|Teaching English in Early Childhood Education|
|Grado en Maestro de Educación Infantil (Grupo bilingüe)|
| ECTS Credits
|Type of subject||Optional|
This subject will provide preschool teachers with the necessary tools and strategies for teaching English through stories, tales, picturebooks, drama, songs, fingerplays and games, as they acquire some important skills needed to adapt the literary resources to their student’s capacities, personalities and needs. In our courses, students will learn strategies to engage children in active explorations aligned with the Math and Science objectives. Students will recognize the integration of science and math content as vehicles for literacy and critical thinking.
Students will explore how children acquire language in social context and the impact of biological, psycholinguistic, and sociocultural factors on language development in the developing of children. Students examine the relationships between language skills and emergent literacy.
Students explore early literacy development and the impact of increasing linguistic and cultural diversity on early childhood language arts/literacy education. Through dynamic and original exercises, the students will make up stories to foster their creativity and teachers will find resources focused on listening, speaking and reading.
Unit 1. What is storytelling?
1.1. How to study this unit?
1.2. The origin of storytelling
1.3. Description of storytelling
1.4. The objectives of storytelling
Unit 2. Getting started to teach through storytelling?
2.1. How to study this unit?
2.2. Literature for children nowadays
2.3. How to choose stories: resources and criteria
2.4. Autonomous reading
Unit 3. Debates of the stories and analysis
3.1. How to study this unit?
3.2. Autonomous reading
3.3. Large and small groups
3.4. Theme units around stories
Unit 4. Stories for children
4.1. How to study this unit?
4.2. Pre-storytelling and post-storytelling
4.3. Tell or narrate: the dilemma
4.4. How to organize a story to be told
4.5. Picture Books
Unit 5. Implementing Reading and Writing
5.1. How to study this unit?
5.2. How to narrate successfully
5.3. Math & Science
5.4. Writing and Early Reading in Storytelling
Unit 6. Students make their stories
6.1. How to study this unit?
6.2. Types of stories
6.3. Structures of the stories
6.4. Ideas to make up stories
Unit 7. Activities around stories
7.1. How to study this unit?
7.2. Large Group Literacy Activities
7.3. Small Group Literacy Activities
7.4. Acquiring Writing Skills through Stories
7.5. Literacy to Scaffold Mature Play
7.6. Learning Math and Science through Stories
Unit 8. Benefits of storytelling
8.1. How to study this unit?
8.2. Introduce vocabulary and grammar in storytelling
8.3. Tools to foster reading stories
8.4. Using ICTs in early childhood
8.5. Promoting Critical Thinking in Storytelling
Unit 9. The Impact of Literacy
9.1. How to study this unit?
9.2. For a linguistic development
9.3. For a global development
9.4. Developing Self- Regulation and Problem Solving
9.5. Practicing Gross Motor Skills through Literacy Activities
9.6. Developing Phonemic Awareness
Unit 10. Learning through games
10.1. How to study this unit?
10.2. Turn a story into a game
10.3. Tools to make riddles, poems, rhymes
10.5. Implementing Songs and Fingerplays in Storytelling
10.6. Center time: Literacy in Every Center
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:
These activities are combined with the following aspects:
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.
Bruner, J. (2002). Making stories. Cambridge, Massachusetts: Harvard University Press.
Dorling Kindersley Book. (1991). My First look at Nature. New York: Random House.
Ellis, G. and J. Brewster. (2002). Tell it again! The New Storytelling Handbook for Primary Teachers. Harmondsworth: Pearson Penguin.
Gibbons, G. (1984). The Seasons of Arnold’s Apple Tree. New York: Scholastic.
Dunn, J. (1980). The Little Rabit. New York: Random House.
Keats, E. J. (1962). The Snowy Day. New York: Scholastic.
Maass, R. (1993). When Winter Comes. New York, Lothorp: Lee & Shepard.
Propp, V. (1998). Morfología del cuento. España: Akal.
Wright, A. (2008). Storytelling with Children. New York: OUP.
The evaluation system is based on the following numerical chart:
0 - 4, 9
5,0 - 6,9
7,0 - 8,9
9,0 - 10
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. .
|Participation in forums, classes, etc.||
|Task, practice cases and activities||
|On-site final exam||
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:
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.
Please, take into account the following tips…