|Faculty or school||Faculty of Education|
|Branch of knowledge||Social Sciences|
|Mode of delivery|
|Number of places available|
200 (excluding double degree)
|Length of course||4 academic years|
|Language(s) of instruction||Catalan 79,3%, Spanish 14%, English 6,8%|
9.160 (July 2022, start of process, via official entrance examinations/vocational training)
|Approximate price per credit||17,69 €|
|Coordinator||BERTA PALOU JULIAN|
early childhood education teacher
Objectives and competences
- Analyse and plan educational tasks, taking into account changes in society.
- Act as mediators so that the classroom activity is significant and stimulates all students' potential to develop.
- Promote values such as mutual tolerance, effort, perseverance, discipline, gender equality and human rights, and foster collaboration outside the school.
- Organise how students interact with the object of study, and promote independent and cooperative learning.
- Undertake tasks of tutoring, guiding and assessing students.
- Create projects that meet the needs of schools and students, with in-depth knowledge of the teaching process and of the materials that are taught.
- Teach in multicultural and multilingual contexts.
- Use new technologies in the classroom.
Cross-disciplinary skills profile
- Commitment to ethical practice
- Capacity to recognise diversity and multiculturalism in current society
- Capacity for learning and to take responsibility for the learning process
- Capacity to adapt to new situations
- Creative and entrepreneurial skills
- Communication skills
- Interpersonal skills
- Ability to work as part of a team
- Ability to make effective use of information and communication technologies
- Concern for sustainability
- Capacity to apply the various elements of early learning curricula coherently: aims, competences, objectives, content and assessment criteria.
- Capacity to facilitate the learning process in early childhood, taking a global and integrating approach to the cognitive, linguistic, emotional, social, cultural and motivational factors involved.
- Capacity to create and maintain a harmonic learning environment for diverse early learning contexts, meeting the specific needs of each child, overcoming learning difficulties and fostering gender equality, equity and respect for human rights.
- Capacity to promote mutual tolerance inside and outside the classroom and solve disputes peacefully.
- Capacity to monitor the classroom atmosphere and mutual tolerance in the primary education learning process, evaluate educational practices in terms of established theoretical frameworks, and take corrective action where required.
- Capacity to stimulate group reflection on respect for rules and respect for others.
- Capacity to encourage independence and self-confidence in all pupils as a means of teaching them about emotions, feelings and values in early childhood.
- Capacity to promote the evolution of the different languages of early education, identify possible dysfunctions and ensure that they are corrected satisfactorily. Capacity to foster the development of communication skills.
- Capacity to manage language learning in multicultural and multilingual contexts, selecting the most suitable teaching resources for each situation. Capacity for spoken and written expression and ability to use a range of expressive techniques.
- Capacity to recognise the potential educational impact of information and communication technologies.
- Capacity to promote the growth and development of children, focusing particularly on hygiene, health and nutrition, and on the fundamental aspects of learning and personality construction in early childhood. Understanding of the basic principles of early childhood education.
- Capacity to participate in the broad range of activities involved in running pre-primary schools, based on an understanding of how they are organised.
- Capacity to recognize that teachers must continually improve their skills and adapt to scientific, educational, technological, social and cultural changes over the course of their professional lives.
- Understanding of the importance of the teacher's role in working with and advising parents on family education for children up to six years old; social skills to deal effectively with individual families and groups of families.
- Ability to analyse classroom methodologies critically to innovate and improve teaching practice. Ability to develop independent and cooperative learning skills, and capacity to transmit them to colleagues and pupils.
- Understanding of the role, potential and limitations of education in today's society and the core competences that affect pre-primary schools and actors in the educational community.
- Capacity to analyse social inequalities in the context of the complex relationship between education and society, and the role schools can play in perpetuating or overcoming such inequalities.
- Capacity to apply improvement measures in schools, based on various quality models.
Access and admission
Applicant profile and access requirements
Recommended applicant profile
Early childhood teachers work in a professional environment that requires great dedication to others, specifically to children and their families, along with the other professionals associated with child development. Therefore, it is essential to have very good interpersonal and social skills. In particular, it is important to be emotionally balanced and to have the skills needed to work in a team and adopt the required roles in group projects.
Students of the bachelor's degree in Teacher Training in Pre-School and Primary Education are expected to have an interest in culture, human and scientific knowledge, and above all, to respect different beliefs, social practices and cultures.
Academically, students must be capable of regulating their own learning (planning, organising, taking and evaluating decisions, and acting accordingly). They must be able to produce knowledge rigorously in the framework of education, both individually and as a group, and generate new ideas based on researching and reflecting on the subjects covered in initial training in early childhood education.
Access requirements and conditions
Admission for students with studies completed outside Spain.
Applicants holding higher educational qualifications from a university outside Spain should consult the page Admission with foreign qualifications to find out about specific admission requirements.
Students that have studied abroad and who wish to study at the University of Barcelona may be admitted to EHEA bachelor's degree courses. Procedures for gaining admission will depend on the qualifications held by each applicant.
For further information about admission, consult the page Admission with foreign qualifications.
As a general rule, at the UB you will be required to enrol online via the Món UB portal. To find out the date and time you have been assigned, check the specific information for your course. Remember that you can lose your place if you do not enrol on the day you have been assigned.
- Documents required for enrolment
- Procedure to formalize enrolment
- After enrolment
- Grants and financial aid
Support and guidance
Pre-enrolment information and events
Subjects and course plans
Distribution of credits
|Compulsory final project||6|
List of subjects
|Art, Society and Education||
|Catalan for Teaching Purposes||2nd semester||Basic training||6|
|Childhood, Health and Education||1st semester||Basic training||6|
|Educational Psychology in Early Childhood||Annual||Basic training||12|
|Foreign Language for Teaching Purposes: English||1st semester||Basic training||6|
|Sociology of Education: Social and Educational Change and Multiculturality||1st semester||Basic training||6|
|Spanish for Teaching Purposes||2nd semester||Basic training||6|
|Teaching Activity in Early Childhood Education||2nd semester||Basic training||6|
|The Educational System and Educational Contexts in Early Childhood||1st semester||Basic training||6|
|Competència Digital Docent a l¿Educació Infantil||Basic training||6|
|Mathematics, Experimental Sciences and Education||1st semester||Basic training||6|
|Musical Expression and Physical Theatre||1st semester||Basic training||6|
|Observation and Innovation in the School Classroom||2nd semester||Basic training||6|
|Oral Communication Skills||1st semester||Basic training||6|
|Practicum I||2nd semester||Practices||18|
|Theory and Practice of Inclusive School Education||2nd semester||Basic training||6|
|Tutorial Action: School, Family and Community Relations||1st semester||Basic training||6|
|Final Project||2nd semester||Compulsory final project||6|
|Teaching and Learning of Language II||2nd semester||Compulsory||6|
|Knowledge and Exploration of the Natural Environment||
|Teaching and Learning of Children's Literature||2nd semester||Compulsory||6|
|Teaching and Learning of Language I||1st semester||Compulsory||6|
|Teaching and Learning of Mathematics||Annual||Compulsory||9|
|Teaching and Learning of Music||Annual||Compulsory||9|
|Teaching and Learning of Physical Education||Annual||Compulsory||9|
|Teaching and Learning of Plastic Arts||Annual||Compulsory||9|
|Teaching and Learning of Social Sciences||1st semester||Compulsory||6|
Pathways and specializationsMinor in Motor Skill in Children
Minor in Artistic Expression
Minor in Research and Experimentation in Environments
Minor in Expression and Communication Media
Minor in School Libraries
Minor in Attention to Diversity
Minor in Digital Technology for Learning, Communication and Expression
Minor in Foreign Languages
Pathway without minors
Check the planning of the different pathways of the degree
What can you work on ?
- Early childhood education teacher in nursery, pre-school and primary education.
- Early childhood education teacher in informal education settings for early-childhood.
- Professional specialised in early childhood education in cultural and educational organisations and institutions.
- Professional specialised in early childhood education in the corporate environment.
Data from the university system in Catalonia
Faculty of Education
Pg. de la Vall d'Hebron, 171 - 08035 Barcelona
Secretary: 934 020 269