Royal Decree 113/2004 Of 23 January, Whereby The Basic Educational Aspects And The Organization Of The Teaching Of Preschool Education Are Developed, And Determine The Conditions That Will Have To Meet This Stage Centers.

Original Language Title: Real Decreto 113/2004, de 23 de enero, por el que se desarrollan los aspectos educativos básicos y la organización de las enseñanzas de la Educación Preescolar, y se determinan las condiciones que habrán de reunir los centros de esta etapa.

Read the untranslated law here: https://www.global-regulation.com/law/spain/1449505/real-decreto-113-2004%252c-de-23-de-enero%252c-por-el-que-se-desarrollan-los-aspectos-educativos-bsicos-y-la-organizacin-de-las-enseanzas-de-la-educacin-p.html

Subscribe to a Global-Regulation Premium Membership Today!

Key Benefits:

Get a Day Pass for only USD$49.99.
The Royal Decree 828/2003, of 27 June, is establishing the basic educational aspects of preschool education, in its article 5.1 encomienda to the autonomous communities the organisation of educational and health care attention directed to children up to three years of age, as well as the establishment of conditions that will bring centres and insti institutions that provided. The powers referred to in that article are to the General Administration of the State with respect to management of the Ministry of education, culture and sport.


The second final provision instructs the Minister of education, culture and sport dictate how many provisions are called for the development and execution of what it says.


The organic law 10/2002, of 23 December, quality of education, and, in line with the aforementioned Royal Decree, make up this stage of education with an open and flexible character, so that established general principles and basic requirements that must be governed by the State, is provided to administrations responsible for decision-making that can better meet the needs educational and welfare of children, and the reconciliation of the family and work life of parents, according to the specific circumstances that are in each area or population.


This Royal Decree, therefore, is intended to develop and implement the Basic Law of the State in the territory of direct management of the Ministry of education, culture and sport, in the pedagogical, organizational and functional areas with a view to giving appropriate responses to the demands of the children and families that are escolaricen.


To this end, annex establishes the curricular aspects for the development of educational and welfare activities, and in the articles required qualifications and requirements clearly staff who rely on this activity, characteristics and requirements that have to meet the centers, and the organizational means.


Between the requirements that this Royal Decree determines, are of special importance, by their qualitative nature, which are concerned with the safety and hygiene of facilities, to the provision of teachers and specialized technical staff, to support the educational inspection and to schooling, in the best possible conditions, of children with special educational needs associated with disability.


This Royal Decree has been informed by the State School Board.


By virtue, on the proposal of the Minister of education, culture and sport and prior deliberation of the Council of Ministers at its meeting of January 23, 2004, D I S P O N G O: article 1. Scope of application.


1. this Royal Decree which develops the basic educational aspects of preschool education established in the Royal Decree 828/2003, of 27 June, in accordance with article 10(2) of the organic law 10/2002, of 23 December, quality of education, will be applicable in the field of management of the Ministry of education, culture and sport.


2. this Royal Decree contains basic educational aspects of preschool education established in Royal Decree 828/2003 of 27 June.


Article 2. General principles.


1. pre-school education is voluntary for parents. It is intended for children up to three years of age.


2. the centres and institutions where the preschool education is provided shall provide appropriate measures for the care for children with special educational needs. Such measures shall contain specific support actions to meet their health care and educational needs.


3. the corresponding administrations will attend to the needs of families and should coordinate an offer of places to satisfy demand.


Article 3. Purpose.


The aim of pre-school education is to early childhood care and educational attention. It will serve to the development of the movement, body control, the first manifestations of communication and language, basic guidelines of coexistence and social relationship and to the discovery of the immediate environment.


Article 4. Areas.


Preschool education attend, mainly the following areas: to) the development of the language, as a center of learning.


(b) knowledge and progressive control of her own body.


(c) the game and the movement.


(d) the discovery of the environment.


(e) the coexistence with others.


(f) the development of their sensory capabilities.


(g) the balance and development of their affection.


(h) the acquisition of healthy lifestyle habits which constitute the principle of adequate training for health.


Article 5. Educational aspects.


The annex defines the objectives, content and evaluation criteria of preschool education, referring to the welfare and educational aspects of this stage.


Article 6. Requirements of professionals.


The preschool education will be given by teachers specializing in early childhood education or Basic General education teachers specialists in preschool, by senior technicians in early childhood education, specialists of kindergartens and for those professionals that have been enabled by the Ministry of education, culture and sport to teach the first cycle of education.


For every six drives of pre-school education or fraction must be at least one teacher. There will be, at least, a technician, a technician in kindergartens or a professional approved by each unit.


In order to perform support work, the number of technicians will increase by one for each five units or fraction.


When you pay attention to pupils with special educational needs support to these children will be priority. In each classroom you can school a pupil with special educational needs and will count as two for the purpose of computation.


Article 7. Conditions that will gather the centers and institutions providing preschool education.


1. workplaces and institutions should meet hygienic, acoustic, conditions of habitability and safety guarantee in legislation, in addition to the requirements provided for in this Decree.


Educational and assistive care spaces shall have ventilation and natural lighting.


2. the centres and institutions must have architectural conditions that make possible the access and movement of pupils with physical problems, in accordance with the provisions of the applicable legislation.


3 centers and institutions that impart pre-school education must have a minimum of three units, without prejudice to the provisions of the first additional provision, and meet the following requirements: to) located in premises of exclusively educational use and with direct access from the outside. In the case, that these centres are located in workplaces, in order to promote the reconciliation of work and family life, they must be installed as distant as possible from the production system.


(b) a room for each unit with an area of 1.5 square meters per-school seat, and will have at least 24 square meters. The rooms designed for children under two years old will have different areas for rest and hygiene of the child.


(c) a distinct space suitable for the preparation of food, when children are less than a year.


(d) a multipurpose room of 24 square meters for every three units or upper fraction that, where applicable, may be used for dining.


(e) a playground for every nine units or fraction, for exclusive use by the Centre, with a surface that, in no event shall be less than 60 square meters. Exceptionally, this space may be located outside the school or being a public surface in recreation, whenever in the movements of the children to ensure their safety, non-necessary school transport and is located in the urban environment of the Center.


In the event that the Centre or institution have a number higher than nine units, the playground surface will increase by 20 square meters per unit.


Where preschool education center is located in the same building or premises to a center of early childhood education or primary education center, the playground of these covers the demand for preschool playground, provided that for students of preschool education to ensure the use of the patio in independent schedule.


(f) toilets which must be visible, accessible and, in any case, differentiated the staff providing services at the Center.


4. the authorization of opening and operation of private educational institutions shall be granted by the Ministry of education, culture and sport, upon confirmation of compliance with the requirements of this Royal Decree.


5. the Ministry of education, culture and Sport shall determine the maximum number of students for each unit, taking into account the age of the children and, where appropriate, the existence of pupils with special educational needs.


First additional provision. Centers that serve populations of special features.



1. the centers that impart pre-school education that serve populations of special socio-demographic characteristics, or when current demand does not justify the existence of a full Center, is excepted from the requirements laid down in article 7, in terms of the number of units and maximum number of children per unit.


2 in accordance with the preceding paragraph, may be created or authorized centers that impart pre-school education with one or two units, provided that they meet the following requirements: to) located in premises of exclusively educational use and with independent access from the outside, except in cases where these centres are located in workplaces, in order to promote the reconciliation of work and family life in which case they must be as distant as possible from the production system installed.


(b) a room for each unit with an area of 1.5 square meters since school. The rooms designed for children under two years old will have different areas for rest and hygiene of the child.


(c) a space differential for the preparation of food, when children are less than a year.


(d) a playground for exclusive use by the Centre, with a surface that, in no event shall be less than 20 square meters. Exceptionally, this space may be located outside the school or being a public surface in recreation, whenever in the movements of the children to ensure their safety, non-necessary school transport and is located in the urban environment of the Center.


However, and not to complied with the above, the playground could be replaced by a covered space, own educational spaces, ventilation and natural lighting, with a surface that, in no event shall be less than 20 square meters.


Where preschool education center is located in the same building or premises to a center of early childhood education or primary education center, the playground of these covers the demand for preschool playground, provided that for students of preschool education to ensure the use of the patio in independent schedule.


(e) toilets which must be visible, accessible and, in any case, differentiated the staff providing services at the Center.


3. the centres created or authorized in accordance with this additional provision may be clusters of units. In this case, the Ministry of education, culture and Sport shall determine the maximum number of students for each group and, where appropriate, the existence of pupils with special educational needs.


4. the number of preschool education institutions with one or two units will be set in the corresponding ministerial orders that authorizing its opening and operation, taking into account the maximum number of students per unit which is determined and the facilities and material requirements of this Royal Decree.


Second additional provision. Centers that are authorized to teach the first cycle of education.


Private educational institutions that the entry into force of the organic law 10/2002, of 23 December, quality of education, were authorized to teach the first cycle of pre-school education are automatically authorized to teach preschool.


Sole transitional provision. The adaptation of workplaces that offer early childhood education.


Centres caring for children under three years of age, and are not authorized as early childhood education centers, must adapt to the requirements of this Royal Decree for preschool education centers, within the time limit laid down for the implementation of this educational stage in the Royal Decree 827/2003, of 27 June, which establishes the timetable for implementation of the new management of the education system established by the organic law 10/2002, of 23 December, quality of education.


Sole repeal provision. Repeal legislation.


1 in so far as you go implementing new management of preschool education established in accordance with provisions in the Royal Decree 827/2003, of 27 June, which establishes the schedule of implementation of the new management of the education system, shall be without effect the content of the Royal Decree 1333 / 1991 of 6 September which establishes the curriculum of early childhood education, in relation to the regulation of the first cycle of this level.


2 the other rules of equal or lower rank are hereby repealed insofar as they oppose provisions of this Royal Decree.


First final provision. Enabling development.


The Minister of education, culture and sport, in the scope of their powers, will dictate how many provisions considered accurate for the development and implementation of the provisions of this Royal Decree.


Second final provision. Entry into force.


This Royal Decree shall enter into force the day following its publication in the "official bulletin of the State" given in Madrid, January 23, 2004.


JUAN CARLOS R.


The Minister of education, culture and sport, PILAR del CASTILLO VERA annex early childhood education 1. Introduction the right to education attends to all children.


To make this right effective, approach to this stage with health care and educational is to ensure an intervention offering to young 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 manner.


The education of children aged 0-3 makes sense in itself. It should start from the principle that the first years of the child life constitute a basic time to enhance the overall development of children through specific institutional action. In this way, health care needs receive an educational response through professional specialists and institutions with their own, allowing to enrich their initial experiences, promoting the acquisition and development of the first habits and attitudes.


It is necessary to establish the relationship between learning and development as inseparable processes, because that is precisely the learning conditions which will allow for the development.


These relationships have educational implications: not is should wait for only the child matures into some more advanced learning, but also must cause the experience close to their potential so that they stimulate maturation and, at the same time, provide you with the possibility of learning from experiences, introducing in spaces for children , people and materials that are found in your everyday life, and teach them to identify them, analyze them and interact with them.


It is imperative for centers that are responsible for the education of these children take into account all type physical, social, emotional and cognitive needs, seeking situations, that favour a comprehensive education. They will organize daily life according to the principles of safety, stability, stimulation and flexibility, creating safe, pleasant and motivating environments. They should pay attention to the differences between them, respecting the individual needs of the children and taking into account the different conditions of life of the families, encouraging personal relationships positive and stimulating. These centres foster collaboration and coordination with the families.


To achieve this, preschool education is equipped with an orientation that is reflected in the General objectives and the most important areas of the lives of these children.


The educational objectives should be the basis of all decisions taken in the Center. It is necessary to think, in addition to what will work, why is made and the what.


The fields are the basic aspects that must be present in this age bracket to cater for the education of the children, watching all your needs.


In the development of the language, as the core of learning, two inseparable components are integrated. On the one hand, the motor component or proper use of speech organs and the ability to express themselves and communicate. And secondly, the development of the ability of the subject to replace the presence of things with its representation. This distinction is interesting in the field of pre-school education, because each one of these meanings of language development requires different didactic work.


An important key to educational success lies in the domain of language. With help of it, the child will identifying and naming the own experience and reality, base important to the development of thought. Knowledge and progressive control of her own body power the acquisition and development of skills, structures, and motor and sensory qualities.


The discovery of the environment is to develop observation and the ability to scan the elements comprising it, so, with the help of the adult, to go will be making their own perception of reality and attributing significance to it.


The game and the movement as a way of expression, give free course to the imagination, provide opportunities to test behavior, free energy finding a clear pleasure in its execution and offer the possibility to meet your needs, occupying different spaces and varying activities.



Coexistence with others offers the possibility of awareness of others, learn important values, while others become source of learning and social skills.


The development of sensory abilities will allow you to open to the outside, so that you can collect, receive and become aware of different stimuli of reality, to be able to work with them later.


The balance and development of his affection, will make you grow safe, with a positive self-concept and the confidence to manage in everyday life.


The acquisition of habits of healthy living, as the beginning of an appropriate training for health, should start at this age.


The way of working with these children is linked to the need to enrich and expand their areas of experience, by which makes precise splitting of already lived by them, so there is the repetition of experiences, its generalization and internalization.


In the educational intervention you not do without observation and listening to what they do, say and feel the children. His interpretations of the world that surrounds them, inform us about how you understand reality.


Since at this stage it is consider an educational intervention that respects the needs of the child, we highlight certain aspects that are of great importance.


It has lead to the Center which attends to children in preschool education is an educational space planned in order to meet their needs, such as an environment in which every aspect of the Organization and each activity carried out, contribute to their overall development.


It is essential for a good development of his personality, which children sit well in the Center and to establish positive relationships with adults and other children.


The satisfaction of primary needs as eat, sleep, bathe or dress, give adults the opportunity to provide care that are not a simple answer to their need for survival, they have sufficient capacity to guarantee and promote its development.


Care and respect for the body of the child by the adult you is helping to realize itself, its feelings and personal possibilities.


This body awareness will form the basis of confidence, self-esteem and their future identity.


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


In addition, it is important that, for the acquisition of language in children, adults accompany and give meaning to the moments of basic care with abundant gestural and verbal communication. These body care made with quality are decisive for the establishment of positive emotional relationships.


It is favouring the language through interaction with adults and peers, looking for the development of increasingly complex constructions.


On the other hand, you must initiate the contact with the books at a very early age and help them to see them as a source of interest and delight. Reading attraction is linked closely with the development of oral language and the fact that has been read to the child since childhood and often.


Play is essential to children's development. It has great importance as releasing physical energy and emotional balance.


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


The adult responsible for these children at the Centre must take care that experiences are rich, stimulating, satisfying themselves, that foster qualities such as attention, respect for others and collaboration.


It is essential for the development of the child interaction with adults and open expressions of affection.


The adult will facilitate the child's activities.


Pedagogical decisions taken in the educational center must depend on the needs of the children of these ages.


The organisational aspects must allow the realization of planned educational activities.


It is necessary to set the educational action to make it more reflective and substantiated, more likely to be analyzed and improved.


In preschool education, basic care-related activities will become units of programming of educational action.


The routines of everyday life marked the Organization of time children remain in the Centre, since the regularity provides safety to children.


From them, the type of activities that they face will be diversifying.


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


2 areas to) the development of the language as a learning center.


(b) knowledge and progressive control of her own body.


(c) the game and the movement.


(d) the discovery of the environment.


(e) the coexistence with others.


(f) the development of their sensory capabilities.


(g) the balance and development of their affection.


(h) the acquisition of healthy lifestyle habits which constitute the principle of adequate training for health.


3. General objectives 1. Understand and express himself through oral and body language learning to communicate with others and to regulate behavior depending on different situations.


2 identify and express, each time more accurately, the basic needs of food, hygiene, health, welfare, game and relationship, progressively acting autonomously.


3. know and control, progressively, the body to be able go getting greater independence in activities of daily life.


4 progressively adapt their performances to situations of play and movement, using them to channel their interests and skills.


5 interact with adults and other children expressing their wishes and needs, coordinating their actions with the other progressively.


6. develop sensory capabilities to promote the understanding and knowledge of the environment.


7 learn how to interpret and express progressively own emotions and feelings, beginning to understand, accept and respect others.


8 acquire gradually, habits of healthy living, basic care, feeding, hygiene, health and well-being.


4 development of the fields to) the development of the language as a learning center.


Objectives: 1. communicate verbally with others, children and adults, through oral language.


2 express through language needs, desires, feelings, and thoughts.


3. communicate with each other through body language.


4. know, understand and reproduce texts of oral tradition: storytelling, songs.


5 enjoy with the acquisition and use, each more adequate time, language.


Contents: 1. expression and communication in everyday life.


The progressive use of oral language.


2. understanding of communication of adults and other children in situations of everyday life.


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


4 home on the use of standards governing communication ranked (pay attention, awaiting question time...).


5. evocation of everyday events. Production of simple stories of facts, stories and incidents...


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


7. production of simple sentences.


Criteria of evaluation: 1. communicate with other children and adults, with gestures and expressions.


2 to express their needs.


3 understand and follow simple instructions of everyday life.


4. keep interest and attention when you hear a story or narrative.


5. memorize a story or narrative.


(b) knowledge and progressive control of her own body.


Objectives: 1. get to 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. check the body, posture, and tone to adapt them to different situations.


4 coordinate and control the body itself in activities involving both the segmental and global movement, and gradually acquire new motor skills, in everyday life and in the game.


5 gradually gain confidence in the possibilities of action.


Contents: 1. knowledge of the own body and others. General parts. Characteristics and qualities.


2. the movement and postural control.


3. the differences between the child's body and that of the girl.


4. the basic needs of the human body.


Criteria of evaluation: 1. achieving a progressive general 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 various daily activities.


2 acquire progressively the coordination and control of the movements of the body for the activities of the play and everyday life.


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


4. use the game to respond to the needs and concerns.


Contents: 1. the game as the basis for the daily activity.



2. the activities of the game.


3. acceptance of limits and the basic rules in the games.


4 different body postures in line with movements in space and in time.


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


6. possibilities and motor limitations of the body in play and daily life situations.


7 situation and scroll in real space: the child in relation to objects and others.


8. the physical exercise and controlled risk.


Criteria of evaluation: 1. move around different spaces, dominating body.


2. play alone and with other children.


3. playing with or without objects symbolically.


4 share toys and games with other children.


5 control progressively the risk in physical exercise.


6 gradually accept the limits and standards.


(d) the discovery of the environment.


Objectives: 1. know, observe and explore the surrounding physical environment.


2. plan and order your action, progressively, on the basis of the information received or perceived in the environment, establishing relationships between own actions and the consequences arising from it.


3. act more autonomously and orient themselves in everyday spaces.


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


5 begin to observe and to appreciate the changes and modifications on the elements of the environment, 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 surroundings: elements and characteristics.


2. the weather (rain, snow, Sun): observation of changes in the everyday environment.


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


4 interest in knowing the different environment objects: utensils, toys and furniture. The physical properties of objects: color, shape, size.


5. proper use of everyday objects relating to hygiene, food, clothes...


6. recognition of objects according to their physical characteristics and their use in everyday life.


7. the factors of risk of accidents in the manipulation of objects. Dangerous situations.


8 living things: animals and plants of the own environment.


9 enjoy and taste for outdoor activities.


Criteria of evaluation: 1. classify objects by color, shape and size.


2. know and navigate only by the common spaces.


3. know and name some animals and plants.


4 collaborating to order and pick up the customary spaces.


5 show interest in what surrounds him.


(e) the coexistence with others.


Objectives: 1. integrate and participate progressively in the various groups in which is operates, in the course of the activities.


2 gradually take into consideration other and regulate the own behavior.


3. start the knowledge of standards and ways of social behavior of the groups that is part, to go progressively establishing links of interpersonal relationship.


4 begin to learn some of the most common forms of organization of human life, assessing their usefulness and participating progressively in any of them.


5. gradually identify the possibilities and limitations of one's self.


6 start the knowledge and participation in festivals, traditions and customs of the environment, enjoying them.


Contents: 1. the family. The members of the family.


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


3. the work of the people.


4 Customs and cultural events in the community to which you belong.


5. the daily routines and social forms of the time: days of the week and types of days (holidays, working...). Some facts of the seasons of the year.


6. participation in activities of the group as a way to interact with others.


7. the use of socially established forms to interact with others.


8. interest in the explanations of other children and adults. Attitude of curiosity with regard to the information it receives.


9. attitude of listening and respect for others.


10. progressive use of media that promote collaboration and cooperation with others.


Assessment criteria: 1. be related to adults, ask for help, express needs and emotions.


2. know the basic rules of the environments in which it operates.


3. know and nominate their coworkers by name.


4 seek help and accept it when you need it.


5 gradually joining in group activities.


6 gradually engage with other children and adults.


(f) the development of their sensory capabilities.


Objectives: 1. discover and use own sensory opportunities, adapting them to the various activities of everyday life.


2. gradually identifying its capabilities and sensory limitations and act in accordance with them.


3 sorted by similarities and differences.


4 solve small problems, using information from diverse backgrounds.


5. use their scope for action on the objects and the space.


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


Contents: 1. identification of the sensations and perceptions of the body and their 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 external reality.


4. progressive perception of own physical changes.


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


6 exploration of objects through the senses and actions as tightening, hitting, drop, heat, blowing, tip.


7. identification of feelings that are experienced in relation to the objects.


8 perception and identification of the differences and similarities between some animals and plants of different media.


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


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


Criteria of evaluation: 1. Express body sensations.


2. to recognize some dangerous 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 affection.


Objectives: 1. identify progressive sentiments and emotions.


2 gradually learn to communicate to others the feelings and emotions.


3 identifying gradually the feelings and moods of others.


4 learn to accept the small failures.


Contents: 1. feelings and own emotions and those of others.


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


3. the expression and progressive regulation of the own feelings and emotions.


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


5. the demonstration of affection to other children and adults.


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


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


8. the expression of feelings and the development of affectivity using plastic productions, musicals and dramas.


Criteria of evaluation: 1. recognize and express affection samples to adults and children.


2 Express verbal moods.


3. progressively control negative emotions.


4 identify the State of mind of others and respond appropriately.


5. use basic skills in conflict resolution.


(h) the acquisition of healthy lifestyle habits which constitute the principle of adequate training for health.


Objectives: 1. identify personal needs (hunger, thirst, fatigue, sleep, toilet...).


2. go acquiring routines and habits concerning 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 common danger situations.


5. coordinate and control character fine manipulative skills and learn how to use the tools of everyday life.


6 move and act with progressive autonomy in areas related to nutrition, hygiene and the rest.


Contents: 1. food habits and food.


2. the hygiene and hygiene in relation to personal well-being.


3. rest and sleep. Habits and routines.


4. the disease as experience.


5. knowledge of situations of risk and appropriate responses.


6. the physical activity and the risk. The factors of risk of accidents in the manipulation of objects. Dangerous situations.


Criteria of evaluation: 1. adapt gradually to the routines and habits of everyday life.


2 eating alone, using cutlery suitable to their age.


3 collaborate on common tasks.



4 collaborate with whom asea, dresses or shifts, and removed and put some single items.


5 detect dangerous situations and find the resources to deal with them.

Related Laws