Royal Decree 828/2003 of 27 June establishing the basic educational aspects of Pre-School Education, in its article 5.1 entrusts to the autonomous communities the organization of educational care and (i) assistance to children up to three years of age, and the setting of conditions to be met by the institutions and institutions to be provided. The powers referred to in that Article correspond to the General Administration of the State in respect of the management of the Ministry of Education, Culture and Sport.

In the final provision, the Minister for Education, Culture and Sport gives a second mandate to the Minister for Education, Culture and Sport to lay down detailed rules for the development and implementation of what is available.

The Organic Law 10/2002, of 23 December, of Quality of Education, and, in consonance with it, the royal decree mentioned above, configure this educational stage with an open and flexible character, so that, established by the State the general principles and basic requirements to be governed by the decision-making authorities, the decision-makers that can best meet the educational and care needs of the children and the reconciliation of the working and family life of the parents, taking into account the specific circumstances are in each zone or population.

This royal decree therefore aims to develop and implement the basic regulations of the State in the territory of direct management of the Ministry of Education, Culture and Sport, in the pedagogical, organizational and functional fields, with a view to providing adequate answers to the demands of the children and families in which they are being escorted.

To this end, in the annex, the curricular aspects for the development of educational and care activities are established, and in the article the requirements and the qualifications required of the staff to whom it is entrusted are made explicit activities, the characteristics and requirements to be met by the centres, and the necessary organisational means.

Among the requirements that this royal decree determines, they are of particular importance, because of their qualitative nature, those that refer to the safety and hygiene of the facilities, to the provision of teachers and technical personnel. In the case of children with specific educational needs associated with disabilities, specialist and support, educational inspection and schooling, in the best possible conditions.

This royal decree has been reported by the State School Board.

In its virtue, on the proposal of the Minister of Education, Culture and Sport and after deliberation by the Council of Ministers at its meeting on 23 January 2004,

D I S P O N G O:

Article 1. Scope of application.

1. This royal decree develops the basic educational aspects of Pre-School Education established in Royal Decree 828/2003 of 27 June, as provided for in Article 10.2 of the Organic Law 10/2002, of 23 December, Quality of Education, it will be applicable in the field of management of the Ministry of Education Culture and Sport.

2. This royal decree takes up the basic educational aspects of Pre-School Education established in Royal Decree 828/2003 of June 27.

Article 2. General principles.

1. Preschool Education has a voluntary character for parents. It is aimed at children up to three years of age.

2. Schools and institutions where pre-school education will be provided will provide the appropriate measures for care for children with special educational needs. These measures will contain the necessary support actions to respond to their care and educational needs.

3. The corresponding administrations will meet the needs of the families and will have to coordinate an offer of places capable of meeting the demand.

Article 3. Purpose.

The purpose of Pre-School Education is educational and care delivery to early childhood. The development of movement, body control, the first manifestations of communication and language, the elementary guidelines of coexistence and social relations and the discovery of the immediate environment will be attended.

Article 4. Areas.

Preschool education will primarily address the following areas:

a) The development of language, as a learning center.

b) The knowledge and progressive control of your own body.

c) The game and the movement.

d) The discovery of the environment.

e) Coexistence with others.

f) The development of their sensory capabilities.

g) The balance and development of their affectivity.

h) The acquisition of healthy living habits that constitute the principle of adequate health training.

Article 5. Educational aspects.

In the Annex, the objectives, contents and criteria for the evaluation of Pre-School Education are defined, which refer to the care and educational aspects of this stage.

Article 6. Requirements of the professionals.

Preschool education will be taught by teachers with the specialty of Child Education or teachers of Basic General Education in Pre-School, by higher technicians in Child Education, technical specialists of kindergartens and those professionals who have been enabled by the Ministry of Education, Culture and Sport to teach the first cycle of Early Childhood Education.

For every six units of Pre-School Education or fraction there must be at least one teacher. There will be at least one senior technician, a technician in kindergartens or a professional enabled by each unit.

In order to perform support tasks, the number of technicians will be increased by one per five units or fraction.

When paying attention to students with special educational needs, support for these children will be a priority. In each classroom, a student with special educational needs can be escorted and counted as two for computer purposes.

Article 7. Conditions to be met by the institutions and institutions providing pre-school education.

1. The institutions and institutions must meet the hygienic, acoustic, habitability and safety conditions that are stated in the legislation in force, in addition to the requirements set out in this royal decree.

The spaces for educational and care care will have to have ventilation and natural lighting.

2. Institutions and institutions must have architectural conditions that make it possible for students with physical problems to access and circulate in accordance with the provisions of the applicable legislation.

3. Institutions and institutions that provide pre-school education shall have a minimum of three units, without prejudice to the provisions of the first provision, and meet the following requirements:

(a) To be located in exclusively educational use and with direct access from the outside. In the case of such centres being located in work centres, in order to promote the reconciliation of family and work life, they must be installed as far as possible from the production system.

b) A room for each unit with a surface of 1.5 square meters per school position, and which will have at least 24 square meters. The rooms for children under two years of age will have different areas for the child's rest and hygiene.

c) A suitable space for food preparation, when children are younger than one year old.

d) A multi-purpose room of 24 square meters for every three units or higher fraction that, if any, can be used as a dining room.

e) A playground for every nine units or fraction, of exclusive use of the centre, with a surface which, in no case, may be less than 60 square metres. Exceptionally, this space may be located outside the school premises or be a public area of recreation, provided that the children's movement ensures their safety, no school transport is necessary and is located in the urban environment of the city centre.

In case the center or institution has a number of units greater than nine, the playground surface will be increased by 20 square meters per unit.

In the event that the Pre-School Education Center is located in the same building or school grounds as a Child Education Center or a Primary Education Center, the playground of these covers the requirement of the school yard. Pre-school education, provided that the use of such a courtyard in an independent time is guaranteed for pupils in pre-school education.

(f) Toilets which must be visible, accessible and, in any case, differentiated from those of the staff providing services at the centre.

4. The authorization to open and operate the private teaching centers will be granted by the Ministry of Education, Culture and Sport, after finding compliance with the requirements set out in this royal decree.

5. The Ministry of Education, Culture and Sport will determine the maximum number of pupils for each unit, taking into account the age of the children and, where appropriate, the existence of pupils with special educational needs.

Additional disposition first. Centres that cater for special populations.

1. Schools which provide pre-school education for populations of particular socio-demographic characteristics, or where the current demand does not justify the existence of a complete centre, are exempted from the requirements laid down in the Article 7, in terms of the number of units and maximum number of children per unit.

2. In accordance with the above paragraph, institutions may be set up or authorised to provide Pre-School Education with one or two units, provided that they meet the following requirements:

(a) To be located in premises of exclusively educational use and with independent access from the outside, except in cases where such centres are located in workplaces, in order to promote the reconciliation of family life and in which case they must be installed as far as possible from the production system.

b) A room for each unit with a surface of 1.5 square meters per school position. The rooms for children under two years of age will have different areas for the child's rest and hygiene.

c) A differentiated space for food preparation, when children are younger than one year.

d) A playground for the exclusive use of the centre, with a surface which, in no case, may be less than 20 square metres. Exceptionally, this space may be located outside the school premises or be a public area of recreation, provided that the children's movement ensures their safety, no school transport is necessary and is located in the urban environment of the city centre.

However, and if the above cannot be fulfilled, the playground could be replaced by a covered space, in the educational enclosure itself, with ventilation and natural lighting, with a surface that, in no case, can be less than 20 square metres.

In the event that the Pre-School Education Center is located in the same building or school grounds as a Child Education Center or a Primary Education Center, the playground of these covers the requirement of the school yard. Pre-school education, provided that the use of such a courtyard in an independent time is guaranteed for pupils in pre-school education.

(e) Ases which must be visible, accessible and, in any case, differentiated from those of the staff providing services at the centre.

3. Centres created or approved in accordance with this additional provision may form unit groupings. In this case, the Ministry of Education, Culture and Sport will determine the maximum number of students for each grouping and, where appropriate, the existence of students with special educational needs.

4. The number of places in the schools of pre-school education with one or two units shall be set out in the corresponding ministerial orders authorising their opening and operation, taking into account the maximum number of pupils per unit is determined and the facilities and material conditions established in this royal decree.

Additional provision second. Centers that are authorized to teach the first cycle of Child Education.

The private teaching centers that, at the entry into force of the Organic Law 10/2002, of 23 December, of Quality of Education, are authorized to impart the first cycle of the Child Education are automatically left (i) authorised to provide pre-school education.

Single transient arrangement. Of the adaptation of the centers that teach Child Education.

Centers that serve children under the age of three, and who are not authorized as child education centers, should be adapted to the conditions set out in this royal decree for schools of pre-school, within the time frame for

the implementation of this educational stage in Royal Decree 827/2003, of 27 June, establishing the timetable for the implementation of the new management of the education system, established by the Organic Law 10/2002, of 23 of December, Quality of Education.

Single repeal provision. Regulatory repeal.

1. To the extent that the new planning of pre-school education is implemented in accordance with the provisions of Royal Decree 827/2003 of 27 June establishing the timetable for the implementation of the new education and training system, The content of the Royal Decree 1333/1991 of 6 September, which establishes the curriculum for the education of children, will be left without effect as regards the regulation of the first cycle of this level.

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

Final disposition first. Development enablement.

The Minister of Education, Culture and Sport, in the field of his competences, will dictate how many provisions he considers precise for the development and application of the provisions of this royal decree.

Final disposition second. Entry into force.

This royal decree will enter into force on the day following its publication in the "Official State Gazette"

Dado en Madrid, a 23 de enero de 2004.

JOHN CARLOS R.

The Minister of Education, Culture and Sport,

CASTLE PILLAR VERA

ANNEX

Preschool Education

1. Introduction

The right to education assists all children.

To make this right effective, the approach of this stage with care and education is about guaranteeing an intervention that offers the youngest children and their families, not only care, but also a few educational contexts in which they can grow and develop in a balanced and orderly way.

Children's education of 0-3 years makes sense in itself. It should be based on the principle that the first years of childhood life are a basic moment to enhance the overall development of children through specific institutional action. In this way, the care needs receive an educational response through professional professionals and institutions with own entity, which allow to enrich their initial experiences, favoring the acquisition and development of the first habits and attitudes.

It is necessary to establish the relationships between learning and development as indissociable processes, since it is precisely the learning in suitable conditions that will allow development.

These relationships have educational implications: you should not expect only that the child will mature to introduce it into some more advanced learning, but that the experience close to its possibilities should also be provoked. to stimulate the maturation and, at the same time, to provide it with the possibility of learning from the lived experiences, introducing in the spaces destined to the children, the people and the materials that are found in their daily life, and to teach them to identify them, analyze them, and interact with them.

It is essential that the centers that are responsible for the education of these children take into account all their needs of physical, social, affective and cognitive type, seeking situations that encourage a comprehensive education. They will organize daily life in accordance with the principles of security, stability, stimulation and flexibility, creating safe, pleasant and motivating environments. They must address the differences between them, respecting the individual needs of the children and taking into account the different living conditions of the families, promoting personal and positive relationships. These centres will foster collaboration and coordination with families.

To achieve this, Preschool Education is provided with an orientation that is reflected in the general objectives and in the most important areas of these children's lives.

Educational goals have to be the basis for all decisions taken at the center. It is necessary to think, besides what is going to work, in why it is done and in it for what.

The areas are the basic aspects that must be present in this age group to attend to the comprehensive education of children, contemplating all their needs.

In the development of language, as the core of learning, two inseparable components are integrated. On the one hand, the engine component or correct handling of the phoners and the ability to express and communicate. And on the other hand, the development of the subject's capacity to replace the presence of things by its representation. This distinction is interesting in the field of pre-school education, because each one of these language development meanings requires a different didactic work.

An important key to educational success lies in the domain of language. With the help of him, the child is identifying and naming one's own experience and reality, an important basis for the elaboration of thought. The knowledge and progressive control of its own body powers the acquisition and development of skills, structures and motor and sensory qualities.

The discovery of the environment involves developing the observation and the ability to explore the elements that make it up, so that, with the help of the adult, it can develop its own perception of reality and attribute to it.

The game and the movement as a mode of expression, give free course to the imagination, provide opportunities to rehearse behaviors, release energies by finding a clear pleasure in their execution and offer the possibility to satisfy their needs, occupying diverse spaces and varying activities.

Coexistence with others offers the possibility of becoming aware of others, learning social skills and important values, while others become a source of learning.

The development of your sensory capabilities will allow you to open outward, so that you can collect, perceive and become aware of different stimuli of reality, so that you can work with them later.

The balance and development of your affectivity will make you grow safe, with a positive self-concept and with the necessary confidence to develop in everyday life.

The acquisition of healthy living habits, as the beginning of adequate health training, should be initiated at these ages.

The way of working with these children is linked to the need to enrich and expand their fields of experience, so it is necessary to start from what has already been lived by them, so that the repetition of experiences, their generalisation and internalisation.

In educational intervention you cannot do without observing and listening to what you do, say and feel the children. Their interpretations of the world around them inform us about how they understand reality.

Since at this stage it is a matter of raising an educational intervention that respects the needs of the child, we highlight some aspects that are of great importance.

It is to be encouraged that the center where the children of preschool education are cared for is an educational space designed and planned with the aim of satisfying their needs, as an environment in which each aspect of the organization and every activity that takes place, contributes to its integral development.

It is essential, for a good development of your personality, that children feel good in the center and that they establish positive relationships with adults and with other children.

The satisfaction of primary needs such as eating, sleeping, eating or dressing, gives adults the opportunity to provide care that is not a simple answer to their need for survival, but rather sufficient capacity to ensure and promote its development.

The care and respect of the child's body by the adult is helping him to become aware of himself, his sensations and bodily possibilities.

This body consciousness will form the basis of trust, self-esteem and your future identity.

The development of the senses will be stimulated during all the basic care that will be performed with professionalism and affection.

In addition, it is important that, for the acquisition of children's language, adults accompany and make sense of the moments of basic care with abundant gestural and verbal communication. These corporal care performed with quality are decisive for the establishment of positive emotional relationships.

It is a matter of favoring language through interaction with the adult and with its peers, seeking the elaboration of increasingly complex constructions.

On the other hand, you should initiate contact with books at a very young age and help them see them as a source of interest and delight. The attraction to reading is closely related to the development of the oral language and to the fact that the child has been read to it from a small and often small way.

The game is an essential element for child development. It is of great importance as a physical activity liberating energy and for emotional balance.

It contributes to the development of language and the elaboration of thought.

The adult in charge of these children in the center must take care that the experiences are rich, stimulating, fulfilling in themselves, that foster qualities like attention, respect to others and collaboration.

It is essential for the development of the child to interact with the adult and open expressions of affection.

The adult will facilitate the child's activities.

The pedagogical decisions taken in the educational center should depend on the needs of children of these ages.

The organizational aspects should allow for the realization of planned educational activities.

It is necessary to program the educational action to make it more reflective and grounded, more susceptible to being analyzed and improved.

In pre-school education, activities related to basic care will become the programming units of the educational action.

The routines of daily life will mark the organization of the time that children remain in the center, as regularity provides security for children.

From them, they will be diversifying the type of activities presented to them.

Individualization, that is, the establishment of a personal and adequate relationship with each child, is an essential principle of educational practice in these ages.

2. Scopes

a) The development of language as a learning center.

b) The knowledge and progressive control of your own body.

c) The game and the movement.

d) The discovery of the environment.

e) Coexistence with others.

f) The development of their sensory capabilities.

g) The balance and development of their affectivity.

h) The acquisition of healthy living habits that constitute the principle of adequate health training.

3. General objectives

1. Understand and express through oral and body language, learning to communicate with others and to regulate behavior according to different situations.

2. To identify and express, more and more precisely, the basic needs of food, hygiene, health, well-being, play and relation, acting progressively autonomously.

3. To know and control, in a progressive way, the body itself in order to be able to achieve greater autonomy in the activities of daily life.

4. Gradually adapt their actions to the situations of play and movement, using them to channel their interests and acquire knowledge.

5. Engage with adults and other children by expressing their desires and needs, gradually coordinating their actions with those of others.

6. Develop sensory capacities to foster understanding and knowledge of the environment.

7. Learning to interpret and progressively express one's own emotions and feelings, beginning to understand, accept and respect others.

8. Gradually acquire healthy living habits, basic care, food, hygiene, health and well-being.

4. Development of the areas

a) The development of language as a learning center.

Objectives:

1. Communicate verbally with others, children and adults, through oral language.

2. Express through the language needs, desires, feelings and thoughts.

3. Communicate with others through gestural language.

4. To know, understand and reproduce simple texts of oral tradition: stories, songs.

5. Enjoy with the acquisition and use, more and more appropriate, of the language.

Contents:

1. Expression and communication in everyday life.

The progressive use of oral language.

2. Understanding of the communication of adults and other children in situations of daily life.

3. Use of language to express needs, emotions and desires.

4. Start in the use of the norms that regulate the ordered communication (pay attention, wait shift ...).

5. Evocation of events of everyday life. Production of simple stories of facts, stories, incidents ...

6. Reproduction of simple texts of oral tradition (songs, poems, stories).

7. Production of simple phrases.

Assessment Criteria:

1. Communicate with other children and adults, with gestures and expressions.

2. Express your needs.

3. Understand and follow simple instructions of daily life.

4. Maintain interest and attention when listening to a story or narration.

5. Memorize some story or narration.

b) The knowledge and progressive control of your own body.

Objectives:

1. Know the most important parts of the body and name them.

2. Observe and explore the sensory, motor and expressive possibilities of the body itself.

3. Control the body itself, the posture and the tone to adapt it to different situations.

4. Coordinate and control the body itself in activities that involve both the global movement and the segmental, and progressively acquire new motor skills, in everyday life and in the game.

5. Gradually acquire confidence in the possibilities of action.

Contents:

1. Knowledge of the body itself and of the others. General parts. Characteristics and qualities.

2. The movement and the postural control.

3. The differences between the child's body and the child's body.

4. The basic needs of the human body.

Assessment Criteria:

1. Achieve progressive overall coordination.

2. Use visual and manual coordination to manipulate objects.

c) The game and the movement.

Objectives:

1. Identify the possibilities of play and movement, and use them in the various daily activities.

2. Gradually acquire the coordination and control of the movements of the body itself for the activities of the game and the daily life.

3. Apply the progressive acquisition of visual and manual coordination to manipulate, use and explore objects more and more precisely in the activities of everyday life.

4. Use the game to respond to your own needs and concerns.

Contents:

1. The game as a basis for everyday activity.

2. The various activities of the game.

3. Acceptance of the limits and the basic norms in the games.

4. Different body postures chords with movements in space and time.

5. Beginning of the basic notions of orientation in space and time.

6. The possibilities and limitations of the body itself in situations of play and everyday life.

7. Situation and offset in real space:

the child in relation to the objects and to the others.

8. Physical exercise and controlled risk.

Assessment Criteria:

1. Move around different spaces, dominating the body.

2. Play alone and with other children.

3. Play symbolically with or without objects.

4. Share games and toys with other children.

5. Progressively control the risk in physical exercise.

6. Gradually accept the limits and the basic rules.

d) The discovery of the environment.

Objectives:

1. Know, observe and explore the physical environment around you.

2. To plan and order their action, in a progressive way, according to the information received or perceived in the environment, establishing relations between the own performance and the consequences that result from it.

3. To act more and more autonomously and to orient itself in everyday spaces.

4. To learn to value the importance of the natural environment and its quality for human life, developing towards the attitudes of respect and care, intervening to the extent of its possibilities.

5. To begin to observe and to appreciate the changes and modifications to which the elements of the environment are subjected, identifying some factors that influence them.

6. Begin to show interest and curiosity for the understanding of the physical and social environment.

Contents:

1. The immediate environment: elements and features.

2. Atmospheric weather (rain, snow, sun):

observation of the changes that it produces in the everyday environment.

3. The modifications that occur in the elements of the landscape, the climate and the passage of time (the seasons of the year).

4. Interest in knowing the different objects of the environment: utensils, toys, furniture. The physical qualities of the objects: color, shape, size.

5. Proper use of everyday objects in relation to grooming, food, clothes ...

6. Recognition of objects according to their physical characteristics and their use in daily life.

7. The risk factors for accidents in the handling of objects. Dangerous situations.

8. Living beings: animals and plants of the environment itself.

9. Enjoy and taste for outdoor activities.

Assessment Criteria:

1. Sort objects by color, shape, and size.

2. Know and move only through the usual spaces.

3. Know and name some animals and plants.

4. Collaborate in ordering and collecting the usual spaces.

5. Show interest in what surrounds you.

e) Coexistence with others.

Objectives:

1. Integrate and participate progressively in the various groups in which it develops, in the course of the various activities.

2. Gradually take into consideration the others and regulate their own behavior.

3. To initiate the knowledge of the norms and modes of social behavior of the groups of which it is a part, to gradually establish links of interpersonal relationship.

4. To begin to know some of the most common forms of organization of human life, valuing its usefulness and progressively participating in some of them.

5. To progressively identify the possibilities and limitations of oneself.

6. To initiate knowledge and participation in parties, traditions and customs of the environment, enjoying them.

Contents:

1. The family. The family members.

2. The educational center. The members of the educational center. The companions, the adults.

3. The jobs of people.

4. Customs and cultural manifestations of the community to which it belongs.

5. Daily routines and social forms of time: days of the week and types of days (holidays, working days ...). Some relevant events from the seasons of the year.

6. Participation in group activities as a way to interact with others.

7. Use of socially established ways to relate to others.

8. Interest in the explanations of other children and adults. Attitude of curiosity regarding the information you receive.

9. Attitude of listening and respect towards others.

10. Progressive use of the means to promote collaboration and cooperation with the others.

Assessment Criteria:

1. Engage with adults, ask for help, express needs and emotions.

2. To know the basic norms of the environments in which it develops.

3. Know and name your companions by name.

4. Ask for help and accept it when you need it.

5. Gradually integrate into group activities.

6. To be progressively related to other children and adults.

f) The development of their sensory capabilities.

Objectives:

1. Discover and use our own sensory possibilities, adapting them to the various activities of their daily life.

2. Progressively identify and act in accordance with sensory possibilities and limitations.

3. Sort by similarities and differences.

4. Solve small difficulties, using information from diverse sources.

5. Use your possibilities of action on objects and space.

6. Identify situations, objects and materials through the senses.

Contents:

1. Identification of the sensations and perceptions of the body itself and its basic needs.

2. Progressive discovery of the use of the senses in the activities of everyday life.

3. Use of the senses in the exploration of the body and the outer reality.

4. Progressive perception of physical changes of their own.

5. Use of the expressive properties of the body in different situations.

6. Scanning the objects through the senses and actions like squeezing, hitting, dropping, heating, blowing, tipping.

7. Identification of the sensations experienced in relation to the objects.

8. Perception and identification of differences and similarities between some animals and plants of different means.

9. Progressive mental representation of oneself, others and objects.

10. Identification of flavors, smells, sounds, colors and textures in everyday situations.

Assessment Criteria:

1. Express bodily sensations.

2. Recognize some danger situations.

3. Explore, experiment, and group objects by their similarities.

4. Explore and experiment with different materials.

5. Observe things and discover their qualities.

g) The balance and development of their affectivity.

Objectives:

1. Gradually identify feelings and emotions.

2. Gradually learn to communicate to others the feelings and emotions themselves.

3. Gradually identify the feelings and moods of others.

4. Learning to accept small failures.

Contents:

1. Feelings and emotions of their own and those of others.

2. The identification of the emotions that are experienced in relation to oneself, with the others and with the objects.

3. The progressive expression and regulation of one's own feelings and emotions.

4. The progressive understanding of the feelings and emotions of others.

5. The demonstration of affection for other children and adults.

6. The acceptance of the demonstrations of affection of the other children and adults.

7. Basic skills for autonomy, social relations and conflict resolution.

8. The expression of feelings and the development of affectivity through plastic productions, musicals and dramatizations.

Assessment Criteria:

1. Recognize and express signs of affection for adults and children.

2. Verbally express moods.

3. Progressively control negative emotions.

4. Identify the moods of others and react appropriately.

5. Use basic skills in conflict resolution.

h) The acquisition of healthy living habits that constitute the principle of adequate health training.

Objectives:

1. Identify personal needs (hunger, thirst, tiredness, sleep, grooming ...).

2. To acquire routines and habits in relation to food, rest, dress and order.

3. Progress in the acquisition of habits and attitudes related to hygiene, personal safety, well-being and health strengthening.

4. Recognize the usual danger situations.

5. Coordinate and control fine-character manipulative skills and learn how to use everyday utensils.

6. Orient and act with progressive autonomy in spaces related to food, grooming and rest.

Contents:

1. Eating habits and food.

2. Hygiene and grooming in relation to personal welfare.

3. Rest and sleep. Habits and routines.

4. The disease as experience.

5. Knowledge of the appropriate danger and response situations.

6. Physical activity and controlled risk. The risk factors for accidents in the handling of objects. Dangerous situations.

Assessment Criteria:

1. Adapt gradually to the routines and habits of everyday life.

2. Eat alone, using suitable cutlery at your age.

3. Collaborate on common tasks.

4. Collaborate with who asties, dresses or changes, and take off and put on some garments alone.

5. Detect danger situations and search for resources to address them.