The Organic Law 10/2002, of 23 December, of Quality of Education, in its article 8.1, defines as curriculum the set of objectives, contents, pedagogical methods and evaluation criteria of each of the levels, stages, cycles, degrees and modalities of the educational system. It also provides, in paragraph 2, that the Government will set out the common lessons, which are the basic elements of the curriculum, in order to ensure a common training for all pupils.

In paragraph 3, it also determines that educational administrations will establish the curriculum of the different levels, stages, cycles, degrees and modalities of the educational system, which should include the common teachings in their own terms.

Established by the Government the common teaching of Child Education in Royal Decree 829/2003 of 27 June, it is appropriate that the Ministry of Education, Culture and Sport establish the curriculum of this level for the centres which belong to their management scope.

Child Education is a non-compulsory and free educational level. Gratuitousness involves the offer of opportunities for all to balance the inequalities that can be given among the students for their social, cultural and economic origin, through the enriching experiences provided by the school.

Given the receptivity of students at such an early stage in their lives, it is necessary to provide this educational level with how many elements can contribute to guarantee their quality. For children aged three to six years of age, education must be presented in a globalised way and take into account the individual characteristics of pupils.

This globalizing character is not incompatible with the conformation of the curriculum in areas that constitute a whole related to the most significant areas of knowledge, for whose development the faculty must promote activities that contribute to the integral development of the child, creating a climate of safety and affection, essential in these ages for the development of the teaching and learning process.

In democratic societies, respect for the rights of the child and his education since the first years of his life require an educational intervention for which the teachers must have a specialized training, capable of respond to their physical, cognitive, aesthetic, affective and social characteristics.

If in any educational level the collaboration of the families is fundamental, it is especially in the Children's Education. They are the most qualified to facilitate the passage of children from the family environment to the school institution. On the other hand, the centre can help parents in their work as educators. It will help to establish a continuous relationship between the centre and the family, establishing common criteria and homogeneous guidelines for action. The development of their autonomy, their self-esteem and an adequate emotional balance requires the individualization of the intervention, as well as the coordination and agreement, as far as possible, of all those who have an impact on their education.

Throughout this level, important changes occur in children, derived from both maturation and learning through interaction with adults, with other children and with the environment. They take the form of language and relationship skills, organized learning habits and with a certain degree of autonomy, they acquire basic concepts and skills that give rise to the development of skills that are, in turn, a foundation for subsequent school apprenticeships.

At this level, the beginning of reading and writing stands out because of its importance. On the basis of the principle that the child should not be expected to mature but that the stimulation, under certain conditions, favours the development of skills, reading and writing must be progressively introduced in order to ensure that Learn to stimulate and develop communicative capacity. Contact with the written text, to decipher it or produce it in communication situations, extends the perspectives of children in these ages and causes them to develop the taste for reading and writing.

Today it is especially necessary to familiarize children with information and communication technologies and to encourage their progressive use as a resource, as most of these children find them integrated into their environment and should use them in an ordinary way throughout your life. Learning and use in the school of information and communication technologies must be in line with their maturing process.

It will take advantage of the plasticity and ease of the children for learning, in favor of their initiation in the knowledge of a European foreign language, that will be worked, especially, orally and in the third course.

Knowing other languages has become a necessity and a requirement to be able to integrate naturally into an increasingly complex society in cultures and languages.

Children with specific educational needs should be given a response during childhood education. The support will be organized that will require both students with delay in their mature development and those who are identified as students with high intellectual abilities. The incorporation into our educational system of students who come from other countries and cultures and do not know the Spanish language requires that the teaching teams provide adequate answers to their needs.

The teachers who are in charge of the education of the same group of students and all those who teach this level of education in the same center will perform the tasks in a coordinated way.

It is essential that the educational intervention be planned taking into account not only the age and characteristics of the students, but also the context and the possibilities of the families. In schools where there are other levels of education, the coordination between Child Education and such levels should be particularly taken care of.

It is particularly important at this level to evaluate and monitor the teaching and learning processes in order to know the degree of development that is occurring in each student, the responses they cause in each the processes that are being developed and how their capabilities are being developed.

This data will facilitate the adjustment of the teaching action.

Special mention requires the development of values by the student in the Child Education. Together with the formation of a positive self-concept and the construction of its own identity, the acquisition of the values that are generated in the relationship with the others and with the medium in the educational process, such as respecting the others, must be stimulated. and their work, accepting the norms, showing interest in living and collaborating with the partners and with the adult, respecting the environment and, in sum, self-regulating their conduct in the game, in the coexistence, in the work and in relation to the health, gradually responding more and more appropriately to the situations that arise. The acquisition of these values will make it possible for students to be successful in the society to which they are to be actively incorporated.

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,

DISPONGO:

Article 1. Object and scope of application.

This royal decree establishes for the management of the Ministry of Education, Culture and Sport the curriculum of Children's Education, as provided for in Article 8.3 of the Organic Law 10/2002, of 23 December, of Quality of Education, and includes, on its own terms, the common teachings set out in Royal Decree 829/2003 of 27 June establishing the common teaching of Child Education.

Article 2. General principles.

1. Child Education is voluntary and free. This level of education is a cycle of three academic years, which will take place from three to six years of age.

2. Child Education will be taught by teachers with the corresponding specialty.

3. Pupils will be able to join the first course of Early Childhood Education at the beginning of the course corresponding to the calendar year in which they are three years old, and remain in school until six.

4. Exceptionally, the modification of the duration of the period laid down in the previous paragraph may be authorised in the case of pupils identified as intellectually gifted or with special educational needs.

5. The Ministry of Education, Culture and Sport will ensure that there are enough free school posts and will promote schooling at this level of education for pupils with special educational needs.

Article 3. Purpose.

The purpose of Child Education is the physical, sensory, intellectual, affective, social and moral development of children. The centres will promote collaboration with parents for the exchange of information and to help them exercise responsible parenthood.

Article 4. Objectives.

Child Education should contribute to the development of the following skills in children:

a) Know your own body and its possibilities for action.

b) Develop your sensory capacity.

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

d) Acquire progressive autonomy in your usual activities.

e) Relating to others and learning the elementary guidelines of coexistence.

f) Develop your oral communication skills and start learning from reading and writing.

g) Getting started on basic numerical skills.

The Ministry of Education, Culture and Sport will promote the incorporation of a foreign language into apprenticeships at this level, especially in the last course. It will also foster experiences of initiation in information and communication technologies.

Article 5. Areas.

1. In accordance with Article 4 of Royal Decree 829/2003 of 27 June establishing the common teaching of children's education, the areas of experience and development of pupils in child education will be implemented in the following areas:

a) The knowledge and control of your own body and personal autonomy.

b) Coliving with others and discovering the environment.

c) The development of language and communicative skills.

d) The numeric representation.

e) Artistic expression and creativity.

2. The content that is proposed in each area will be developed through globalized activities that have an interest and meaning for the students.

Article 6. Elements of the curriculum.

The annex defines the objectives, contents, pedagogical methods and criteria for the evaluation of Child Education.

The Ministry of Education, Culture and Sport will determine the orientation schedules of the teachings in Child Education taking into account the different areas, as well as their globalized organization.

The organization of the elements of this curriculum must be carried out in the light of the cycle as a curriculum unit.

Article 7. Pedagogical autonomy of the centres.

1. In general, in Child Education, the groups of students will be made for ages. Each group will be charged a master.

2. The Ministry of Education, Culture and Sport will promote the team work of teachers who provide this level to ensure a coordinated progressive and homogeneous education.

3. The educational project will be developed within the general framework established by the Ministry of Education, Culture and Sport, setting out the objectives, educational priorities and procedures for action. The design of such a project should take into account the characteristics of the school and its school environment, as well as the educational needs of the students.

4. The teaching centers will develop the curriculum established in this royal decree through didactic programs, which will be adapted to the singularities of the groups to which they are directed. These programmes will also reflect the inspiring principles of the educational project.

The didactic programming will comprise all the contents of the different areas of the level. They will be developed through globalized activities and respecting the rhythms of play, work and rest of the students.

5. The teachers ' teams at the level of education in the public teaching centres will have the autonomy to choose the textbooks and curricular materials to be used in the cycle, as long as they are adapted to the curriculum. which is established in this royal decree.

All textbooks and curricular materials to be adopted must comply with the provisions of the third provision of the Organic Law 10/2002, of December 23, of Quality of Education.

6. In order to maximise skills, extend training and provide greater opportunities for all pupils, teachers ' centres will be able to extend the curriculum, school hours and school days, while respecting the curriculum and school calendar established by the Ministry of Education, Culture and Sport.

Article 8. Assessment.

1. In Child Education, the evaluation will be aimed at checking the capacity development process by the students. It will be global, formative and continuous. Direct and systematic observation will be the main technique of the evaluation process at this level of education.

2. The Ministry of Education, Culture and Sport will determine the procedure and the documents for the monitoring and evaluation of the students.

3. Teachers who teach Children's Education will evaluate their own educational practice in order to adapt it to the needs of students.

Article 9. Educational care for students with specific educational needs.

In compliance with the provisions of Article 9 of Royal Decree 829/2003 of 27 June establishing the common teaching of Children's Education, the educational institutions will carry out support and care measures. Education and training for pupils with specific educational needs, as determined by the Ministry of Education, Culture and Sport.

Article 10. School calendar.

The Ministry of Education, Culture and Sport will establish the annual calendar and the school day to be observed by the schools at this level of education, respecting the requirements of Article 10 of Royal Decree 829/2003, 27 of June, establishing the common teaching of Children's Education.

Article 11. Coordination with Primary Education.

To facilitate the continuity of the students ' educational process, the teachers of Early Childhood Education must establish effective mechanisms of coordination with teachers in the first cycle of Primary Education.

Additional disposition first. Teachings of Religion.

According to Royal Decree 829/2003 of June 27, which establishes the common teaching of children's education, the centers will offer the teachings of Religion corresponding to the agreements signed or that subscribe to the Spanish State with the Holy See and with the authorities of other religious denominations, for students whose parents request them.

These teachings will be in line with the curricula proposed by these authorities and the standards established by the Ministry of Education, Culture and Sport.

The decisions on the use of textbooks and curricular materials and, where appropriate, their approval and supervision, without prejudice to the provisions of Article 7.5 of this royal, also correspond to the religious authorities. decree.

Additional provision second. Adaptation of the curriculum for the centres abroad.

The Ministry of Education, Culture and Sport will be able to adapt this curriculum to the peculiar conditions of the centres in which the teaching of Child Education is taught abroad, under Royal Decree 1027/1993, June 25.

Single transient arrangement. Implementation.

According to Royal Decree 827/2003 of 27 June, establishing the timetable for the implementation of the new management of the education system, the new one will be implemented in the academic year 2004-2005 ordination of the teaching of the three courses of the cycle that includes Child Education.

Single repeal provision. Regulatory repeal.

1. Royal Decree 1333/1991 of 6 September establishing the Children's Education curriculum, as far as the second cycle of this level is concerned, will be without effect when the Child Education is implemented according to the forecasts of Royal Decree 827/2003 of 27 June.

2. 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. Development enablement.

The Minister of Education, Culture and Sport, in the field of his competences, will dictate how many provisions are necessary for the development and execution 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

Child education

INTRODUCTION

Given the evolutionary characteristics of children aged three to six years, it is especially important at this level to conduct educational processes through personal experience, activity and play in an environment of affection and confidence.

It is essential to create a warm, welcoming and safe environment in which the child feels loved, confident and relaxed. The child must acquire learnings that have meaning for him and can apply them in his daily life, so it is necessary to start from what he already sees around him. Interaction with other children is an important methodological resource that helps you in your social, affective and intellectual progress.

The teacher will propose to the children learning units that they require contents of the different areas duly programmed so that, through what they already know, the activities, the game and the experimentation, they acquire knowledge applicable in your everyday life.

The game is a first-order resource for learning, which establishes positive links between children, as well as providing the possibility to organize content in an orderly manner.

Spaces are a basic resource at this level and a good organization of them. There will be a place for movement, a language zone, a play area, a place for rest and all that are considered necessary.

Working in groups powers participation and improves expression capacity, which is, without a doubt, one of the main axes for good cognitive and emotional development.

Through activities of observation, manipulation and experimentation, the child becomes familiar with the objects of his environment and acquires learning, so it is necessary to take care of the selection of the resources. classroom materials.

In order to achieve a quality education offer, particularly for students with special educational needs, the teachers of Child Education will collaborate with the necessary specialized professionals, with the aim of introduce appropriate adaptations to the attention of these students.

A good climate and a good organization of the center will favor the coexistence with their companions since childhood.

Schedules will be structured in a way that helps children to be temporarily oriented with the acquisition of certain habits.

The Child Education Center must meet the minimum requirements set.

The evaluation will be part of the teaching-learning process to make it possible to determine the situations of personalized help for students. At this level it will be global, continuous and formative.

In order to be able to establish the objectives and contents to be developed, it will be based on an initial assessment that will take into account the characteristics of the child, the environment where he lives, the information of the family and, in his case, of the centers where it comes from.

To do this, the techniques of direct and systematic observation and interviews with parents will be used.

It is important to compare the results of the assessment with the family in order to develop joint and coordinated action guidelines.

To enable the continuous improvement of the teaching practice, the evaluation of the teaching function will be assessed as a quality tool.

It will be essential to reflect the professor on the adequacy of the programming, the objectives and the contents, the relations of communication and the climate in which the activities are carried out, the degree of personalized educational care, and all aspects that should receive due attention.

The evaluation of this teaching-learning process centered on the child, in the teacher and in his pedagogical performance, allows to determine to what extent the proposed educational objectives have been obtained, and to make the decisions relevant for the adjustment of programming and methodological resources.

At the end of the level, a qualitative assessment of the achieved objectives and the level of maturity achieved by each child will be carried out as a reference for the planning and start of the next level of Primary Education.

The level of Child Education has a clear preventive and compensating character. Early interventions prevent development problems from being intensified, both physical and mental.

The family has a great responsibility in the education of children, of these ages, and it is precise their collaboration for the best achievement of the objectives marked.

Objectives:

The purpose of Child Education is the physical, intellectual, affective, social and moral development of children.

Child Education will contribute to the development of skills in children:

1. Know your own body and its possibilities for action.

2. Develop your sensory capacity.

3. Acquire progressive autonomy in their usual activities.

4. Develop basic health, food and wellness habits.

5. Relate to others and learn the elementary guidelines of coexistence.

6. Observe and explore your family, social, and natural environment.

7. Develop your oral communicative skills and start learning from reading and writing.

8. Start on basic numerical skills.

Curriculum areas:

The curriculum areas correspond to the areas of experience and child development. They will be developed through globalized activities that have an interest and significance for the child.

Educational content is distributed in relevant areas related to the different areas of knowledge and experiences:

1. The knowledge and control of your own body and personal autonomy.

2. Coexistence with others and the discovery of the environment.

3. The development of language and communicative skills.

4. The numeric representation.

5. Artistic expression and creativity.

1. Knowledge and control of your own body and personal autonomy

This area deals with knowledge and body control, as well as the acquisition of personal autonomy that children at this level must achieve.

Child Education is the level at which it is proposed as a basic goal for children to acquire correct habits of grooming, health, food and play in a warm and motivating environment.

The knowledge and control of the body has acquired it since its first days, while at the same time developing the processes of individualization and socialization.

At the age of three, they begin to become aware of their differences with the environment, and seek self-affirmation formulas that are part of the development of their personality. From the four to six years they acquire greater security and autonomy, as well as greater acceptance of their individuality.

Children feel that they are accepted and positively valued when they can live according to their own pace of development, when they are valued and accept themselves.

Confidence in their capacity and appropriate educational interventions empower children to advance their skills.

Autonomy is identified with the ability to decide. At birth, the child is fully dependent on the adult and is acquiring personal autonomy through his own initiatives, tasks and responsibilities.

The feeling of security that is acquired through manipulation, along with individualized attention and stimulation by the teachers and the family, will enable the best development of their abilities.

Objectives:

1. Recognize and identify the fundamental parts of your body, as well as the image itself and its personal characteristics.

2. Know and respect the characteristics and qualities of others and begin to value them, without attitudes of discrimination.

3. Use the motor, sensory and cognitive possibilities in the activities of daily life.

4. Achieve appropriate visual and manipulative coordination through the exploration and use of objects, applied to everyday tasks and to graphic representation.

5. Identify and communicate one's own feelings, emotions and needs, while respecting others.

6. Solve simple tasks and problems of daily life and accept your own frustrations, adapting behavior to habits and attitudes of help and collaboration.

7. Progressively develop co-existence behaviors and skills to deal with conflict situations.

8. Develop health habits related to food, hygiene, and personal grooming.

9. Start on the basic standards of road education.

10. Have an initiative in the realization of tasks of everyday life.

11. Act autonomously by progressively achieving self-confidence.

1.1 Body:

a) The human body: differential characteristics of the body. Identification and localization of external and internal parts of the body. Global image of the body itself. Positive acceptance of your own image.

b) Sensions and perceptions of the body itself.

The basic needs of the body.

The senses and their functions.

c) Discovery and progressive strengthening of the laterality and the body scheme.

d) Trust the capabilities and capabilities of your own to perform the tasks.

e) Care for the dependencies of the center and its environment, to be able to perform activities in clean and ordered spaces.

f) Recognition and acceptance of characteristics and differences between people.

1.2 Game and movement:

a) Awareness of the possibilities and the motor limitations of the body.

b) Coordination of body movement.

c) Coordination and control of fine-character motor skills.

d) Symbolic play and side play.

e) Development of the game starring as a means to know the reality.

f) Basic notions of orientation in space and time.

g) Acceptance of the implicit rules governing the play of roles.

h) Attitude of help and collaboration with peers in games and in everyday life.

1.3 Personal autonomy:

a) The health and care of oneself.

b) Personal hygiene. Acquisition of hygiene habits and progressive autonomy in the satisfaction of basic needs.

c) Actions that favor health: healthy eating and rest.

d) The disease: prevent accidents and avoid dangerous situations.

e) affective and emotional security. Initiative and self-confidence.

f) Initiated knowledge of elementary road education standards to move around the neighborhood and the city.

g) Care and order of your personal belongings in the spaces in which you move.

Assessment Criteria:

1. Identify the parts of the body itself, in another child, and in a drawing.

2. Distinguish the senses and identify sensations through them.

3. Express emotions through the body.

4. Trust your capabilities to perform the tasks entrusted to you.

5. Propose rules for performing known or invented games.

6. Accept the necessary rules for the performance of activities and for the involvement in the games.

7. Be self-employed in your personal grooming.

8. Eat using the appropriate utensils.

9. Orient themselves in space with reference to themselves, objects, people and dependencies of the educational center.

10. Place in time with reference to times of leisure and work.

11. Recognize your belongings and care for them.

12. Collaborate on the order and cleanup of the upcoming spaces.

13. Have your laterality internalized.

2. Coexistence with others and the discovery of the environment

In this area, reference is made to the knowledge that the child is acquiring in his relationship with the environment and with the different groups to which he belongs, through the discovery of the world around him and his relations of belonging and respect.

The beginning of Child Education will be a factor of undoubted interest in the formation of personal identity and socialization.

The child discovers the others by starting their schooling.

You will try to bond with your peers and you will need to adapt to the group to get your acceptance into it.

The knowledge of the physical environment will make it easier for the child to contact the elements of his/her natural environment (animals, plants ...) and will help to assess and understand their needs, possibilities and limitations that will lead to the formation of habits of care and respect for the natural environment.

Objectives:

1. Know the basic groups in which you live, identifying the different members of the groups.

2. To know the roles and responsibilities of the most significant members of the upcoming environments and to act with autonomy in them.

3. Observe and explore the social and physical environment, controlling its action and the consequences that result from it.

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

5. To assess the importance of the natural environment and its quality for life, demonstrating attitudes of respect and care.

6. Know and participate in parties, traditions and customs of your environment.

7. Learn to live and respect people from other countries and social groups.

8. Develop social skills and know the rules for integration into groups.

9. Develop skills to address conflict situations.

2.1 The landscape and the physical environment:

a) Spatial and temporal orientation in the near environment.

b) Observation, discovery, and description of the upcoming environment.

c) Identification and knowledge of landscape change characteristics throughout the year. The seasons. The adaptation of people, animals and plants to such change.

2.2 The world of living things:

a) General characteristics of living beings: similarities and differences.

b) Simple recognition of animals and plants.

c) Changes that occur in animals and plants in the course of their development.

d) Animals and plants in the various media. Classification.

e) Utility and relationship between animals, plants and people.

f) Role of people as conservators and repopulators of the natural environment.

g) Products made from raw materials from plants and animals.

h) Curiosity, care and respect for animals and plants as first attitudes to the conservation of the natural environment.

i) Active participation in the resolution of environmental problems. Selective collection of waste, cleaning of parks.

2.3 The world of matter:

a) Common objects in the natural and social environment.

b) Different types of natural and elaborate objects present in the environment.

c) Physical and sensory attributes of objects: color, size, flavor, sound, plasticity, hardness.

d) The identification and elementary classification of objects according to their characteristics and their use.

e) Common materials used in everyday activities.

f) Respect and care for individual and collective use objects.

g) Attitude to share toys and objects in your family and school environment.

2.4 Coexistence with others:

a) The first social groups: family and school.

b) The family, its members, relationships of kinship, functions and occupations. Place that occupies between them.

c) Offering collaboration and help to perform everyday tasks and lend their help to others.

d) Autonomy in resolving conflicting situations.

e) The school. Dependencies, usage, and functions. School members: children and adults. Functions and occupations. The class: distribution and use of spaces. Objects and furniture.

f) Valuation and respect of the norms that govern the coexistence in the social groups to which the child belongs.

g) Housing: dependencies and functions. Everyday household tasks.

h) First time experiences: eating, resting, playing, going to school.

i) Care for the dependencies of the center and its environment, to be able to perform activities in clean and ordered spaces.

j) More and more autonomous participation in the family and school environment.

2.5 Life in Society:

a) The environment near the child: the street, the neighborhood, the town and the city.

b) Human organization forms according to their location in the different landscapes: rural and urban.

c) Human activity in the middle: common functions, tasks, and trades. Assessment and respect for the jobs performed by people in your environment.

d) Consumer-related services.

e) Different means of transport: rules of movement.

f) Media: television, radio, press, telephone, computer.

g) Traditions and customs of their own; places to have fun and learn: theatre, circus, zoo.

h) Sensitivity, solidarity and understanding in the face of other situations and difficulties.

Assessment Criteria:

1. Identify different animals according to some of their most important characteristics.

2. Distinguish and recognize different types of plants.

3. Care for and respect the animals and plants of the environments in which you live.

4. Distinguish family members, identifying kinship, roles and occupations.

5. Identify the dependencies of the house and its functions.

6. To know the dependencies of the school, the class, its members and their functions and to move in them with autonomy.

7. Respect and care for objects in your environment.

8. Know and respect the rules of the different groups to which you belong.

9. Meet and locate in spaces near your home and school.

10. Show appropriate behaviors in public places and transport media.

11. To know the proper functioning and use of the different media.

12. Know the customs and traditions of the place where you live and enjoy the fun opportunities offered to you.

13. Give help to others and ask for help for yourself.

3. The development of language and communicative skills

This area refers to the communication relationships that the child establishes with their environment. Forms of communication include gestural and body language, oral and written language, communication in other languages other than their own, and the use of information and communication technologies.

For the proper development of language, the intervention of adults, parents and teachers is required. A simple immersion in language is not enough; a programmed intervention is needed that allows the appropriate interaction and context to create communication and learning situations.

From the age of three begins a period characterized by the ability to be able to operate with representations. This time is conducive to establishing a relationship between the oral language and its graphical representation.

From the age of four, the child will be able to recognize meaningful words in his environment. You should contact them to favor the reading.

It is slowly appearing in the child the clear interest in recognizing the letters as components of the words, which moment must be used to recognize the structure of the words. The identification of the different elements and structure of speech (words, syllables, phonemes) will be worked by enhancing, through the oral language, the phonological aspects.

You will start learning the techniques of reading and writing. This learning will be done through communication and will include decoding, coding and understanding activities.

Learning the written language will allow children to discover the possibilities of reading and writing, as a source of entertainment, fantasy, communication and information.

Of the texts that can be used for reading in the classroom, the stories must occupy an essential place in the literary formation of the children. Because of their content, structure and vocabulary, they are a valuable tool for the development of language skills.

Through dramatic and bodily expression, children show their emotions, knowledge of the world and their perception of reality. They are expressions of relationship and communication that should be stimulated in the classroom.

Music expression is a means through which the child forms of expression that are their own culture. The musical expression makes it possible to enjoy the musical activity while fostering its capacity for expression.

Children will also be initiated in information and communication technologies for the purpose of knowledge and appropriate use of these means from Child Education.

The Children's Education teacher for children is a continuous interlocutor. This dialogue will aim to improve the language of the child both in understanding and expression. It will be of great importance for children to be welcomed when they come to class, to attribute meaning to their unnuanced expressions, to develop the vocabulary, to encourage them to pronounce clearly and to use words with property, tell them stories, work with Puppets or perform dialog sets.

Objectives:

1. Identify and understand messages received and their intentions using and value oral language as a means of relationship to others.

2. Express feelings, desires, needs, emotions and experiences through language adapting to different contexts.

3. Listen, ask, ask for explanations and clarifications, and accept the guidance given by the teacher.

4. Start in communication respecting feelings, ideas, opinions and adopting the basic rules of communication.

5. Listen to very simple oral texts, and extract global or specific information.

6. Be interested in written language by valuing it as an information tool and as a means to communicate.

7. Read, interpret, and produce images as a form of communication.

8. Read and write very simple words and phrases.

9. Use different forms of representation and expression to communicate better.

10. Understand, reproduce and interpret some texts specially adapted to children.

11. Know and use the different rules that govern communication in different situations.

12. Start using a foreign language as a means to facilitate communication in other contexts and as a basis for further learning of other languages.

13. Know the existence of different forms of communication and the different languages of the next environment.

14. Start on the use of information and communication technologies to develop and promote learning. Start using simple computer programs.

15. Value and respect your own and your colleagues ' productions.

3.1 Oral language:

a) Language as a means of communication. Different needs in communication. Hearing discrimination, intonation and pronunciation.

b) Understanding of stories, narratives, and oral messages.

c) Expression of messages referring to needs, emotions and desires. Oral texts of cultural tradition: stories, sayings, songs, guessing ..., individually and in group.

d) Oral expression using phrases of different types (affirmative, interrogative, negative ...) with morphological variations and terms that refer to gender, place, time and person with a correct pronunciation.

e) Using rules that govern communication (listen, save shift ...). Dialogue and participation in conversations as a formula for engaging with others.

f) The socially established ways to start, maintain, and end a conversation.

g) Initiative and interest in participating in oral communication, respecting the established social norms that regulate language exchange.

h) Interest and effort to understand, participate and improve the productions themselves and others.

3.2 Written language:

a) The written language as a means of communication, information and enjoyment.

b) The resources of the written language: pictograms, labels, sheets, newspapers, magazines and books.

c) Interpretation of images, posters, photographs. Understanding and production of chronologically sequenced images.

d) perceptive-motive development: spatial-temporal orientation, body schema, figure discrimination, visual memory. Directionality, linearity, left-right orientation, distribution, and position when writing.

e) Relations between oral and written language: phonem-graphic correspondence. Identification of letters. Phonemic structure of speech, segmentation in words, syllables and phonemes. Graphic representation of phonemes.

f) Understanding written words and texts from experiences close to the student.

g) Reading words and texts aloud with proper pronunciation, rhythm and intonation.

h) Using resources and sources of written information (brochures, stories, comics, classroom library ...).

i) Production of simple words and phrases.

j) Valuation and enjoyment of written language. Assessment and care of books and journals.

3.3 Foreign Language:

a) The foreign language as a means of oral communication.

b) Use of intonation, articulation, and gestural expression.

c) Basic vocabulary related to your environment, relative to names, qualities, and actions.

d) Understanding rules and simple questions.

e) Use of socially established rules to start and maintain a conversation: say hello, say goodbye, thank you.

f) Understanding and playing poetry, songs.

g) Understanding and rendering very simple texts.

3.4 Information and communication technologies:

a) The image as a means of communication and representation.

b) Information and communication resources: cassette, television, film, video, photography, computer.

c) Initiation in information and communication techniques: engraving, transparencies, photography, films, word processing and computer graphics.

d) Basic applications for the use of computer media: the computer as a game, information, communication and learning resource.

Assessment Criteria:

1. Speak with a correct pronunciation.

2. Auditively discriminate words, syllables, and phonemes.

3. Participate by oral communication (conversations, stories, songs, guessing, poetry ...).

4. Memorize small accounts.

5. Interpret images, posters, photographs, pictograms and stories.

6. Recognize the graphs within the words.

7. Read and identify simple letters, words, and phrases.

8. Graphically represent what you read.

9. Know and use simple words and questions to start a conversation in everyday life, in a foreign language.

10. Use information and communication technologies as a resource for learning, play and communication.

4. The numeric representation

The work in this area is intended to help the child, through perceptive, motor and manipulative experiences, to assimilate basic concepts of any learning.

The mathematical representation develops in the child its spatial structures and logical thinking (of order, form, memory, attention, observation, checking and classification).

Children of Child Education are very interested in counting objects and comparing quantities and begin to differentiate some geometric shapes. In this way, spontaneous in principle, and through construction games (where you group pieces, classify and compare) or personal experiences and situations of each day, the child learns mathematics.

In these situations, the teacher can have an impact on motivating the child to establish all kinds of relationships with the objects and the closest actions.

When a child manipulates a set of objects, it is performing two types of experiences: on objects and objects. Each one of them corresponds to forms of abstractions, fundamentally different. Before you get to the number idea you need to perform set up, matching, and classifications activities.

Little by little, the child will assume the numerical concepts and assimilate the corresponding signs.

The use of information and communication technologies will be a support resource for the consolidation and expansion of knowledge acquired in the numerical field.

Objectives:

1. Use the capabilities of mathematical representation to describe some objects and situations in your environment, their features, properties, and some actions that can be performed.

2. Start in identifying and using the properties and relationships of objects and collections: color, shape, size, texture ..., similarities, differences, membership, and non-membership.

3. Get started in solving everyday life problems that involve simple basic operations.

4. Start on estimation, comparison and measure of different magnitudes. Distinguish and use natural and conventional units of measurement. Use simple measuring instruments.

5. Know, use, and represent the numeric string for counting items.

6. Basic quantifiers. Know the cardinal and ordinal aspects of the number. The numeric string. The first numbers.

7. Express those concepts worked and their applications.

8. Know, identify and name flat shapes and geometric bodies.

9. Start on estimation and measure of time. Know and use the different measuring instruments of time.

10. Develop the taste, interest and curiosity for the exploration of the objects of the environment and discover their properties by putting into practice the mathematical knowledge acquired.

11. Orient and place in space the forms, objects and oneself. Use basic spatial notions.

4.1 Numbers and Operations:

a) Expression of the quantification. Basic quantifiers: all/nothing, equal/different, some/several ...

b) The numbers. Cardinal and ordinal aspects of the number.

c) The first ordinal numbers. Application of the ordinal to small collections.

d) The numeric string: the first nine numbers. Its graphical representation. Building the numeric string by adding the drive.

e) Comparison, grouping and sorting of objects taking into account the degree of possession of a certain quality.

f) Initiation to the calculation with the operations of joining and separating by means of the manipulation of objects. Troubleshooting problems involving simple operations.

4.2 The measure:

a) Basic measurement notions: large-medium-small, long-short, high-low, heavy-light.

b) Using comparisons: longer than, shorter than, larger than, smaller than ...

c) Natural units of measurement (hand, foot, step ...) and arbitrary (ropes, containers, different objects ...). Estimation. Comparison. Temporary measures. Time measurement instruments: the conventional clock and other types of watches.

d) Estimate. Use of measuring instruments applied to the routines of everyday life.

4.3 Forms, orientation, and space representation:

a) Properties and relationships of objects: color, shape and size ..., membership and non-membership, similarity and difference.

b) Flat forms: circle, square, rectangle, triangle. Geometric bodies: sphere, cube. Exploration of geometric figures and bodies to know their properties and establish relationships.

c) Basic notions of orientation and situation in space: above, below; on, under; inside, outside of, in front of, behind; far from, near; right, left; closed, open. Using these notions to explain the location of objects, of themselves and others.

d) Situation and displacement of objects in relation to oneself, in relation to each other and of oneself in relation to objects.

e) Description of situations of orientation and relationships of objects, of oneself and others.

Assessment Criteria:

1. Learn to count correctly.

2. Identify the first nine numbers and their graphical representation.

3. Know the first ordinal numbers.

4. Perform the graphing of the simple numbers.

5. Sort items by taking care of their properties.

6. Solve simple problems involving basic operations.

7. Know and identify the most elementary geometric shapes: circle, square, triangle and rectangle.

8. Use basic spatial notions.

9. Use natural and arbitrary measuring instruments applied to everyday life.

5. Artistic expression and creativity

The work in this area is intended for the child to express himself through the use of different techniques and instruments.

Through plastic expression, painting, drawing and modeling children explore reality and reflect the knowledge they have of it, they express themselves, but they are also discovered when representing or expressing themselves.

Through body expression, they show their emotions, the knowledge of the world and the perception of their reality. They are expressions of relationship and communication.

Music expression is a means through which traditions and forms of expression come to the child that are their own culture and make it possible for them to enjoy the musical activity while encouraging their sensitivity and ability to expression.

Objectives:

1. Develop languages: body, music and plastic.

2. Know the basic techniques of plastic expression.

3. Recognize the primary colors and their mixtures.

4. Sing, listen, dance and interpret.

5. Identify sounds and noises in your environment.

6. Learn songs, dances and dances from folk folklore.

7. Represent by means of body expression simple stories.

8. Start on valuing and enjoy artistic and cultural heritage.

9. Communicate experiences and emotions using body, music, and plastic expression.

10. Start valuing and respect the work of your own and your colleagues.

11. To know some cultural manifestations of their surroundings, showing attitudes of respect, interest and participation towards them.

5.1 Plastic expression:

a) Plastic expression as a means of communication and representation.

b) Materials and useful for plastic expression.

c) The basic techniques of plastic expression. Drawing, painting, modelling. Using these techniques to foster creativity.

d) Representation of the human figure, differentiating the different parts of the body.

e) Use of collage as a means of experimentation with various materials, shapes and colors.

f) Use of color from creativity and imagination.

g) Primary color Gama and its mixture.

h) Exambits of exposure. The Museum.

i) Interest and respect for their own and other plastic working.

5.2 Musical expression:

a) Noise, silence and music.

b) The sound properties of voice, objects of everyday use and musical instruments.

c) Discrimination of sounds and noises of daily life: ambulances, trains, cars, doorbells, animals.

d) Qualities of sound: intensity and rhythm.

e) Popular children's songs, dances, dances and auditions.

f) Using conventional and unconventional musical instruments, accompanying songs and setting a rhythm.

g) Interest and initiative to participate in representations.

h) Dance as creative expression. Simple dances.

i) The song as an expressive element. Songs from your environment and the world.

5.3 Body expression:

a) Body possibilities to express and communicate feelings and emotions.

b) The body: activity, movement, breathing, balance, and relaxation.

c) Address Notions with the body itself.

d) Space displacements with various movements.

e) Imitation and representation of people, situations, simple, real or imaginary stories.

f) Interest and initiative to participate in representations.

Assessment Criteria:

1. Identify the primary colors and their mixtures.

2. To know the sound properties of the body itself, the objects and the musical instruments.

3. Memorize the songs learned.

4. Express feelings and emotions with the body.

5. Scroll through space with different movements.

6. To have an interest and respect for their plastic and other working.

7. Identify some cultural manifestations of their environment, showing attitudes of respect, interest and participation towards them.