Bachelor’s Degree in Early Childhood Education

• Students must know how to possess and understand knowledge in an area of study that is based on general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge from the forefront of their field of study.
• Students must know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the solving of problems within their area of study.
• Students must have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.
• Students must be able to transmit information, ideas, problems and solutions to both a specialized and non-specialized public.
• Students must have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

The following are identified as multidisciplinary competences of the Bachelor's degree in Early Childhood Education:

• Understand and relate the general and specialized knowledge of the profession, taking into account both its epistemological uniqueness and the specificity of its teaching.
• Conceive the teaching profession as a process of lifelong learning that is adapting to scientific, pedagogical and social changes throughout life and committed to innovation, the quality of teaching and the renewal of teaching practices, incorporating reflection processes in the action and contextualized application of experiences and well-based validity programs.
• Understand the complexity of educational processes in general and teaching-learning processes in particular.
• Promote and guarantee respect for Human Rights and the principles of universal accessibility, equality, non-discrimination and democratic values and the culture of peace.
• Knowledge of the profession
• Ability for analysis and synthesis
• Oral and written communication in the mother tongue, and in a second language
• Ability to manage information and use advanced technological recourses.
• Ability to function initially in their profession and face job challenges with safety, responsibility and concern for quality.
• Interpersonal relationship skills, teamwork and multidisciplinary groups.
• Recognition of diversity and multiculturalism.
• Ability to acquire an ethical commitment
• Ability for criticism and self-criticism
• Ability to apply knowledge to practice, transferring it to new situations.
• Ability, initiative and motivation to learn, research and work autonomously.
• Foster creativity or ability to generate new ideas, as well as entrepreneurship
• Leadership
• Ability to design and manage projects

The block of specific competences, regulated by Order ECI/3854/2007, of December 27, can be grouped into two sections. On the one hand, the Common Specific Competences (CEC) which refer to the Bachelor's Degree in Early Childhood Education and, on the other hand, Modular Specific Competences (CEM), which are either basic training, didactic-disciplinary training or belong to the practicum, as we will explain below.

Common Specific Competences

In regard to the Common Specific Competences, the following are listed:

• Know the objectives, curricular contents and evaluation criteria of Early Childhood Education.
• Promote and facilitate early childhood learning, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.
• Reflect in groups on 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.
• Know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure its correct evolution. Effectively address language learning situations in multicultural and multilingual contexts. Express yourself orally and in writing and master the use of different expression techniques.
• Know the educational implications of information and communication technologies and, in particular, of early childhood television.
• Know the basics of children's dietetics and hygiene. Know the basics of early assessment and the bases and developments that allow understanding the psychological, learning and personality building processes in early childhood.
• Know the organization of the nursery schools and the diversity of actions that comprise their operation. Assume that the exercise of teaching must be perfected and adapted to the scientific, pedagogical and social changes throughout life.
• Act as a counselor for fathers and mothers in relation to family education in the 0-6 years phase, and master social skills in the treatment and relationship with the family of each student and with all families.
• Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it in students.
• Understand the role, possibilities and limits of education in today's society and the fundamental competences that affect nursery schools and their professionals. Know models of quality improvement that are applicable to schools.
• Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students, gender equality, fairness and respect for human rights.
• Foster coexistence in the classroom and outside it, and address the peaceful resolution of conflicts. Know how to systematically observe learning and coexistence contexts and know how to reflect on them.

Specific Modular Competences

The Modular Specific Competences of the Bachelor's degree in Early Childhood Education listed in Order ECI/3854/2007 of December 27 are detailed below. These Modular Specific Competences are detailed below organized into modules, depending on whether they belong to the basic education, didactic-disciplinary or practical education blocks.

Specific Modular Competences of the basic education block:

Module I: Educational processes and personality development (0-6 years)

• Understand the educational and learning processes in the 0-6 years period, in the family, social and school context.
• Know the developments in the evolutionary psychology of childhood in periods 0-3 years and 3-6 years.
• Know the basics of early assessment. Recognize the identity of the stage and its cognitive, psychomotor, communicative, social and emotional characteristics.
• Know how to promote the acquisition of habits in regard to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristic play.
• Know the pedagogical dimension of interaction with peers and adults and know how to promote participation in collective activities, cooperative work and individual effort.

Module II: Learning difficulties and developmental disorders.

• Identify learning difficulties, cognitive dysfunctions and those related to attention.
• Know how to inform other specialist professionals in order to address the collaboration of the center and the teacher in the attention to the special educational needs that arise.
• Acquire resources to favor the educational integration of students with difficulties.

Module III: Society, family and school.

• Create and maintain communication ties with families to effectively influence the educational process.
• Know and know how to exercise the functions of tutor and counselor in relation to family education.
• Promote and collaborate in actions in and outside the school, organized by families, town halls and other institutions with an impact on citizen education.
• Analyze and critically incorporate the most relevant issues of today's society that affect family and school education: social and educational impact of audiovisual languages and screens. Change in gender and intergenerational relationships; multiculturality and interculturality; discrimination and social exclusion and sustainable development.
• Know the historical evolution of the family, different types of family, lifestyles and education in the family context.

Module IV: Children, health and food

• Know the basic principles of healthy development and behavior.
• Identify disorders in sleep, eating, psychomotor development, attention and auditory and visual perception.
• Collaborate with specialized professionals to solve these disorders.
• Detect affective, nutritional and well-being deficiencies that disrupt the adequate physical and psychological development of students.

Module V: Management of the school space, materials and teaching skills.

• Understand that the daily dynamics in early childhood education is changing according to each student, group and situation, and know how to be flexible in the teaching.
• Value the importance of stability and regularity in the school environment, schedules and teachers' moods as factors that contribute to the harmonious and integral progress of students.
• Know how to work as a team with other professionals in 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, identifying the peculiarities of the 0-3 years and 3-6 years period.
• Attend to the needs of the students and transmit security, tranquility and affection.

Module VI Systematic observation and context analysis

• Understand that systematic observation is a basic instrument to reflect on practice and reality, as well as contribute to innovation and improvement in Early Childhood Education.
• Master observations and recording techniques.
• Address field analysis using observational methodology using information, documentation and audiovisual technologies.
• Know how to analyze the data obtained, critically understand the reality and prepare a report with conclusions.

Module VII The Nursery School

• Place the nursery school in the Spanish Educational System, in the European and international context.
• Learn about international experiences and examples of innovative practices in Early Childhood Education.
• Evaluate the importance of teamwork.
• Participate in the elaboration and monitoring of educational projects of Early Childhood Education within the framework of the center's projects and in collaboration with the territory and with other professionals and social agents.
• Know the legislation that regulates nursery schools and their management.
• Evaluate the personal relationship with each student and their family as a quality factor of education.

Modular Specific Competences of the didactic-disciplinary education block:

Module VIII Learning Natural Science, Social Sciences and Mathematics

• Know the scientific, mathematical and technological foundations of the curriculum of this stage, as well as the theories about the acquisition and development of the corresponding learning.
• Know didactic strategies to develop numerical representations and spatial, geometric and logical development notions.
• Understand mathematics as sociocultural knowledge.
• Know the scientific methodology and promote scientific thinking and experimentation.
• Acquire knowledge about the evolution of thought, customs, beliefs and social and political movements throughout history.
• Know the most outstanding moments in the history of science and technology and their importance.
• Develop didactic proposals in relation to the interaction of science, technology, society and sustainable development.
• Promote interest and respect for the natural, social, cultural environment through appropriate educational projects.
• Promote experiences of introduction to information and communication technologies.

Module IX Learning Languages and Literacy.

• Know the Language and Literacy curriculum of this stage, as well as the theories about the acquisition and development of the corresponding learning.
• Promote speech and writing skills.
• Know and master oral and written expression techniques.
• Know the oral tradition and folklore.
• Understand the transition from oral expression to writing and know the different registers and uses of language.
• Know the learning process of reading and writing and its teaching.
• Address situations of language learning in multilingual contexts.
• Recognize and value the proper use of verbal and nonverbal language.
• Know and properly use resources for reading and writing animation.
• Acquire literary training and especially know children's literature.
• Be able to encourage a first approach to a foreign language.

Module X: Music, Plastic and Body Expression

• Know the musical, plastic and Body Expression foundations of the curriculum at this stage, as well as the theories about the acquisition and development of the corresponding learning.
• Know and use songs to promote auditory, rhythmic and vocal education.
• Know how to use games as a teaching resource, as well as design learning activities based on game principles.
• Develop didactic proposals that promote musical perception and expression, motor skills, drawing and creativity.
• Analyze the audiovisual languages and their educational implications.
• Promote sensitivity related to Plastic Expression and artistic creation.

Specific modular competences that correspond to the Practicum block

Specific modular competences that correspond to the Practicum block, and are applicable both to the internships that the students carry out throughout their degree, as well as to the final research project they carry out:

• Acquire a practical knowledge of the classroom and its management.
• Know and apply the processes of interaction and communication in the classroom, as well as master the social skills and abilities necessary to foster an environment that facilitates learning and living together.
• Control and monitor the educational process and, in particular, teaching and learning through mastery of necessary techniques and strategies.
• Relate theory and practice with the reality of the classroom and the center.
• Participate in the teaching activity and learn how to teach, acting and reflecting from practice.
• Participate in proposals for improvement in the different areas of action that can be established in a center.
• Regulate the processes of interaction and communication in groups of students 0-3 years and 3-6 years.
• Know ways to collaborate with the different sectors of the educational community and the social environment.

The access path to study the Bachelor's degree teachings are those indicated in Art. 3 of Royal Decree 412/2014, of June 6, which establishes the basic regulations for admission procedures to official university degree programs. In addition, at Nebrija University it is necessary to pass the Admission Tests that are specific to each degree, whose specific content and procedure will be described in section 4.2. Access requirements and admission criteria of point number 4.

From academic years 2014/2015 to 2016/2017, and as established in RD 412/2014, in regards to students who have passed the Baccalaureate, Nebrija University respects the provisions of Article 13 of RD 1892/2008 and its subsequent modifications on passing the university entrance exam:

“Access to Spanish universities, both public and private, to study the teachings leading to obtaining different official university degrees valid throughout the national territory, will require, in general, passing the exam referred to in article 38 of Organic Law 2/2006, of May 3, on Education, which is regulated in this royal decree, without prejudice to the other cases provided for in article 3 of this royal decree”.

“Students who have degrees of Senior Technician in Vocational Training, Senior Technician in Plastic Arts and Design, or of Senior Technician in Sports, as well as students from foreign education systems and those who have the European Baccalaureate degree or International Baccalaureate Diploma, may access Nebrija University only after passing the University's own entrance tests, without it being necessary to pass the University Entrance Exam (PAU)”.

Regarding the access of non-Spanish speaking students, the same profile as that of Spanish speakers will be required and they must also prove their communicative command in oral and written Spanish language at a B2 level within the Common European Framework of Reference for teaching, learning and language assessment.

Since the 2017/2018 academic year, all students who meet the access requirements legally established in RD 412/2014 will be able to access the Bachelor's degree studies after passing the University's Entrance Tests.

Students who are in any of the following academic situations may apply for admission to the first year of the Bachelor's Degree in Early Childhood Education:

• Students from 2nd year of Baccalaureate and Selectividad (University Entrance Exam), or COU (college preparation courses) and Selectividad (academic years 2014/2015, 2015/2016 and 2016/2017)
• Students who have a Baccalaureate degree of the Spanish Educational System or another that was declared equivalent (2017/2018 academic year and later)
• Students who have degrees, diplomas or Baccalaureate or Baccalaureate studies from educational systems of Member States of the European Union or other States with which international agreements applicable in this regard have been signed.
• Students who have degrees, diplomas or studies homologated to the Baccalaureate degree of the Spanish Educational System obtained in educational systems of member States that are not members of the EU with which no international agreements have been signed to recognize said Baccalaureate degree. In this case, prior homologation of the degree will be necessary.
• Students who have official degrees of Senior Technician in Vocational Training, Senior Technician in Plastic Arts and Design, or Senior Technician in Sports that belong to the Spanish Educational System, or degrees, diplomas or studies declared equivalent or homologated to said degrees.
• Students who have degrees other than those indicated in the previous sections, when said students meet the academic requirements demanded in said State to access their Universities.
• People over 25 who pass the entrance exam established in RD 412/2014.
• People over 40 with work or professional experience in relation to the studies for which they apply for admission.
• People over 45 who pass the entrance exam established in RD 412/2014.
• Students who have an official Bachelor's degree, Master's degree or equivalent degree.
• Students who have an official university degree of Associate's Degree, Technical Architect, Technical Engineer, Undergraduate, Architect or Engineer corresponding to the previous organization of university education or equivalent degree.
• Students who have completed partial foreign or Spanish university studies, or who have completed foreign university studies that were not homologated in Spain. It will be an indispensable requirement that the university recognize at least 30 ECTS credits. In the cases in which the homologation of any degree, diploma or study obtained abroad is required in order to access the University, Antonio de Nebrija University may conditionally admit students who accredit having submitted the corresponding application for homologation while the approval procedure is resolved. The “POA_7 Conditional Enrollment Procedure” that includes these cases was developed in the Academic Ordinance Plan that the University currently has in force.
• Students who were able to access the university according to Spanish Education System regulations prior to Organic Law 8/2013, of December 9.
• In the case of students with special educational needs derived from disability, the need for possible curricular adaptations, itineraries or alternative studies will be assessed.

The Nebrija University will publish on its website the offer of places available for the first year of the Bachelor's Degree in Early Childhood Education, distributing the number of places awarded for each modality as it considers best.

At the Nebrija University, the admission process established by university legislation will be carried out with particular reference to the guiding principles of access to Spanish universities: equality, merit, ability, universal accessibility and adjustment to the criteria of the European Space of Higher Education.

The admission process consists of several phases described below.:

1.- Submit documentation

All candidates who wish to apply for admission must submit the following documentation:

• 1.- Application for admission, duly completed and signed
• 2.- Receipt for registration fees
• 3.- Photocopy of DNI (on both sides) or passport.
• 4.- Two passport-sized photographs.
• 5.- Although it is not a mandatory document, it is recommended the student submit a letter of introduction from a teacher/tutor of the center of origin where the student has studied, that will accompany the academic documents submitted for the application.

In addition, according to the student's access path to the Bachelor's Degree, the following documentation will be requested:

• 6.- Baccalaureate Certificate/Academic Record
• 7.- University Entrance Exam grades (PAU)
• 8.- Access credentials to the Spanish University issued by the UNED, for students from the International Baccalaureate or with a Baccalaureate Degree in the European Community.
• 9.- Specific University Entrance Exam for international students
• 10.- Academic record of the completed degree, for candidates with a university degree or with Higher Education Degree
• 11.- Academic record of the courses taken and teaching programs of each of the subjects passed, for students who transfer to the University,

Only the applications of those students who have submitted the required documentation within the deadlines established by the Admissions Department will be processed. In addition, the student will be asked for all additional information deemed appropriate, in order to know the candidate's suitability for the Bachelor's degree.

2.- Admission Tests

For the purposes of pre-admission and admission, the evaluation of the candidate will be carried out taking into account the following criteria and percentages:

• 1.- Academic transcript/record of the student's route of origin: 60%
• 2.-Personal interview: 20%
  The candidate's suitability will be assessed by virtue of their experience, knowledge, technical and professional skills required for the successful progress in the studies they intend to take. Their motivation and attitudes will also be assessed, as well as other personal aspects that contribute to their adequate adjustment to the chosen studies. The interview may be conducted in the language in which the studies are taught and in writing.
• 3.- Candidate presentation document: 20%
  In a personally prepared document, candidates will present their motivation and interest in the studies requested, as well as any other personal circumstance that they consider relevant to the selection process.

Additionally, candidates must pass a specific language skills test.

The English level test is a written exam with multiple-choice questions, oral and written comprehension, and use of the language. They are taken in person, and are carried out in computer rooms on each campus. They last 60 minutes, and the student must prove to have knowledge of the English language at least at an A2 level (CEFR) to take the Monolingual Program, and a B2 level (CEFR) or higher to take the Bilingual Program. In the event that the candidate's mother tongue is not Spanish, they may accredit a B2 level of Spanish, by means of any accredited certificate. In the event that the candidate's mother tongue is not English, they may accredit a B2 level of English, through any accredited certificate, to access the bilingual modality.

All the student's tests and records will be evaluated and assessed by the Bachelor's Degree Admissions Committee, who will grant or not grant the student's admission taking into account the criteria reflected in the "PGA_11 Procedure for the Operation of the Bachelor's Degree Admissions Committee”, which are part of the Internal Regulations that regulate the access of candidates to the University.

3.- Formalize enrollment

Once each candidate's profile has been assessed and studied and the admission tests passed, admission is communicated to the candidate, so that the student can begin to formalize his/her enrollment. Enrollment consists of the following phases:

• Pre-enrollment
  Candidates must reserve a place. This economic pre-enrollment guarantees the candidate's place at the University.
• Enrollment
  Pre-enrolled candidates who wish to formalize their academic enrollment at the University must, within the deadlines indicated, follow these steps:
  • 1.- Submit documentation: prove that he/she meets the requirements established by Spanish university legislation in order to start university studies.
  • 2.- Formalize the enrollment process by Internet: The self-enrollment service on the Nebrija website allows admitted students to complete all academic, economic and administrative procedures, within the established deadlines. To do this, they will receive at their address, along with their letter of admission, the access code and personal password necessary to be able to complete their self-enrollment. Once the self-enrollment is formalized, the candidate acquires the status of student of Nebrija University.

The Bachelor's Degree in Early Childhood Education from the Antonio de Nebrija University does not allow the simultaneity of teaching modalities, but one can change modality from class attendance to blended teaching, or vice versa. The specific regulations for the change of modality are listed below, Article 7 of the General Student Regulations.

Article 7. Changes in enrollment

If the student is enrolled in a certain degree, subject, elective or program and decides to change their enrollment, they must request it in writing from the General Secretary of Courses in order to receive authorization.

Students who wish to change the modality in which they study a degree, from the class attendance modality to the distance learning modality, or vice versa, must request it in writing to the Secretary of Courses, which will authorize it or not, after having received the report of the Department that will conduct a personal interview with the student who wishes to change their modality, in which the interviewer will assess whether the candidate's work and personal situation, his availability, etc. is compatible with the normal development of the teaching-learning process and activities with the expected teaching load. As a result of this joint analysis, which will entail a mutual exchange of information, students can be guided regarding their real possibilities, the recommended annual tuition charge, the mandatory presence in some activities (exams, etc.) or even if necessary to refuse his candidacy if a probable impossibility of carrying out the programmed training activities in a satisfactory manner was detected.

Under no circumstances may the capacity for each of the verified modalities be exceeded.
The objective criteria that will be used to authorize or not the change of modality will be the following:
Firstly, the availability of authorized places in the destination modality will be assessed. If the number of candidates is greater than the number of places available, the following preference criteria will be applied to authorize the change of modality:

• Priority will be given to the best academic record, by assessing the average grade of the subjects passed so far in the modality of origin.
• Priority will then be given to duly accredited changes of residence, justifying the need for the change of modality.
• As a third criterion, priority will be given to those who accredit changes in their employment situation that justify the need to switch modality.

The above criteria will be applied for the change of modality in both directions.
The authorization will take effect only from the academic year following the one in which the change is requested. In the meantime, the student will have, for all purposes, the student status of the program in which he is enrolled.
The change of option, program or modality does not in any case imply any right of the student to request reimbursement of any amount already paid or that he was required to pay.