Organic Law 2/2006 of 3 May of Education, in Article 6.2 thereof, provides that it is for the Government to lay down the minimum teachings referred to in the first subparagraph of Article 6 (2) (c) of the Organic Law. 8/1985, of 3 June, regulating the right to education. The purpose of this royal decree is to establish the minimum teachings of the second cycle of childhood education.

Children's education is an educational stage with its own identity. This is why this royal decree establishes general objectives, purposes and principles referring to the whole of the stage.

By virtue of the competencies attributed to educational administrations, according to articles 14.7 and 6.4 of the Organic Law 2/2006, of 3 May, of Education, it is up to them to determine the educational contents of the first cycle of early childhood education and to establish the curriculum of the second cycle, which will form part of the minimum teachings set out in this royal decree.

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 complete, where appropriate, the curriculum established by the educational administrations.

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 contribute and make possible development. The second cycle's learnings are presented in three different areas, which describe their general objectives, contents and evaluation criteria; however, much of the contents of an area make sense from the perspective of the other two, with which they are in close relationship, given the globalizing character of the stage.

For their part, the evaluation should be aimed at identifying the acquired learning as well as the assessment of the development achieved, thus a clearly formative character. From this approach, the evaluation criteria are conceived as a reference to guide educational action.

The regulation to be carried out by the educational administrations must include the objectives, the contents and the evaluation criteria, although the block grouping established in this royal decree is intended to presentation of the content in a consistent manner.

At this stage, more than any other stage, development and learning are dynamic processes that take place as a result of the interaction with the environment. Each child has its rhythm and its style of maturation, development and learning, therefore, its affectivity, its personal characteristics, its needs, interests and cognitive style, must also be elements that condition the educational practice in this stage. In this process, participation and collaboration with families will be particularly relevant.

In the process of drawing up this royal decree, the autonomous communities have been consulted and the School Council of the State and the Ministry of Public Administrations have issued a report.

In its virtue, on the proposal of the Minister of Education and Science, in agreement with the Council of State and after deliberation of the Council of Ministers at its meeting of the day of December 29, 2006,

DISPONGO:

Article 1. General principles.

1. Childhood Education is the educational stage with its own identity, which caters to girls and boys from birth to six years old.

2. This stage is ordered in two cycles. The first comprises up to three years, and the second, from three to six years of age.

3. Children's education is voluntary. The second cycle of this educational stage will be free.

Article 2. 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, the movement and the habits of body control, the manifestations of communication and language, the elementary guidelines of coexistence and social relations, as well as the discovery of the physical and social characteristics of the environment. In addition, girls and boys will be provided with a positive and balanced picture of themselves and acquire personal autonomy.

Article 3. Objectives.

Children's education will contribute to the development of skills in girls and boys:

a) Know your own body and that of others, your chances of action and learn to respect differences.

b) Watch and explore your family, natural and social environment.

c) Acquire progressively autonomy in your usual activities.

d) Develop their affective capabilities.

e) Relating to others and progressively acquiring elementary guidelines of coexistence and social relationship, 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 4. Areas.

1. The educational content of children's education will be organised in areas corresponding to areas of experience and child development and will be addressed through globalized activities that have an interest and significance for children. children.

2. Working methods in both cycles will be based on experiences, activities and play and will be applied in an atmosphere of affection and confidence, to enhance their self-esteem and social integration.

Article 5. Educational content and curriculum.

1. Educational administrations shall determine the educational contents of the first cycle of child education in accordance with the provisions of the preceding articles.

2. Educational administrations will establish the curriculum for the second cycle of early childhood education, which will, in any case, form part of the minimum teachings set out in this royal decree.

3. It is up to the educational authorities to promote a first approach to the foreign language in apprenticeships in the second cycle of early childhood education, especially in the last year. They will also foster a first approach to reading and writing, as well as early initiation experiences in basic numerical skills, in information and communication technologies, and in visual and musical expression.

4. The educational institutions will develop and complete the educational contents of the first cycle of childhood education and the second cycle curriculum established by the educational administrations, which will be part of the proposal. (a) the educational project referred to in Article 14 (2) of the Organic Law 2/2006 of 3 May of Education and which must include in its educational project those centres whose offer is at least a full year.

Article 6. Minimum teaching of the second cycle of childhood education.

1. The areas of the second cycle of childhood education are as follows:

Knowledge of self and personal autonomy.

Knowledge of the environment.

Languages: Communication and representation.

These areas should be understood as areas of activity, as spaces of learning from all order: attitudes, procedures and concepts, which will contribute to the development of children and foster their approach to the interpretation of the world, giving it meaning and facilitating its active participation in it.

2. The objectives, contents and evaluation criteria of the different areas of the second cycle of childhood education are set out in the Annex to this royal decree.

Article 7. Assessment.

1. In the second cycle of early childhood education, the evaluation will be comprehensive, continuous and formative. Direct and systematic observation will be the main technique of the evaluation process.

2. The evaluation in this cycle should be used to identify the acquired learning and the rhythm and characteristics of the evolution of each child. For these purposes, the assessment criteria for each of the areas will be taken as a reference.

3. Teachers who deliver the second cycle of childhood education will evaluate, in addition to the learning processes, their own educational practice.

Article 8. Attention to diversity.

1. The educational intervention should contemplate as a principle the diversity of the students adapting the educational practice to the personal characteristics, needs, interests and cognitive style of the boys and girls, given the importance that in these ages acquire the rhythm and the maturation process.

2. Educational administrations shall establish procedures to identify those characteristics which may have an impact on the school development of children. They will also facilitate the coordination of how many sectors are involved in the attention of this student.

3. The centres shall take appropriate measures aimed at pupils who present a specific need for educational support.

4. The centres will cater for children with special educational needs seeking the educational response that best suits their personal characteristics and needs.

Article 9. Autonomy of the centres.

1. Educational administrations will promote the pedagogical and organizational autonomy of the centers, they will favor the work in team of the teachers and their research activity from the teaching practice.

2. The educational institutions will develop and complete the curriculum established by the educational administrations, adapting it to the characteristics of the children and their educational reality.

3. In order to respect the fundamental responsibility of mothers and fathers or guardians at this stage, the centres will cooperate closely with them and establish mechanisms to encourage their participation in the educational process of their children.

Single additional disposition. Teachings of religion.

1. The teachings of religion will be included in the second cycle of the children's education in accordance with the provisions of the second provision of the Organic Law 2/2006, of May 3, of Education.

2. Educational administrations shall ensure that parents or guardians of pupils and students may express their willingness to receive or not receive teachings of religion.

3. Educational administrations shall ensure that religious teachings respect the rights of all pupils and their families and that it does not constitute discrimination on receiving or not receiving such teachings.

4. The determination of the curriculum of the teaching of Catholic religion and of the different religious denominations with which the Spanish State has concluded Cooperation Agreements in educational matters will be the responsibility of the hierarchy, respectively. Church and the corresponding religious authorities.

Single transient arrangement. Applicability of Royal Decree 1330/1991, of 6 September, laying down the basic aspects of the curriculum of children's education, Royal Decree 828/2003 of 27 June, establishing the basic educational aspects of the Preschool Education and Royal Decree 2438/1994 of 16 December, which regulates the teaching of religion.

Until the implementation of the new ordination of children's education in accordance with the provisions of Royal Decree 806/2006 of 30 June, establishing the timetable for the implementation of the new system management Education, established by the Organic Law 2/2006, of 3 May, of Education, the minimum teachings of this stage will be governed by the provisions of Royal Decree 1330/1991, of 6 September, establishing the basic aspects of the curriculum of the Child Education, Royal Decree 828/2003 of 27 June, establishing the (a) basic education of preschool education, and Royal Decree 2438/1994 of 16 December, which regulates the teaching of religion, as far as this educational stage is concerned.

Single repeal provision. Regulatory repeal.

1. Royal Decree 1330/1991 of 6 September, laying down the basic aspects of the curriculum for children's education and Royal Decree 828/2003 of 27 June, laying down the basic educational aspects of the Preschool Education.

2. Royal Decree 2438/1994 of 16 December 1994, which regulates the teaching of religion, is repealed with regard to this educational stage.

3. The other rules of equal or lower rank are repealed as soon as they object to the provisions of this royal decree.

Final disposition first. Basic character.

This Royal Decree is of a basic rule under the jurisdiction conferred on the State by Article 149.1.1. º and 30. º of the Spanish Constitution, and is given by virtue of the enabling it confers on the Government Article 6.2 of the Organic Law 2/2006 of 3 May of Education and in the use of State competence for the general management of the educational system and for the fixing of minimum lessons collected in the first provision, 2, a) and (c) of the Organic Law 8/1985 of 3 July, regulating the law of education.

Final disposition second. Regulatory development.

It is up to the Minister of Education and Science to dictate, in the field of their competences, how many provisions are necessary for the execution and development of what is established in this royal decree.

Final disposition third. Entry into force.

This royal decree will enter into force the day after its publication in the Official Gazette of the State.

Given in Madrid, 29 December 2006.

JOHN CARLOS R.

The Minister of Education and Science,

MERCEDES CABRERA CALVO-SOTELO

ANNEX

Areas of the Second Child Education Cycle

Children's education aims to contribute to the physical, emotional, social and intellectual development of girls and boys in close cooperation with families. In this educational stage, the foundations for personal and social development are laid, and learning is integrated that are at the base of the subsequent development of competencies that are considered basic for all students.

In the curriculum of the second stage of the stage, special relevance is given to the knowledge-oriented learning, assessment and control that children acquire from their own person, their possibilities and their ability to use with some autonomy the resources available at any given time. In this process, the acquisition of skills is relevant to carry out the usual activities with a certain degree of responsibility, autonomy and initiative in the proper use of spaces and materials, and in the performance of the various tasks that are performed in the classroom. The interactions with the environment, the increasing motor control, the observation of their possibilities and limitations, the process of differentiation of the others, will make them acquire a progressive independence with respect to the adults. All this contributes to "learning to be myself and learning to do" and lays the foundations for the development of autonomy and personal initiative.

In this process of acquisition of autonomy, verbal language is of particular importance because it is in this cycle in which the acquisition of the language is initiated in a systematic way by providing varied contexts that allow expand the family framework and develop the communicative abilities of girls and boys. But it should not be forgotten that there are also other types of languages, such as the body, the artistic (both plastic and musical), the audiovisual and the mathematician, and that as a whole they are essential to enrich the possibilities of expression and contribute to the development of communicative competence.

At the same time, the development of individual skills and abilities and their interaction with the media and with peers contribute to the evolution of thinking, teaching to think and to learn (critical thinking, decision making, problem solving, using cognitive resources, etc) and lay the foundation for further learning.

In this cycle, the environment of girls and boys is expanded and diversified, which puts them in a position to face new experiences and interact with previously unknown elements. They carry out learning oriented to the establishment of increasingly broad and diverse social relations, awakening in them the awareness that there is a variety and giving rise to positive attitudes towards it. With all this, we learn to interact with others and to respect the norms of coexistence, to live together and contribute to the further development of social competence.

Knowledge of self and personal autonomy

This area of knowledge and experience refers, together, to the gradual construction of one's identity and emotional maturity, the establishment of affective relationships with others and autonomy. personal as inseparable and necessarily complementary processes. The contents that are grouped in this area, acquire meaning from the complementarity with the rest of the areas, and will have to be interpreted in the didactic proposals from the globality of the action and the learnings.

In this process of personal construction, the interactions of boys and girls with the medium, the increasing motor control, the development of emotional awareness, the observation of their possibilities and limitations, the the process of differentiation of others and the increasing independence with respect to adult people.

Identity is one of the results of the set of experiences that children have when interacting with their physical, natural and, above all, social means. In this interaction, which must promote the positive image of oneself, autonomy, the awareness of one's competence, security and self-esteem, the identity itself is constructed. The feelings they trigger must contribute to the elaboration of a personal, adjusted concept, which allows them to perceive and act according to their possibilities and limitations, for a full and harmonious development.

It should be taken into account that the image that boys and girls build of themselves is largely an internalization of the ones that show them who surround them and the trust that they place in them. In addition, the way adults collect their initiatives will facilitate or hinder their development.

Throughout this stage, the experiences of children and children with the environment must help them to understand their body, their perceptive and motor possibilities, which can identify the sensations they experience, Enjoy with them and use the expressive possibilities of the body to manifest them. The recognition of their individual characteristics, as well as those of their peers, is a basic condition for their development and for the acquisition of non-discriminatory attitudes.

The presence of different personal traits, either by reason of sex, social or cultural origin, must be used by the faculty to attend to the diversity, fostering an atmosphere of relations presided over by respect and acceptance of the differences. It will also address the development of affectivity as an essential dimension of the child's personality, enhancing the recognition, expression and progressive control of emotions and feelings.

In order to contribute to self-knowledge and personal autonomy, the game should be promoted as a privileged activity that integrates action with emotions and thought, and promotes social development.

In early childhood education, the acquisition of good health, hygiene and nutrition habits is also of great importance. These habits contribute to the care of the body itself and the spaces in which daily life takes place, and to the progressive autonomy of children.

The school, and especially at these ages, is a particularly suitable field to enrich the processes of building knowledge of self and personal autonomy, if it offers an educational intervention adjusted 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 form an adjusted and positive image of oneself through interaction with others and the gradual identification of their own characteristics, possibilities and limitations, developing feelings of self-esteem and personal autonomy.

2. Know and represent your body, its elements and some of its functions, discovering the possibilities of action and expression, and coordinating and controlling more and more precisely gestures and movements.

3. Identify the feelings, emotions, needs or preferences, and be able to call them, express them and communicate them to others, identifying and respecting, also, those of others.

4. Realize, in an increasingly autonomous way, common activities and simple tasks to solve problems of everyday life, increasing the feeling of self-confidence and the ability to initiative, and developing strategies to satisfy their basic needs.

5. Adapt their behavior to the needs and requirements of others, developing attitudes and habits of respect, help and collaboration, avoiding behavior of submission or mastery.

6. Progress in the acquisition of habits and attitudes related to safety, hygiene and health strengthening, appreciating and enjoying the everyday situations of balance and emotional well-being.

Contents

Block 1. The body and the image itself

The human body. Exploration of the body itself. Identification and progressive acceptance of its own characteristics. The body scheme.

Perception of physical changes of their own and their relationship with the passage of time. Spatial references in relation to the body itself.

Using the senses: Senses and perceptions.

The basic needs of the body. Identification, manifestation, regulation and control thereof. Confidence in your own abilities to your satisfaction.

Identification and expression of feelings, emotions, experiences, preferences and interests of others. Progressive control of the feelings and emotions themselves.

Accepted and positive acceptance and assessment of yourself, of your own possibilities and limitations.

Positive assessment and respect for differences, acceptance of the identity and characteristics of others, avoiding discriminatory attitudes.

Block 2. Game and Move

Confidence in the possibilities of action, participation and personal effort in the games and physical exercise. Taste for the game.

Postural control: The body and the movement. Progressive control of tone, balance and breathing. Satisfaction with the growing body domain.

Exploration and assessment of the possibilities and limitations perceptive, motor and expressive of each other. Initiative to learn new skills.

Basic notions of movement orientation and coordination.

Adapting the tone and posture to the characteristics of the object, the other, the action and the situation.

Understanding and accepting rules for playing, participating in your regulation and assessing your need, and the role of play as a means of enjoyment and relationship with others.

Block 3. Daily life and activity

The activities of everyday life. Initiative and progressive autonomy in its realization. Regulation of own behavior, satisfaction with the realization of tasks and awareness of the competition itself.

Rules that regulate everyday life. Sequenced schedule of the action to resolve tasks. Acceptance of the possibilities themselves and limitations in the realization of the same.

Elemental habits of organization, constancy, attention, initiative and effort. Assessment and taste for work well done by yourself and others.

Skills for interaction and collaboration and positive attitude to establish relationships of affection with adults and peers.

Block 4. Personal care and health

Actions and situations that favor health and generate self-well-being and others.

Healthy Habits: Body hygiene, eating and resting. Proper use of spaces, elements, and objects. Request and acceptance of assistance in situations that require it. Assessment of other people's help attitude.

Taste for a personal care aspect. Collaboration in maintaining clean and orderly environments.

Acceptance of established rules of behaviour during meals, displacements, rest and hygiene.

Body pain and disease. Adjusted assessment of risk factors, adoption of prevention and safety behaviors in normal situations, attitude of tranquility and collaboration in situations of illness and small accidents. Identification and critical assessment of everyday social factors and practices that favor health or not.

Assessment Criteria

1. To show a progressive knowledge of your body scheme and a growing control of your body, globally and sectorally, expressing confidence in your possibilities and respect for others.

With this criterion, the development of tone, posture and balance, respiratory control or motor coordination is observed and the use of the motor, sensory and expressive possibilities of the body itself is evaluated. They 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 must be able to recognize and name the different parts of the body and place them spatially, in their own body and in the body of others. It will also be valued if they identify the senses, establishing differences between them according to their purpose and if they can explain with simple examples the main sensations associated with each sense.

It is also evaluated through this criterion, the formation of an adjusted and positive personal image, the ability to use own resources, the knowledge of their possibilities and limitations, and the confidence to undertake new actions. They must also show respect and acceptance for the characteristics of others, without discrimination of any kind, and show attitudes of help and collaboration.

2. Participate in games, showing motor skills and manipulative skills, and regulating the expression of feelings and emotions.

It is a matter of evaluating with this criterion the active participation in different types of game. The development of the motor elements that manifest in displacements, march, race or jumps will also be observed; as well as the coordination and control of the manipulative skills of fine character that each activity requires. It will also assess their participation and proper use of the rules that govern them, and the manifestation and progressive regulation of feelings and emotions that causes the dynamics of the games, and also if it shows attitudes of collaboration and mutual assistance in diverse games, avoiding the adoption of submission or domain positions, especially among children.

3. To perform autonomously and with initiative usual activities to meet basic needs, progressively consolidating personal care habits, hygiene, health and well-being.

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. The degree of autonomy and the initiative to carry out such activities shall be estimated using appropriate spaces and materials. You will appreciate the taste for 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.

Knowledge of the environment

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 facilitating their insertion into them, is intended to favor in children and children. in a thoughtful and participatory manner. 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. For example, the environment cannot be understood without the use of different languages, in the same way, the realization of oriented displacements must be done from the knowledge of the body itself and its spatial location.

The interactions that girls and boys establish with the elements of the media, which with the entrance into the school is diversified and broad, must constitute privileged situations that will lead them to grow, to expand their knowledge on the world and to develop new skills, skills and competences. It is conceived, then, the means as the reality in which one learns and what one learns about.

To understand and understand how reality works, the child investigates the behavior and properties of objects and subjects present in their environment: it acts and establishes relationships with the elements of the physical environment, explores and identifies these elements, recognizes the sensations they produce, anticipates the effects of their actions on them, detects similarities and differences, compares, orders, quantifies, thus passing manipulation to the representation, origin of the incipient mathematical logical skills.

In this way and with the appropriate educational intervention, children approach the knowledge of the world around them, structure their thinking, internalize the temporal sequences, control and channel future actions, and They are gaining greater autonomy over adult people.

The natural environment and the beings and elements that integrate it, soon become the preferred objects of curiosity and infantile interest. The experiences they have in relation to the elements of nature and the reflection on them, will take them, with the appropriate support of the school, to the observation of some natural phenomena, their manifestations and consequences, as well as to gradually approach 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 from school the usual attitudes of respect and care.

Throughout this stage, boys and girls discover their belonging to the social media. School life entails the establishment of 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. solid basis of their socialization. In the development of these affective relationships, the expression and communication of the experiences themselves, their emotions and feelings, for the construction of their own identity and to foster coexistence will be taken into account.

Gradually they have to move closer to the knowledge of some cultural traits of their own. Cultural diversity advises to approximate children and children to social uses and customs 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 children's environment must be understood, consequently, as the living space that surrounds 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.

The importance of technologies as part of the elements of the environment advise that girls and boys identify the role that these technologies have in their lives, taking an interest in their knowledge and starting up in their use.

Objectives

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

1. Actively observe and explore your environment, generating interpretations about some significant situations and facts, and showing interest in your knowledge.

2. To engage with others, in an increasingly balanced and satisfactory way, by progressively internalizing social behavior patterns and adjusting their behavior to them.

3. To know different social groups close to their experience, some of their characteristics, cultural productions, values and ways of life, generating attitudes of trust, respect and appreciation.

4. Start in mathematical skills, functionally manipulating elements and collections, identifying their attributes and qualities, and establishing relationships of groupings, classification, order and quantification.

5. To know and value the basic components of the natural environment and some of their relationships, changes and transformations, developing attitudes of care, respect and responsibility in their conservation.

Contents

Block 1. Physical Media: Elements, Relationships, and Measure

The objects and subjects present in the media, their functions and everyday uses. Interest in your exploration and attitude of respect and care for your own and other objects.

Perception of attributes and qualities of objects and subjects. Interest in the classification of elements and to explore their qualities and degrees. Contextualized use of the first ordinal numbers.

Approximation to the quantification of collections. Use of the count as the estimation strategy and use of the cardinal numbers referred to manageable amounts.

Approximation to the numerical series and its oral use for counting. Observation and awareness of the functionality of numbers in everyday life.

Exploration and identification of situations in which it is necessary to measure. Interest and curiosity for measuring instruments. Approach to their use.

Intuitive and measured estimation of time. Temporary location of activities of everyday life.

Situation of itself and objects in space. Relative positions. Realization of oriented displacements.

Identifying flat and three-dimensional shapes in elements of the environment. Exploration of some elementary geometric bodies.

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 some features, behaviors, functions, and changes in living things. Approach to the life cycle, from birth to death.

Curiosity, respect and care for the elements of the natural environment, especially animals and plants. Interest and taste for relationships with them, rejecting negative performances.

Observation of phenomena of the natural environment (rain, wind, day, night). Formulation of conjecture about its causes and consequences.

Enjoy your activities in contact with nature. Assessment of their importance for health and well-being.

Block 3. Culture and life in society

Family and school as first social groups of belonging. Awareness of the need for their existence and functioning through examples of the role they play in their daily lives. Assessment of the affective relationships that are established in them.

Observation of needs, occupations and services in the life of the community.

Progressive incorporation of appropriate patterns of behavior, willingness to share, and to resolve everyday conflicts through dialogue in a progressively autonomous way, especially in relation to the balanced relationship between boys and girls.

Recognition of some cultural identity signs of the environment and interest in participating in social and cultural activities.

Identification of some changes in the way of life and customs in relation to the passage of time.

Interest and willingness to engage in respectful, affective and reciprocal relationships with children from other cultures.

Assessment Criteria

1. Discriminate objects and elements in the immediate environment and act on them. Group, classify and sort items and collections according to ostensible similarities and differences, discriminate and compare some magnitudes and quantify collections by using the numerical series.

It is intended to assess with this criterion the ability to identify the objects and subjects present in their environment, the interest to explore them through manipulative activities and to establish relationships between their characteristics or attributes (shape, color, size, weight ...) and physical behavior (drop, roll, slide, drop ...).

It also refers to the way in which children develop certain mathematical logical skills, as a consequence of the establishment of qualitative and quantitative relationships between elements and collections. You will also look at the ability developed to solve simple mathematical problems of your everyday life.

The interest in the exploration of numerical relationships with manipulative materials and the recognition of the magnitudes relative to the elementary numbers (e.g., number five represents five things, will be valued). regardless of the space they occupy, their size, shape or other characteristics) as well as the approach to the understanding of the numbers in their double cardinal and ordinal aspects, the knowledge of some of their uses and their ability to use them in their own daily life situations.

It will also take into account the management of the basic 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).

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

With this criterion, we value the interest, knowledge and degree of sensitization by the elements of nature, both living and inert; the inquiry of some general characteristics and functions, approaching the notion of life cycle and noting the changes that this entails.

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 (changes of seasons, temperature ...) and changes in the landscape for human interventions. Attitudes of care and respect towards nature will be shown by participating in activities to conserve it. It will also be considered the interest that they manifest in the knowledge of the environment, the observations they make, as well as the conjecture that they make about their causes and consequences.

3. Identify and understand the most significant social groups in your environment, some features of your organization and the main community services it offers. To give examples of their cultural characteristics and manifestations, and to assess their importance. This criterion evaluates the knowledge of the closest social groups (family, school, etc.) of the community services they offer (market, health care or means of transport), and their role in society.

The awareness of the need for the social, will be estimated by verbalizing some of the consequences that, for the life of the people, would have the absence of social organizations, as well as the need to establish norms to live.

It will also be observed their integration and affective bonding to the closest groups and the accommodation of their behavior to the principles, values and norms that govern them. Special attention shall be given to the ability of girls and boys to show for the analysis of conflicting situations and the competences generated for appropriate treatment and resolution.

The understanding of some signs or elements that identify other cultures present in the middle is also evaluated, as well as establishing relationships of affection, respect and generosity with all their partners.

Languages: Communication and representation

This area of knowledge and experience also aims to improve the relationship between the child and the environment. The different forms of communication and representation serve as a link between the external and internal world as instruments that make possible the representation of reality, the expression of thoughts, feelings and experiences and interactions with the others.

In the stage of childhood education, the experiences and forms of representation that girls and boys have developed since birth are expanded and diversified. 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 and creative.

As has been reiterated, all three areas must be worked together and integrated. Thus, when addressing, for example, the knowledge of objects and subjects that is reflected in the area Knowledge of the environment, will work at the same time, the mathematical language, which refers to the representation of those properties and relationships between objects, that an approach to the active and inquiring reality, allows them to go building.

In the use of different languages, girls and boys will discover the best adaptation of each one of them to the representation of the different realities or dimensions of the same reality. In this way it will be facilitated to accommodate the own codes of each language to their communicative intentions, approaching an increasingly own and creative use of these languages.

The different forms of communication and representation that are integrated in this area are: verbal language, artistic language, body language, audiovisual language and information technology and the communication.

On the other hand, oral language is especially relevant at this stage, it is the instrument par excellence of learning, regulation of conduct and manifestation of experiences, feelings, ideas, emotions, etc. Verbalization, the explanation aloud, what they are learning, what they think and what they feel, is an essential tool to configure personal identity, to learn, to learn to do and to learn to be. With the oral language it will be stimulated, through diverse interactions, access to increasingly conventional and complex uses and forms.

In the second cycle of childhood education, children are intended to discover and explore the uses of reading and writing, awakening and entrenching their interest in them. The functional and meaningful use of reading and writing in the classroom will take them, with the relevant educational intervention, to be initiated in the knowledge of some of the properties of the written text and its characteristics The acquisition must be completed in the first primary cycle.

Likewise, it is necessary to develop positive attitudes towards one's own language and that of others, awakening sensitivity and curiosity to know other languages. In the introduction of a foreign language, this curiosity and the progressive approach to the meanings of messages in known communication contexts, fundamentally in the usual routines of the classroom, will be valued.

It is also necessary to approach the children's literature, from understandable and accessible texts, so that this literary initiation is a source of enjoyment, enjoyment, fun and play.

The audiovisual language and information and communication technologies present in children's lives require an educational treatment that, from the appropriate use, starts girls and boys in the understanding of the messages audiovisual and in its proper 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. 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 musical manifestations of different characteristics.

Body language has to do with the use of the body, its gestures, attitudes and movements with a communicative and representative intention. Especially interesting is the consideration of the symbolic game and the dramatic expression as a way to manifest its affectivity and to account for its knowledge of the world.

Languages also contribute to the development of an artistic competition that is accompanied by the awakening of a certain critical consciousness that is put into play by sharing with others aesthetic experiences.

These languages contribute, in a complementary way, to the integral development of children and develop in an integrated way with the contents of the first two areas. Through the languages they develop their imagination and creativity, they learn, they build their personal identity, they show their emotions, their knowledge of the world, 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 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. Use the language as an instrument of communication, representation, learning and enjoyment, expression of ideas and feelings, and value the oral language as a means of relationship with others and of regulation of coexistence.

2. Express emotions, feelings, desires and ideas through the oral language and through other languages, choosing the one that best fits the intention and the situation.

3. Understand the intentions and messages of other children and adults, adopting a positive attitude towards the language, both own and foreign.

4. Understand, reproduce and recreate some literary texts showing attitudes of appreciation, enjoyment and interest towards them.

5. Start in the social uses of reading and writing by exploring its functioning and valuing them as an instrument of communication, information and enjoyment.

6. Approach the knowledge of artistic works expressed in different languages and perform activities of representation and artistic expression through the use of various techniques.

7. Initiate oral use of a foreign language to communicate in activities within the classroom, and show interest and enjoyment by participating in these communicative exchanges.

Contents

Block 1. Verbal language

Listen, talk, and chat:

Use and progressive assessment of the oral language to evoke and relate facts, to explore knowledge to 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 common communication situations. Progressive accommodation of their statements in the conventional formats, as well as the approach to the interpretation of messages, texts and oral accounts produced by audiovisual media.

Proper use of the rules governing language exchange, respecting the speaking time, listening with attention and respect.

Interest in participating in foreign language oral interactions in routine communication routines and situations.

Understanding 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.

Approximation to the written language:

Approach to the written language as a means of communication, information and enjoyment. Interest in exploring 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 knowledge of the code written through those words and phrases.

Use, gradually autonomous, of different media of the written language such as books, magazines, newspapers, posters or labels. Progressively adjusted utilization of the information they provide.

Interest and attention in listening to narrations, explanations, instructions or descriptions, read by other people.

Getting started with writing to fulfill real purposes. Interest and disposition for the use of some of the 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 the 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 brought about by literary productions.

Using the library with respect and care, valuing the library as an entertainment and enjoyment information resource.

Block 2. Audiovisual language and information and communication technologies

Getting started with the use of technological instruments such as computer, camera or sound and image players, as communication elements.

Approach to audiovisual productions such as films, cartoons or video games. Critical assessment of its contents and aesthetics.

Progressive distinction between reality and audiovisual representation.

Progressive awareness of the need for moderate use of audiovisual media and information and communication technologies.

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 assessment, 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 objects and of musical instruments. Use of sounds found for music interpretation and creation.

Recognition of sounds from the natural and social environment, and discrimination of their distinctive features and some basic contrasts (long-short, strong-soft, severe-acute).

Attentive hearing of musical works present in the environment. Active participation and enjoyment in the performance of songs, music games and dances.

Block 4. Body language

Discovery and experimentation of gestures and movements as body resources for expression and communication.

Using, with communicative and expressive intent, the motor possibilities of the body itself in relation to space and time.

Spontaneous representation of characters, facts, and situations in symbolic, individual, and shared games.

Participation in dramatization, dances, symbolic play and other body expression games.

Assessment Criteria

1. Use the oral language in the most convenient way for positive communication with peers and adults, according to communicative intentions, and to understand different oral messages, showing an attitude of attentive listening and respectful.

By this criterion we evaluate the development of the ability to express and communicate orally, with sufficient clarity and correction, to carry out various communicative intentions (ask for help, report some fact, to give simple instructions, to participate in group conversations). The interest and taste for the relevant and creative use of the oral expression to regulate one's own behavior, to report experiences, to reason, to resolve conflicting situations, to communicate their moods and to share them with the other. This criterion also refers to the ability to listen and understand messages, stories, literary productions, descriptions, explanations, information that will allow them to participate in the life of the classroom.

Respect for others must be expressed in the interest and attention to what they say and in the use of social conventions (to keep the speaking time, listen, to look at the interlocutor, to keep the subject), as well as in the acceptance of the differences.

2. 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. Take an interest in and participate in the reading and writing situations that occur in the classroom.

With this criterion, it is assessed whether the children value and are interested in the written language, and start in the functional use of reading and 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. The proper use of written material (books, newspapers, letters, labels, advertising ...) will be observed. Interest in exploring the basic mechanisms of the written code, as well as the knowledge of some characteristics and conventions of the written language, will be valued, knowledge that will be consolidated in Primary Education.

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

This criterion evaluates the development of expressive skills by means of different materials, instruments and techniques of the musical, audiovisual, plastic and body languages.

You will be pleased to experience and explore the expressive possibilities of gesture movements, voice and also color, texture or sounds.

The development of aesthetic sensitivity and positive attitudes towards artistic productions in different media will be valued, along with interest in sharing aesthetic experiences.