1 University of Almeria. Dpt. Education (SPAIN)
2 University of Almeria. Dpt. Law (SPAIN)
3 University of Almeria. Dpt. Engineering (SPAIN)
About this paper:
Appears in: ICERI2017 Proceedings
Publication year: 2017
Pages: 836-843
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0294
Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain
Infantile education, broadly understood, deals with the educational process that covers the vital period that begins with the birth and ends with the entry into compulsory schooling (0-6 years). Our society must offer professional specialists in enhancing the development of all the student's skills, orienting it in an adequate and balanced way, providing, in short, an integral formation. The generic skills of universities should be understood primarily as a personal and dynamic approach whose focus is not on isolated qualities but those aimed at professional success in the widest possible employment scenarios, and to develop an efficient professional performance, whatever the field in the which must be performed. The universities have approved generic skills that identify them, specifically in the University of Almeria are 10: UAL1- Basic knowledge of profession, UAL2- Using Information and Communication Techniques (ICTs), UAL3- Capacity to solve problems successfully, UAL4- Writing and oral expressing with clarity in Spanish language, UAL5- Development of a sense of criticism and self-criticism, UAL6- Ability to work in a group, UAL7- Learning a foreigner language, UAL8- Commitment to Ethical Business, UAL9- Capacity to design, manage and undertake a task by oneself, and UAL10- Social Responsibility of Business. This paper analyses the 10 generic skills of the University of Almería in the 37 subjects that make up this child education degree. It has been observed on the one hand, the high degree of skills assigned to the subjects because the average of them exceeds the 7 skills. On the other hand, there has been a great imbalance between the competences where in percent they are presented to the next level: UAL1- (73%), UAL2- (70%), UAL3- (70%), UAL4- (76%), UAL5- (78%), UAL6- (95%) UAL7- (14%), UAL8- (92%) UAL9- (84%), and UAL10- (73%). Therefore, there are two skills that are clearly those that in the opinion of the teachers are more important because they are above 90%, these are: UAL6- Ability to work in a group and UAL8- Commitment to Ethical Business. However, the skill less taken into account is UAL7- Learning a foreigner language. Although all skills are important, it is known that children at an early age have a great ability to learn another language. Furthermore, introducing a second language in the first years of a child's life maximizes his will and learning ability. Therefore, the main objective of language learning at an early age is the acquisition of language, not translation as it is done at adult ages. We believe that this work should serve as a self-reflection in this regard when verifying the curriculum design.
Infantile Education, Labour market, Generic Skill, second language, curriculum design.