Musical skills in the Spanish Grado university degree in Early Childhood Education. How do Spanish university students view their preparation?

2020 ◽  
pp. 1-13
Author(s):  
Desirée García Gil ◽  
Oscar Casanova ◽  
Francisco Javier Zarza-Alzugaray
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
University Students ◽  
Childhood Education ◽  
Musical Skills ◽  
University Degree

scholarly journals Influencia de la ansiedad en la formación inicial del maestro de educación infantil / / / \ \ \ Influence of anxiety on the initial training of early childhood teachers

2021 ◽  
pp. 392
Author(s):  
María-Camino Escolar-Llamazares ◽  
Cristina Di Giusto Valle ◽  
Isabel Luis Rico ◽  
Tamara De la Torre Cruz ◽  
Esther Ruiz Palomo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Early Childhood Education ◽  
University Students ◽  
Teaching Performance ◽  
Childhood Education ◽  
Castilla Y Leon ◽  
Palabras Clave ◽  
The Future ◽  
Estudiantes Universitarios

R Resumen: Es conocido que la ansiedad interfiere en el rendimiento académico de los estudiantes universitarios y, por lo tanto, disminuye la adecuada adquisición de las competencias -genéricas y específicas- que los distintos grados universitarios establecen. La adquisición de dichas competencias se puede ver beneficiada de la implementación de metodologías activas que ayuden a configurar el futuro desempeño docente de los estudiantes de educación, contribuyendo al desarrollo de una educación para el desarrollo sostenible. El objetivo principal de este trabajo fue evaluar cómo afecta la ansiedad en la adquisición de dichas competencias en 23 alumnas del grado en Maestro de Educación Infantil de una universidad pública de Castilla y León durante el curso académico 2019-2020. Se concluye que la aplicación de metodologías activas contribuye a la correcta adquisición de las competencias en estudiantes universitarias, lo que fomenta su futuro desempeño docente y en consecuencia la futura promoción de la sostenibilidad. Igualmente, se concluye que la ansiedad interfiere en una correcta adquisición de las competencias, disminuyendo el rendimiento académico. Por lo tanto, como implicación teórica se sugiere la necesidad de renovar y reformular los planes universitarios para incluir competencias de sostenibilidad en el aprendizaje y de manejo de emociones.   Palabras clave: estudiantes universitarios, educación infantil, competencias, rendimiento académico, sostenibilidad. Abstract: It is known that anxiety interferes with the academic performance of university students and, therefore, diminishes the adequate acquisition of the competences (generic and specific) that the different university degrees establish. The acquisition of these skills can benefit from the implementation of active methodologies that help shape the future teaching performance of education students. This aspect will contribute to the development of an education for sustainable development. The main objective of this work was to evaluate how anxiety affects the acquisition of these competences in 23 students of the degree in Early Childhood Education Teacher from a public university in Castilla y León during the 2019-2020 academic year. It is concluded that the application of active methodologies contributes to the correct acquisition of competences in university students, which encourages their future teaching performance and consequently the future promotion of sustainability. Likewise, it is concluded that anxiety interferes in the correct acquisition of competences, reducing academic performance in the whole of the subject. Therefore, there is a need to renew and reformulate university plans to include sustainability competencies in learning and emotion management.   Key words: university students, early childhood education, skills, academic performance, sustainability.

scholarly journals A scale to measure educators’ musical skills in early childhood education

2021 ◽  
Vol 71 ◽  
pp. 101085
Author(s):  
Francisco Javier Zarza-Alzugaray ◽  
Desirée García Gil ◽  
Oscar Casanova ◽  
Santos Orejudo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Musical Skills

scholarly journals Promoting Emotional and Social Well-Being and a Sense of Belonging in Adolescents through Participation in Volunteering

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 359
Author(s):  
Mónica Luque-Suárez ◽  
María del Carmen Olmos-Gómez ◽  
María Castán-García ◽  
Raquel Portillo-Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
University Students ◽  
Primary Education ◽  
Sense Of Belonging ◽  
Well Being ◽  
Total Sample ◽  
Quality Parameters ◽  
Social Education ◽  
Childhood Education

The aim of this study was to analyze the differences within education-related degrees with respect to participation in volunteering. Volunteering motivation promotes and encourages emotional and social well-being and a sense of belonging in university students. This study was based on a total sample of 985 students undertaking Degrees in Early Childhood Education, Primary Education, and Social Education who attended higher education institutions in Northern Africa (Spain) and Eastern Spain. Once the quality parameters of the instrument were determined, the reliability was confirmed, and data collection was initiated. In order to analyze the results, a multilevel study (ANOVA) was conducted by interacting the variables for degrees with three levels (PE = Primary Education; EC = Early Childhood Education; SE = Social Education) and the variable “volunteering is my motivation to feel better”, with five levels (strongly disagree, disagree, unsure, agree, and strongly agree). From the data obtained, it was concluded that there were significant differences between the different degree paths, the assessment covering sociodemographic variables and areas of interest showing that volunteering benefits university students both socially and in their decision-making processes.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Sign in / Sign up

Export Citation Format

Share Document