Documente Academic
Documente Profesional
Documente Cultură
Date: 15-07-2015
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I.-Subject Identification
Type
OBLIGATORIA
Teaching period
2 course, 1Q semester
N of credits
English
II.-Presentation
Por la importancia del lenguaje en todos los aspectos del desarrollo del nio/a (cognitivos, afectivos, sociales, etc.), los futuros
docentes de Educacin Infantil requieren conocimientos slidos sobre su estructura y funcionamiento, as como sobre las
estrategias didcticas para abordar la enseanza de la lectoescritura y favorecer su aprendizaje y el desarrollo, en los alumnos
y en las alumnas de esta etapa, de las habilidades lingsticas asociadas a esta actividad, sea cual sea el mbito curricular que
se trabaje.
III.-Competences
Generic competences
CG1. Ability to analyse and synthesise.
CG2. Ability to organise and plan.
CG3. Spoken and written native language skills.
CG7. Ability to solve problems.
CG8. Ability to make decisions.
Specific competences
CE1. Ability to understand the complexity of the educational process in general and teaching-learning processes in particular.
CE2. Knowledge of the content to be taught, understanding the epistemological importance specific nature of teaching.
CE3. Sound scientific-cultural and technological training.
CE11. Knowing the objectives, curricular content and criteria of evaluation of early education.
CE16. Understanding of the development of infant expression, know how to identify possible malfunctions and ensure correct
evelopment. Effectively deal with language learning situations in multi-cultural and multi-lingual environments. Oral and written
expression and command of different expression techniques.
CE17. Understanding of the educational implications of Information and Communications Technology.
CE18. Understanding of infant dietary and hygiene principles.
CE31. Design of educational activity related to student understanding of space and time (space-time perspective).
CE32. Design and preparation of communication and expression education approaches the use of gesture and iconic-verbal
strategies (on basic or instrumental learning).
CE34. Use of different languages to promote and develop creativity (on creativity).
CE35. Designing of experiences to get to know the world of nature by perceiving senses (on sensorial and experimental
development).
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IV.-Contents
IV.A.-Syllabus
Bloque temtico
Tema
Apartados
Tema 1. La comunicacin.
Tema 3. El lenguaje.
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IV.B.-Training activities
Type
Title
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V.-Student worload
Lecture classes
29
29
Tests
Academic tutorials
16
20
42
Test preparation
40
180
Period
Content
Pratical classes
Week 1 to Week 16
Group work
Week 1 to Week 16
Tests
Week 6 to Week 6
Tests
Week 16 to Week 16
Theoretical classes
Week 1 to Week 16
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VII.-Assessment methods
VII.A.-Continuous assessment
Regular Evaluation:: If the teacher requires mandatory attendance, it should be precisely specified.
(Note: If a student is not allowed to sit for an exam because he/she has not complied with minimum attendance, this should be
justified using a system of proof; for example, a list of signatures on an attendance sheet).
The distribution and characteristics of the assessment tests are the ones described next. The professor, considering the specific
characteristics of each group, may announce changes during the first weeks of the course that he or she considers appropriate,
previously informing the Vice-rector of Academic Affairs and Organization and Degrees.
Extraordinary Evaluation: Those students who have not succeeded at the ordinary assessment, or have not taken the subject
exams, will have to do a make-up exam in accord with the terms established by the professor.
Description of the tests for assessment and their weights.
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The Assistance for the Disabled Service, according to the regulations of this Service, approved by the Governing Council of the
Rey Juan Carlos University, will provide the guidelines for the curricular adaptations for students with disabilities or special
needs, in order to guarantee equal opportunities, non-discrimination, universal accessibility and better academic success.
For this reason, this University is required to issue a report of curricular adaptations. In order to do so, disabled students or
students with special needs must contact this service to analyze different alternatives.
VII.E.-Rules of Conduct
Rules of Conduct
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VII.-Bibliography
Referecence Generic
Belinchn, Mercedes &Igoa, Jos Manuel &Rivire, ngel. 1998. Psicologa del lenguaje. Investigacin y teora. Madrid: Trotta.
Cassany, Daniel et al. 2007. Ensear lengua. Barcelona: GRAO Delval, J. 2008. Psicologa del desarrollo. Madrid: Siglo XXI.
Jurez, Adoracin &Monfort, Marc. 2008. Estimulacin del lenguaje oral. Madrid: Entha Karmiloff, K. &Karmiloff-Smith, A. 2005.
Hacia el lenguaje: del feto al adolescente. Madrid: Morata. Pinker, S. 2012. El instinto del lenguaje. Madrid: Alianza. Aguado, G.
2000. El desarrollo del lenguaje de 0 a 3 aos: bases para un diseo curricular en la educacin infantil. Madrid: CEPE. Yule,
George. 2004. El lenguaje. Madrid: Akal
Reference literature
Pratt, Chris &Garton, Alisson. 1991. Aprendizaje y proceso de alfabetizacin. Barcelona: Paids. Clemente, R. A. 2000. El
desarrollo del lenguaje. Barcelona: Octaedro. Crystal, David. 1983. Patologa del lenguaje. Madrid: Ctedra Gallardo Ruiz, Jos
Ramn &Gallego Ortega, J. L. 2003. Manual de logopedia escolar. Mlaga: Aljibe Gmez Toln, Jess. 1987. Trastornos de la
adquisicin del lenguaje. Madrid: Escuela Espaola Monfort, M. &Jurez, A. 2001. El nio que habla: el lenguaje oral en el
preescolar. Madrid: CEPE Narbona, J. &Chevrie-Muller, C. 20012. El lenguaje del nio: Desarrollo normal, evaluacin y
trastornos. Barcelona: Masson. Torres Gil, Julia. 1996. Cmo detectar y tratar las dificultades en el lenguaje oral. Barcelona:
CEAC Villiers, P. A. &Villiers, J. 1980. Primer lenguaje. Madrid: Morata
IX.-Lecturers/Teachers/Professors
Lecturer/teacher/professors name
E-mail address
null
Department/field
Category
Profesor Visitante
Academic qualifications
Licenciado/Ingeniero
Subject Coordinator
No
Por determinar
N of Quinquenios
N of Sexenio
Stretch Docentia
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