The Organic Law 2/2006, of 3 May, of Education, provides in article 6.4 that the educational administrations will establish the curriculum of the different teachings regulated in the Law, which will form part of the basic aspects of the curriculum which constitute the minimum teachings. The Law devotes Chapter I of Title I to Children's Education, in its article 14.7, which the educational administrations will determine the educational contents of the first cycle of children's education according to what is foreseen in the chapter. Set by the Government, the minimum teaching of the second cycle of children's education in Royal Decree 1630/2006, of 29 December, corresponds to the Ministry of Education and Science to determine, for the centres belonging to its field of management, the children's education curriculum, which will form part of the minimum teachings set out in the aforementioned royal decree for the second cycle. Childhood Education is an educational stage with its own identity. This order sets out the objectives, purposes, general principles and curriculum referring to the whole of the stage, although the treatment to be given to these elements that have differentiated characteristics along the stage will be oriented to to encourage individualised attention. The curriculum aims to achieve an integral and harmonious development of the person in the different planes: physical, motor, emotional, affective, social and cognitive, and to seek the learning that contributes and make possible such development, which without It will make it easier to take the first steps in the acquisition of the basic skills which are expected at the end of compulsory education. The curriculum is structured in three distinct areas, describing for each of them the objectives and evaluation criteria for the stage set and the contents for each of the two cycles; however, a good part of the content of an area acquire meaning from the perspective of the other two, with which they are in close relation, given the globalizing character of the stage. For its part, the evaluation must be clearly formative and will make it possible to assess the development achieved and to identify the learning acquired by children and children. From this approach, the methodological guidelines and for the evaluation and evaluation criteria contained in the curriculum are conceived as a reference to guide the educational action. In the curriculum of the stage, both in the first and second cycles, special relevance is given to the learning oriented to the construction of a self-adjusted image, to the knowledge, assessment and control that children acquire from his person, his possibilities and the ability to use with a certain autonomy the resources available at every moment, and the development of the communication through the different languages and, in a special way, the verbal language. In this process, participation and collaboration with families are particularly relevant. The teaching centers also play an active role in the determination of the curriculum, since, according to the provisions of Article 6.4 of the Law of the Organic Law 2/2006, of 3 May, of Education, it is up to them to develop and to complete, in their case, the Curriculum established in the present order through the elaboration of the pedagogical proposal. Furthermore, Royal Decree 806/2006 of 30 June 2006 laying down the timetable for the implementation of the new management system for the education system determines the dates on which the teaching of children's education will be implemented. Those regulated by the Organic Law 1/1990 of 3 October of General Ordination of the Educational System shall be extinguished. Therefore, according to the final provision of the aforementioned royal decree, it is necessary to regulate the measures of ordination that make it possible to implement the children's education. On the basis of the above, and prior to the State School Board report, I have:

Article 1. Object and scope of application.

1. The purpose of this order is to establish the children's education curriculum, in accordance with the provisions of Articles 6.4 and 14.7 of the Organic Law 2/2006 of 3 May of Education and of Article 5.1 and 5.2 of Royal Decree 1630/2006, of 29 December, which sets out the minimum teachings of the second cycle of childhood education. 2. It also aims to regulate the management of this educational stage, in accordance with the sixth final provision of Organic Law 2/2006, of 3 May, of Education. 3. This order will be applied in the teaching centers corresponding to the management field of the Ministry of Education and Science.

Article 2. General principles.

1. Childhood Education is the educational stage with its own identity that caters to boys and girls from birth to six years of age and has a voluntary character. It is ordered in two cycles: the first one comprises up to three years and the second, which will be free of charge, from three to six years of age. 2. The cycle constitutes the temporary unit of programming. This will ensure that the team of professionals in the same cycle will work together. 3. The educational intentionality must guide at this stage all the moments, activities and school situations. The various learning proposals and experiences will be addressed from an integrated and globalising approach. 4. The working methods in both cycles will be based on experiences, on children's activity and in the game, and will be applied in an environment of safety, affection and confidence to enhance self-esteem and social integration.

Article 3. Finnish.

1. The purpose of childhood education is to contribute to the physical, emotional, social and intellectual development of children. 2. In both cycles, the affective development will be progressively treated, favoring the creation of new bonds and relationships, as well as the children and the girls develop a positive and balanced image of themselves and acquire personal autonomy. The discovery of the possibilities of the body and movement and the habits of body control will be facilitated. The development of communication and representation in different languages, the elementary guidelines of coexistence and social relations, as well as the discovery of the physical, social and cultural characteristics of the environment will be promoted.

Article 4. Objectives.

1. Child Education will contribute to the development of skills in children and children, enabling them to: a) Know their own body and that of others, their possibilities for action and learn to respect differences.

b) Watch and explore your family, natural and social environment. To know and appreciate some of its characteristics and customs and to participate actively, gradually, in social and cultural activities of the environment. c) progressively acquire autonomy in its usual activities. d) Develop their affective capacities. (e) Relating to others and progressively acquiring elementary guidelines of coexistence and social relations, as well as exercising in the peaceful resolution of conflicts. f) Develop communicative skills in different languages and forms of expression. g) Getting started in the logistic-mathematical skills, in the literacy and in the movement, the gesture and the rhythm.

Article 5. Areas.

1. The educational contents of the Children's Education will be organized in the following areas, for the two cycles of the stage:

Knowledge of self and personal autonomy.

Knowledge of the environment. Languages: communication and representation.

2. These areas should be understood as areas of experience and child development, as well as the learning of attitudes, procedures and concepts, which will contribute to the development of boys and girls and will lead to a first approach to interpretation of their environment and the attribution of meanings, facilitating their active participation in it.

3. The content of children's education will be addressed through integrated proposals that are of interest and significance. 4. In the first cycle, the acquisition of elementary habits of health and well-being, the improvement of their motor skills and their manipulative skills, the development of language, the establishment of affective bonds will be particularly attended. with others and the progressive regulation of the expression of feelings and emotions. 5. In the second cycle, the learning of reading and writing will be initiated according to the characteristics and experience of each child. Early initiation experiences in basic numerical skills, in the technologies of information and communication and in the expression of plastic and music. 6. Also, in the second cycle, an approach to the oral use of a foreign language will be initiated in communicative activities related to routine classroom routines and situations.

Article 6. Curriculum.

1. The centers that provide children's education will develop and complete the curriculum of the stage, concreteness that will be part of the pedagogical proposal referred to in article 14.2 of the Organic Law 2/2006, of May 3, of Education. This pedagogical proposal must be included in your educational project. 2. The objectives and criteria for the evaluation of the stage set and the contents of each of the cycles, for each of the areas, are those set out in Annex I. 3. The methodological guidelines and the evaluation to guide the educational intervention at this stage are those set out in Annex II.

Article 7. Assessment.

1. In children's education, the evaluation will be comprehensive, continuous and formative. The interviews with the families, the systematic observation and the analysis of the children's productions will be the main sources of information in the evaluation process. 2. Evaluation at this stage should serve to assess the learning process and provide relevant data to make individualized decisions. For these purposes, the evaluation criteria will be used as a reference for the identification of the possibilities and difficulties of each child and to observe the development of their learning process. 3. The assessment shall be the responsibility of each guardian, who shall record his observations and assessments on the development of each child's learning. 4. The considerations arising from the evaluation process should be communicated periodically to the families to make them partners in the educational process of their children. 5. At the end of each cycle, the tutor shall draw up an individualized report on the achievements in its development process and on the acquisition of the learning in relation to the objectives set. They will also include the aspects that make their educational progress more conditional, in order to ensure an individualized and continuous attention.

Article 8. Evaluation of teaching processes and educational practice.

Teaching processes and educational practice should be evaluated in relation to the achievement of the educational objectives of the stage and the areas. Such assessment shall include at least the following aspects:

(a) The adequacy of the objectives, contents and evaluation criteria to the characteristics and needs of the children.

b) The evolution of their development and their learning process. (c) Measures for the individualisation of education and attention to diversity. (d) the programming and its development, and in particular the teaching-learning strategies, the evaluation procedures of the students, the organization and the climate of the classroom, and the use of the resources of the center. e) The functioning of the mechanisms established to promote and guarantee the relations with the families. f) Coordination and collaboration among all the professionals involved in the educational practice.

Article 9. Attention to diversity.

1. The educational intervention must contemplate the individualization of the teaching, which at this stage takes on a special relevance, adapting the educational practice to the personal characteristics, the needs, the interests, the style cognitive, rhythm and maturation process of children and children of these ages. 2. The measures of attention to the diversity that the centers will adopt will be directed at all times to achieve that all reach the objectives of the stage and will always be inclusive and integrative. 3. At this stage, the early detection of the need for educational support is particularly relevant, in order to begin individualized care as early as possible. 4. The schools will attend to the students who present special educational needs, adopting the educational response that best suits their characteristics and personal needs and will count for this with the collaboration of the services of educational orientation.

Article 10. Mentoring and collaboration with families.

1. The figure of the tutor is essential to favor the process of personal construction. Therefore, the guardian will be the reference person to help establish an affective link between the child and the centre. 2. In children's education each group of children will have a tutor, who will be the reference person for the child, who will establish the relationship and educational coordination with the family and will have the responsibility to coordinate all the actions of the children. professionals who could relate to the child. 3. The tutors will coordinate their work with the rest of the cycle tutors and with all the professionals involved in the center in order to provide a coherent educational response. 4. The centers will cooperate closely with the families, generating channels of participation and mutual collaboration and will make explicit the actions planned to encourage their participation in the educational process of their children.

Article 11. Autonomy of the centres.

1. All schools providing children's education, except those whose first cycle offer is less than a full year, will draw up a pedagogical proposal adapted to the characteristics of children and their educational reality, according to the with the provisions of Article 15 of the Organic Law 2/2006, of 3 May, of Education. 2. The pedagogical proposal shall be the responsibility of a professional with the title of Master of Child Education or degree of equivalent Degree, although in his development and monitoring will be attended by all professionals who attend to the children of the cycle. 3. The pedagogical proposal in children's education will include the concreteness of the curriculum in integrative programming units for each course, the measures of individualized attention and attention to diversity, the educational planning of the spaces, the organization of time, the criteria for the selection and use of material resources, the actions planned for the permanent collaboration with families, the guidelines for the coordination of the different professionals that are involved in the centre, as well as measures to evaluate teaching practice.

Article 12. Coordination between cycles and with primary education.

1. In order to make the incorporation of students into early childhood education gradual and positive, mechanisms will be put in place to promote the coordination of educational projects in schools that provide the first cycle with those who provide the Second cycle of childhood education. In addition, coordination between the children's education centres and those in primary education which they share will be encouraged. 2. The centres providing early childhood education and primary education will also establish coordination mechanisms between the teachers of early childhood education and teachers in the first cycle of primary education. 3. When a student moves from one centre to another, mechanisms will be established to ensure the exchange of information between the two centres.

Article 13. Schedule.

1. The children's education schedule will be understood as the distribution in temporary sequences of the activities carried out on the different days of the week, taking into account that all the moments of the day are educational in nature. 2. The programming of these activities will respect the globalizing character of the pedagogical proposal, the integrated distribution of the areas and the rhythms of activity and rest of children. 3. The centres shall draw up the timetable for the adaptation period when a child is first incorporated into a child education centre. The planning of this schedule will take into account the initial situation of each child and their previous experiences of schooling. 4. Activities for the second cycle of child education shall be carried out at least for 25 hours per week. Any extension of the school hours in the centres with public funds must be authorized by the corresponding Provincial Directors, being collected in the educational project of the center. 5. The hours of the center, which shall be informed by the Educational Inspection, shall be authorized by the Provincial Director.

Additional disposition first. Teachings of religion.

The teachings of religion will be included in the second cycle of children's education in accordance with the provisions of the single additional provision of Royal Decree 1630/2006 of 29 December.

Additional provision second. Teaching materials.

1. According to the fourth provision of the Organic Law 2/2006, of 3 May, of Education, it corresponds to the organs of didactic coordination of the public centers, in the exercise of the pedagogical autonomy, to adopt the materials didactic to be used. 2. The selected materials, which do not require the prior authorization of the Ministry of Education and Science, must be adapted to the regulated curriculum in this order. They shall also reflect and promote respect for the principles, values, freedoms, rights and constitutional duties, as well as the principles and values contained in Organic Law 2/2006 of 3 May of Education. 3. The centres will encourage the non-stereotypical use of toys, beings and didactic resources of the school context. Teaching materials that present models of people and non-stereotyped or sexist behaviors will be selected, which will maintain balanced, respectful and egalitarian relationships, as well as promote the coexistence between children of different cultures.

Additional provision third. Process of elaboration of the pedagogical proposal.

Before the beginning of the course of the course of 2008-2009, the centers will develop, for their incorporation into the educational project, the pedagogical proposal of the children's education corresponding to the courses and cycles that they impart, according to the provisions of this order.

Single repeal provision. Regulatory repeal.

1. The following orders are repealed:

Order of 12 September 1991 regulating the gradual implementation of the second cycle of early childhood education.

Order of 28 July 1992 regulating the gradual implementation of the second cycle of child education in public centres during the course of 1992/1993. Order of 14 June 1993 regulating the gradual implementation of the second cycle of child education in public centres during the course of 1993/1994. Order of 5 August 1994 regulating the gradual implementation of the second cycle of early childhood education. Order of 25 July 1995 for the gradual implementation of the second cycle of child education. Order of 20 March 1996 amending the deadline for the progressive implementation of the second cycle of child education for private institutions. Order of 29 April 1996 authorising, on an experimental basis, the delivery of the foreign language in the second cycle of child education.

2. In addition, any provisions of equal or lower rank shall be repealed as set out in this order.

Final disposition first. Application of the order.

It is up to the General Secretariat of Education to dictate how many resolutions and instructions are necessary for the implementation of this order.

Final disposition second. Entry into force.

This order shall enter into force on the day following that of its publication in the Official Gazette of the State, although the curriculum approved therein will be implemented in the 2008/2009 course.

Madrid, 19 December 2007.-The Minister of Education and Science, Mercedes Cabrera Calvo-Sotelo.

ANNEX I CHILDREN ' S EDUCATION STAGE AREAS

Children's education aims to contribute to the physical, emotional, social and intellectual development of girls and boys in close cooperation with families. At this stage the child passes from the dependence of the adult to the progressive autonomy in the daily life, and from the individuality to the relationship with the others through various learnings. In Child Education, the foundations are laid for the personal and social development of girls and boys, and they integrate learning that is based on the achievement of the competencies that are considered basic for all students.

In the curriculum of the stage, both in the first and second cycles, special relevance is given to the learning oriented to the construction of a self-adjusted image, to the knowledge, assessment and control of children and girls. they acquire their own person, their possibilities and the capacity to use with a certain degree of autonomy the resources available at each moment, as well as the development of the communication through the different languages and, in a special way, of verbal language. The progressive motor control, the observation of its possibilities and limitations, the interactions with the physical, natural and social means and the process of differentiation of the others will contribute to the acquisition of a progressive knowledge of and a positive self-image, as well as independence and safety with respect to adults. The acquisition of skills to perform some of the usual activities with a certain degree of autonomy, responsibility and initiative is relevant. It is equally important for the child to make use of the spaces in which these activities are carried out and the materials available to them. All of this favors "learning to be myself and learning to do", the basis of the development of competition related to autonomy and personal initiative. In this process of acquisition of autonomy, the affective bonds that girls and boys establish with the people close and the need and desire to communicate, initially through the gesture and the movement and then through the word, they charge a special importance. Throughout the stage, the child initiates the acquisition of the different languages by expanding the family framework and developing their communicative abilities. It should be emphasized the importance that, for integral development, have all languages, the body, the artistic (both plastic and musical), the audiovisual and technological and the mathematical logic, which are essential to enrich the possibilities of expression and contribute to the development of communicative competence and to the understanding of its environment. At the same time, the interaction of boys and girls with the medium and with the same will contribute to the integration in the immediate environment and the evolution of the thought; it will make them able to make decisions, to solve problems or to use in a way In this way, the basis of the competition to learn to learn is more elaborate and complex the cognitive resources. At this stage, the environment of girls and boys is expanded and diversified, passing from the family environment to the school, which gives them the opportunity to have new experiences and relationships and to interact with previously unknown elements. All this allows them to explore, increase their chances of learning and establish new social relationships and raise awareness that there are other people and elements towards which positive attitudes should be adopted. All this will encourage them to learn to collaborate, to interact with others and to respect the norms of coexistence, to live together, thus contributing to the development of social competence. At this stage the curriculum develops in three areas: Knowledge of self and personal autonomy, Knowledge of the environment and Languages: communication and representation. This structure of the curriculum in three areas helps to systematize and plan the teaching activity, but it must not suppose to present in the classroom the reality in a heavenly way, but to help the child to establish relationships between the various elements that take into account. The close and necessary coordination between this stage and that of primary education will ensure continuity in the goals pursued and the effectiveness of teaching.

Area 1. Self-knowledge and personal autonomy

This area of knowledge and experience refers to the assessment and progressive control that children acquire from themselves, to the gradual construction of their own identity, to the establishment of affective relationships. with the others and the ability to use the personal resources that they have at each moment to achieve also a progressive personal autonomy, that is, the regular knowledge of the social and personal dimension as inseparable processes and complementary. The contents of this area make sense from the complementarity with the rest of the areas.

In the process of personal construction, it is essential to start by establishing an affective link between the child and some adult in the school context as an attachment figure. Such a link will provide security for the child and help to explore the environment and establish relationships between its elements. These interactions will help your development and motor control, help you to ascertain your possibilities and limitations, to differentiate yourself from the others and will involve the beginning of the process of independence with respect to the adult. The construction of personal identity is one of the results of the set of experiences that boys and girls bear on the interactions with their physical, natural and, above all, social means. In fact, in these interactions, which must promote an adjusted image of oneself, autonomy, awareness of one's competence, security and self-esteem, the identity itself is constructed. Therefore, the feelings that are generated in children must contribute to the elaboration of an adjusted personal concept, which allows them to perceive and act according to their possibilities and limitations, for a full and harmonious development. The development of affectivity is especially relevant at this stage, as it is the basis of the learning and the child personality. To do this, it is essential to strengthen, from the first moment, the recognition, the expression and the progressive control of emotions and feelings. It must be borne in mind that the image that boys and girls build of themselves is, in large part, an internalization of the ones that show them who surround them and the trust that they place in them. Likewise, the way in which adults gather their initiatives will facilitate or hinder their development. With the help of the adult, the children of the Children's Education will go to know and differentiate some traits of their own and the other companions and learning to identify and accept the differences of sex, origin or culture. Teachers will address diversity and foster an atmosphere of relations that is presided over by respect and acceptance of differences. In order to contribute to self-knowledge and personal autonomy, the game is a privileged activity that integrates action with emotions and thought, and promotes affective, physical, cognitive and social development. Throughout the stage, the child goes from a reflex and involuntary activity, to an increasingly voluntary motor activity and is acquiring a progressive control of his body. The body itself is a source of experimentation, learning, relationship and expression and the basis of autonomous activity. The experiences of children and children with the environment should help them to understand their body, their perceptual and action possibilities, expression and movement, and their limitations, so that they can identify the sensations that experience, enjoy with them, and use the expressive possibilities of the body to manifest them. In children's education, the acquisition of good health, hygiene and nutrition habits is of great importance, since the child is completely dependent on the adult for the satisfaction of his basic needs, to be partially helped up to progressively autonomously their activities. These habits contribute to the care of the body itself and the spaces in which daily life takes place, and will foster the progressive autonomy of children. The school, and especially at these ages, is a particularly suitable area to enrich the processes of building knowledge of self and personal autonomy, if it offers a motivating and educational intervention to the different individual needs in contexts of well-being, security and affectivity.

Objectives

In relation to the area, educational intervention will aim to develop the following capabilities:

1. To be recognized as a person differentiated from others and to form an adjusted and positive image of oneself, developing feelings of self-esteem and personal autonomy.

2. Progress in body control, developing sensory perception and adjusting the tone, balance and coordination of movement to context characteristics. 3. Know and represent your body, some of its elements and functions, discovering its possibilities of action and expression. 4. Identify needs, feelings, emotions or preferences, and be progressively able to call them, express them and communicate them to others, identifying and respecting, gradually, also those of others. 5. To carry out, in an increasingly autonomous way, regular activities and simple tasks to solve problems of everyday life, increasing the feeling of self-confidence and the capacity of initiative. 6. Progressing in the acquisition of habits and attitudes related to emotional well-being, enjoying the everyday situations of balance and sosiego. 7. Adecuate their behavior to the needs and requirements of others, developing attitudes and habits of respect, help and collaboration, avoiding attitudes of submission or mastery. 8. Develop strategies to meet more and more autonomously their basic needs for affection, play, food, movement, exploration, hygiene, health and safety, expressing satisfaction for the achievements made.

Contents

First cycle. Block 1. The awakening of personal identity. Recognition of self-image and others. Identification of himself, his name and personal objects, through labels, photographs, games of hiding and appearing, of mirrors or songs.

Exploration and identification of some parts of the body itself and of others, pointing them out and naming them in everyday games and activities such as dressing, undressing, personal grooming, recognizing some characteristics of their own and achieving progressive competition. Experimentation of feelings of security, affection and competence in the performance of diverse activities. Diverse sensory perceptions: visual, tactile, auditory ..., in everyday educational situations such as games, corros, meals or toilets. Expression of preferences. Exploration and awareness of your possibilities, interests and driving limitations in activities such as crawling, walking, climbing and lowering, jumping, sliding or rolling, enjoying your achievements. Progressive adaptation of the tone, balance and coordination of movements to the characteristics of the objects offered to them and to different actions such as sucking, hitting, squeezing, screwing, fitting, joining or pedaling, showing initiative and curiosity to learn new skills. Acquisition of elementary social interaction guidelines in situations and everyday activities, accepting some norms and incorporating them into their usual behavior. Identification and expression of their own and external basic emotions, such as joy or fear, initiating attitudes of empathy to learn, with help, to live together. Progressive acceptance and control of emotions in normal situations and the development of feelings of safety and confidence in interpersonal relationships. Receptive attitude to demonstrations of comfort and affection of known adults and companions and manifestation of affection towards the people nearby.

Block 2. Personal welfare and daily life.

Progressive adaptation of the biological rhythms to the socially established routines, anticipating and collaborating in the activities of daily life.

Identification of basic needs such as thirst, sleep, hygiene, movement or affection, showing confidence in their possibilities to meet them autonomously or with help. Acquisition of some basic habits and norms in relation to food, toilet, rest or clothing, identifying the necessary utensils and spaces and using them properly. Satisfaction with participating in daily life tasks, progressively accepting inevitable frustrations and assuming responsibilities. Confidence in the possibilities to solve with help tasks and overcome daily difficulties, detecting and avoiding some situations of risk. Recognition and expression of feeling of discomfort, progressive acceptance of the help of adults in habitual situations, or punctual as the disease. Participation in activities of imitation of actions of daily life and symbolic play, enjoying with them and developing the capacity of organization and anticipation of action.

Second cycle.

Block 1. The body and the image itself. Exploration and recognition of the body itself. Identification, assessment and progressive acceptance of the characteristics. Elaboration and representation of an increasingly tight and complete body scheme.

Perception of physical changes of their own and their relationship with the passage of time. Initial appreciation of chronological time and subjective time from experiences. Perception and structuring of interpersonal spaces and between objects, real and imaginary, in vital experiences that allow to feel, manipulate and transform these spaces. Establishment of spatial references in relation to the body itself. Identification and use of the senses, verbal expression of sensations and perceptions. Identification, manifestation, regulation and control of the basic needs of the body. Confidence in your own abilities to your satisfaction. Identification and expression of feelings, emotions, experiences, preferences and interests of others. Initiation to emotional awareness and participation in conversations about affective experiences. Will and effort for the progressive adaptation of the expression of the own feelings and emotions, adapting it to each context. Association and progressive verbalization of causes and consequences of basic emotions, such as love, joy, fear, sadness or rage. Adjusted and positive acceptance and assessment of oneself, of the possibilities and limitations of their own. Positive assessment and respect for differences, acceptance of the identity and characteristics of others, avoiding discriminatory attitudes.

Block 2. Game and motion.

Taste and interest in sensory exploration for personal knowledge, that of others and the relationship with objects in classroom situations that favor spontaneous activity.

Exploration and assessment of the possibilities and limitations perceptive, motor and expressive of each other. Initiative to learn new skills and desire for personal improvement. Exploration and progressive control of the most common basic motor skills such as walking, running, jumping and pitches. Motor, sensory, symbolic and rules games. Exploring the environment through the game. Feeling of personal security in participation in diverse games. Taste for the game. Confidence in the possibilities of action, participation and personal effort in the games and in the physical exercise. Understanding and acceptance of rules to play, participation in their regulation and assessment of their need and the role of the game as a means of enjoyment and relationship with others. Progressive postural control, tone, balance and breathing, both at rest and in motion. Satisfaction with the growing body domain. Adaptation of the tone and posture to the characteristics of the object, the other, the action and the situation. Basic notions of orientation (towards, to, from ...) and coordination of movements.

Block 3. The activity and daily life.

Realization of activities of daily life. Initiative and progressive autonomy in its realization. Regulation of own behaviour, satisfaction with the performance of tasks and awareness of the competition itself.

Sequenced schedule of the action to perform tasks. Acceptance of the own possibilities and limitations in the performance of the same. Provision for the performance of group tasks. Discussion, reflection, assessment and respect for the collective norms that regulate everyday life. Initial development of habits and attitudes of organization, constancy, attention, initiative and effort. Appraisal and taste for the job well done by yourself and others. Skills for interaction and collaboration and positive attitude to establish relationships of affection with adults and peers. Attitude and prosocial behavior, expressing empathy and sensitivity towards the difficulties of others.

Block 4. Personal care and health.

Actions and situations that favor health and generate self-well-being and others. Verbalization of personal experiences in this field and assessment of them.

Progressively autonomous practice of healthy habits: body hygiene, food and rest. Proper use of spaces and objects. Request and acceptance of assistance in situations that require it. Assessment of the attitude of help of other people. Taste for a personal care aspect. Collaboration in the maintenance of clean and tidy environments. Feeling of well-being and sosiego. Acceptance and assessment of the standards of behaviour established during meals, displacements, rest and hygiene, with progressive initiative in its compliance. Adjusted assessment of risk factors that directly affect the health and adoption of prevention and safety behaviors in normal situations. Identification and progressive recognition of the pain and the disease itself and the others. Attitude of tranquility and collaboration in situations of illness and small accidents. Identification, critical assessment and verbalization of daily social factors and practices that favor health or not. A progressively critical attitude towards messages broadcast by advertising that can affect their own well-being and their relationship with others.

Stage evaluation criteria.

1. To manifest a progressive control of your body, globally and sectorally, showing an ever more adjusted knowledge of your body scheme, expressing confidence in your possibilities and respect for others. This criterion shows the development of tone, posture and balance, respiratory control or motor coordination and evaluates the use of the motor, sensory and expressive possibilities of the body itself. Children will have to show a progressive control of the same in different situations and activities, such as games, routines or tasks of daily life.

They should be progressively able to recognize and name the different parts of the body and place them spatially, in their own body and in others, as well as some external quality of the body, such as, for example, the color of the body. hair. At first the child will recognize in himself the hands and feet and, subsequently, the face of the others, as well as other parts of the body. Likewise, it will be valued if the child identifies the senses, establishing differences between them according to their purpose and if they can explain with simple examples the main sensations associated with each one of them, as they are the different flavors, smells, colors, sounds, temperatures and textures. Likewise, it will be observed if it shows the progressive recognition of the sensations of pain, hunger, sleep, temperature, and the communication of needs, emotions or desires, initially by the gesture and the look and afterwards through the speaks. It will also be observed if, throughout the stage, the child seeks the help of the adult, at first pointing out the necessary objects to meet their needs, for example, the sleeping pacifier or the bottle to eat, and, subsequently if asks for help verbally and uses paratextual resources to make sense. It will be observed in the different activities, routines or tasks of daily life, the progressive control of its possibilities, as well as the security it manifests in its achievements and enjoyment with its advances. It is also evaluated through this criterion, the formation of an adjusted and positive personal image, the recognition of the image itself in a mirror or photograph, and its graphic representation. The capacity to use own resources, the knowledge of their possibilities and limitations, and the confidence to undertake new actions that are highlighted in the conscious readiness to perform them will be valued. It shall also express respect and acceptance for the characteristics of the other, without discrimination, beginning with the recognition and acceptance of the differences in body (height, colour of the eyes and hair, sex) to detect and assess later interests, skills or preferences, and show attitudes of help and collaboration.

2. To show improvement of their motor skills and their manipulative skills and participate in games, progressively regulating the expression of feelings and emotions.

It is a matter of evaluating with this criterion the active participation and enjoyment in different types of game that the child manifests with the gesture, the attention, the movement, the word.

It will be observed the motive development that manifests in displacements, march, race or jumps; the coordination and control of the manipulative skills of fine character that each activity requires, as well as the well-being or pleasure that manifests the child when performing these activities. For example, the use of tools and tools will allow to show the capacity of apprehension and execution of precise movements. The evolution will also be observed from the global movements with participation of the whole body, example, crawling and marching; to increasingly independent and controlled movements such as eating alone, performing a puzzle or drawing. Attention should also be paid to whether you accept the samples of affection from adults or colleagues and whether you offer them to other colleagues. It will be observed if you recognize in gestures or photos basic emotions such as joy, anger or sadness, and you are able to express them. It is also a question of assessing their progressive control in situations of "rage" or "anger", observing the strategies used to manage their feelings. The acceptance and respect of the rules governing the games will be valued, showing signs of understanding and acceptance of the instructions, and the manifestation and progressive regulation of feelings and emotions that causes the dynamics of the games, as is progressive self-control in the face of corrections or competition. It will also be observed if it shows attitudes of collaboration and mutual aid in diverse games, avoiding the adoption of postures of submission or of mastery, especially among children.

3. Show some autonomy in the acquisition of elementary habits of personal care, hygiene, health and well-being and gradually consolidate them. Advance the autonomous realization of usual activities to meet basic needs, showing interest and initiative.

It is intended to evaluate with this criterion the skills acquired to perform the usual activities related to hygiene, food, rest, displacements and other tasks of daily life. It will be assessed whether they recognise and communicate to adults their basic needs such as hunger, thirst or tiredness, both gestural and verbally and the strategies they use to satisfy them. The progressive monitoring of hygienic needs, respect for rest times, as well as the manifestation of tastes in food, will also be valued by accepting the variety of foods.

The degree of autonomy and the initiative to carry out these activities will be estimated, using appropriate spaces and materials. To do this, we will observe if the children to satisfy these needs, ask for help, and how it unfolds in the immediate spaces (classroom and toilet) and in other spaces of the center. Likewise, we will observe the progressive autonomy in the use of the spoon, fork, knife, toilet paper, soap, etc. It will value the acquisition of habits such as eating with less help, staying seated while eating, respecting the food of others, pulling the chain when you go to the bathroom, dreaming, taking off your sleeping shoes, etc. Likewise, their interest in performing these activities progressively autonomously, and if they manifest joy when they are congratulated on performing them. We will appreciate the pleasure of participating in activities that favor a personal aspect of care, a clean and aesthetically pleasing environment, and for collaborating in the creation of a generating environment for well-being; for example, by manifesting a provision positive to carry out activities such as collecting, sorting and cleaning common spaces, or in personal care of clothing and footwear. It will also be estimated if they are able to identify some hazards in their usual activities, such as when using the slide, the swing or the cutlery at the time of eating, and if they ask for help when they need it or accept them with positive attitude. the help provided by the adult to dangerous situations or diseases. The achievement of this criterion can be particularly appreciated in the symbolic games. In its realization it will also be observed how the child represents his needs, if he takes initiatives, plans his action and if he enjoys in the game.

Area 2. Environment knowledge

With this area of knowledge and experience, the process of discovery and representation of the different contexts that make up the children's environment, as well as progressively facilitating their insertion and participation in them. The contents of this area acquire meaning from the complementarity with the rest of the areas, and will be interpreted in the didactic proposals from the globality of the action and the learnings. Thus, for example, the environment cannot be understood without the use of different languages and in the same way, the realization of oriented displacements must be made from the knowledge of the body itself and its spatial location.

Incorporating an appropriate adaptation into the educational center will encourage the interactions that children establish with the educators and, subsequently, with other partners and adults, as well as the progressive use of the spaces and materials of the school. With the entry into the school, the child is offered privileged situations of interaction that will help him to expand his social relations, to share the attention of the adult, the materials and the spaces, to expand his knowledge on the world, to communicate using various languages and develop skills, skills and new skills. It is therefore conceived of the context as the reality in which one learns and what one learns. Establishing positive links with the adults around you and providing them with affective security will help the child to act to understand and understand how reality works. In the interaction with the environment, manipulates, explores, researches and identifies the elements of the physical environment, recognizes the sensations that produce it, establishes relationships between them, detects similarities and differences, orders, quantifies, anticipates the effects of their actions on them, thus passing from manipulation to representation, origin of the incipient mathematical logical abilities. Through the experiences and with the appropriate educational intervention, children begin to know the world around them, organize their thinking and anticipate the consequences of their actions, thus developing feelings of belonging and assessment of all the elements that make up the medium. These achievements will provide the child with greater security, independence and autonomy with respect to adults for the exploration and knowledge of the environment. The natural environment and the beings and elements that integrate it are the preferred object of the curiosity and the infantile interest. The experiences they have in relation to the elements of nature and the guided reflection on them, will take them, with the appropriate support of the school, to the observation of some phenomena, their manifestations and consequences, as well as to approach gradually to the knowledge of living beings, of the relationships that are established between them, their characteristics and some of their functions. The appreciation of the diversity and richness of the natural environment, the discovery that people are part of this environment, the affective relationship to it, are the basis for encouraging the usual attitudes of respect and care. Throughout the stage, the children and the children are discovering their belonging to the family and the school, in short, to the social environment in which they grow. School life entails the establishment of ever-broader experiences that will bring them closer to people's knowledge and interpersonal relationships, creating links and developing attitudes such as trust, empathy and attachment. form the basis of their socialization. The development of these affective relationships will take into account the expression and communication of the experiences themselves and their emotions and feelings for the construction of identity and to foster coexistence, acting with confidence and autonomy. The child learns with others and, in interactions, also learns to relate, to keep shift, to satisfy their desires, to cooperate and to put themselves in the place of others, but also learns competition, jealousy or rivalry. Social relations are sometimes cooperative and sometimes conflictive but, with appropriate intervention, they will always favor social learning and interpersonal development. Likewise, the child, as a member of society, will participate in the different cultural activities of his environment, thus approaching the knowledge of some cultural traits of his own. Cultural diversity advises to bring children and children closer to social uses and customs, as well as to the cultural spaces of their environment, from an open and inclusive perspective that allows them to know different cultural modes and manifestations. present in society, and thus generate attitudes of respect and appreciation towards them. The importance of technologies as part of the elements of the environment advises that girls and boys identify the role that they have in their lives, taking an interest in their knowledge and starting up in their use as a means of expression, communication and knowledge. In short, the children's environment should be understood as the living space surrounding boys and girls, in which it includes what affects each one individually and what affects the different collectives of belonging as family, friends, school or neighborhood. Thus, girls and boys will recognize in them the physical, natural, social and cultural dimensions that make up the environment in which we live.

Objectives

In relation to the area, educational intervention will aim to develop the following capacities: 1. To actively explore and explore its physical, natural and social environment, to develop the sense of belonging to the itself, showing interest in its knowledge, and developing in it with certain security and autonomy.

2. To interact with others, in an increasingly balanced and satisfactory way, by progressively internalizing the basic guidelines of social behavior and adjusting their behavior to them. 3. To identify and approach the knowledge of different social groups close to their experience, to some characteristics of their members, cultural productions, values and ways of life, generating attitudes of trust, respect and appreciation. 4. Indagar the physical medium by manipulating some of its elements, identifying its characteristics and developing the capacity to act and produce transformations in them. 5. Represent attributes of elements and collections, and establish relationships of groupings, classification, order and quantification, starting in mathematical skills. 6. To be interested in the natural environment, to observe and to recognize animals, plants, elements and phenomena of nature, to experiment, to speak about them and to develop attitudes of curiosity. 7. To know and assess the basic components of the natural environment and some of their relations, changes and transformations, developing attitudes of care, respect and responsibility in their conservation.

Contents

First cycle.

Block 1. Interaction with the physical and natural environment. Exploration and observation of objects and materials present in the medium through the realization of actions such as caressing, hitting, collecting, dragging, screwing, opening, blowing ..., verbalizing the processes when discovering sensations, characteristics and utilities.

Anticipation of some effects of your actions on objects, animals or plants, showing interest in your care and avoiding situations of risk. Interest in the inquiry about elements and materials (water, sand ...), discovering some of its attributes and qualities as cold, hot, dry, wet, big or small. Establishment of some similarities and differences. Classifications based on a criterion and ordinations of two or three elements by size. Carrying out actions on elements and collections such as putting together, distributing, matching and counting elements, approaching non-numerical quantification (many, few, some) and numerical (one, two and three), expressing satisfaction with the achievements achieved. Anticipation of some daily routines or activities experiencing the first experiences of time (such as eating or yard time) and an intuitive estimation of their duration. Recognition and verbalization of some basic spatial notions as open, closed, inside, outside, up, down, inside and outside. Interest to observe the elements of nature (earth, water, clouds, etc.) and animals and plants, and discover some of its characteristics. Identification of some phenomena of the natural environment (day and night, sun, rain ...) and establishing some relationships with normal activities and situations. Enjoy and satisfaction when performing outdoor activities and in contact with nature, developing attitudes of care. Collaboration in the cleaning of everyday spaces.

Block 2. Life with others.

Identification and differentiation of the first social groups of belonging (family and school) and establishment of affective bonds with adults and colleagues in the center, enjoying the relationships with them.

Adaptation of own biological rhythms to the sequences of everyday life, adjusting their behavior to these situations and developing attitudes of help and collaboration. Simple task resolution showing interest in taking on small responsibilities, accepting the indications of the adult and seeking in others the help necessary to act with confidence and security. Participation in games of imitation of situations of everyday life representing different trades, roles or roles to start in the understanding of the world around him, enjoying with them. Participation in diverse activities, accepting to share with the partners both the adult and the spaces and materials. Respect for the work done and for established standards such as waiting shift, sharing or sitting during a short activity. Participation in parties, popular games and outings, enjoying the cultural manifestations of their surroundings and behaving in an adjusted way in each one of them.

Second cycle.

Block 1. Physical media: elements, relationships and me-dida. The objects and materials present in the medium, their functions and everyday uses. Interest in their exploration and attitude of respect and care towards their own and other objects and care.

Perception of similarities and differences between objects. Discrimination of certain attributes of objects and subjects. Interest in the classification of elements. Membership and non-membership relationships. Identification of qualities and their degrees. Gradual sorting of elements. Contextualized use of the first ordinal numbers. Non-numeric quantification of collections (many, few). Quantitative comparison between collections of objects. Relations of equality and inequality (same as, more than, less than). Accurate quantitative estimation of collections and use of cardinal numbers referred to manageable amounts. Oral use of the numerical series to count. Observation and awareness of the functional value of numbers and their usefulness in everyday life. Exploration and identification of situations in which it is necessary to measure. Some conventional and unconventional units and measuring instruments. Approximation to its use. Interest and curiosity for measuring instruments. Intuitive estimation and measure of time. Temporary location of activities of daily life. Detection of temporary regularities, such as cycle or frequency. Observation of some modifications caused by the passage of time in the elements of the environment. Situation of itself and objects in space. Relative positions. Identification of flat and three-dimensional shapes in elements of the environment. Exploration of some elementary geometric bodies. Basic topological notions (open, closed, inside, outside, near, far, inside, outside ...) and realization of oriented displacements.

Block 2. Approach to nature.

Identification of living beings and inert matter such as sun, animals, plants, rocks, clouds or rivers. Assessment of their importance to life. Observation of the incidence of people in the natural environment.

Detection of some features, behaviors, functions, and changes in living things. Approach to the life cycle, from birth to death. Formulation of conjecture on living beings. Observation, discrimination and classification of animals and plants. Curiosity, interest and respect for them. Interest and taste for relationships with them, rejecting negative performances and becoming aware that they are shared goods that we should take care of. Observation of the phenomena of the natural environment (alternation of day and night, rain ...) and assessment of the influence they exert on human life. Formulation of conjecture about its causes and consequences. Enjoy the activities in contact with nature. Assessment of their importance for health and well-being. Critical vision and assessment of positive attitudes in relation to nature.

Block 3. Culture and life in society.

Identification of the first social groups of belonging: family and school. It takes the experienced awareness of the need for its existence and functioning. Enjoy and evaluate the affective relationships that are established in them.

Observation of needs, occupations and services in the life of the community. Knowledge that people are organized in different social groups. Desire to participate in them. Progressive adoption of appropriate patterns of behavior and basic norms of coexistence. Willingness to share and resolve conflicts through dialogue progressively autonomously. Interest in participating in and collaborating in everyday tasks at home and school. Identification and rejection of sexist stereotypes and prejudices. Establishment of balanced relationships between boys and girls. Recognition and appreciation of some signs of cultural identity and of the environment and active participation and interested in social and cultural activities. Interest in the knowledge and appreciation of cultural productions that are present in the environment. Identification of some changes in the way of life and customs in relation to the passage of time. Interest and willingness to establish respectful, affective and reciprocal relations with children from other cultures.

Stage evaluation criteria.

1. Show curiosity and interest in the discovery of the environment, and, progressively: identify, discriminate objects and elements of the immediate environment and act on them; group, classify and order elements and collections according to similarities and ostensible differences; discriminate and compare some magnitudes and quantify collections through the use of the numerical series.

By this evaluation criterion, the degree of interest that the physical environment and the elements that it encounters in children and children will be assessed; if they detect and are motivated by the manipulation of physical objects, by know how they are and how they behave according to their qualities and attributes, if they establish relationships between these (form, color, size, weight ...) and their physical behavior (fall, roll, slip, botar ...), as well as if they search intentionally, through their actions on them, certain effects. In the first cycle, it will be observed which objects arouse interest in the child and what kind of spontaneous actions they perform with them to meet them and discover how they behave by throwing them, hitting them, pushing them, etc. Attention should then be paid to whether you are performing intentional actions and if you look at the effects of your actions, such as listening to the sound produced by an object when you throw it.

Already in the second cycle, it will be taken into account whether, taking into account the qualities or attributes observed, it is able to establish between the objects or elements of class and order relationships. Special attention will be paid to the explanations that children give to justify them-I put it in this place because it is smaller than this one, but it is bigger than this one, for that reason ...-. It will be observed, as the stage progresses, if boys and girls develop certain mathematical logical skills, as a consequence of the establishment of qualitative and quantitative relationships between elements and collections, if they try To quantify the reality referring to both continuous subjects-how much water must be thrown into the paint, I need a lot of sand ...-as well as collections of elements-in my team we are 6 ..., in the box there are few rutators ...-. You will also look at the ability developed to solve simple mathematical problems of your daily life. The interest shown by the knowledge of the numbers, their names and their graphs and the recognition of the magnitudes relative to the elementary numbers will also be the subject of evaluation. It will be valued if the child observes and can verbalize some of the uses and functions that the cardinal and ordinal numbers fulfill in our culture as well as if it uses them functionally in their games and in situations of their daily life. For example, in the first cycle the child will express with his fingers or verbally the years he has, differentiate between numbers and letters, will count without order. Or, in the second cycle, it will show that the number five represents five things, regardless of the space they occupy, their size, shape or other characteristics. We will take into account the knowledge that boys and girls show about spatial notions (above, below; inside, outside; near, far ...), temporary (before, after, in the morning, in the afternoon ...) and of measure (weighs more, is longer, is more full ...). It will be detected, in this sense, if you know the routines that pull the school day and perceive them as a way of organizing time, foreseeing, for example, what will happen next, estimating if the time of the story lasts much or little in comparison with other activities, if it shows knowledge which activities or situations are repeated periodically and which are not, if it differentiates between reading and non-reading days and includes some forms and instruments of representation and temporal measurement, such as watches or almanaques.

2. To show interest in the natural environment, to identify and progressively: to name a few of its components, to establish simple relationships of interdependence, to express attitudes of care and respect towards nature, and to participate in activities to keep it.

It will be estimated by this criterion if children are sensitized by the elements of nature, living and inert, if they express interest in their knowledge, if they show initiative to make observations and if enjoy in contact with nature.

In the first cycle, the interest in the observation of small animals in the environment such as ants, ladybirds, butterflies or birds, as well as the stones and sticks that they find and which appear in their hands, will be appreciated. pockets. It will also be observed if they identify any characteristic (number of legs, if they have feathers or live in the water), as well as if they imitate sounds of nature. Already in the second cycle it will be valued if they know, as a consequence of the inquiry on the natural environment, some rocks, animals and plants, and if they are calling them more and more property. The interest that the observation of the phenomena of nature will give to them will be valued. This should be noted if the first-cycle child is distinguishing or naming different aspects of his or her environment, such as the day of the night, days when there is school, rain or sun, anticipating some usual activity or daily routine, how to relate that at night we sleep or that when it is cold we warm up. It will also be observed if it asks to repeat an activity carried out, and if it uses-although still unadjusted-some indicators of the first notions of the passage of time "before-now-after" or "yesterday". It should also be observed if the child is developing autonomy when the adult does not give him direct slogans, such as putting on the hood when it rains, without being told to do so. In the second cycle, he must show the succession of days and nights, the seasons, the wind or the rain, and he must establish some relations with the life of the people, for example, between the garments and the conditions. weather, or detect some of the holidays, customs or uses linked to the seasons: in winter we celebrate Christmas, in summer we go to the beach ... It will be taken into account if it verbalizes and tries to contrast some observations about the same: it is raining, today is very windy ..., as well as the hypotheses and conjecture that, on its causes and consequences, formula: it rains a lot because there is no sun and The sky is full of black clouds. In the first cycle it will be observed if it recognizes and appoints, with the help of the adult, common and different traits between groups of animals or plants that are shown to them, if it identifies some atmospheric phenomena (rain, wind), and if it extracts some simple conclusions of the observations made, for example, to relate the puddles of the yard to the rain. Likewise, throughout the second cycle, it will be observed if it detects some functions and behaviors of living beings, referring, for example, to the way some animals feed (nutrition), how they behave with each other (relationship) or how children have (reproduction) and whether it relates them to the life cycle, if they observe and speak of the changes that some elements and beings of nature experience, showing signs of the interdependence that exists between them verbalizing, For example-if they have light and we regate them, plants grow .... The capacity to enjoy with the presence of animals and plants in the school, and the participation in their care, as well as the knowledge of some of their needs (food, water, hygiene or light) will be valued. It will also be considered the satisfaction it shows when carrying out activities in contact with nature. It is important, also, to observe the attitude and favorable disposition that children and girls manifest towards the elements of the natural environment, if they are able to verbalize some reasons that should lead to their care and protection as well as if actively and willingly participate in proposals for action to respect and care for the environment. It will also be valued if they are able to establish some relationships between physical and social, identifying natural changes that affect people's daily lives and changes in the landscape through human interventions.

3. Identify and know the most significant social groups in your environment, some features of your organization and the main community services they offer. To give examples of their cultural characteristics and manifestations, and to assess their importance.

This criterion refers to the knowledge that boys and girls are generating about the social groups of belonging: the family, the school or the neighborhood.

It should be observed, if progressively, that they are interested in knowing the tasks that different people perform in society, identifying, for example, some in the nearby environment as the traffic guard, the press seller or the fishmonger, if they show knowledge that they do different jobs, if they sense the need of the social organizations and the community services they offer (transport, health, education, culture ...), as well as if they are capable of verbalize some of the consequences of their non-existence. With this criterion, the way in which boys and girls move forward in their socialization process is valued. In the first cycle of the stage, the progressive adaptation of the individual rhythms to the social guidelines established in the school and the interest shown to participate in the new situations, as well as the accommodation to the rhythms, will be assessed. of the classroom, the anticipation of routines and respect for established norms. It will also be observed if they are related satisfactorily and in a balanced way with the same and the closest educators, if they greet, give signs of affection, say goodbye, etc. As well as extending social relations and integrating into the life of the centre, if they differentiate the different groups to which they belong and if they feel members of them, for example, naming their companions at home and their family in the center, expressing how they are, what they do and what parties or events they participate in, etc. It will be taken into account, likewise, if they understand and are able to verbalize, or represent by the game, some reasons that justify the need to equip us with norms to regulate the relations between the people and if they accommodate their behavior to them with progressive autonomy. At the end of the stage, they must be able to develop living standards in everyday situations, for example, for the functioning of the library. Special attention will be given to the ability of girls and boys to show for the analysis of conflicting situations and the competences generated for a peaceful and dialogued treatment of them. It should also be valued if they begin to understand feelings and emotions that other colleagues have expressed and that they have previously lived, as well as if they try to help and comfort them. This criterion will also assess the knowledge and interest shown by the various cultural manifestations of the environment: language, gastronomy, folklore ..., as well as if they please contact some artistic productions. as monuments, paintings, musical works. It will be observed if they progressively detect and verbalize some of the characteristics and traits of these productions, naming them appropriately. The understanding of some signs or elements that identify other cultures present in the middle, as well as establishing relationships of affection, respect and generosity with all their companions and companions, will also be estimated.

Area 3. Languages: communication and representation

This area of knowledge and experience also aims to improve the relations between the child and the environment since the different forms of communication and verbal, gestural, plastic, musical and corporal representation serve as a link between the outer and inner world by being symbolic instruments that make possible the representation of reality, the expression of thoughts, feelings, experiences, the regulation of one's own behavior and interactions with others.

In the stage of childhood education, the experiences and forms of communication and representation that girls and boys develop from birth, passing from a first form of body communication and children, are initiated, expanded and diversified. gestural that responds to the basic needs of contact and orientation, to the development of all languages and, especially, to oral language thanks to the interaction with adults. Working educationally on communication implies enhancing the capabilities related to the reception and interpretation of messages, and those aimed at issuing or producing them, contributing to improving the understanding of the world and the original expression, imaginative, creative and functional. As has already been reiterated, all three areas should be jointly and integrated. Thus, when addressing, for example, the knowledge of objects and subjects that is reflected in the area Knowledge of the environment, the mathematical language that refers to the representation of those properties and relationships will be worked at the same time. between objects that an approach to the active and inquiring reality, allows them to go building. The different forms of communication and representation that are integrated in this area are: verbal language, artistic language, body language, audiovisual language and information and communication technologies. The extension of the medium requires the acquisition of new instruments of communication and representation, greater precision in the use of those that are already part of the repertoire of the child, and the formation of a personal image that is progressively adjusting in contact and relationship with others. In the use of the different languages, with the mediation of the adult, girls and boys will discover through the manipulation and exploration, the expressive possibilities of each one of them to use those that consider most suitable to what intended to express or represent. In this way it will be facilitated that they acquire the own codes of each language and use them according to their communicative intentions, approaching an increasingly own and creative use of these languages. The acquisition and development of oral language is particularly relevant at this stage, as it is the instrument par excellence of learning, regulation of conduct and manifestation of experiences, feelings, ideas, emotions, etc. Verbalization, the explanation aloud of what they are learning, what they think and what they feel, is an essential tool to configure their personal identity, to learn, to learn to do and to learn to be. School situations of communication will stimulate through diverse interactions, access to increasingly conventional and complex uses and forms of the oral language. At this stage it is intended that progressively children discover and explore the uses of reading and writing, awakening and entrenching their interest for them. The functional and meaningful use of reading and writing in the classroom will take them, in the second cycle and with the relevant educational intervention, to be initiated in the knowledge of some of the properties of the written text, and of their conventional features, the acquisition of which is to be completed in the first primary cycle. Throughout the stage, it is necessary to approach the children's literature, from understandable and accessible texts, so that this literary initiation is a source of enjoyment and enjoyment, of fun and of play, stimulating the desire to read at the same time as allow the child to integrate into his/her cultural environment and approach other contexts further afield. It is also necessary to develop positive attitudes towards one's own language and that of others, awakening sensitivity and curiosity to know other languages. When a foreign language is introduced, this curiosity and the progressive approach to the meanings of messages in known communication contexts will be encouraged, mainly in the usual routines of the classroom. The audiovisual language and the information and communication technologies present in the children's life require an educational treatment that, based on the appropriate and meaningful use, starts girls and boys in the understanding of the messages audiovisual and its adjusted and creative use. The artistic language refers to both plastic and musical. The plastic language has an educational sense that includes the manipulation of materials, textures, objects and instruments, and the approach to plastic productions with expressive spontaneity, to stimulate the acquisition of new skills and skills and awaken aesthetic sensitivity and creativity. Musical language enables the development of capabilities linked to perception, singing, the use of sound objects and instruments, body movement and creation arising from attentive listening, exploration, manipulation and the game with the sounds and the music. Children start to live music through rhythm, motor games, dances and songs. It is intended to stimulate the acquisition of new skills and skills that allow the production, use and understanding of sounds of different characteristics with an expressive and communicative sense, and favor an awakening of aesthetic sensitivity in the face of diverse musical manifestations. Body language has to do with the use of the body, its gestures, positions, attitudes and movements with a communicative, aesthetic and representative intention. Especially interesting is the consideration of the symbolic game and the dramatic expression as a way of manifesting the affectivity, of appropriating reality and of realizing its knowledge of the world. The languages also favor the development of an artistic competition that is accompanied by the awakening, already towards the end of the stage, of a certain critical consciousness that is put into play by sharing with others the aesthetic experiences and the understanding of messages. In short, these languages contribute in a complementary way to the harmonious development of children and must be addressed in an integrated manner with the contents of the first two areas. Through the uses of different languages they develop their imagination and creativity, they learn, they build their personal identity, they show their emotions, their knowledge of the world and their perception of reality. They are also instruments of relationship, regulation, communication and exchange and the most powerful tool to express and manage their emotions and to represent reality. As for cultural products, they are fundamental instruments for developing one's own cultural identity and appreciating that of other social groups.

Objectives

In relation to the area, educational intervention will aim to develop the following capabilities:

1. Progressively appropriate the different languages to express their needs, preferences, feelings, experiences and representations of reality.

2. To experiment and express themselves using the body, plastic, musical and technological languages, to represent situations, experiences, needs and elements of the environment and to provoke aesthetic effects, showing interest and enjoyment. 3. To use the language as an instrument of communication, representation, learning and enjoyment, of expression of ideas and feelings, and to value the oral language as a means of regulating personal behavior and coexistence. 4. Understand the communicative intentions and messages of other children and adults, familiarising themselves with the rules governing communicative exchanges and adopting a favourable attitude towards communication, both in their own language and in foreign languages. 5. To approach the productions of cultural tradition. Understand, recite, count and recreate some literary texts showing attitudes of valuation, enjoyment and interest towards them. 6. Develop curiosity and creativity by interacting with plastic, audiovisual and technological productions, theatrical, musical, or dance, by employing various techniques. 7. Getting started in the social uses of reading and writing by exploring its functioning and valuing them as an instrument of communication, information and enjoyment. 8. Initiate in the oral use of a foreign language with communicative intention in activities related to the usual situations of the classroom, and show interest and enjoyment by participating in these exchanges. 9. Initiate in the use of technological instruments, valuing their potential as favoring communication, expression and as a source of information and diversification of learning.

Contents

First cycle. Block 1. Verbal communication. Progressively adjusted use of the oral language in normal communication situations to name reality, communicate needs and feelings, evoke experiences, and as a means to regulate one's own behavior and that of others.

Initiative to participate in regular communication situations, striving to improve their own language productions, expanding their lexicon and progressively accommodating the conventional formats. Progressive use of the basic norms that govern communicative exchange (to look at who speaks, wait shift, listen with attention to adults and colleagues) using para-linguistic resources to reinforce the meaning of the messages. Evocation of facts and experiences of everyday life by representing them through the symbolic game and incipient oral narratives. Taste and interest in manipulating texts written on different media (books, magazines, newspapers, posters or labels), participating in the interpretation of images and starting in the differentiation between different forms of graphic expression (drawings, numbers, written language). Attention, understanding and enjoyment with the listening of stories, poetry, rhymes, trabalengas, guesses, explanations, instructions and descriptions as a form of communication, information and enjoyment.

Block 2. Other forms of communication: plastic, musical and body.

Perception and exploration, through manipulation, of the characteristics of diverse materials (waxes, water, sand, masses, clay ...), use of different instruments (brushes, sponges, rollers ...) and discovery of textures, colors, smells, in the production of plastic productions.

Discovery and experimentation of the expressive and communicative possibilities of the body itself (gestures, movements, looks, tears, smile ...), in individual and group activities. Use all your expressive possibilities to communicate needs, moods and desires and influence the behavior of others. Express and communicate experiences, facts, emotions, feelings and experiences through the manipulation and transformation of different plastic materials. Initiation in the use of basic techniques (modeling, drawing, painting, collage, prints.) and skills (wrinkling, pasting ...), caring for materials, instruments and spaces, and showing interest and respect for the productions themselves and others. Enjoy in the elaboration of collective projects and in the observation of different artistic productions present in the environment. Curiosity to recognize the image itself and other people in its family and school environment, as well as very close elements, from graphic or audiovisual representations. Identification and imitation of everyday sounds and discrimination of their distinctive features and some basic contrasts (noise-silence, long-short, strong-soft), enjoying their own or their peers. Exploration of the sound possibilities of the voice, of the body itself, of everyday objects and musical instruments to produce sounds, simple rhythms showing confidence in the possibilities themselves. Representation of characters, facts and situations through symbolic games, enjoying the activities of dramatization, imitation, dance and other games of body expression.

Second cycle.

Block 1. Verbal language. Listen, talk and talk. Use and progressive assessment of the oral language to evoke and relate facts, to explore knowledge, express and communicate ideas and feelings and to help regulate one's own behavior and that of others.

Progressive use, according to age, of varied lexicon and with increasing precision, appropriate structuring of phrases, proper intonation and clear pronunciation. Participation and active listening in regular communication situations. Progressive accommodation of their statements to conventional formats, as well as approach to the interpretation of messages, transmitted by audiovisual media. Proper use of the rules governing the exchange of languages, respecting the speaking time, listening with attention and respect. Interest in participating in oral interactions in foreign languages in routine communication routines and situations. Assessment of the foreign language as an instrument to communicate. Understanding of the global idea of oral texts in foreign languages, in regular classroom situations and when talking about known and predictable topics. Positive attitude towards the foreign language. Development of basic strategies to support the understanding and oral expression of messages in foreign languages: use of the visual and non-verbal context and previous knowledge on the subject or situation transferred from the languages known to the foreign language. Positive interest and attitude towards the different languages used in the environment and towards the particular uses made by people.

Approximation to the written language.

Approach to the written language as a means of communication, information and enjoyment. Interest to explore some of its elements.

Differentiation between written forms and other forms of graphic expression. Identification of very significant and usual written words and phrases. Perception of differences and similarities between them. Initiation to the knowledge of the written code through these words and phrases. Use, gradually autonomous, of different media of the written language such as books, magazines, newspapers, computers, posters or labels. Progressively adjusted utilization of the information they provide. Interest and attention in listening to poetry, narrations, explanations, instructions or descriptions transmitted or read by other people. Initiation in the use of writing to fulfill real purposes. Interest and willingness to communicate in writing and by the use of some conventions of the written language system such as linearity, orientation and organization of space, and taste for producing messages with increasingly precise and legible strokes.

Approach to literature.

Listen and understand stories, stories, legends, poems, rhymes or guesses, both traditional and contemporary, as a source of pleasure and learning.

Received from some texts of poetic character, cultural tradition or author, enjoying the sensations that rhythm, rhyme and beauty of words produce. Creative participation in language games for fun and learning. Dramatization of literary texts and enjoyment and interest in expressing themselves with the help of extralinguistic resources. Interest in sharing interpretations, sensations and emotions caused by literary productions. Interest and curiosity in the knowledge of literary texts of other cultures present in the environment. Use the library with respect and care, valuing the library as a resource for information, learning, entertainment and enjoyment. Listen, global understanding and memorization and recitation of fragments of songs, stories, poems or rhymes in foreign languages.

Block 2. Audiovisual language and information and communication technologies.

Initiation in the use of technological instruments such as computer, peripherals, camera or sound and image players, as facilitators of communication.

Scanning the keyboard and mouse of the computer and experimenting with its use to perform appropriate activities such as writing your name, filling calendars, calendars, messages, posters, drawing, transforming images or playing. Viewing of audiovisual productions such as films, videos or images. Critical assessment of its contents and aesthetics. Progressive distinction between reality and audiovisual representation. Progressive awareness of the need for a moderate, critical and significant use of the audiovisual media and information and communication technologies. Use of audiovisual productions and technologies for information and communication for the approach to the foreign language.

Block 3. Artistic language.

Experimentation and discovery of some elements that configure the plastic language (line, shape, color, texture, space ...).

Expression and communication of facts, feelings and emotions, experiences, or fantasies through drawing and plastic productions made with different materials and techniques. Interpretation and evaluation, progressively adjusted, of different types of plastic works present in the environment. Exploration of the sound possibilities of the voice, of the body itself, of everyday materials and objects and of musical instruments of small percussion. Use of the sounds found for the interpretation, the sonorization of texts and images and the musical creation. Recognition of the sounds of the natural and social environment, and the auditory discrimination of its distinctive features and some basic contrasts (long-short, strong-soft, severe-acute). Active audition and recognition of some musical works of different genres and styles. Active participation and enjoyment in the performance of songs, musical games and dances. Interpretation and memorization of songs, dances and simple instruments. Active participation and enjoyment in musical audition, musical games and the performance of songs and dances.

Block 4. Body language.

Discovery and experimentation of gestures and movements as body resources for expression and communication. Familiarization with the specular image for the awareness of the expressiveness itself.

Use, with communicative and expressive intention, of the motor possibilities of the body itself in relation to space and time. Exploration of the own expressive and communicative possibilities in relation to objects and materials. Body and motor adjustment to objects of different characteristics for expressive or communicative purposes. Imitation of animals, characters and objects. Spontaneous representation of characters, facts and situations in symbolic, individual and shared games. Participation in activities of dramatization, dances, symbolic play and other games of body expression. Association of gestures and daily movements to linguistic expressions in foreign languages to favor the acquisition of lexicon and communication.

Stage evaluation criteria.

1. Participate in communicative situations through protoconversations, or shift system, and social interaction games.

This criterion evaluates the capacity of child-adult joint care to participate in communicative situations that the adult creates with the intention of helping the child to communicate in a meaningful way. In this exchange, we must assess the progression in the communicative responses of the child from the smile and the babble, to pointing out and making vocalizations. Thus, in the first moment the gestural communication will be observed (look, smile, point with a finger, give palmates of joy, move the head to say yes or no, say goodbye with the hand or ask for things with gestures). The incorporation and subsequent use of sounds, onomatopeyas, repetition of the end of words, etc. that indicate their intention to learn and use the oral language will be assessed.

You will also have to observe if you initially use crying, elementary vocalic emissions, smile, movements to point out, etc., as instruments that you are worth to communicate your needs, sensations and wishes. They will also assess their understanding of the communicative intentions of the adult in game situations through their participation in them.

2. To use the oral language in the most convenient way for communication with its peers and adults, according to the communicative intentions, and to understand different oral messages, showing an attentive and respectful listening attitude.

This criterion evaluates the development of the ability to express and communicate orally. The interest and initiative to communicate with other people will be valued. In the first moment, the gestural communication will be observed, and then, in parallel, the successive use of sounds, repetitions of words, words associated with gestures, combinations of two words, etc., until reaching complete sentences. that allow you to express yourself with sufficient clarity and correction and to carry out various communicative intentions, such as expressing needs, preferences, asking for help, reporting some facts, providing simple instructions, or participating in conversations group.

It will be valued if you show interest in communicating and if you communicate easily with adults and with your colleagues, as well as interest and taste for the increasingly relevant and creative use of oral expression to regulate the their own behavior, to report experiences, reason, resolve conflicting situations, communicate their moods and share them with others, build meanings. This criterion also refers to the ability to listen and understand all texts, including messages, stories, literary productions, descriptions, explanations and information that allow them to participate in the life of the classroom. It will be observed if you understand orders and instructions that will be initially very simple, if you listen to the stories and the explanations with attention and understand them globally responding with expressions, gestures or actions to what is being reported, if it is able to fully or partially re-count a story or anticipate the content of stories or recognize the modifications in the known stories, if it participates in the resolution of the guessing, the recitation of poetry, if it repeats part of a retahila or routine and if you enjoy these activities as well as if you relate what you hear with experiences previous. It will also be valued when you start asking questions, if you ask questions often, if such questions are relevant, and especially if you ask when you lose understanding. Respect for others must be expressed in the interest and attention to what they say and in the use of social conventions, such as keeping the speaking time, listening, looking at the interlocutor and maintaining the theme and the support of signals. For the purpose of strengthening their communicative intentions. The positive attitude towards the acceptance of the differences which are perceived in the rhythm, intonation and accents of the interlocutors will also be assessed and their interest and curiosity will also be appreciated towards the different languages used in the environment. The ability to evoke facts and experiences of daily life or from images or memories that the child expresses through the game will be evaluated. Likewise, we will value if you communicate state of mind, preferences and feelings. It will be observed if it increases the capacity to understand and participate in situations of foreign language use in the classroom. It will be valued if you understand some of the usual commands of the functioning of the classroom, if it reproduces some repetitive expressions of the stories, if you resort to several strategies to understand and if you memorize and reproduce parts of the songs. In the foreign language, the interest, curiosity and participation in the proposed activities will be particularly appreciated.

3. To show interest in the written texts present in the classroom and in the next environment, beginning in their use, in the understanding of their purposes and in the knowledge of some characteristics of the written code. Be interested and participate in the reading and writing situations proposed by the classroom.

With this criterion it is assessed whether children know and differentiate the other graphic forms, drawings and images; if they value and are interested in the written language, and start in the functional use of the reading and the writing as a means of communication, information and enjoyment. Such interest will be shown in the attention and curiosity for the acts of reading and writing that are performed in the classroom. In the first place, it will be observed if the child is interested in taking and looking at stories and other written materials from the classroom, the images show, and shows the educator, shows that he reads when he looks at a text, interprets images and photographs in the texts; makes notes with the intention of differentiating between drawing and writing even if the result does not yet appreciate the difference; if it asks the adult to read or ask him which puts in a text; later and successively it will be observed if recognizes his name and that of some companions, if he makes hypotheses about what is written from the drawing or from the photography and context, if you look for clues in the alphabetic code to interpret the text in a text, if you produce written messages that are ever closer to the established conventions or if you recognize that the written signs are carriers of messages.

Progress in the proper use of written material (books, newspapers, letters, labels, advertising ...) will be observed and interest in exploring the basic mechanisms of the written code, as well as knowledge, will be valued. of some characteristics and conventions of the written language, knowledge that will be consolidated in the Primary Education.

4. Express and communicate using means, materials and techniques of different artistic, technological and audiovisual languages, showing interest in exploring their possibilities, to enjoy with their productions and to share with the other aesthetic and communicative experiences.

This criterion evaluates the development of expressive skills through different materials, instruments and techniques of the musical, technological, audiovisual, plastic and body languages. It will be observed if it tries to reproduce songs, even if it is completing the educator some word not used in a conventional way, if it reproduces fine songs and if it captures the rhythm of the same and of musical fragments. The ability to use all the available resources to create an effect with the body, to imitate characters, animals and diverse situations will be observed. It will be observed, too, if it increases the dexterity, the imagination and the sensitivity in the realization of plastic activities like scribbling, drawing, painting, modeling or to build in volume.

The taste for experiencing and exploring the expressive possibilities of the gesture, the movements, the voice and also the color, the texture or the sounds, as well as the desire to improve its communicative and expressive capacity will be observed. The degree of imitation, participation in musical activities, body expression, and plastic expression will be valued. It will be valued if you like to try to reproduce and invent sounds and rhythms with your body, for example by making palms or playing with the voice, if you use percussion musical instruments, if you try to sing and dance to the rhythm of the music; if you are able to not be frightened by a character, identify and imitate him; if he participates in or takes the initiative in carrying out activities of plastic expression and progressively uses the different basic techniques to express himself. The use and care of the different materials, instruments and techniques of the musical, plastic and body languages will also be valued. The development of aesthetic sensitivity and positive attitudes towards artistic productions in different media will be valued, along with the interest in sharing aesthetic experiences. It will be observed if you enjoy with artistic productions and you like to participate in them, as well as, the quality in the expression of emotions and opinions close to musical, theatrical, audiovisual and plastic works.

ANNEX II METHODOLOGICAL GUIDELINES AND FOR EVALUATION

Children's education is the first stage of the education system. It caters to girls and boys from birth to six years, is ordered in two cycles, has its own entity and has a marked educational character. Therefore, the methodological principles that should guide the pedagogical action, are offered for the stage set and should be contextualized according to the characteristics of the students.

The educational practice in early childhood education allows different methodological approaches, however it is important to consider some fundamental ideas that should support the didactic action, derived from current knowledge about as they are and how children of these ages learn. These principles are offered as references that make it possible to make informed methodological decisions so that, in effect, pedagogical intervention has an unambiguously educational sense.

Attention to diversity.

Meeting diversity means offering an adequate response to the different motivations, needs, interests and cognitive style of each child. Each child has its own rhythm of development and is building in a personal and dynamic way the characteristics that define it, in function of the experiences it is experiencing, of its social, economic and cultural origin, and, in a relevant way, of the helps you provide assistance in this process. The school must also compensate for the possible inequalities of departure, offering cultural experiences and the approach to technological resources; these experiences will be all the more necessary the less presence they have in the environment of the children.

It is therefore appropriate for the educator and the teacher to consider and respect the personal differences of boys and girls, and to make open and flexible programming that, when implemented, will allow the process of teaching to the needs and characteristics of each child. In this way, the learning process will be favored in an individualized way, allowing each child to develop their potential to the maximum. As a result, standardized activities, of simultaneous collective execution, should be avoided with unique results that represent uniform requirements for all. Attention to diversity lies in the essence of Child Education, which marks the beginning of the process of growth of boys and girls, a process that is conditioned by a multitude of differential factors: biological, evolutionary, family, social, etc. Attention to diversity must be guided by the principle of promoting and stimulating the well-being and development of all children, optimizing the individual differences in the classroom. Promoting the well-being and development of the potential of all requires an educational approach that is responsive to individual, diversified, flexible and positive needs, aimed at providing an educational response to the needs of the specific needs of each, and attending to all the elements that are part of the educational process: role of educators and teachers, organization of the classroom, methodology, evaluation, relationship with families, etc. In this sense, it is necessary to present activities that respond to different interests and allow to work at different levels within the classroom, in small groups, taking into account the curiosity and differentiated interest of the students and students. At this stage diversity is greater than in any other. On the one hand, there are differences between very broad ranges of age at the same level of education, which in this age group require very flexible educational responses. These differences should be taken into account in order to enhance the educational value of the interaction between children of different ages in their development process. This contact is beneficial to both the younger ones who are exposed to more advanced behaviors and the older ones who have the opportunity to grow up experiencing the process of guiding and helping the little ones. Children at these ages have very different rhythms and physiological needs associated with their young age, especially in the first cycle of the stage. In addition to specific needs of some children in relation to aspects of their health. These differences must be respected in the organization of the activity in the classroom to ensure their well-being and harmonious and balanced development. Also, it will be necessary to attend to aspects of their socio-emotional development and personal traits such as different types of attachment, self-esteem, security and confidence, etc. Of course, there are also different interests among children, more focused on activities of one type or another: experimentation, communication, motor, manipulative, symbolic, etc., that the school should strengthen and diversify. Differential characteristics associated with the genus are also given. It is essential that the school environment offers multiple and varied learning and development opportunities for children, which transcend stereotypes. It is therefore very important to keep in mind these ages the pace and intensity of the changes that occur in the mature process of children, in their growth and personal development, aspects that should help educators and teachers relativize the information that is available to the child. It is thus necessary to avoid attributing labels and qualifiers to the behavior, behavior, personality traits of children, etc., and not to perform assessments based on personal capabilities and characteristics aspects that are so subject to change in these ages. Special attention should be paid to children with special educational needs, who should be identified and valued as soon as possible. The detection and early attention of their needs is particularly important. Therefore, teachers and educators will coordinate with other professionals, in addition to promoting a particularly affective and stimulating environment. They will have to use the most appropriate resources to support their development, always paying more attention to the processes than to the results they obtain. In this sense, the acceptance and respect for individual differences is a fundamental principle for educators and teachers who must be especially sensitive to individual differences, trying to have this diversity impact on positively in their learning and in the construction of their personal and group identity.

The globalizing approach.

The principle of globalization alludes to the desirability of bringing children closer to what they need to learn from an integrated and diverse perspective. Children often perceive reality in an intuitive, static, unconnected way, without establishing relationships between the different dimensions, aspects or elements that make up facts or situations. Therefore, it is the task of the school to present the knowledge related to the different realities in a dynamic and interrelated way, as well as to put in connection and dialogue the different expressive and communicative languages.

Some examples can help clarify this idea. Babies show some interest in the objects in their surroundings and, from the three or four months of age, this interest grows enormously as a result of postural control, sensory coordination and curiosity for objects in the environment. whose qualities they will discover through their action on them and their experience. Often in the first year children are provided with a "treasure basket", where each has the opportunity to choose what interests him most among a wide variety of objects that facilitate the development of the five senses. You can select and explore, catch, lick, chew, beat or pass from one hand to another. This first contact with the objects will involve your whole organism in a concentration activity accompanied by pre-verbal movements and sounds. Here is the global approach to knowledge. Similarly, if, for example, a conflict resolution situation is dealt with in the second cycle in a dialogue and a peaceful way, it should be done from different perspectives. Thus, the affective dimension will be worked by making the children reflections that make them disfocus and think about how the attack will be felt; the social dimension, remembering that other similar situations have lived, which norms we had agreed upon and by ...; linguistics, asking them to put words to what happened; from the moral, proposing to them a reflection on whether or not it is right ... In short, the situations or objects of knowledge will be presented from different perspectives to contribute, in this way, to the children approaching a interpretation of the world in a comprehensive and integrated way. In application of this principle, and as has been pointed out in previous paragraphs, the differentiation between different areas of experience appearing in the curriculum should not imply that the planning of teaching and practice is treat these areas independently. Thus, for example, the introduction of a foreign language in the second stage of the stage must be done in relation to the rest of the content, using this language for vehicular learning that is familiar to children and children. Similarly, technologies should be used in the service of those units or projects in which teaching is organized, to diversify learning, to express and communicate using current languages or to approach reading and writing with a functional and meaningful sense linked to your daily life. Educational teams should organise teaching by offering programming units such as workshops, work projects or small research, which are potentially significant, whose sequences of activities link with the reality of children, provoke their interest and naturally integrate diverse contents. The development of these learning sequences will make it possible to contest content of different types and different areas. In this way, it can be achieved that they attribute meaning, make sense and relate new learnings with previous knowledge and experiences and, in short, that they learn and develop new skills. The globalizing nature of education also refers to the treatment of different types of content: conceptual, procedural and attitudinal, although the procedures charge a special weight and act as a vehicle for the acquisition of other content. For example, one learns to assess the importance of respectful attitudes in dialogue with others, while learning in practice the strategies that govern communicative exchange, such as waiting turns, looking at who speaks, smiling, participate in the conversation or listen carefully. Similarly, they will learn concept "number two" when, from manipulation and observation, it is understood that this number represents two things, regardless of their size, shape, color or other attributes. In short, a concept should be taught from a procedure that is put into practice and which aims to encourage children to develop attitudes. This approach is consistent with the development of core competencies, as they are also an integral part of learning.

Significant learning.

Learning significantly requires the establishment of numerous relationships between what is already known and what is to be learned, and has the consequence of the integration of knowledge, which will allow us to apply what has been learned in a situation in other situations and contexts. Another requirement to learn significantly is that the child has a positive disposition towards learning, is motivated to learn, that is, that apprenticeships make sense for children, connect with their interests and respond to them. to your needs. In short, significant learning involves a process of building meanings in which the child, with the contest of his previous experiences and knowledge, and, generally, in interaction with other people, attributes meaning to the plot of reality that is the object of its interest and what is happening in its environment. In this sense, the unadjusted knowledge is used to help the child to observe, reason and appreciate its contradictions.

Educators and teachers, who are aware of the evolutionary characteristics of children and children of education, must have an active listening and listening attitude that allows them to detect the evolutionary competences, the interests and the needs they show, to adjust the educational intervention. Thus, in the first cycle, attention should be paid to the manifestation of their basic needs through crying, movement, gestures or vocalizations, since, once satisfied, the child is willing to manipulate, to explore ..., in short, to know the world around him. The verbal expression of the child must be progressively facilitated so that he can manifest and share his experiences, so that the teaching proposal can be linked to them. Similarly, in order to facilitate the connection between the new and what has already been learned, it is worth exploring and considering the previous ideas and their evolution, both individual and those that are considered generalizable. For example, when children write train with many letters because it is large or when they give qualitative character to the amounts depending on the extent they occupy or their size. Much of these previous ideas make it easier or more difficult to learn, so it is so important that they are taken into account when dealing with any content.

The game, a privileged instrument of educational intervention.

The game is a universal behavior that boys and girls spontaneously manifest. It affects cognitive, psychomotor, affective and social development as it allows to express feelings, to understand norms, to develop the attention, the memory or the imitation of social behaviors. Through the games, girls and boys approach the knowledge of the environment around them, their own thoughts and emotions and others. Because of its motivating, creative and pleasant character, the playful activity has a key importance in childhood education.

From very early on, they should be encouraged with motor games, imitation, incipient representation, symbolic, dramatic play and cultural tradition games. For example, in children one to two years of age deserves special mention of the heuristic game, that is, to teach boys and girls to discover for themselves things, as it allows for autonomous exploration and discovery. This activity requires time and space, programming and preparation of materials. The child of this age starts in the social game through the run, trains, etc. Little by little, he will move from a solo game to a parallel game, and gradually go on playing more participatory and social, which will allow him to discover new relationships. Towards the end of the first cycle and especially in the second cycle, the symbolic game is of particular importance. Through it, the child approaches the imitation and representation of external models, which will allow him to understand and interpret gradually the world around him. The educational value of popular and cooperative games cannot be forgotten. In classroom programming, the game must be treated as an educational goal, because it has to be taught to play; as content, since there are many learnings linked to the games that children can build; and as a methodological resource Through the game you can learn about the various areas of knowledge and experience. Therefore, in children's education, the various activities that are carried out should be given a playful character, avoiding the false dichotomy between play and work, as well as enhancing the children's games, reserving for them times, spaces and resources. In this way, their potentiality will be pedagogy. In short, the game should be a central activity in this educational stage because it constitutes a privileged element capable of integrating different situations, experiences, knowledge or activities. Therefore, as stated, it should not be understood in opposition to school work, but as a privileged instrument of learning.

Child activity: observation and experimentation.

Child activity is an indispensable requirement for development and learning. Children of these ages have to learn by doing, in a process that requires observation, manipulation, experimentation, reflection and mental effort.

From very early on, you have to plan activities so that the actions that the child repeats spontaneously, will lead you to discover the effects of these actions and to anticipate some of them. For example, for the discovery of itself, it should be made easier for you to use all your senses and experience diverse sensations. In the same way, personal contact will facilitate the knowledge of others. On the other hand, experimentation with objects and materials will basically allow the inquiry and knowledge of the elements of reality from a physical and logical-mathematical perspective, both inseparable in this age. To get children to progress in the knowledge of the world, it is necessary to give them opportunities to carry out activities autonomously, take the initiative, plan and sequence little by little the action itself, which demands, as Later on, the creation of a physical and affective security environment, rich in stimuli, a favorable environment for exploration, cooperation and the taking of initiatives. The activity should not be understood as the realization by the child of a given slogan, always linked to external and observable actions, but as any kind of proposal or situation that invites you to elaborate representations of what intends to do, what could be done or what has been done, to help you be able to obtain information, imitate, represent, communicate and reflect on your own activity, remember experiences or predict consequences. Thus children know the world around them, structure their own thinking, control and ignite future experiences and discover their emotions and feelings. In short, development and learning processes occur in them. In the programming it must be considered that not all activities are of the same order, nor do they possess the same educational potentiality, so the didactic proposals should be varied and adjusted to the different rhythms and cognitive styles of the boys and girls who make up the group. According to the educational intentionality, the time at which they are presented or the type of learning to be generated would have to propose activities of different kinds. For example, some will have the object of detecting prior knowledge and children's interests, others will be more of development of the learning and others will serve to recapitulate and synthesize the learned; in some cases they will be suggested by the teacher and others by the children themselves; some will be to be performed by the great group and others individually. Thus, the activities at these ages must be varied and their duration must be estimated according to the interest they raise. A good part of the activities should always be a challenge and mobilise various competences in its implementation. The planning of the activities shall take into account the consideration of diverse groupings. The work in small groups and the interaction between equals is essential for intellectual development as it confronts the child to be aware that there are mismatches between what they think and reality, the mediation of the educator in this process of interaction between equals is fundamental. Hence the importance of planning all activities: the daily routines themselves, games, outings, parties and celebrations, or other activities aimed at. It is the set of all of them that will allow the learning of the fundamental contents of the stage. In short, it should be noted that all the activity performed by the child during the school day is potentially educational, and this is how it should be considered in its planning.

The school environment, a space of well-being, affective and stimulating.

Children learn in interaction with the environment in which they unfold. At this stage, the environment must be understood as a determining factor for children's activity, as an element that can condition teaching, mobilize the learning of children and act as an instrument for their socialization process. individualisation. Hence the importance of making appropriate decisions regarding the elements that make up the school scenario, in order to generate an environment of well-being, affective and stimulating.

An environment of these characteristics is defined, in children's school, by the interactions that children and educators establish with each other and with the elements of the physical and sociocultural environment, as well as by the type, frequency, quality and diversity of the communication that is established between all. The setting up of an environment that helps children grow, allows them to develop and stimulates the desire to learn is, to a great extent, conditioned by the decisions taken in relation to important elements such as the role of the teacher or educator, the organization of spaces and time, the selection of resources and materials, the proposed activity, the way in which children are grouped or the rules that are established to regulate school coexistence. The children's school should be understood as a place of life and shared relationships, attended by children capable of "action" of their own, in whose competence the educators and teachers trust. Therefore, one of the most important teaching tasks is the creation of a trusted, warm, welcoming and safe environment in which the child feels loved and able, which will allow him to build confidence in himself to face the challenges that he will face. raises the progressive knowledge of your environment and to acquire the tools and strategies that allow you to access it. The affection and welcoming that is manifested in the attitude of educators and teachers will make children safe to express their emotions, attend to others and learn to control them, conditions all necessary for the children. child welfare.

The organization of spaces and time. Special attention should be paid to the decisions taken in relation to the organization of the spaces and time, since they have a fundamental importance in order to concretize the educational intentions. It should not be forgotten that proper treatment of these elements generates in the children the necessary coordinates that allow them to understand the here and the now and, therefore, to locate in their environment and to interpret it better.

All spaces of the school should be designed and distributed with educational intentionality, in a stable and varied manner, so that its use allows to satisfy satisfactorily the needs of movement, affection, play, Children's and girls ' exploration, communication or rest. In the first cycle it is important for the spatial organization to stimulate interaction between equals and with adults, the realization of actions on objects and the free movement, all in a framework of physical and emotional security. For example, in the classroom of babies, it should be available, in addition to the biberonery and sleeping area, in other areas as a zone of tranquility or play, zone of movement and feeding zone that will be modified and adapted throughout the course. For the second cycle, different areas of activity should be available, such as, for example, the corners, oriented towards the achievement of diverse learning related to the symbolic game, the constructions, the artistic expression, the technologies, mathematical skills or language. This will stimulate the interaction of children, facilitate mental activity, planning and decision-making in an autonomous way and allow for the attention of diversity. Special importance should be given to the outer space, since the games and activities carried out in the open air must have formative intentionality, constituting an extension of what happens in the classroom. The educational team, therefore, should be involved in the configuration of the spaces, transforming them into the appropriate scenario so that children can develop and learn better.

The organization of time.

For its part, the organization of time goes beyond the temporary distribution of the activities or the preparation of schedules. Time, as well as an organizational element, must be considered a relevant factor in the process of personal construction of children. Therefore, the distribution of the day should be done in such a way that there is time for everything and for all; the children's rhythms and needs must be respected, accommodating the temporal sequence and the duration of the different moments or activities in the way of being and learning from boys and girls.

In the early stages of the stage, the time is closely related to the satisfaction of the biological needs, little by little, these rhythms are adapted to other needs of a more social character. The moments of food and hygiene should be used to establish affective links with the child, while playing, talking, fondling and smiling. At this time special attention must be paid to their expressions and to interpret their cries or their gestures and respond to them. Through the experience of an organized and predictable school time, children are establishing order and regularity in their actions and in others and learning certain temporal notions. The routines can therefore be considered as an organizing element that contributes to the creation of a security environment and represents a stable sequence of activities. At these ages, to become aware of the passage of time in function, at the beginning, of the satisfaction of their basic needs, of knowing what is going to be done, when and how, it provides the child with emotional stability and security. The routines make children feel that they are competent, that they know many things, because they are able to predict, anticipate and prepare for what is going to happen, thus contributing to the development of self-esteem, that feeling of competence and essential security to learn. Both in the first cycle and in the second cycle, time should be organized flexibly, combining, for example, times of activity with times of rest, or times in which children remain attentive to the teachers ' slogans with others. in which they carry out free and spontaneous activities. It is important for each child to have the time they need to explore, learn, grow and develop in a way that is consistent with their personal characteristics and rhythms, allowing them to be able to end their activities and feeling satisfied with their work. Likewise, in the distribution of daily activities, we must plan individual attention times, checking that, in fact, every child has enjoyed a personal attention time. With the organization of school times, in addition to the intuitive approach to the objective and common time, it is important to help children to generate a certain awareness of personal time. Consequently, school situations should be foreseen in which boys and girls can freely dispose of their time, decide what to do in it, gradually helping them to understand that time is, also, an element that belongs to them and whose Free use makes you feel like people.

Materials as mediators.

The materials must be understood as means that condition the activity of children and, consequently, the quality of the learning. That is why they are considered important. The selected materials should favor the affective and relational aspects that are triggered in situations of play, to awaken the curiosity of the children, the desire to manipulate them, the initiative for the exploration and the search of answers about how it works.

The materials must be well organized and within reach of the children, unless they are fragile or dangerous. This visual presence will suggest activities, remind them that they can initiate or repeat a concrete action, in short, it will favor their autonomy. In addition, materials should be offered in a gradual manner, laying down rules of use, revising the state of use to remove those which are deteriorating, and, of course, provision should be made for a time of distribution and collection, as these moments must be of an educational nature. It should not be forgotten that excess materials and over-stimulation cause children to lack of interest, restlessness and restlessness. Indeed, the selection of the materials determines to a great extent the activity of the children, their games and their learning. Therefore, it will be taken into account that they allow sensory and motor development; manipulation, interaction, observation and experimentation; logical thinking; representation and simulation or oral communication. They will be selected in order to accommodate the different ages, needs and interests, and will also be taken into account that they are resistant, easy to transport and clean, aesthetic, non-toxic and versatile, allowing different uses and functions. Materials should also be attractive, solid, varied and safe. Especially important is your selection in the adaptation period to provoke in the children the desire to play. Faster integration will be facilitated if the child is allowed to bring some toy or attachment element. In addition to conventional teaching materials, it is important to have materials of nature, recycling material, fabrics, cartons, objects of domestic life such as hats, shoes or kitchen utensils. Finally, the compensating role of the children's school should not be forgotten, which can also be exercised through materials, making it easier for some boys and girls to have access to the manipulation of objects and resources such as the computer, peripherals, photos or video cameras, books, magnifiers or a globe, unusual in the sociocultural context in which they unfold.

The Center of Child Education, space for coexistence.

The Children's Education Center provides the child with another source of developmental experiences: their meeting with other children. Peer-to-peer interaction is both an educational goal and a first-order methodological resource. Hence the importance of the groupings. Interactions, collaboration, small conflicts and readjustments that are generated at school, facilitate intellectual, affective and social progress. Therefore, activities that require different types of groupings should be promoted: large group, small group, duo or trio, which will contribute to both affective and social development, as well as to the development of personal responsibility and autonomy.

Similarly, the establishment of limits and norms, acquires value if given in a context of affection; if they are consistent, clear and flexible and, little by little, elaborated and consensual. The limits and the rules help children to know how to act, to know what is expected of them, what to do and what not and what are the limits of their behavior. If when they meet the standards they receive congratulatory samples from the adults and the companions, they will feel valued and this will help them to understand that it is pleasant to live in a climate of affection and respect, and that, contribution is important. Consequently, the school should provide children with opportunities to experience experiences and to make proposals and activities that enable them to build confidence in their abilities, perceiving and valuing themselves as competent persons and with possibilities to learn. This gives emotional security, a basic element for daring to explore new worlds, new situations, new experiences. The context of communication, affection and respect, will allow the child to face any learning situation such as, for example, moving through the classroom or in the yard, keeping the toys, washing hands or coloring without going out of an outline. a positive opinion of itself and its capabilities, offering security even if it does not achieve an optimal result. Since the important thing is always the processes, the effort, the overcoming of the difficulties and the attempts of learning should be valued. When the child is supported and reinforced by the adult in the behaviors and activities he performs, he will tend to repeat them since the recognition of his achievements will be rewarding.

Child Education, a shared task.

Coordination among all professionals involved in child education is essential to ensure the coherence and continuity of teaching and learning. The development, development and evaluation of the educational project of childhood education is one of the fundamental tasks of the teaching team.

Since the cycle constitutes the curricular unit of organization, programming and evaluation, the work in teams of the educators and teachers that participate should be guaranteed. The programs that result from this collaborative work must concretize the educational processes that are proposed, specifying the learning sequences, as well as the times, spaces and materials. These sequences should also include attention to the diversity of students, both for those who have difficulties and for those who have the greatest capacity to learn, so that everyone can develop their full potential. Both in the programmes and in the specific units that are planned, intervention and coordination will be necessary with the remaining professionals who share the task of educating to adopt common guidelines for intervention in the achievement of the educational objectives and ensure consistent action. Also, the coordination of the educational teams that work in each of the two cycles of childhood education and with the stage of primary education strengthens and consolidates the learning, avoiding the incoherence that can occur between different methodologies if there is no continuity and coherence in the didactic approaches. The appropriate interaction family school is another one of the basic pillars on which to establish a quality children's education. Educational work always begins in the family. Educators and teachers of child education must share this responsibility with it, completing and expanding the learning experiences that children have acquired in the family framework. Communication and permanent coordination with families is essential if the educational action is to have valuable results. The educational values and the learnings that are promoted from the school institution become solidly integrated in the child's life when there is a continuity between the home and the school. In those contexts where it is particularly necessary, it would be a fundamental task for the teaching team to act on the educational model, trying to convince the need for collaboration between the family and the school, through the dialogue, communication and professional opinion, in order to promote their active involvement. It is especially necessary for the teaching team to look for the most appropriate way for each context to make known and share with the families the educational model. To this end, dialogue, communication and the establishment of channels and forms of participation of families in the center and the relationship between parents and educators are essential. In this sense, the technologies offer new possibilities for families to obtain and provide information, for example through the websites of schools. Knowing the characteristics of each family and some of their cultural references, will facilitate better collaboration and result in a better development of children. Finally, it should be noted that educational action transcends the school framework and should become a shared responsibility with institutions, associations or other social groups. The school should favor this permeability with its social context, in order to make education a task for all, coordinating educational action in a climate of respect and commitment is an inherent practice in the methodological principles set out above.

Evaluation as a process observation.

The assessment in child education must be linked to the development of the teaching and learning process and must be a regular practice to assess the progress that has been made as a result of the didactic action. Diversity in any group and in any educational stage is always a fact, but in children's education the groups are extraordinarily diverse, hence the need to observe the advances from the starting point of each child. personal strategies that mobilizes, the difficulties it encounters and the resources available to overcome them, to permanently adjust the didactic intervention.

The evaluation, although it serves the group's progress, must be individualized and it is presented as a continuous, permanent process, which provides qualitative and explanatory data on the processes followed by the child in the different areas of learning. Hence the importance of carrying out an initial assessment which includes information on personal and social circumstances, as well as a continuous assessment of all the data that help to plan the interventions that stimulate the progress of boys and girls. In this process, the constant relationship with families is important in order to coordinate the actions and unify criteria for action. In this sense, the most appropriate evaluation techniques for this stage are the interviews with the parents and the direct and systematic observation of the child. It is important to have clear criteria to see what the children know to do, what and how much help they need and how they are evolving. This adjustment between what the child can and what it is intended to acquire, requires an intervention whose effectiveness is based, in large part, on the knowledge of the child and the educational aid that he needs. Hence the importance of an adequate assessment of their level of departure and their possibilities. The educational action, guided by this set of principles, will help children to begin the development of basic skills through the practice of critical thinking, creativity, initiative, problem solving, decisions, the control of emotions and the taking of risks, important components of all of them. In short, the children's school must become a place where the children who attend are loved and encouraged. To do this, it is important to create a motivating environment rich in stimuli, the environment that needs to grow, in the company of others.