Bachelor’s Degree in Early Childhood Education (BA)

This program, delivered entirely online on our platform, is built on a qualitative and quantitative foundation of learned knowledge and the pedagogical vocation that graduating students develop for effective professional growth. Throughout the program, students work with the integration of variables and indicators related to learning in children from birth through six (6) years of age, as well as the interaction of maturation with the biological, cognitive, and social stages of learning development. This program’s priority is to prepare students for professional practice with a focus on their vocation, humanistic outlook, and deep spiritual quality.

Profile

A graduate of this program, the Bachelor’s Degree in Early Childhood Education, will possess the following competencies:

• ●Identify the indicators of expected outcomes in each key area of child development from early infancy through six (6) years of age, based on the effects of biological maturation and genetic makeup
• ●Identify the effects of early stimulation on evidence of learning difficulties and develop multidisciplinary services to present immediate intervention strategies
• ●Apply the strategies and techniques needed for children’s learning needs
• ●Foster integrated learning across areas such as literacy, development of logical-mathematical thinking, and social coexistence
• ●Develop professional skills in applying curricula tailored to children’s needs from an early age
• ●Apply the technological resources needed to support early stimulation and its role in the teaching-learning process and in the future professional’s formative research

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Academic Load

• ●A total of 11 quarters (14 weeks of classes + 1 week of exams)
• ●3.5 years
• ●158 credits (56 courses)

Credits for this program are distributed as follows:

• ●General Knowledge — 27 Cr. — 17%
• ●Psycho-Pedagogical Training — 74 Cr. — 47%
• ●Mandatory Training — 52 Cr. — 33%
• ●Thesis Presentation — 05 Cr. — 03%
• ●TOTAL 158 Cr. 100%

Details:

General Knowledge: Oral Expression and Written Production, Mathematics and Geometry, Introduction to Social Sciences, World History, Introduction to General Biology, Education and Applied Technology, General Philosophy, General Psychology 1, Scientific Research Methodology 1, Basic English (ESOL-1), Introduction to Theology, General Statistics.

Psycho-Pedagogical Training: Developmental Psychology I (0–3 years), Developmental Psychology II (3–6 years), Learning Psychology I, Learning Psychology II, Population Analysis and Diverse Needs, Cognitive Language Development, Disability and Special Educational Needs in Children, Personality Psychology, Neuroscientific Approaches and Child Learning, Attention and Concentration Learning (Intelligence BITS); Educational Psychology, Social Psychology 1, Historical Approaches to Education, Curriculum Development and Structure in Education, Early Childhood Educational Innovation, Early-Stage Teaching-Learning Process, Applied Resources in Early Learning, Assessment of Learning at an Early Age, Applied Social Pedagogy, Applied Classroom Management, Applied Teaching Ethics, Scientific Research Methodology 2, Teaching Practicum I (Observation), Teaching Practicum II (Interaction), Teaching Practicum III (Classroom Management), Teaching Practicum IV (Classroom Management), Teaching Practicum V (Classroom Management), Teaching Practicum VI (Final Report — Portfolio).

Mandatory Training: Speech Therapy, Development of Oral and Written Expression, Children’s Literature, Development of Logical-Mathematical Thinking, Classification and Advantages of Play-Based Strategies, Education and Artistic Expression, Body Expression and Psychomotor Development; Family Integrity, School and Society, Child Hygiene, Safety and Health, Discovery of the Social and Natural Environment, Early-Level Curriculum, Special Teaching Methods at the Early Level, Instructional-Technological Resources for the Early Level, Stimulation of Development in Early Childhood, Crafts and Visual Arts, Legal Standards for Early Childhood Care (UNESCO), Education and Musical Expression in Early Childhood, Professional English (ESOL-II).

METHODOLOGY

Course materials are selected by the program faculty and the teaching team of the online (Online) School of Education of “World Theology University – WTU,” together with support staff, virtual library resources, and other digital resources such as videos, virtual PPT presentations, and productions analyzed in class on our portal.

Students are given instructions on how to present videos, hands-on activities, practical materials, supplementary content, and specialized bibliography for real-time online education, highlighting innovative resources developed through learning science in the design of the curriculum.

Each course is developed by a select team of professional instructors and facilitators, with the aim of providing a high-quality educational experience. The teaching team is made up of academics and professionals from different fields of knowledge, dedicated to reinventing education.

Upon enrollment, students receive a real-time virtual class schedule with instructors assigned by subject. Instruction is delivered 100% in real-time virtual format, where students attend classes at the times and with the instructors that best fit their schedule.

PROGRAM CURRICULUM

Quarter 1

Quarter 2

Quarter 3

Quarter 4

PROGRAM TOTAL: 56 courses158 credits60 HT101 HP

SPECIALTY COURSES: 8 Cr

• ●Early Childhood Care and Education (ECCE) I — 4 Cr.
• ●Early Childhood Care and Education (ECCE) II — 4 Cr.
• ●Elementary Education (K–5) I — 4 Cr.
• ●Elementary Education (K–5) II — 4 Cr.
• ●Secondary Education — 4 Cr.
• ●Teaching Mathematics I — 4 Cr.
• ●Teaching Mathematics II — 4 Cr.
• ●Teaching the English Language I — 4 Cr.
• ●Teaching the English Language II — 4 Cr.
• ●Literacy through the Doman Bits Method I — 4 Cr.
• ●Literacy through the Doman Bits Method II — 4 Cr.
• ●Early Stimulation I — 4 Cr.
• ●Early Stimulation II — 4 Cr.
• ●Neuro-Disability I — 4 Cr.
• ●Neuro-Disability II — 4 Cr.
• ●ABA System — 4 Cr.
• ●Dance and Creativity I — 4 Cr.
• ●Dance and Creativity II — 4 Cr.
• ●Group Dynamics I — 4 Cr.
• ●Group Dynamics II — 4 Cr.
• ●Assessment and Planning Design I — 4 Cr.
• ●Assessment and Planning Design II — 4 Cr.
• ●Educational Administration and Leadership I — 4 Cr.
• ●Educational Administration and Leadership II — 4 Cr.
• ●Family Coaching and Parent Association — 4 Cr.

COURSE DESCRIPTIONS

LEI 101 Historical Foundations of Education

This course provides a conceptual overview of the historical evolution of education, along with past and present curricular theories in education. Studying the history of education gives students the knowledge needed for their full personal and pedagogical development. The course examines the interrelationship and reciprocal influence between education and social forces, including culture, the economy, social structure, religion, and various power groups. It supports critical analysis that helps explain today’s educational realities and constraints, while contributing to the design of strategies for the near future.

LEI 102 Oral Expression and Written Production

This course takes a theoretical-practical approach in which the instructor trains students in the appropriate use of the Spanish language and correct writing across all types of documents, building the skills needed for efficient use of the language, reading, and written communication (spelling, punctuation, and accentuation). The course runs in a real-time online interactive format. Students learn writing skills covering administrative documents, speeches, press releases, and bulletins. The instructor also focuses on developing professional spelling and syntax, needed to strengthen effective communication and writing.

MAT 001 Mathematics 1

This theoretical-practical course reinforces students’ secondary/high-school-level math to ease their transition into university-level study. Students and instructors will find a compilation of pre-university-level math material useful for preparing for college entrance exams and as a base text for first-year coursework. As such, this text can serve as a key reference in introductory Basic Mathematics courses, which are increasingly offered at the higher-education level. The course is divided into three parts: I) Algebra and Geometry, II) Analysis, and III) Statistics and Probability.

HIS 021 Contemporary History

This course covers the period from the 18th-century revolutions (demographic, agrarian, economic, social, and political) through World War II. It gives students an appropriate understanding of the origins and historical development of the major issues facing the contemporary world, particularly its social, economic, and political makeup. The course promotes a comprehensive analysis of the historical debates surrounding major events across the Old World and the countries of Latin America and the Caribbean, including the struggles that led to independence.

ICS 105 Introduction to Social Sciences

This course provides a conceptual understanding of the theories used to analyze the main problems facing society and individuals. It also describes key elements that drive the development of competencies essential to shaping an individual with an ethical outlook, critical awareness of reality, openness to diversity, democratic values, and social responsibility. It covers the conceptual distinctions between pure and applied sciences, the historical development of social thought, the development of the social disciplines, and an overview of social work, communication, and public administration, along with the specific subjects of study in contemporary and modern society in light of globalized thinking.

PSI 100 General Psychology

This course introduces students to the study of basic psychological processes as an essential foundation for professional training in psychology. It first covers cognition as a basic psychological process, exploring the mental processes involved. It also examines how information and knowledge are acquired through the activation of specific psychic mechanisms, including perception, attention, memory, thought, and language. It then covers the learning process through the multiple theories that explain it. As a core competency, students will understand and explain concepts, theoretical perspectives, empirical findings, and historical trends in psychology, and their links to other fields of knowledge, so they can apply them effectively in their professional practice.

PSI 110 Developmental Psychology 1 (0 to 3 years)

The core aims of this course are: to identify the fundamental concepts of psychology, giving students a general overview of the aspects and processes of human behavior and its applications, and to distinguish common sense from psychology as a science. The course also aims to build strictly psychological attitudes and dispositions that allow students to observe, analyze, and explain the human mind and individual and social behavior objectively and critically. The general objectives students must achieve in this course, in addition to those noted above, are as follows:

• ●To describe and/or recognize the actual subject matter of psychology today.
• ●To define the basic concepts found across the different topics, relate them appropriately, and correctly use basic scientific psychology terminology.
• ●To understand and recognize the main dimensions of the methodological aspects involved in psychological studies.
• ●To recognize the basic paradigms used today to study and explain mental processes and behavior.
• ●To recognize and describe the main areas of application of psychology.

PSI 112 Learning Psychology I

This course gives students a foundation in the basic topics of cognitive psychology, the research findings in this discipline, and the theoretical frameworks in which they are set, as they relate to learning processes in the school setting fostered, driven, and guided by teaching practice. It is intended for those interested in learning more about the cognitive processes carried out by the student as a learner, so that teaching practice can support them by working with those processes rather than against them. Students will learn theories on the factors involved in the learning process — knowledge that is as important to a teacher as anatomy and human physiology are to a physician.

TIE 100 Information Technology Applied to Education

This course gives students the basic knowledge of various computing applications used in education. It also examines the educational psychology theories underlying the creation of computer-assisted teaching software, so students can deliver high-level technology solutions during their studies in Education. It emphasizes content grounded in the pedagogical concepts that frame the core elements of New Information and Communication Technologies, making the subject engaging and effective, while highlighting what students need to know to become capable professionals in the field.

FIL 201 Introduction to Philosophy

This course gives students an introductory grounding in the essential topics of Western philosophy from a critical perspective. It highlights the critical nature of philosophical inquiry and its implications, along with the questioning of the “obvious,” before moving in the second unit to the foundational accounts of philosophical knowledge that anchor philosophical activity to the historical backdrop of the great thinkers of their time and the countries that shone in their philosophical achievements. The course traces certain tensions and dualities evident in philosophy, then analyzes the historical-philosophical consequences of those oppositions, calling them into question. Units will cover the tension between light and shadow in the Modern era that introduces the significance of secularization in modern philosophy as crystallized in the Enlightenment project. Critical analysis is used to interrogate the conceptual focus on progress, universalism, and the relationship between man and nature, among other themes. The instructor will examine with students the questions raised by Nietzsche and his challenge to Western metaphysical thought and to the opposition between reason and passion.

BIO 001 General Biology

This course provides a conceptual overview of the fundamental theories, practices, and terminology that underlie the study of the processes sustaining life, from cells to microorganisms. It emphasizes analysis at the microscopic level, covering the chemistry involved in the stages of life, cell structure and composition, and the influence of the genetic chain and heredity.

LEI 201 Curriculum Foundations and Structure in Education

This course describes the structural steps involved in building an educational program for a given target population, aimed at promoting learning through curriculum structure — content, clear objectives, materials/tools, and strategies addressing both psychological and pedagogical needs. Over the course, students analyze various models of educational curriculum: classical, encyclopedic, constructivist, competency-based, and attitudinal.

LEI 301 Teaching-Learning Processes

This course analyzes and studies the structured curriculum process, its content and methodology, to foster learning in early childhood and/or preschool age, built on a platform of change and adaptation that transforms constructive processes so students learn and carry out coherent competencies while promoting monitoring and evaluation of the objectives set for this learning process.

LEI 302 Teaching Practicum I (Observation)

This course describes the classroom environment through observation as the primary source for developing teaching-exploration technique. It focuses on evidence of the aspects involved in the teaching-learning process, and covers the tools used to gather baseline information, including field notes, checklists, observation guides, interviews, and audiovisual resources.

PSI 111 Developmental Psychology 2 (3 to 6 years)

This course provides a conceptual overview of the various theories addressing the social, socio-cognitive, play-based, moral, emotional, and personal characteristics of the 0–6-year stage. Students learn in detail the different areas describing psychological development at this stage, the most significant findings from psychology and its pioneers regarding these behavioral changes, and how to situate within them the role played by school, family, and peers in bio-physical, psychomotor, cognitive, linguistic, and socio-emotional psychological development.

LEI 303 Pre-School Level Curriculum

This course provides a conceptual description of how the primary information-delivery tool for the early-childhood program is developed, providing the set of resources needed to support active learning through a variety of learning experiences — including the core description of classroom areas of interest, the objectives set for development and learning, and the teaching practices specific to each domain. The curriculum also provides teaching guides for the main areas of child development and learning, namely: Socio-Emotional, Physical, Language, Cognitive, Literacy, Mathematics, Science and Technology, Social Studies, Arts, and second-language acquisition.

PSI 213 Scientific Research Methodology 1

Gives students the tools and knowledge needed to carry out research, along with the foundations for interpreting, discussing, and presenting its results — contributing to the graduate profile. The course builds students’ critical and objective judgment, enabling them to acquire the knowledge and strategies needed for documentary and experimental research. Specifically, this course helps students: gain a general overview of the state of science in the world, understand the concepts used in research, and apply the scientific method to generate scientific knowledge.

LEI 401 Early-Level Teaching Methods

This course covers the teaching methods applied in the learning program, with a focus on educational action through critical reflection and rigorous analysis of teaching and learning processes in early education and in an early-childhood educator’s professional development, applied to inclusive educational processes for a diverse population. It promotes quality education under equal educational conditions. Students are expected to gain theoretical and practical knowledge of the essential principles underlying this discipline and of curriculum design, development, and evaluation processes. Teaching method is a pedagogical tool applied alongside other teaching methods to ensure the best possible performance in the learning process.

LEI 304 Assessment of Learning in Early Childhood

This course takes a diagnostic and formative approach carried out before the start of a child’s learning process, aimed at identifying students’ prior knowledge on a given subject or understanding their profile. This information allows objectives, content, activities, and resources to be reoriented or adapted to the knowledge and skills students still need. The course covers the different assessment models, such as diagnostic, formative, summative, and integrative assessment.

LEI 305 Teaching Practicum II — Interaction

This course focuses on the theoretical and practical concepts related to schools regarding the observation of and interaction in teacher-led teaching and learning with students. It studies the processes involved in daily activities based on the structure of the education system and its applied styles, as well as the effectiveness of planning and the characteristics, conditions, and communication factors among parties in a classroom.

PSI 113 Learning Psychology II

This course gives students knowledge of the theoretical and practical concepts involved in learning and its interaction with the cognitive system, drawing on research findings in this discipline and the theoretical frameworks in which they are set, as they relate to learning processes in the school setting in its early stages. The course focuses on the instructor’s role as facilitator, driver, and guide in these first stages of a child’s learning. It is intended for those interested in learning more about the cognitive processes carried out by the student as a learner, so that teaching practice can support them by working with those processes rather than against them. Students will learn theories on the factors involved in the learning process — knowledge that is as important to a teacher as anatomy and human physiology are to a physician.

LEI 307 Application of Play-Based Strategies in the Classroom

This course provides a theoretical grounding in developing innovative, creative capacity for the teaching-learning process and its structure, enabling new strategic designs. Play-based strategies build competencies in learning and reinforce them. In other words, the course focuses on developing learning associated with play and interactive activities, which foster motivation and strong interest in learning.

LSI 304 Applied Ethical-Legal Standards in Early Childhood

This course examines the structure of teacher conduct in the educational and social environment within the regulatory framework toward students and parents. It covers the standards of responsible conduct for situations that arise daily in the care and education of young children; it describes the commitment and willingness of an individual to embrace the values and moral obligations distinctive to early-childhood care and education, from birth through eight years of age, across preschool and pre-maternal programs, daycare centers, family childcare homes, kindergarten, and primary education. Students analyze the structures underlying the core values of the teaching environment, ideals, and ethical principles with coworkers and families.

LEI 500 Structures of Classroom Educational Management

This course provides a conceptual overview of the theoretical and practical resources involved, starting from an etymological analysis of the organization and evolutionary processes inherent to educational management in a classroom. It covers analysis of school structure, characteristics, and levels; description and analysis of the educational center, administrative functions, pedagogical and administrative management, organization of students and teachers, school resources, spaces, and environments, and analysis of education-related legislation.

LEI 501 Language Development

This course covers the development of cognitive processes and the mechanisms through which the brain acquires language-learning skills during a child’s first years of life. It reviews literature on nutritional and neuronal impact, sensorimotor and auditory capacity, and the key periods that shape the association of sound, impressions, language, and environment from birth; it also covers disorders associated with language-development difficulties.

LEI 502 Development of Logical-Mathematical Thinking

This course provides a conceptual overview of how children acquire knowledge of the theoretical and practical aspects of learning mathematics during the preschool period, aimed at applying methodological strategies that strengthen the development of logical-mathematical thinking in children aged 0 to 3 years.

LEI 503 Development and Stimulation in Early Childhood

This course focuses on the role early stimulation plays in early childhood as a natural process applied in daily life. It covers the use of children’s own intellectual, physical, and emotional capacities in exercising control over their surrounding family environment. It takes into account indicator variables such as knowledge, early stimulation, neuronal development, educational and cultural factors, application of early stimulation, and the role of parents in preparing children for a school environment.

LEI 504 Neuroscience and Learning

This course covers the role of neuroscience and brain function in child learning, and its impact on educational stages from early childhood through the socio-educational environment. It aims to give students the knowledge and strategies needed to understand the brain processes, functions, and structures inherent to neurodevelopment, and the biological and environmental risk factors that can negatively impact early stimulation and a child’s learning.

LEI 505 Development of Oral and Written Language

This course covers the different stages in the acquisition and development of oral and written language in children, within both the home and school environment. It describes and analyzes the development of oral communication in its pre-verbal and verbal manifestations, along with the development of oral and written language across the stages of educational instruction from the outset. This course guides students toward an understanding of oral and written language as it relates to the development of communicative competencies.

LEI 506 Educational Innovation in Early Childhood

This course covers the conceptual description of the critical period of child development, during which children go through stages of physical, cognitive, social, and emotional growth. It describes the early formative years grounded in family and educational care by staff. It also examines the impact on early-childhood care and education, focusing on the changes children go through up to the transition to formal primary education. In other words, the course places significant importance on knowledge and practical management of the direct effects on children’s well-being, on how they come to understand the world, and on how well they are able to make the most of future opportunities.

LEI 507 Pre-School Health and Nutrition Management

This course covers nutrition at preschool age and health’s dependence on biological disorders and diseases, which are contributing factors to mortality rates in this population when proper nutrients are lacking. It covers the nutrition pyramid in relation to habits that form poor eating patterns and risk factors. The course assesses the growth period from infancy onward.

LEI 508 Special Needs and Disability

This course provides a conceptual overview of disorders related to a child’s physical or mental disability and the need for inclusive education with equal rights. It focuses on the factors contributing to socio-educational exclusion that, due to a child’s condition, may prevent them from developing competencies. It also covers the characteristics of disorders and types of disability and, accordingly, assessment and intervention methods for the child and family.

PSI 506 Educational Psychology

This course focuses on important content knowledge related to a child’s educational process. It covers the concepts and foundations of educational psychology and its assessment and intervention tools in school settings, establishing how children learn content. It promotes the development of knowledge and skills, attitude change, teacher support, peer relations among enrolled students, and research and design.

LEI 701 Children’s Literature

This course covers theoretical and practical training in literature from preschool age and the instructional handling of children’s literature. It describes the types of children’s literature, such as narrative, poetry, and theater; picture books, drama, and dramatic play. It analyzes methods for teaching children’s literature in the classroom, and describes the goals and outcomes for the child as recipient and the educator as facilitator, along with their psycho-pedagogical and literary applications.

LEI 702 Education and Artistic Expression

This course provides a theoretical grounding in practices for teaching art to children at the school level, training them to develop artistic creativity. It covers specific activities such as creation, appreciation, art history, and aesthetics.

LEI 703 Hygiene and Safety

This course covers the protocols needed to ensure the safety young children need in school settings, along with a culture of prevention resting on teaching staff, based on defined procedures and objectives. It reviews and analyzes best-practice protocols and hygiene plans for children, to foster individual independence and healthy habits such as eating, rest, hygiene, and safety at an early age in order to reduce risk factors.

LEI 704 Teaching Practicum III — Classroom Management

This course covers the theoretical and practical concepts that foster the development of learning processes in the classroom, while designing, implementing, and evaluating the pedagogical processes involved in managing situations with teaching staff. Students receive support from an instructor who supervises their assignments and initial practice within the curriculum set by the local education system, establishing habits of ongoing review of teacher performance and educational reality. It covers a continuous, organized approach to improving self-critique, written records, and verbal exchange with the classroom teacher, teaching assistant, or other institutional staff and peers. Students use a practicum notebook, attendance sheets, and records and evaluations of their interventions. Differentiated pathways are provided for student teachers experiencing difficulties.

PSI 214 Research Methodology 2

Building on the previous course (Methodology I), this advanced course takes a theoretical-practical approach with students studying in the online system, giving them tools to take primary responsibility for their own learning in this course, with support from a facilitating instructor. Since each student in this system must study independently, at the times and places that suit them best, they need materials that help them meet learning objectives and access the instructional materials (books, publications, audiovisual resources, etc.) they require. Students will learn the steps needed to carry out research using the scientific method, and to identify the different types of studies. In this course, students develop the theoretical-practical concepts needed to present a preliminary thesis-proposal essay.

LEI 801 Diversity and Inclusion

This course gives students the core concepts, methodologies, and keys to a teaching practice that promotes educational inclusion in the classroom, addressing diversity and the inclusion process in early-childhood education, the educational response provided in an inclusive-school context, and how to build a participatory, inclusive teaching practice grounded in equity, based on how the educational center responds to all children with equal rights.

LEI 802 Social Pedagogy

This course reviews scientific concepts and definitions related to socio-educational practice and intervention. It aims to train students in relation to an individual’s social environment and the groups requiring educational attention in socio-environmental situations as a professional reality, promoting societal well-being and education to prepare the individual. It seeks to build systematic knowledge of the realities that shape society.

LEI 803 Body Expression and Psychomotor Development

This course presents different theoretical/practical viewpoints on topics related to children’s bodies and psychomotor development as evidenced in an early-childhood classroom under teacher supervision, where the teacher receives and reinforces children’s expressions. It focuses on learning through dramatic play and its bodily expressions, based on pedagogical techniques and tools applied in early-childhood education.

LEI 804 Music Education and Expression

This course covers the importance of stimulating children’s learning of the arts at an early age, since it strengthens the capacity for enjoyment, appreciation, interpretation, artistic expression, and sociocultural activity. It covers theories and practices related to the tools used to acquire the codes of musical language.

LEI 900 Teaching Practicum IV — Classroom Management

This course presents theoretical and practical knowledge on carrying out teaching practice in classroom management for children’s pedagogical development. It consists of hands-on service at an approved frequency, supervised by a more experienced instructor during the pedagogical intervention, through observation of specific topics to identify strengths and weaknesses during the training process. It focuses on student learning and the outcomes of assessments made by supervising instructors to gauge students’ level of professional development, and on the relationship between the recorded event and the legal provisions of the education system in light of pedagogical theories and curriculum structure.

LET 901 Instructional Technology Resources at the Early Level

This course covers important areas related to the environment, resources, and use of technology to promote techniques and tools in the education of young children through instructional and educational resources. It shows students how to use technological and paradigmatic resources in teaching, applying whatever material is at hand — using specialized texts, images, presentations, and materials drawing on primary sources from the internet to enrich lessons based on rich content, clear objectives, and a well-defined, justified methodology.

LEI 902 Educational Ecosystem in Early Childhood

This course covers theoretical/practical guidelines on the period from birth to age eight as a unique period of children’s brain development, representing a very important stage for education. It focuses on the situation of the preschool-age child and an enriching learning environment, providing the foundations and strategies for education and its processes during early-childhood programs. It focuses on child development in preparation for future educational milestones, building on early gains to reduce later difficulties related to dropout, failure, and lack of commitment associated with poor performance.

LEI 903 School, Family, and Community

This course has a theoretical-practical character, analyzing the study of family and community from an eco-systemic approach, giving students the knowledge and tools that address the importance of family and its formative role in a child’s life from an early school age. It establishes the relationship between family and school, and covers social networks, policies, and regulations for the social inclusion of people with Special Educational Needs. The course describes the family’s influence on the community as a way to maximize children’s learning.

ING 001 English 1 (ESOL-I)

This theoretical-practical course aims to give students whose native language is not English, and who speak other languages, basic fluent expressive skills, both spoken and written, and to develop their understanding of the English language. It provides students with practical training in the four basic skills: reading, writing, speaking, and listening comprehension. This course follows the English for Speakers of Other Languages (ESOL) program, which offers the English-language instruction required by local education agencies for English Language Learners (ELL). Students are trained to use English in simple, everyday expressions and basic linguistic forms tied to their cultural and social context, to meet their immediate needs for interaction, survival, or engaging with their surroundings.

LEI 904 Teaching Practicum V — Classroom Management

This mandatory course covers theoretical and practical concepts related to classroom teaching practice grounded in pedagogical training. It describes the continuation of the previous practicum (IV) on collaborative intervention and management of students to support learning development, strengthening competencies in the role assumed, using research-methodology resources. This course builds students’ capacity to carry out structured pedagogical administration, analyzing the provisions and standards of the school system that structure the academic curriculum, and gathering information to later draw conclusions on classroom experience and apply improvements based on a SWOT model (Strengths and Weaknesses) to raise the quality of learning and teaching formats.

LEI 905 Early Childhood Creativity Workshop

This course focuses on practice in preparing an environment that helps and facilitates children in developing their own creative capacity during early-childhood education. It describes theoretical concepts around creativity, intervention, the use of play therapy and its main precursors, a systemic frame of reference, and the dimensions of a climate favorable to creativity in early childhood. It examines the Reggio Emilia approach to early-childhood educational proposals.

ING 002 English 2 (ESOL-II)

This course covers students’ development of English-language learning at the second basic level, to raise the professional quality of future Education program graduates and, above all, strengthen comprehensive English-language training for non-native speakers. It covers reading comprehension of books, articles, magazines, and field-related texts, and the preparation of technical writing. A practical model is used for writing and grammar practice, giving students visual-auditory training to apply correct grammatical structures in English.

LEI 906 Development of Thinking Skills

This course focuses on a professional analysis by the teacher of young children’s capacities, showing observable evidence of their maturation and inherited patterns; students, in turn, learn the importance of consistent training for developing thinking skills, to help children adapt and meet objectives amid complex, multicultural change. The course analyzes the development of future activities children need to learn in order to carry out solutions to educational challenges.

LEI 907 School Speech Therapy

This course covers the theoretical and practical concepts of speech therapy, inclusive education, language, and school environments, to foster children’s socio-personal development from an early age based on intervention needs in the school context. It describes the role of the speech therapist as a member of the school’s multidisciplinary team.

LEI 907 Teaching Practicum VI — Final Report

This course covers the earlier stages of teaching practice, requiring students to develop a structured system for presenting information on the demanding work of teaching, based on descriptions of comprehension, cause, and effect in the learning of young school-age children, reading comprehension, and the use of techniques to assess children’s communication competencies.

The course emphasizes helping students organize and write up the reflections presented, positioning them as future teachers, in relation to the objectives set.

PSI 301 Social Psychology

This course is fundamentally introductory in nature and does not allow for in-depth or exhaustive coverage of the theoretical knowledge and empirical findings of this prolific field. It is presented simply, so students gain the basic notions that will serve as a foundation for later courses. Social Psychology addresses the relationship between psychological and social processes, and their mutual influence — that is, how psychological processes shape social activity and change, while also examining theoretical concepts of how the social context influences various aspects of psychological functioning. The opening topic explains the distinct nature of the processes studied in Social Psychology (intrapersonal, interpersonal, group, and societal), which will be covered both in this course and in Group Psychology and Applied Social Psychology.

PSI 1211 Thesis Presentation

This course focuses on the description of the final research project, with an important role for the instructor who works with students to select their topic and provide structured guidance for the independent research project, submitted in writing and evaluated as formal academic written work. Its aim is to build high-level research and writing skills, as well as intellectual discovery and creativity, as students conduct their own research. The result is a structured written work of up to 4,000 words, formally presented according to set guidelines, in which ideas and findings are communicated in a reasoned, coherent, and relevant manner.