall)
Topics discussed: chemical composition of the body, cell structure and respiration, metabolism, neurons, the nervous system, muscle, blood, the immune system, cardiovascular system and respiratory physiology.
Relationship of physical activity and health in relation to various physiological systems and pathologies. Physical activity and health in the educational system. Materials and resources for the creation of healthy physical activities.
Analysis of the importance of sports in the education of children and young adults. Defining the concepts of sport and education. Socialization and sports. How to teach physical education.
– Introduction to children’s literature.
– Classic fairy tales.
– Literary education.
– Text and image in children’s books.
– Oral narration, poetry, drama.
Topics discussed in class: scientific and experimental methods, matter and energy, physical processes and chemical changes, the Earth and its living organisms. Class experiments in Primary Education. How to teach science to children.
2nd SEMESTER (Spring)
1. Education policies: politics of Education, international education and Supranational Organizations involved in Supranational Education Policy
2. Origins of the concept of Europe: geography, anthropology, language, shared roots
3. European integration: integration prior to the EU and significant milestones in the creation of the EU.
4. First stage of EU education policy: from Foundational Treaties (1951/57) to the first Education Action Program (1976)
5. Second stage: from first Education Action Program (1976) to Lisbon European Council (2000).
6. Third stage: the “Lisbon effect,” benchmarks in Education in the EU until 2010, Lifelong Learning program
7. European Space for Higher Education: justification, origins, evolution, dimension and challenges. Implications for Spanish universities.
8. Key Competencies in the European Union: reflections in the, LOE, curriculum and essential knowledge
9. Benchmarks in European Union education from 2010-2020: “knowledge triangle”. html=”no”]
Evolution of Physical Education as an academic discipline; importance of the discipline in the Primary Education curriculum (education, well-being, health and quality of life of children).
2. Energy and Physical Exercise
• Exercise output at rest and during exercise
• Metabolic adaptation
• Energy utilization during exercise
• Fatigue and its causes
3. Muscular Adaptations
4. Cardiovascular Response and Adaptation
5. Respiratory Regulation
6. Hormonal Regulation
7. Health and Nutrition
1. The body, physical activities in prehistoric socieites: motrocity and human evolution.
2. Social function of physical activity in different historical periods: social value.
3. History: meaning and funcitonality. Place of the body in culture. Descriptive vs. Interpretive History.
4. Theories of the origin of sports
5. Pre-Helenic Civilizations: Mesopotamia, Creet, Egypt.
6. The Classical World.
7. Industrial Revolution. Physical activity and violence.
8. 18th & 19th centuries. Development and expansión of institutionalized sports.
9. Critical analysis of the Olympics
16828 Actividad física y deporte para personas con discapacidad (Physical activity and sports for the Disabled)
WORKING WITH DIFFERENT TYPES OF DISABILITIES
1. Characteristics of psychologically or mentally disabled people. Difficulties with perception, impulsive behavior and hyperactivity. Psycho-emotional and psycho-motor characteristics and their implication in physical activity and sports.
2. Physical disabilities. Etiologies, characteristics and their incidence in physical activity and sports
3. Sensory disabilities. Type, degree and implication.
MOTOR SKILLS AND PHYSICAL-SPORTS ACTIVITIES IN DISABLED PEOPLE
4. Motor skills in the realm of disability, stage of development and degree of impact.
5. Various types of physical and sports activities (educational, ludic-recreational, therapeutic and competitive)
PHYSICAL ACTIVITY & SPORTS IN EDUCATION
6. Educational differences in Special Education
7. Curricular adaptation in special schools
1. General concepts about new trends in physical education oriented to health and quality of life.
2. Methods and resources for obtaining information
3. Models of analysis
4. New trends in strength training, functional training, aquatics, equipment, materials, organization and management
5. Appropriateness of use for different groups
Block 1. Educative function of the family
1. Theoretical framework of the family: concept of family and its functions, a construction from diversity
2. Types of families: multicultural, underprivileged, divorced, children with disabilities and specific support needs, etc.
3. Familiar education: educative models (democratic, permissive, etc.)
Block 2: School/home relationship
4. Elements that influence and aspects that facilitate or hinder relations
5. Counseling family in elementary education: basic foundations, principles, functions and professional profile. Social abilities that facilitate communication and dialog.
Block 3. Knowledge of different forms of counseling and intervention that teachers have: needs and demands
6. Intervention modes and strategies: clarification of demands, interview, group meetings
7. Models of intervention about the most frequent childhood family psychoeducational problems
8. Organization, activities, instruments and resources to develop an adequate school and family intervention: family interview in the school setting, meetings, team coordination with parents.
1. Language in Elementary Education: structure and objectives
2. Phonetic plane of language: introduction to the phonological-phonetic system of Spanish, rules for pronunciation and variants
3. Introduction to the study of the morphosyntactic plane: formation of words and learning lexicon, word segmentation and analysis of grammar.
4. Semantics: significance, semantic relations and recognizing semantic structures
5. Written expression: methodological resources to develop comprehension and expression, orthography, accentuation and punctuation.
6. Oral expression: methodological resources to develop expression, pronunciation, accent and intonation
7. Sociocultural diversity in the use of the Spanish language
8. Didactic resources and materials to teach and learn Spanish in elementary school