According to the Organic Law 10/2002, of 23 December, of Quality of Education, in its article 8.2, it is up to the government to fix the common teachings, which are the basic elements of the curriculum, in terms of the objectives, content and evaluation criteria. The establishment of these teachings is, in any case and by its very nature, exclusive competence of the State, in accordance with the provisions of the Law of 3 July 1985 on the Right to Education, in its additional provision (2) (c), and on the basis of the final provision tercera.2 of the Organic Law 10/2002 of 23 December on Quality of Education.

The purpose of these common teachings, and the reason for the exclusive competence of the State to fix them, is to guarantee a common training for all students within the Spanish education system, as Article 8.2 of the aforementioned Organic Law 10/2002, of 23 December, of Quality of Education.

To ensure the achievement of this objective, the common teachings must be included, in their own terms, in the curriculum that each of the educational administrations establishes for their respective territory.

To these demands, imposed by the very purpose of the common teachings, it is due to the fixation that, of the objectives, contents and criteria of evaluation, of those corresponding to the level of the Child Education, is carried out in this royal decree.

The concern for children as a challenge for democratic societies, respect for the rights of children, the need to create quality educational conditions based on effort, the importance of initial preparation In practice, the research and educational innovation of the teaching staff and the experiences of the countries of the European Union are the driving forces of child education.

Children's Education will be individualized and personalized to adjust to the rate of growth, development and learning of each child, and will also favor the transmission and development of the values for life and coexistence. from the early school years. Students with special, transitional or permanent educational needs need a diagnosis and early specialized education, and will be treated at this level through an appropriate and tailored educational response. preventive and compensator.

This educational model will respond to the needs and physical, cognitive, aesthetic, affective and social characteristics of the child from three to six years through activities and experiences, applied in an environment of affection and confidence, and the game as one of the main educational resources.

At this level it will be ensured that the child learns to make use of language and starts in the learning of reading and writing, and will understand the development of language activities and the beginning of full understanding of the meaning.

From the age of three, the child has the capacity to be able to operate with multiple representations, so you can begin to prepare the awareness of the relationship of the oral language with the graphic representation of pictograms, in an integrated context of communicative activities.

At four years of age, you must be able to recognize very significant words in your environment, and it will be possible to favor your reading ability. In the child, the interest in recognizing letters as components of words, which should be the starting point in the process of reading and writing, appears in the child.

In order to be able to successfully complete the written language, it will be necessary to stimulate the development of the oral language, training the students to produce sounds, syllables and words with soltura.

The learning of the written language should allow children to begin to discover the possibilities of reading and writing, as a source of pleasure, fantasy, communication and information.

To favor the teaching-learning process, the child's need for an affective climate that offers security and stimulates the discovery of himself and his environment will be taken into account. Spontaneous exploration and curiosity should be developed through activities that lead to the acquisition of the knowledge base, the ability to express and sensitize aesthetics and the acquisition of habits of social behavior. and take care of himself.

School centers will cooperate closely with families in their children's education.

To ensure adequate transit between the levels of Early Childhood Education and Primary Education, it will be necessary to arrive at the criteria of joint action through the systematic practice of coordination.

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

In its virtue, on the proposal of the Minister of Education, Culture and Sport, in agreement with the Council of State and after deliberation of the Council of Ministers at its meeting on 27 June 2003,

D I S P O N G O:

Article 1. General principles.

1. The level of Child Education, which is voluntary and free of charge, will consist of a three-year academic cycle, which will take place from three to six years of age. It will be taught by teachers with the corresponding specialty.

2. The educational administrations will ensure the existence of free school positions in public centers and in private centers arranged to meet the demand of the families.

3. Educational administrations will promote schooling at this level of education for pupils with special educational needs.

Article 2. Purpose.

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

Article 3. Objectives.

1. In accordance with the provisions of Article 12 of the Organic Law 10/2002 of 23 December on Quality of Education, Child Education will contribute to the development of the following skills in children:

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

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

c) Acquire progressive autonomy in its usual activities.

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

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

f) Getting started on basic numerical skills.

2. In addition, educational administrations will promote, in the learning of Early Childhood Education, the incorporation of a foreign language, especially in the last year of the level, and will foster experiences of early initiation in information and communications.

Article 4. Areas.

1. Educational contents of Child Education will be organized according to the following areas:

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

b) Coexistence with others and the discovery of the environment.

c) The development of language and communicative skills.

d) The numeric representation.

e) Artistic expression and creativity.

2. The contents that are proposed in each area will be transmitted through globalized activities that have an interest and meaning for the child.

Article 5. Basic elements of the curriculum.

The common teachings, which constitute the basic elements of the curriculum in terms of objectives, contents and evaluation criteria, are those specified in the annex to this royal decree.

Article 6. Curriculum of educational administrations.

Educational Administrations will establish the curriculum for Child Education, which will include, on its own terms, the common teachings contained in this royal decree.

Article 7. Assessment.

1. In Child Education, the evaluation will be comprehensive, continuous and formative. Direct and systematic observation will be the main technique of the evaluation process.

2. Teachers who provide Early Childhood Education will evaluate the teaching process, their own educational practice, and the development of skills by children according to the objectives and knowledge acquired at that level.

Article 8. Pedagogical autonomy of the centres.

1. The teaching centres will develop the curriculum established by the educational administrations through the teaching programmes, which will take into account the needs and characteristics of the students of this level of education. In these programs the rhythms of play, work and rest of the children will be respected.

2. The educational administrations will promote the autonomy of the centers and stimulate the work in the team of the teachers 3. Teachers ' teams in public schools will have the autonomy to choose, textbooks and other teaching materials to be used at this level of education, provided they are adapted to the standard curriculum.

4. In order to be able to maximise the skills, training and opportunities of all pupils, the teachers ' centres will be able to extend the curriculum, school hours and school days, respecting in any case the school curriculum and timetable established. by the educational administrations.

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

Educational Administrations will promote educational institutions to carry out support and educational measures aimed at students with specific educational needs.

Article 10. School calendar.

The school calendar, which will be set by the educational administrations for this level, will comprise a minimum of 175 school days. In no case, the beginning of the school year will occur before 1 September or the end of the school activities after 30 June of each academic year.

Additional disposition first. Teachings of religion.

By virtue of the provisions of the Agreement on Teaching and Cultural Affairs between the Holy See

and the Spanish State and, where appropriate, with the provisions of those other undersigned, or who may subscribe, with other religious confessions, the Children's Education curriculum will include teaching of religion for the students whose parents so request.

Additional provision second. Incorporation of the students.

1. Pupils will be able to join the first course of Child Education in the calendar year in which they will be three years old, and will be able to remain in school at this level of education up to the age of six.

2. In the case of pupils with specific educational needs, the flexibility of this rule may exceptionally be allowed.

Single repeal provision. Regulatory repeal.

1. At the moment when the new ordination of the Child Education established in this royal decree is implemented, in accordance with the provisions of Royal Decree 827/2003, of 27 June, establishing the timetable for the implementation of the new In the case of the education system, the content of Royal Decree 1330/1991 of 6 September establishing the basic aspects of the curriculum for child education, as regards the rules governing the second cycle of education, will be without effect. the 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. Competence title.

This royal decree, which is issued pursuant to the provisions of Article 149.1.1.a and 30.a of the Spanish Constitution, the additional first paragraph, paragraph two, of the Organic Law 8/1985 of 3 July, regulating the Education, and by virtue of the habilitation that confers the Organic Law 10/2002, of 23 December, of Quality of Education, in s u a r -article 8.2, is of a basic standard.

Final disposition second. Regulatory development.

It is for the Minister of Education, Culture and Sport, without prejudice to what the Autonomous Communities have in the field of their competences, to dictate how many provisions are necessary for the development and implementation of the This royal decree.

Final disposition third. Entry into force.

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

Given in Madrid, on June 27, 2003.

JOHN CARLOS R.

The Minister of Education, Culture and Sport,

CASTLE PILLAR VERA

ANNEX

Child Education

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. Acquire a progressive autonomy in its usual activities.

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

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

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

6. 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 meaning 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.

Personal autonomy.

2. The discovery of the environment and the coexistence with others.

3. Development of language and communicative skills.

4. Numeric representation.

5. Artistic expression and creativity.

The contents are developed in the following blocks:

1. The knowledge and control of your own body.

Personal autonomy.

1.1 The body.

a) The human body: differential characteristics of the body.

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) Confidence in your own capabilities and capabilities to perform tasks.

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

1.2 The game and the movement.

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

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

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

d) Basic notions of orientation in space and time.

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

f) 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.

c) Actions that favor health: food and rest.

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

2. Discovery of the environment and coexistence with others.

2.1 The world of living beings.

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) Products made from raw materials from plants and animals.

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

2.2 The world of matter.

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

b) Physical and sensory attributes of objects:

color, size, flavor, sound, plasticity, hardness.

c) Elementary classification of objects according to their characteristics and their use.

d) Respect and care for objects of individual and collective use.

2.3 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) The school.

Members of the school: children and adults.

Functions and occupations.

The class: distribution and use of spaces.

Objects and Furniture.

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

e) Housing: dependencies and functions. Everyday tasks of the home.

2.4 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.

d) Services related to consumption.

3. The development of language and communicative skills.

3.1 Oral language.

a) Language as a means of communication.

Different needs in communication.

Hearing discrimination, intonation and pronunciation.

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

c) Understanding of stories, narratives and oral messages.

d) Expression of messages referring to needs, emotions and desires. Stories, sayings, songs, divinances, individually and in group.

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

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.

d) perceptive-motive development:

Space-temporal orientation, body schema, figure discrimination, visual memory.

Directionality, linearity, left-right orientation, distribution, and position when writing.

e) Relationships between oral and written language:

Phonema-graphic Correspondence.

Identification of letters.

Speech structure of speech, segmentation in:

words, syllables and phonemes.

Graphical representation of phonemes.

f) Understanding of words and texts written 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, comic books, classroom library, etc.).

i) Production of simple words and phrases.

4. The numeric representation.

a) Properties of the objects: shape and size.

b) Expression of quantification.

c) The first ordinal numbers.

d) The numeric string: the first nine numbers.

Your graphical representation.

e) Initiation to the calculation with the operations of joining and separating by means of object manipulation.

f) Basic measurement notions. Natural units of measurement. Temporary measures. Measuring instrument of time: the clock.

g) Flat forms: circle, square, rectangle, triangle. Geometric bodies: sphere, cube.

h) Basic notions of orientation and situation in space.

5. Artistic expression and creativity.

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.

Using these techniques to favor creativity.

d) Gama of primary colors and their mixture.

e) 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) Interest and initiative to participate in representations.

5.3 Body expression.

a) Posibilities of the body 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 different movements.

e) Interest and initiative to participate in representations.

Assessment Criteria

The assessment will take into account the development of the capabilities and the achievement of the objectives outlined in the curriculum. At the end of Child Education, students must be able to:

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

2. Distinguish the senses and identify sensations through them.

3. Express emotions through the body.

4. Rely on their possibilities to perform the tasks entrusted.

5. Orient yourself in space.

6. To have internalized its laterality.

7. Accept the rules of the game.

8. Be self-employed in your personal grooming.

9. Distinguish family members, identifying kinship, functions and occupations.

10. To know the premises of the school, the class, its members and its functions.

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

12. Respect and care for the objects in your environment.

13. Care and respect animals and plants.

14. Speak with a correct pronunciation.

15. Auditively discriminate words, syllables and phonemes.

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

17. Memorize small stories.

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

19. Recognize the graphics within the words.

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

21. Graphically represent what you read.

22. Learn to count correctly.

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

24. Know the first ordinal numbers.

25. Perform the graphics of the simple numbers.

26. Sort items by taking care of their properties.

27. Solve simple problems involving basic operations.

28. Identify the most elementary geometric shapes: circle, square, triangle and rectangle.

29. Identify the primary colors and their mix.

30. To have an interest and respect for their plastic working and for those of others.

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

32. Memorize the songs learned.

33. Express feelings and emotions with the body.

34. Move around the space with different movements.