Pedagogy in Early Childhood Education

The Pedagogy in Early Childhood Education program trains professionals who develop skills based on solid disciplinary and pedagogical knowledge, which allow them to progressively learn to define educational strategies that translate into a challenging pedagogical practice for boys and girls according to their age and institutional context.

All this is made easier by UC Pedagogies training model, which focuses pedagogical performance in the field as the center of the training process, progressively developing generative practices that are part of the skills that our graduation profile considers.

Academic degree Bachelor's Degree in Education
Job title Kindergarden educator

Pedagogy in Early Childhood Education UC trains educators who are committed and responsible for the development of quality learning for children, being agents of change in the educational communities where they work, giving meaning and significance to their professional practice with an interdisciplinary approach of his teaching practice.

See complete file in Undergraduate Admission

In this page:

Curriculum

Requirements

Program objectives

Graduate Profile

Work Field

In the field

College life

Links of interest

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Curriculum

The UC Early Childhood Education Pedagogy program lasts eight semesters and awards the Bachelor's degree in Education and the professional title of Early Childhood Educator.
The curriculum offers various training paths that allow students to choose between two majors: Early Childhood Education and Early Childhood Education, and three minors: Interculturality, Childhood Expression, and Educational Resources and Play.

Download curriculum here

Requirements

To graduate from the Early Childhood Education degree and obtain the title of educator or nursery school educator, students must:

Approve the study plan.
Pass the foreign language requirement (ALTE-2 English level).
Pass the communication skills requirement: Spanish.
Pass a qualification exam.

Program objectives

a.	To train educators with a deep understanding of the multiple dimensions involved in the learning and integral development of children from 0 to 6 years old from a playful, sustainable and inclusive approach; capable of recognizing, valuing and incorporating different educational scenarios and sociocultural contexts, with a high commitment to the diversity of childhoods, their families and communities.
b.	To ensure professional training with a social commitment that allows graduates to work collaboratively in different contexts, based on dialogue with professionals from other disciplines, with families and local communities in the co-construction of inclusive learning opportunities, with cultural relevance, safeguarding equity and the rights of children.
c.	To train professionals with a deep knowledge of early childhood education, with the ability to generate relevant learning opportunities aligned with the current curriculum; to develop pedagogical practices based on play and active methodologies, collaborative work, reflection and continuous professional development; to sustainably enhance the development and comprehensive learning trajectories of children, in collaboration with families and communities; and to assume pedagogical leadership guided by an approach of equity and justice in access to learning.
d.	To promote a comprehensive and interdisciplinary education aligned with the profile of UC graduates, enabling them to discern the ethical implications of their work; to recognize and address personal, professional, and socio-ecological development challenges at various levels with a comprehensive and sustainable approach; to develop critical and creative thinking, a collaborative and reflective attitude towards educational problems affecting early childhood and the professional field; assuming a social and public commitment to building a more inclusive and democratic society.

Graduate Profile

Dimension A: Disciplinary

Area A.1. Disciplinary knowledge and culturally significant knowledge

Competition
It encompasses the different ways of knowing and their relationship with disciplinary knowledge and other culturally significant knowledge to achieve deep learning in preschool children.
Subcompetence
A.1.1	Master the fundamental disciplinary knowledge of the early childhood education curriculum, understanding the ways in which this knowledge is produced in relation to the different areas of learning and development.
A.1.2	It encompasses the structure of the knowledge to be taught, establishing a progression of skills and content in order to organize them in pedagogically relevant ways that enhance the learning of girls and boys from 0 to 6 years old.
A.1.3	It establishes relationships between the different areas of learning and development, the various disciplinary knowledge and other culturally relevant knowledge, identifying potential for an interdisciplinary pedagogical approach with cultural relevance.
A.1.4	Critically explains the meaning of learning environments, establishing links with contexts and recognizing their contribution to the integral development of girls and boys.
A.1.5	Understand how disciplinary knowledge and technologies influence each other, identifying the potential and limitations in their use.
A.1.6	Recognizes the value of the different local knowledge and forms of cultural production present in the context, integrating them into their professional practice.

Dimension B: Pedagogical – Disciplinary

Area B.1. Comprehensive development of children

Competition
Make pedagogical decisions based on a comprehensive understanding of girls and boys and their development, promoting inclusive and contextualized learning.
Subcompetence
B.1.1	It analyzes the complexity of the educational phenomenon, applying pedagogical principles to support relevant and contextualized decision-making that promotes the integral development of girls and boys.
B.1.2	Explain what, how and why girls and boys learn, applying fundamental concepts and principles of development and learning, for pedagogical decision-making considering the diverse trajectories.
B.1.3	Explain what, how and under what conditions learning is promoted and developed in early childhood, considering concepts, principles and patterns of thought from the different approaches to learning.
B.1.4	It problematizes assumptions about normality and difference that underlie its pedagogical practice and the educational context in general, avoiding any form of labeling, exclusion and/or discrimination that may put barriers to learning, participation and play.
B.1.5	It enhances the socio-emotional development of girls and boys in diverse educational situations, providing opportunities for the identification, expression and regulation of emotions, the development of their identity and self-esteem and conflict resolution.

Area B.2. Curriculum

Competition
Contextualize the current curriculum in the planning and implementation of learning and assessment situations.
Subcompetence
B.2.1	Analyze the historical, social, cultural, political, and economic character of the selected knowledge, from an intersectional perspective that involves categories of class, ethnicity, race, ability, age, gender, and sexuality to support curricular decision-making.
B.2.2	It recognizes the flexibility of the official early childhood education curriculum for decision-making in the planning of inclusive, contextualized and innovative learning experiences.
B.2.3	Analyze the configuration of the formative goals of the early childhood education curriculum, identifying the key knowledge, skills and attitudes to guide curriculum prioritization decisions when appropriate.
B.2.4	It uses national and institutional curricular instruments in the planning and implementation of contextualized learning and assessment experiences oriented towards comprehensive training.
B.2.5	It creates opportunities for curricular integration that favor an interdisciplinary approach to learning in order to promote the integral development of girls and boys.
B.2.6	Appropriately apply the learning progression for the organization of short and medium term goals in the planning of learning and evaluation experiences.

Area B.3. Teaching for learning

Competition
It generates inclusive learning experiences, oriented towards the integral development of girls and boys, consistent with the formative purposes of Early Childhood Education, based on disciplinary and pedagogical disciplinary knowledge to ensure meaningful and deep learning.
Subcompetence
B.3.1	Design inclusive, playful and challenging learning experiences, geared towards the integral development of girls and boys, consistent with short and medium term goals and appropriate to diverse learning contexts.
B.3.2	Implements meaningful learning experiences aimed at the integral development of girls and boys, relevant to their sociocultural and territorial context, to progressively promote the development of higher skills, based on the curricular foundations of the level.
B.3.3	Use appropriately a variety of teaching resources on different digital and analog media to facilitate learning, participation and play for girls and boys in diverse contexts.
B.3.4	Clearly communicate to girls and boys the purposes of the learning experiences or work instructions when appropriate, monitoring their development.
B.3.5	Promotes productive interactions in the classroom with and between boys and girls, in a constructive dialogue and recognition of difference.
B.3.6	It promotes the involvement of girls and boys in the co-construction of their learning, progressively fostering their skills in collaboration, autonomy, self-regulation and metacognition.
B.3.7	Justify the decisions made for the design and implementation of learning experiences, with arguments based on scientific evidence of disciplinary knowledge, disciplinary pedagogical knowledge and the context.
B.3.8	It incorporates experiences based on play and collaboration as the foundation of the learning and socialization processes of girls and boys.

Area B.4. Assessment for learning

Competition
Applies relevant evaluation strategies to monitor, provide feedback, enhance learning, and make pedagogical decisions based on evidence.
Subcompetence
B.4.1	Plan evaluation procedures and situations based on learning objectives, evaluative intent, agents involved, and the characteristics of girls and boys to monitor, provide feedback, and certify the learning process.
B.4.2	It uses diverse assessment instruments and procedures, consistent with the learning goals of early childhood education, appropriate to the characteristics and sociocultural context of girls and boys, and incorporating information from their families when appropriate.
B.4.3	Provide continuous and effective feedback to girls and boys through different formats and/or procedures, based on known and consistent criteria and indicators, and promoting peer feedback as a learning opportunity.
B.4.4	Clearly and promptly establish the evaluation criteria and indicators in the evaluation procedures and situations, such as hetero-evaluation, co-evaluation and self-evaluation.
B.4.5	Implements actions to improve their teaching practice based on the analysis of evidence and the interpretation of the results of the evaluations, identifying gaps between expected and achieved learning.
B.4.6	Use digital tools relevant to the characteristics of girls and boys and their contexts, to support monitoring practices and timely feedback on learning.
B.4.7	It takes responsibility for the ethical implications of assessment on the learning and motivation of children and their families.

Area B.5. Learning Environments

Competition
Manage inclusive learning environments that promote holistic well-being, collaborative relationships, dialogue, respect, and equitable participation.
Subcompetence
B.5.1	It continuously evaluates learning environments, considering the well-being of children, the pedagogical and playful intentionality of interactions, and the flexibility of time and space.
B.5.2	Design strategies to create environments that ensure equitable access for girls and boys to learning, participation, and play.
B.5.3	It fosters collaborative relationships, positive interactions and the development of democratic coexistence in the classroom, facilitating assertive, empathetic and respectful communication of diversity among individuals and groups.
B.5.4	It promotes equitable participation and learning through the co-construction of agreements on ways of living together and interacting; the optimization of the day's activities; the establishment and sequencing of playful and challenging experiences; and the implementation of different group organizations.
B.5.5	It promotes the development of confidence and self-esteem in girls and boys by communicating high expectations regarding their learning, valuing their own characteristics and recognizing their achievements.
B.5.6	It promptly addresses situations that put the well-being of girls and boys at risk and models strategies for the dialogued and peaceful resolution of conflicts in face-to-face and virtual spaces.

Dimension C: Teaching Professional

Area C.1. Professional Ethics

Competition
He guides his educational work from the ethical-political framework of inclusive education, discerning the foundations and implications of his decisions and acting with professional integrity.
Subcompetence
C.1.1	Critically analyze the legal frameworks and policies that regulate teaching work in early childhood education, as well as the regulations that support the defense and care of children.
C.1.2	Make ethically sound pedagogical decisions that value diversity and ensure equal learning opportunities.
C.1.3	Demonstrates professional commitment and respect for the limits of the teaching role, in their relationships with those who make up the educational community and the professional field.
C.1.4	She directs her teaching practice towards the comprehensive education and well-being of girls and boys, promoting the development of an active and responsible citizenry.
C.1.5	Evaluates ethical and coexistence dilemmas in diverse educational contexts and environments, both face-to-face and digital, proposing solutions tailored to the rights-based approach.

Area C.2. Leadership and community

Competition
It actively contributes to strengthening an educational community oriented towards collaboration, democratic participation and sustainable development.
Subcompetence
C.2.1	Reflectively analyze the national education system, its purposes, its structure and its legal framework, identifying the implications for the development of educational institutions and the teaching profession.
C.2.2	It distinguishes the pedagogical implications and challenges arising from national and institutional educational policies to contribute to the development of inclusive and democratic educational communities.
C.2.3	Establish collaborative relationships with peers, classroom teams, families, professionals from the institution and other members of the educational community, participating in the construction of learning communities.
C.2.4	Collaborates in instances of integration of existing knowledge in the community, valuing the contribution of the various disciplines and the different ways of knowing the world.
C.2.5	It promotes democratic citizenship in face-to-face and digital environments, collaborating in the construction of the educational community through participation and empathetic dialogue with its various members.
C.2.6	It promotes sustainable development and the enhancement of natural and cultural heritage in learning experiences and in various activities with the educational community.

Area C.3. Professional Inquiry and Reflection

Competition
Reflectively examines their own teaching practice and that of their peers to improve the learning processes of girls and boys.
Subcompetence
C.3.1	Identify strengths, weaknesses and professional development needs, based on evidence-based reflection on your performance, to improve your teaching practice, considering aspects of professional self-care, promotion of positive work environments and teacher collaboration.
C.3.2	Systematically evaluates their pedagogical decisions and their implications for children's learning, critically examining their assumptions and the impact of these on their actions.
C.3.3	Demonstrates willingness to professional evaluation and peer learning as part of the continuous improvement of their teaching practice.
C.3.4	It uses theoretical and methodological frameworks of educational research to develop a complex understanding of the educational phenomenon and the production of pedagogical knowledge in diverse educational contexts.
C.3.5	Conducts educational research on teaching practice with the purpose of improving it, selecting methods for collecting, analyzing and interpreting information based on sound reasoning.

Area C.4. Communication skills

Competition
He communicates appropriately and effectively in his relationship with girls and boys and with those who are part of the educational community.
Subcompetence
C.4.1	Demonstrates empathetic attitude and active listening skills in interactions with children, peers, families, and members of the educational community.
C.4.2	Communicates appropriately, both orally and in writing, according to the communicative purposes, the different face-to-face and digital media and contexts of sociocultural diversity, with all members of the educational community.
C.4.3	Uses academic and professional discourse appropriate to the various face-to-face and digital contexts in interaction with children, the classroom team, peers, families and other professionals.
C.4.4	Produces different discursive genres and textual modalities, critically using multiple sources of information to communicate with those who make up the educational and professional community.

Work Field

The educators graduated from our house of studies work leading pedagogical teams from the nursery to the transition or kindergarten level. They work both in traditional educational centers or in unconventional modalities, pedagogical innovation projects, in hospital schools, community educational projects and any institution that develops pedagogy for children under 6 years of age.

Furthermore, they may hold positions in public, private, municipal or other institutions that require specific pedagogical training at this educational level and participate in multi-professional teams or in institutions dedicated to research. They may also advise, design and develop programs or material resources that support the learning and comprehensive development of children.

In the field

Our graduates work in various contexts, assuming their social responsibility for the quality of early childhood education, developing innovative proposals in response to the needs of children in today's society.

College life

Those who take our curriculum have access to a wide range of activities that the Faculty and University provideaccording to the educational project of university life, considering volunteer instances, personal development courses, sports, artistic and cultural activities as well as internships abroad.