Basic competences

• BC1: Students have shown that they have and understand knowledge in an area of study, starting from the basics of general secondary education, which is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge from the cutting edge of their field of study.
• BC2: Students know how to apply their knowledge to their work or vocation in a professional manner, and possess the skills that they usually demonstrate through the development and defence of arguments, as well as the resolution of problems within their area of study.
  
• BC4: Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.

General competences

• GC1: Know the objectives, curricular content and evaluation criteria of Early Years Education.
• GC4: Promote coexistence inside and outside the classroom and address the peaceful resolution of conflicts. Know how to systematically observe contexts of learning and coexistence and know how to reflect on them.
• GC5: Reflect in a group about the acceptance of norms and respect for others. Promote the autonomy and uniqueness of each student as factors of education of emotions, feelings and values in early childhood.

Specific competences

• SC37: Acquire knowledge about the evolution of thought, customs, beliefs and social and political movements throughout history.
• SC40: Promote interest and respect for the natural, social and cultural environment through appropriate educational projects.

Unit 1. Understanding the social and cultural environment in Early Years Education curriculum

• A tour through legislation on Early Years Education in Spain
• Social science content in Early Years Education curriculum
• Bibliographic references

Unit 2. The learning society in Early Years Education: standards and values

• The social learning process for a child
• Content on social importance in Early Years Education
• Critizen values in present-day society
• Bibliographic references

Unit 3. Principles and references taught in the teaching of Social Sciences in Early Years Education

• Pearson and society, the framework for action
• Parents, educational establishment and community
• Students: didactic principles for understanding the social environment
• The social and cultural context in nursery schools (NS)
• Bibliographic references

Unit 4. Self-concept in Early Years children: self-awareness, personal autonomy and daily life

• Self-awareness and personal autonomy
• Estabishment of own interpretative framework
• Self-awareness and personal autonomy as taught in Social Sciences
• Learning activities and their assessment. Global focus
• Bibliographic references

Unit 5. Teaching-learning in the pre-school classroom

• Space in the curriculum of Early Years Education
• How do children conceptualise space?
• The view of the world and understanding about space for Children in Early Years Education
• Working with maps: teaching children to locate themselves and objects in space
• Bibliographic references

Unit 6. Teaching-learning of time and History in Early Years Education

• Learning about time
• Teaching History in Early Years Education
• Acquiring the concept of causation
• Bibliographic references

Unit 7. Teaching-learning about the cultural environment and artistic manifestations

• The current curriculum for cultural and artistic material in the European Union
• What we understand by cultural environment and children’s art
• Children’s culture, art and literature
• Proposal for a visit to a museum as a method for developing the teaching-learning process in the cultural environment and for artistic expressions
• Bibliographic references

Unit 8. Social Sciences and multiple intelligences

• Multiple intelligences by Howard Gardner
• Teaching History in Early Years Education
• Draw from the children's previous ideas
• Personal intelligences
• Developing spatial intelligence
• The comprehensive evaluation
• As a conclusion
• Bibliographic references

Unit 9. Set up and evaluate the knowledge of social and cultural environments in Pre-school

• The programming of Early Years Education in current legislation
• When to teach? The importance of programming
• Why teach? The objectives
• What to teach? The content
• How to teach? The methodology
• What, how and when to assess?
• Programming in Early Years Education

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

• Work. These are activities of different types: reflection, case analysis, practice, etc.
• Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
• Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.

Download the program

These activities are combined with the following aspects:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject. Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam.

The hours dedicated to each activity are detailed as follows:

ASSIGNMENTS	HOURS
Attendance to virtual classes	10 hours
Master classes	6 hours
Basic material study	25 hours
Reading the additional resources	7 hours
Tasks and self-evaluation tests	14 hours
Tutoring	8 hours
Collaborative work, forums, debates, etc.	4 hours
Final exam	1 hours
Total	75 hours

Basic bibliography

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

• Gudín de la Lama, E. (coord.) (2015). Didáctica de las Ciencias Sociales. [Teaching Social Sciences]. Logroño: UNIR Editorial.
  

Complementary bibliography

• Armstrong, T. (2006). Inteligencias múltiples en el aula: Guía práctica para educadores. Barcelona: Paidós.
• Domínguez-Castillo, J. (2015). Pensamiento histórico y evaluación de competencias. Barcelona: Graó.
• Escamilla, A. (2008). Las competencias básicas. Claves y propuestas para su desarrollo en los centros. Barcelona: Graó.
• Gardner, H. (2001). Reformulated intelligence. Multiple intelligences in the XXI century. Barcelona: Paidós.
• Marías, J. (2005). Map of the personal world. Madrid: Alliances.
• Scheler, M. (2003). Gramática de los sentimientos: lo emocional como fundamento de la ética. Barcelona: Critical.

The evaluation system is based on the following numerical chart:

0 - 4, 9	Suspense	(SS)
5,0 - 6,9	Approved	(AP)
7,0 - 8,9	Notable	(NT)
9,0 - 10	Sobresaliente	(SB)

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Assessment method	Min - Max Score
Participation in forums, classes, etc.	0% - 40%
Task, practice cases and activities	0% - 40%
Self-evaluation test	0% - 40%
On-site final exam	60% - 60%

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit.
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums...). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.