The game as an educational resource for learning and using the Galician lexicon
Authorship
L.A.L.
Bachelor's Degree in Primary Education
L.A.L.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 11:00
06.19.2025 11:00
Summary
The lexicon plays a fundamental role in society as it is the means of communication and a vehicle for the construction and transmission of knowledge among people. This undergraduate thesis, titled The Game as an Educational Resource for Learning and Using the Galician Lexicon, addresses the teaching of Galician vocabulary in the context of primary education through the use of playful strategies. The theoretical justification discusses the importance of the value of Galician, the co-official language of Galicia, as a fundamental component of cultural heritage, as well as the need to strengthen its learning in a meaningful way through play. In the didactic proposal, I include all the necessary aspects to carry out the activities presented for the 5th year of Primary Education. Finally, I highlight the relevant characteristics and offer a personal reflection in the conclusions section.
The lexicon plays a fundamental role in society as it is the means of communication and a vehicle for the construction and transmission of knowledge among people. This undergraduate thesis, titled The Game as an Educational Resource for Learning and Using the Galician Lexicon, addresses the teaching of Galician vocabulary in the context of primary education through the use of playful strategies. The theoretical justification discusses the importance of the value of Galician, the co-official language of Galicia, as a fundamental component of cultural heritage, as well as the need to strengthen its learning in a meaningful way through play. In the didactic proposal, I include all the necessary aspects to carry out the activities presented for the 5th year of Primary Education. Finally, I highlight the relevant characteristics and offer a personal reflection in the conclusions section.
Direction
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
ARES VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
ARES VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
How to promote Galician culture through music
Authorship
N.A.B.
Bachelor's Degree in Early Childhood Education
N.A.B.
Bachelor's Degree in Early Childhood Education
Defense date
02.13.2025 10:00
02.13.2025 10:00
Summary
In this end-of-degree thesis, we will talk about the importance of music and how we can teach children in Early Childhood Education about the culture of Galicia through music.
In this end-of-degree thesis, we will talk about the importance of music and how we can teach children in Early Childhood Education about the culture of Galicia through music.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
From words to legends: creative workshops from an approach to the pedagogy of the place of Galician tradition of Malpica and El Barco
Authorship
A.A.G.
Bachelor's Degree in Primary Education
A.A.G.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 12:45
06.19.2025 12:45
Summary
This Final Degree Project is born from the importance of school re-education to observe it as a living space connected to the environment. Through the pedagogy of place and learning by doing, four artistic and cultural workshops were developed in Galician in two schools located in Malpica de Bergantiños and O Barco de Valdeorras in order to value the local culture and tradition of each town. The proposals mix expression with educational research using techniques such as Freinet's printing press and collage, thus drawing inspiration from active pedagogies in works such as those of Bruno Munari or the pedagogy of the Bauhaus school. We focus on the importance of autonomy and learning from experience.
This Final Degree Project is born from the importance of school re-education to observe it as a living space connected to the environment. Through the pedagogy of place and learning by doing, four artistic and cultural workshops were developed in Galician in two schools located in Malpica de Bergantiños and O Barco de Valdeorras in order to value the local culture and tradition of each town. The proposals mix expression with educational research using techniques such as Freinet's printing press and collage, thus drawing inspiration from active pedagogies in works such as those of Bruno Munari or the pedagogy of the Bauhaus school. We focus on the importance of autonomy and learning from experience.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
From words to legends: creative workshops from an approach to the pedagogy of the Galician tradition of Malpica and el Barco
Authorship
A.A.G.
Bachelor's Degree in Primary Education
A.A.G.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 12:45
06.19.2025 12:45
Summary
This Final Degree Project is born from the importance of school re-education to observe it as a living space connected to the environment. Through the pedagogy of place and learning by doing, four artistic and cultural workshops were developed in Galician in two schools located in Malpica de Bergantiños and O Barco de Valdeorras in order to value the local culture and tradition of each town. The proposals mix expression with educational research using techniques such as Freinet's printing press and collage, thus drawing inspiration from active pedagogies in works such as those of Bruno Munari or the pedagogy of the Bauhaus school. We focus on the importance of autonomy and learning from experience.
This Final Degree Project is born from the importance of school re-education to observe it as a living space connected to the environment. Through the pedagogy of place and learning by doing, four artistic and cultural workshops were developed in Galician in two schools located in Malpica de Bergantiños and O Barco de Valdeorras in order to value the local culture and tradition of each town. The proposals mix expression with educational research using techniques such as Freinet's printing press and collage, thus drawing inspiration from active pedagogies in works such as those of Bruno Munari or the pedagogy of the Bauhaus school. We focus on the importance of autonomy and learning from experience.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Using Wood in Early Childhood Education: Storytelling with Trees and Practical
Authorship
A.A.V.
Bachelor's Degree in Early Childhood Education
A.A.V.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 11:30
06.18.2025 11:30
Summary
Abstract This Final Degree Project (TFG) aims to explore the pedagogical potential of unstructured materials in the field of Early Childhood Education (ages 0 to 6), with a particular focus on the use of wood as a didactic resource. Drawing on theoretical frameworks such as the Reggio Emilia and Montessori methodologies, the study analyzes how these materials foster children's holistic development, promoting cognitive, sensory, social, and emotional aspects. The study adopts a qualitative methodology, based on a literature review of current studies and, where applicable, direct observation in real school settings. It identifies the specific qualities of wood such as its texture, warmth, weight, and versatility and how these characteristics support free play, active exploration, creativity, and autonomous learning. In addition, the project includes a specific teaching proposal that illustrates the implementation of these materials in the classroom. Finally, it reflects on the study's limitations and suggests future lines of research and educational application.
Abstract This Final Degree Project (TFG) aims to explore the pedagogical potential of unstructured materials in the field of Early Childhood Education (ages 0 to 6), with a particular focus on the use of wood as a didactic resource. Drawing on theoretical frameworks such as the Reggio Emilia and Montessori methodologies, the study analyzes how these materials foster children's holistic development, promoting cognitive, sensory, social, and emotional aspects. The study adopts a qualitative methodology, based on a literature review of current studies and, where applicable, direct observation in real school settings. It identifies the specific qualities of wood such as its texture, warmth, weight, and versatility and how these characteristics support free play, active exploration, creativity, and autonomous learning. In addition, the project includes a specific teaching proposal that illustrates the implementation of these materials in the classroom. Finally, it reflects on the study's limitations and suggests future lines of research and educational application.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
Galician literacy through songs: a teaching proposal for a second cycle of early childhood education classroom
Authorship
L.B.R.
Bachelor's Degree in Early Childhood Education
L.B.R.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 09:00
06.27.2025 09:00
Summary
This work aims to introduce students in the second stage of Early Childhood Education to the learning or reinforcement of the Galician language, taking as a means for its acquisition the different songs existing in said language. The reason for selecting the topic was the current devaluation of Galician and the continuous loss of speakers, especially among the younger population. In addition, music is also usually one of the subjects with less relevance within the education of children, so the possibility of using both streams with the same objective led to the development of an educational proposal. A work methodology was used that required the participation of students from 3 to 6 years old, so an educational center was visited where a total of eight learning sessions were held that related the language and music to verify the effects of said proposal on the selected children. The results show that the assumptions about the influence of music on language are true, and that the boys and girls exposed to this intervention achieved greater competences, in both Galician and in music education, thanks to the development of activities that took into account objectives and content specific to both music and language taking as a reference at all times Decree 150/2022 by which the Autonomous Community of Galicia is governed.
This work aims to introduce students in the second stage of Early Childhood Education to the learning or reinforcement of the Galician language, taking as a means for its acquisition the different songs existing in said language. The reason for selecting the topic was the current devaluation of Galician and the continuous loss of speakers, especially among the younger population. In addition, music is also usually one of the subjects with less relevance within the education of children, so the possibility of using both streams with the same objective led to the development of an educational proposal. A work methodology was used that required the participation of students from 3 to 6 years old, so an educational center was visited where a total of eight learning sessions were held that related the language and music to verify the effects of said proposal on the selected children. The results show that the assumptions about the influence of music on language are true, and that the boys and girls exposed to this intervention achieved greater competences, in both Galician and in music education, thanks to the development of activities that took into account objectives and content specific to both music and language taking as a reference at all times Decree 150/2022 by which the Autonomous Community of Galicia is governed.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
The world through the eyes of childhood: an intervention proposal in two preschool classrooms highlighting the importance of aesthetic education through drawing
Authorship
N.B.M.
Bachelor's Degree in Early Childhood Education
N.B.M.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 12:00
06.19.2025 12:00
Summary
Thisss Final Degree Project proposes an educational intervention in two Early Childhood Education classrooms, with the aim of valuing aesthetic education through observational drawing. It is based on the authors’ learning in visual and plastic education, inspired by the Reggio Emilia approach, the notion of defamiliarization of perception, and the foundations of aesthetic education. In the theoretical framework, drawing is highlighted as a language of thought and a means of knowledge. In the practical phase, activities were designed and implemented in which the students drew everyday objects with charcoal, fostering creativity, critical thinking, and aesthetic sensitivity. Observations of the process, student reactions, and teacher reflections were recorded. As a result, a collective illustrated album was created, collecting the children’s creations. The main conclusions indicate that observational drawing improved the children’s ability to perceive and reinterpret their surroundings in a more creative and reflective way. Likewise, it is confirmed that aesthetic education favored the students’ motivation and emotional development. In general, the work demonstrates the pedagogical value of drawing as a tool for knowledge and expression in childhood and emphasizes the need to integrate visual and plastic experiences into the Early Childhood Education curriculum.
Thisss Final Degree Project proposes an educational intervention in two Early Childhood Education classrooms, with the aim of valuing aesthetic education through observational drawing. It is based on the authors’ learning in visual and plastic education, inspired by the Reggio Emilia approach, the notion of defamiliarization of perception, and the foundations of aesthetic education. In the theoretical framework, drawing is highlighted as a language of thought and a means of knowledge. In the practical phase, activities were designed and implemented in which the students drew everyday objects with charcoal, fostering creativity, critical thinking, and aesthetic sensitivity. Observations of the process, student reactions, and teacher reflections were recorded. As a result, a collective illustrated album was created, collecting the children’s creations. The main conclusions indicate that observational drawing improved the children’s ability to perceive and reinterpret their surroundings in a more creative and reflective way. Likewise, it is confirmed that aesthetic education favored the students’ motivation and emotional development. In general, the work demonstrates the pedagogical value of drawing as a tool for knowledge and expression in childhood and emphasizes the need to integrate visual and plastic experiences into the Early Childhood Education curriculum.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
The world through the eyes of childhood: an intervention proposal in two preschool classrooms highlighting the importance of aesthetic education through drawing
Authorship
C.B.R.
Bachelor's Degree in Early Childhood Education
C.B.R.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 12:00
06.19.2025 12:00
Summary
Thisss Final Degree Project proposes an educational intervention in two Early Childhood Education classrooms, with the aim of valuing aesthetic education through observational drawing. It is based on the authors’ learning in visual and plastic education, inspired by the Reggio Emilia approach, the notion of defamiliarization of perception, and the foundations of aesthetic education. In the theoretical framework, drawing is highlighted as a language of thought and a means of knowledge. In the practical phase, activities were designed and implemented in which the students drew everyday objects with charcoal, fostering creativity, critical thinking, and aesthetic sensitivity. Observations of the process, student reactions, and teacher reflections were recorded. As a result, a collective illustrated album was created, collecting the children’s creations. The main conclusions indicate that observational drawing improved the children’s ability to perceive and reinterpret their surroundings in a more creative and reflective way. Likewise, it is confirmed that aesthetic education favored the students’ motivation and emotional development. In general, the work demonstrates the pedagogical value of drawing as a tool for knowledge and expression in childhood and emphasizes the need to integrate visual and plastic experiences into the Early Childhood Education curriculum.
Thisss Final Degree Project proposes an educational intervention in two Early Childhood Education classrooms, with the aim of valuing aesthetic education through observational drawing. It is based on the authors’ learning in visual and plastic education, inspired by the Reggio Emilia approach, the notion of defamiliarization of perception, and the foundations of aesthetic education. In the theoretical framework, drawing is highlighted as a language of thought and a means of knowledge. In the practical phase, activities were designed and implemented in which the students drew everyday objects with charcoal, fostering creativity, critical thinking, and aesthetic sensitivity. Observations of the process, student reactions, and teacher reflections were recorded. As a result, a collective illustrated album was created, collecting the children’s creations. The main conclusions indicate that observational drawing improved the children’s ability to perceive and reinterpret their surroundings in a more creative and reflective way. Likewise, it is confirmed that aesthetic education favored the students’ motivation and emotional development. In general, the work demonstrates the pedagogical value of drawing as a tool for knowledge and expression in childhood and emphasizes the need to integrate visual and plastic experiences into the Early Childhood Education curriculum.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Does excessive screen use affect language development? A study with Galician children.
Authorship
L.B.V.
Bachelor's Degree in Primary Education
L.B.V.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 12:00
07.09.2025 12:00
Summary
The relationship between screen use and language development in children has become a topic of interest in recent years among experts from various disciplines. In this context, the aim of this study is to carry out research that examines the effects of these devices on language in a sample of twenty-one students aged six to twelve from a school in the city of Lugo. Specifically, both receptive vocabulary and the understanding of grammatical structures are studied, assessed through the PPVT-III (Peabody Picture Vocabulary Test; Dunn and Dunn, 2006) as well as the Test of Grammatical Structures (CEG) (Mendoza et al., 2005). The results obtained show that as the educational level of the children's parents increased, their scores on one of the tests also improved. Likewise, a possible correlation was found between increased screen time during the week and lower scores on the first of the tests. This study aims to contribute to improving children's quality of life by providing useful information on this highly relevant topic.
The relationship between screen use and language development in children has become a topic of interest in recent years among experts from various disciplines. In this context, the aim of this study is to carry out research that examines the effects of these devices on language in a sample of twenty-one students aged six to twelve from a school in the city of Lugo. Specifically, both receptive vocabulary and the understanding of grammatical structures are studied, assessed through the PPVT-III (Peabody Picture Vocabulary Test; Dunn and Dunn, 2006) as well as the Test of Grammatical Structures (CEG) (Mendoza et al., 2005). The results obtained show that as the educational level of the children's parents increased, their scores on one of the tests also improved. Likewise, a possible correlation was found between increased screen time during the week and lower scores on the first of the tests. This study aims to contribute to improving children's quality of life by providing useful information on this highly relevant topic.
Direction
AGRAFOJO NIETO, MARIA HELENA (Tutorships)
AGRAFOJO NIETO, MARIA HELENA (Tutorships)
Court
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
Proposal for a didactic unit on motor and cognitive learning linked to different areas in boys and girls aged 9 and 10.
Authorship
A.B.D.
Bachelor's Degree in Primary Education
A.B.D.
Bachelor's Degree in Primary Education
Defense date
06.25.2025 16:30
06.25.2025 16:30
Summary
In this Final Degree Project (TFG), a proposal for a didactic unit based on motor and cognitive learning is presented, linked to different areas, specifically, to the areas of Mathematics, Galician Language and Social Sciences, in boys and girls aged 9 and 10. The main objective of the proposal is for different students to enhance both motor skills and cognitive skills. The teaching unit is structured in 8 sessions, where the different basic motor skills are combined with knowledge of the three areas, making these activities fun, effective and active. Finally, inclusion is encouraged in each of the proposed sessions, this being very important to be able to integrate, in all aspects, the different students who present some level of difficulty, both motor and cognitive.
In this Final Degree Project (TFG), a proposal for a didactic unit based on motor and cognitive learning is presented, linked to different areas, specifically, to the areas of Mathematics, Galician Language and Social Sciences, in boys and girls aged 9 and 10. The main objective of the proposal is for different students to enhance both motor skills and cognitive skills. The teaching unit is structured in 8 sessions, where the different basic motor skills are combined with knowledge of the three areas, making these activities fun, effective and active. Finally, inclusion is encouraged in each of the proposed sessions, this being very important to be able to integrate, in all aspects, the different students who present some level of difficulty, both motor and cognitive.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
The natural environment as an educator. A rewilding project of CEIP de Pedrouzos.
Authorship
A.C.I.
Bachelor's Degree in Early Childhood Education
A.C.I.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
The current Final Degree Project is an educational innovation proposal for the rewilding of CEIP de Pedrouzos of Brión. A review of the existing literature is carried out to define the notion of rewilding and discuss the pedagogical models which advocate nature education. This proposal focusses on Preschool stage, while also considering the Primary level, in order to develop a global project for the school. It consists in the transformation of the playground and the improvement of the current garden project. Moreover, its main objectives are to integrate the natural environment into the classroom curriculum and the design of multipurpose spaces.
The current Final Degree Project is an educational innovation proposal for the rewilding of CEIP de Pedrouzos of Brión. A review of the existing literature is carried out to define the notion of rewilding and discuss the pedagogical models which advocate nature education. This proposal focusses on Preschool stage, while also considering the Primary level, in order to develop a global project for the school. It consists in the transformation of the playground and the improvement of the current garden project. Moreover, its main objectives are to integrate the natural environment into the classroom curriculum and the design of multipurpose spaces.
Direction
GARCIA ROMERO, DAVID (Tutorships)
GARCIA ROMERO, DAVID (Tutorships)
Court
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
Methodologies to Reduce Anxiety in Foreign Language Learning: English
Authorship
L.C.P.
Bachelor's Degree in Primary Education
L.C.P.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 11:45
06.19.2025 11:45
Summary
This study, focused on second primary grade students, explores the different methodologies currently present in the educational system, with the aim of understanding how each one influences the reduction of student anxiety. Through a literature review on various pedagogical approaches and studies carried out over the years, the emotional impact of each method on students during foreign language learning is analyzed. In this way, the hypothetical results suggest that a well-planned and structured didactic proposal not only contributes to improving students’ academic performance, but also to creating a positive classroom climate, suited to their needs.
This study, focused on second primary grade students, explores the different methodologies currently present in the educational system, with the aim of understanding how each one influences the reduction of student anxiety. Through a literature review on various pedagogical approaches and studies carried out over the years, the emotional impact of each method on students during foreign language learning is analyzed. In this way, the hypothetical results suggest that a well-planned and structured didactic proposal not only contributes to improving students’ academic performance, but also to creating a positive classroom climate, suited to their needs.
Direction
LOPEZ RUA, PAULA (Tutorships)
LOPEZ RUA, PAULA (Tutorships)
Court
LOPEZ RUA, PAULA (Student’s tutor)
LOPEZ RUA, PAULA (Student’s tutor)
Impacto of motivation, psychological needs, perception and social relationships on physical activity in Physical Education.
Authorship
S.C.P.
Bachelor's Degree in Primary Education
S.C.P.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 13:00
06.18.2025 13:00
Summary
This study examines how competitive and cooperative game dynamics influence the motivation and emotions of primary school students during Physical Education classes. Using a quasi-experimental design with two experimental groups, one engaged in competitive games and the other in cooperative games, achievement goals and emotional responses were assessed across six sessions. Two instruments were used for data collection: the Cuestionario 3x2 de Metas de Logro (Méndez-Giménez et al., 2014), which evaluates six motivacional dimensions, and the Games and Emotions Scale for Children (Alcaraz-Muñoz et al., 2022), which allows the intensity of positive and negative emotions experienced after practice to be assesed, both quantitatively and qualitatively. The results indicate that cooperative dynamics foster more self-determined and positive motivation, along with a higher presence of pleasant emotions. In contrast, competitive games triggered more socially comparative motivation and an increase in negative emotions such as fear or shame. These findings highlight the need to integrate cooperative methodologies to promote emotional well-being, inclusion, and active student engagement in Physical Education.
This study examines how competitive and cooperative game dynamics influence the motivation and emotions of primary school students during Physical Education classes. Using a quasi-experimental design with two experimental groups, one engaged in competitive games and the other in cooperative games, achievement goals and emotional responses were assessed across six sessions. Two instruments were used for data collection: the Cuestionario 3x2 de Metas de Logro (Méndez-Giménez et al., 2014), which evaluates six motivacional dimensions, and the Games and Emotions Scale for Children (Alcaraz-Muñoz et al., 2022), which allows the intensity of positive and negative emotions experienced after practice to be assesed, both quantitatively and qualitatively. The results indicate that cooperative dynamics foster more self-determined and positive motivation, along with a higher presence of pleasant emotions. In contrast, competitive games triggered more socially comparative motivation and an increase in negative emotions such as fear or shame. These findings highlight the need to integrate cooperative methodologies to promote emotional well-being, inclusion, and active student engagement in Physical Education.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Motor advantages in Physical Education classes for Primary Education students who practice federated or school sports compared to non-practitioners
Authorship
M.C.B.
Bachelor's Degree in Primary Education
M.C.B.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 09:00
06.18.2025 09:00
Summary
The objective of this Final Degree Project is to study and learn about the advantages at the motor level in Physical Education classes by Primary Education students who practice federated or school sport compared to non-practitioners. This research was carried out between February and May, and was done through the application of two sessions in the subject of Physical Education in the 6th year of Primary Education (class B) which were made up of different tasks created to measure the level of motor competence and coordination of the students. Before carrying it out, the participating students had to fill out a questionnaire that was quickly applied to find out relevant information when analysing the results obtained in the sessions such as age, gender and and BMI, as well as whether they practice federated/school sports or not. After analysing the data obtained, it was concluded that these results allow us to affirm that the practice of federated or school sport positively influences the motor level of students in Physical Education classes in Primary Education.
The objective of this Final Degree Project is to study and learn about the advantages at the motor level in Physical Education classes by Primary Education students who practice federated or school sport compared to non-practitioners. This research was carried out between February and May, and was done through the application of two sessions in the subject of Physical Education in the 6th year of Primary Education (class B) which were made up of different tasks created to measure the level of motor competence and coordination of the students. Before carrying it out, the participating students had to fill out a questionnaire that was quickly applied to find out relevant information when analysing the results obtained in the sessions such as age, gender and and BMI, as well as whether they practice federated/school sports or not. After analysing the data obtained, it was concluded that these results allow us to affirm that the practice of federated or school sport positively influences the motor level of students in Physical Education classes in Primary Education.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Environmental Education: “We learn to recycle and reuse in the classroom
Authorship
A.C.S.
Bachelor's Degree in Primary Education
A.C.S.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:30
07.09.2025 17:30
Summary
Environmental education is a process that aims to develop individuals who are aware of and concerned about the environment and the problems affecting it, as well as capable of acting in a responsible and sustainable way. Moreover, it focuses not on the mere transmission of knowledge, but also promotes values, attitudes, and skills that enable active participation in the protection and improvement of the natural and social environment. This Final Degree Project presents a didactic proposal for 1st grade of Primary Education focused on environmental education, specifically on recycling and reuse, with the aim of fostering sustainable habits and ecological awareness from an early age. The proposal consists of nine sessions distributed over five weeks, using active, playful, and participatory methodologies such as game-based learning, cooperative work, and service-learning. This intervention seeks to integrate environmental education meaningfully into the curriculum, encouraging active student involvement and promoting values such as responsibility, respect, and care for the environment.
Environmental education is a process that aims to develop individuals who are aware of and concerned about the environment and the problems affecting it, as well as capable of acting in a responsible and sustainable way. Moreover, it focuses not on the mere transmission of knowledge, but also promotes values, attitudes, and skills that enable active participation in the protection and improvement of the natural and social environment. This Final Degree Project presents a didactic proposal for 1st grade of Primary Education focused on environmental education, specifically on recycling and reuse, with the aim of fostering sustainable habits and ecological awareness from an early age. The proposal consists of nine sessions distributed over five weeks, using active, playful, and participatory methodologies such as game-based learning, cooperative work, and service-learning. This intervention seeks to integrate environmental education meaningfully into the curriculum, encouraging active student involvement and promoting values such as responsibility, respect, and care for the environment.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
Physical Education and Inclusion: Strategies for the integration of students with Developmental Disorders.
Authorship
N.C.S.
Bachelor's Degree in Primary Education
N.C.S.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 10:30
06.19.2025 10:30
Summary
The main objective of this thesis is to analyze and evaluate the impact of an inclusive intervention proposal in the area of Physical Education, designed to promote the participation of students with developmental disorders, specifically, with a diagnosis of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). From our own experience in the school context during the internship period, we identified a clear need to adjust classroom methodologies to ensure an inclusive education that values functional diversity. The research combines a mixed methodological approach, integrating qualitative and quantitative techniques, such as systematic observation, interviews, questionnaires and analysis of results, with the aim of evaluating the effectiveness of a didactic unit designed specifically for this purpose. This unit, based on collaborative activities, visual and auditory aids and anticipation strategies, was applied in the classes of the first three years of Primary Education. The involvement of teachers, students and families was essential for data collection and impact assessment. The results obtained show improvements in the involvement, social interaction and emotional management of students with specific educational support needs, as well as an increase in the sensitivity of the class group towards diversity. It is concluded that the application of inclusive strategies in Physical Education not only favors students with developmental disorders, but also enriches the overall educational experience, promoting values of empathy, collaboration and equity.
The main objective of this thesis is to analyze and evaluate the impact of an inclusive intervention proposal in the area of Physical Education, designed to promote the participation of students with developmental disorders, specifically, with a diagnosis of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). From our own experience in the school context during the internship period, we identified a clear need to adjust classroom methodologies to ensure an inclusive education that values functional diversity. The research combines a mixed methodological approach, integrating qualitative and quantitative techniques, such as systematic observation, interviews, questionnaires and analysis of results, with the aim of evaluating the effectiveness of a didactic unit designed specifically for this purpose. This unit, based on collaborative activities, visual and auditory aids and anticipation strategies, was applied in the classes of the first three years of Primary Education. The involvement of teachers, students and families was essential for data collection and impact assessment. The results obtained show improvements in the involvement, social interaction and emotional management of students with specific educational support needs, as well as an increase in the sensitivity of the class group towards diversity. It is concluded that the application of inclusive strategies in Physical Education not only favors students with developmental disorders, but also enriches the overall educational experience, promoting values of empathy, collaboration and equity.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
Kenpo in Early Childhood Education: didactic proposal.
Authorship
P.C.N.
Bachelor's Degree in Early Childhood Education
P.C.N.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 18:00
07.01.2025 18:00
Summary
This final degree project addresses the study of Kenpo, a martial art of Eastern origin that combines Chinese and Japanese influences. It presents background information on schools where martial arts are practiced, the origins of Kenpo and its main styles. Additionally, the educational potential of Kenpo at early ages, specifically in Early Childhood Education, is discussed, highlighting the physical, cognitive, and socio-emotional benefits that the practice of this discipline provides. As a practical contribution, a didactic proposal for Early Childhood Education students is formulated, introducing Kenpo in a playful and pedagogical manner. This proposal aims to integrate this practice within the school environment as a tool to promote the development of the students.
This final degree project addresses the study of Kenpo, a martial art of Eastern origin that combines Chinese and Japanese influences. It presents background information on schools where martial arts are practiced, the origins of Kenpo and its main styles. Additionally, the educational potential of Kenpo at early ages, specifically in Early Childhood Education, is discussed, highlighting the physical, cognitive, and socio-emotional benefits that the practice of this discipline provides. As a practical contribution, a didactic proposal for Early Childhood Education students is formulated, introducing Kenpo in a playful and pedagogical manner. This proposal aims to integrate this practice within the school environment as a tool to promote the development of the students.
Direction
GARCIA MARIN, PABLO (Tutorships)
GARCIA MARIN, PABLO (Tutorships)
Court
GARCIA MARIN, PABLO (Student’s tutor)
GARCIA MARIN, PABLO (Student’s tutor)
Soundscape as a teaching resource: design of a proposal for Primary School
Authorship
I.C.A.
Bachelor's Degree in Primary Education
I.C.A.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 13:00
07.09.2025 13:00
Summary
This design of a didactic proposal for Primary Education begins with a reflection on the importance of attentive listening and the soundscape as resources for learning, and then presents a didactic unit divided into four phases: perception and listening, fieldwork for sample collection, creation of a sound document, and sharing. This design enables the development of auditory attention, creativity, the use of digital tools, and collaborative work in the Primary Education classroom. In this way, it supports the acquisition of key competences established in the educational legislative framework for the Autonomous Community of Galicia, which defines the students’ exit profile. Likewise, it will foster the development of skills such as auditory attention, sensory perception, critical analysis, digital proficiency, and creativity aptitudes that will be cultivated through collaborative work and responsible autonomy, all while using dialogue as a means of conflict resolution.
This design of a didactic proposal for Primary Education begins with a reflection on the importance of attentive listening and the soundscape as resources for learning, and then presents a didactic unit divided into four phases: perception and listening, fieldwork for sample collection, creation of a sound document, and sharing. This design enables the development of auditory attention, creativity, the use of digital tools, and collaborative work in the Primary Education classroom. In this way, it supports the acquisition of key competences established in the educational legislative framework for the Autonomous Community of Galicia, which defines the students’ exit profile. Likewise, it will foster the development of skills such as auditory attention, sensory perception, critical analysis, digital proficiency, and creativity aptitudes that will be cultivated through collaborative work and responsible autonomy, all while using dialogue as a means of conflict resolution.
Direction
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
Court
ROMERO TABEAYO, MARIA ISABEL (Student’s tutor)
ROMERO TABEAYO, MARIA ISABEL (Student’s tutor)
Teachers' Perceptions of Surfing as an Educational Content in Primary Education in Costa da Morte
Authorship
X.C.S.
Bachelor's Degree in Primary Education
X.C.S.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:30
07.09.2025 17:30
Summary
The present Final Degree Project focuses on the perception of Primary Education teachers regarding surfing as an educational content. Framed within an observational descriptive study, this research analyses the opinions of Costa da Morte teachers on the benefits, challenges, and potential of incorporating surfing into the school curriculum. Through a structured questionnaire, information is gathered on the level of knowledge, the willingness to include surfing in the classroom, and the minimum conditions required to implement it as a didactic proposal. The results reveal a predominantly positive assessment of surfing as a pedagogical tool, particularly in terms of students’ emotional, social, and environmental development, although structural barriers such as the lack of specific training and limited resources in schools are also highlighted. These findings suggest that a progressive inclusion of surfing in Primary Education is feasible in coastal contexts.
The present Final Degree Project focuses on the perception of Primary Education teachers regarding surfing as an educational content. Framed within an observational descriptive study, this research analyses the opinions of Costa da Morte teachers on the benefits, challenges, and potential of incorporating surfing into the school curriculum. Through a structured questionnaire, information is gathered on the level of knowledge, the willingness to include surfing in the classroom, and the minimum conditions required to implement it as a didactic proposal. The results reveal a predominantly positive assessment of surfing as a pedagogical tool, particularly in terms of students’ emotional, social, and environmental development, although structural barriers such as the lack of specific training and limited resources in schools are also highlighted. These findings suggest that a progressive inclusion of surfing in Primary Education is feasible in coastal contexts.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
CONS FERREIRO, MIGUEL (Student’s tutor)
CONS FERREIRO, MIGUEL (Student’s tutor)
Educational needs of students with childhood cancer: a health-based approach, family and school.
Authorship
U.C.S.
Bachelor's Degree in Early Childhood Education
U.C.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 12:00
07.07.2025 12:00
Summary
“Children need much more than what is offered to them” Testimony of a mother of a cancer patient. Childhood cancer has a significant impact on the lives of affected children and their families, encompassing physical, emotional, social, and educational aspects. It is not just a cruel disease; beyond the medical consequences it entails, this disease deeply affects families and poses a major challenge in both the educational and social spheres. Therefore, this Final Degree Project aims to address the complexity surrounding this delicate disease, which affects more than 400,000 children worldwide each year. It seeks to identify the main needs of families with children diagnosed with childhood cancer, analyzing both the emotional and social impact and the barriers to schooling they face on a daily basis. Based on the analysis of the data obtained, teachers and families agree on the multiple shortcomings in the educational response to childhood cancer. Teachers maintain a proactive stance in supporting students but acknowledge the lack of training and institutional support, while families highlight the limited information they receive, the lack of emotional support, and the need for greater legislative involvement. Therefore, both agents agree on the insecurities that they must face in case of action. Those fundamentally generates ignorance turned into fear, and fear locks us in and isolates us.
“Children need much more than what is offered to them” Testimony of a mother of a cancer patient. Childhood cancer has a significant impact on the lives of affected children and their families, encompassing physical, emotional, social, and educational aspects. It is not just a cruel disease; beyond the medical consequences it entails, this disease deeply affects families and poses a major challenge in both the educational and social spheres. Therefore, this Final Degree Project aims to address the complexity surrounding this delicate disease, which affects more than 400,000 children worldwide each year. It seeks to identify the main needs of families with children diagnosed with childhood cancer, analyzing both the emotional and social impact and the barriers to schooling they face on a daily basis. Based on the analysis of the data obtained, teachers and families agree on the multiple shortcomings in the educational response to childhood cancer. Teachers maintain a proactive stance in supporting students but acknowledge the lack of training and institutional support, while families highlight the limited information they receive, the lack of emotional support, and the need for greater legislative involvement. Therefore, both agents agree on the insecurities that they must face in case of action. Those fundamentally generates ignorance turned into fear, and fear locks us in and isolates us.
Direction
Moure Rodríguez, Lucía (Tutorships)
Moure Rodríguez, Lucía (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
From dreams to achievement: Intervention proposal to improve sleep hygiene in Primary Education student.
Authorship
M.C.F.
Bachelor's Degree in Primary Education
M.C.F.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
Sleep is a vital physiological process for health and overall development, especially during childhood. It plays a key role in physical and mental balance, directly affecting memory, learning, and emotional well-being. In particular, during the Primary Education stage, adequate rest is essential for concentration, information processing, and emotional regulation, becoming a fundamental pillar for academic performance and students’ social interaction. This work aims to design an intervention proposal to improve sleep habits in 4th grade Primary Education students through collaborative actions between the school and families. The program seeks to raise awareness about the importance of proper sleep, identify healthy routines, and reflect on the relationship between sleep hygiene and academic performance. The proposal is structured around eight sessions developed over a period of one and a half months, between February and March, adapted to the school calendar and integrated transversally into various Primary Education subjects. All the necessary materials for implementation and evaluation are provided. The expected results focus on the reinforcement of healthy habits, the promotion of physical and emotional well-being, and the improvement of academic performance.
Sleep is a vital physiological process for health and overall development, especially during childhood. It plays a key role in physical and mental balance, directly affecting memory, learning, and emotional well-being. In particular, during the Primary Education stage, adequate rest is essential for concentration, information processing, and emotional regulation, becoming a fundamental pillar for academic performance and students’ social interaction. This work aims to design an intervention proposal to improve sleep habits in 4th grade Primary Education students through collaborative actions between the school and families. The program seeks to raise awareness about the importance of proper sleep, identify healthy routines, and reflect on the relationship between sleep hygiene and academic performance. The proposal is structured around eight sessions developed over a period of one and a half months, between February and March, adapted to the school calendar and integrated transversally into various Primary Education subjects. All the necessary materials for implementation and evaluation are provided. The expected results focus on the reinforcement of healthy habits, the promotion of physical and emotional well-being, and the improvement of academic performance.
Direction
Campos Magdaleno, María (Tutorships)
Campos Magdaleno, María (Tutorships)
Court
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
Models in Science Learning and the STSE Relationship
Authorship
N.C.P.
Bachelor's Degree in Primary Education
N.C.P.
Bachelor's Degree in Primary Education
Defense date
07.03.2025 12:00
07.03.2025 12:00
Summary
In primary science education, models are fundamental tools for representing and understanding complex phenomena. These can take various forms, from physical replicas to simple mental ideas or analogies, and they help students visualize concepts such as the systems and organs of the human body. Model-based learning fosters scientific thinking in children, promoting skills such as observation, hypothesis, and critical reflection. Furthermore, by constructing and manipulating models, students develop a deeper and more meaningful understanding of scientific content, connecting theory with practice. However, it is essential for teachers to guide students in recognizing the limitations of models and avoiding misconceptions. This guidance is also crucial for integrating the STSE (Science, Technology, Society and Environment) perspective into the classroom, helping students understand the relationships between science, technology, society and the environment. Incorporating models into teaching supports collaborative work and inquiry, key principles of science education. In this way, children do not merely memorize information but actively participate in constructing their knowledge, preparing them to tackle scientific problems with creativity and rigor.
In primary science education, models are fundamental tools for representing and understanding complex phenomena. These can take various forms, from physical replicas to simple mental ideas or analogies, and they help students visualize concepts such as the systems and organs of the human body. Model-based learning fosters scientific thinking in children, promoting skills such as observation, hypothesis, and critical reflection. Furthermore, by constructing and manipulating models, students develop a deeper and more meaningful understanding of scientific content, connecting theory with practice. However, it is essential for teachers to guide students in recognizing the limitations of models and avoiding misconceptions. This guidance is also crucial for integrating the STSE (Science, Technology, Society and Environment) perspective into the classroom, helping students understand the relationships between science, technology, society and the environment. Incorporating models into teaching supports collaborative work and inquiry, key principles of science education. In this way, children do not merely memorize information but actively participate in constructing their knowledge, preparing them to tackle scientific problems with creativity and rigor.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
Bugs Among the Weeds: Creativity in EI
Authorship
P.C.M.
Bachelor's Degree in Early Childhood Education
P.C.M.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 12:00
06.18.2025 12:00
Summary
This final degree project explores the importance of fostering creativity in the early stages of education and proposes a methodological alternative focused on artistic expression and divergent thinking. The main objective was to analyze how schools can become more creative spaces through pedagogical approaches that center children and their immediate environment, and to develop a concrete intervention to this end. This artistic research methodology allows the creative process to be united with the research process, fostering a sensitive, critical, and aesthetic perspective on the educational context. A proposal was designed that allowed for the observation of transformations in children's attitudes, participation, and expressiveness, demonstrating that when educational practices are designed from a deep understanding of childhood, change is not only possible, but evident
This final degree project explores the importance of fostering creativity in the early stages of education and proposes a methodological alternative focused on artistic expression and divergent thinking. The main objective was to analyze how schools can become more creative spaces through pedagogical approaches that center children and their immediate environment, and to develop a concrete intervention to this end. This artistic research methodology allows the creative process to be united with the research process, fostering a sensitive, critical, and aesthetic perspective on the educational context. A proposal was designed that allowed for the observation of transformations in children's attitudes, participation, and expressiveness, demonstrating that when educational practices are designed from a deep understanding of childhood, change is not only possible, but evident
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
Desing of a didactic programming proposal. Painting the soul with emotions.
Authorship
M.D.C.N.
Bachelor's Degree in Early Childhood Education
M.D.C.N.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 12:00
06.18.2025 12:00
Summary
The following final degree project presents a proposal for a didactic programme for the sixth year of infant education. The subject chosen is emotional education due to its importance for the learning and well-being of pupils. Throughout the proposal, emotional education is addressed from multiple approaches. This programme presents the educational centro to which it is addressed, the perspective from which it is created, how it is carried out and the set os activities structured in different didactic units whose aim is that the pupils attend to, recognise and regulate emotions, promoting values and thus contributing to their integral development for a full life in society.
The following final degree project presents a proposal for a didactic programme for the sixth year of infant education. The subject chosen is emotional education due to its importance for the learning and well-being of pupils. Throughout the proposal, emotional education is addressed from multiple approaches. This programme presents the educational centro to which it is addressed, the perspective from which it is created, how it is carried out and the set os activities structured in different didactic units whose aim is that the pupils attend to, recognise and regulate emotions, promoting values and thus contributing to their integral development for a full life in society.
Direction
LOPEZ CASTRO, LETICIA (Tutorships)
LOPEZ CASTRO, LETICIA (Tutorships)
Court
LOPEZ CASTRO, LETICIA (Student’s tutor)
LOPEZ CASTRO, LETICIA (Student’s tutor)
Connecting with Nature: The Benefits of Nature for Children
Authorship
S.C.S.
Bachelor's Degree in Early Childhood Education
S.C.S.
Bachelor's Degree in Early Childhood Education
Defense date
06.30.2025 09:00
06.30.2025 09:00
Summary
This work is focused on highlighting the benefits of contact with nature in the development and education process of children, especially those with ASD (Autism Spectrum Disorder) and ADHD (Attention-Deficit / Hiperactivity Disorder), along with a playful and innovative proposal to incorporate into a mainstream classroom, promoting diversity and inclusion.
This work is focused on highlighting the benefits of contact with nature in the development and education process of children, especially those with ASD (Autism Spectrum Disorder) and ADHD (Attention-Deficit / Hiperactivity Disorder), along with a playful and innovative proposal to incorporate into a mainstream classroom, promoting diversity and inclusion.
Direction
Vázquez Regueiro, Teresa Susana (Tutorships)
Vázquez Regueiro, Teresa Susana (Tutorships)
Court
Vázquez Regueiro, Teresa Susana (Student’s tutor)
Vázquez Regueiro, Teresa Susana (Student’s tutor)
Space as the Third Educator: Body, Scale, and Spatial Dynamics in the Early Childhood Education Classroom
Authorship
M.J.D.R.
Bachelor's Degree in Early Childhood Education
M.J.D.R.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 11:00
06.18.2025 11:00
Summary
This study explores the role of spatial environments in Early Childhood Education as a fundamental pedagogical component, drawing on the educational philosophy of Reggio Emilia, which conceives the environment as the 'third teacher.' The proposal is grounded in spatial interventions within the classroom, designed to promote enriching educational experiences through aesthetic, artistic, and creative lenses.
This study explores the role of spatial environments in Early Childhood Education as a fundamental pedagogical component, drawing on the educational philosophy of Reggio Emilia, which conceives the environment as the 'third teacher.' The proposal is grounded in spatial interventions within the classroom, designed to promote enriching educational experiences through aesthetic, artistic, and creative lenses.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
The transmission of Galician heritage in the classroom through the legacy of the cantareiras
Authorship
M.D.C.B.
Bachelor's Degree in Primary Education
M.D.C.B.
Bachelor's Degree in Primary Education
Defense date
06.23.2025 12:00
06.23.2025 12:00
Summary
This paper aims to explore the different ways of transmitting Galician heritage in the classroom, as it is part of our history and will also shape our future if we manage to preserve it. The topic presented in this proposal seeks to highlight the value of our history and culture through the legacy of the cantareiras (traditional Galician female folk singers), to whom this year’s Galician Literature Day is dedicated., to whom this year’s Galician Letters Day is dedicated. First, the idea of heritage is analyzed, along with its different categories. that we. Often, a lack of knowledge prevents us from caring for, maintaining, or valuing something; therefore it is essential to explain what is being explored in this study. Next, the figure of the cantareiras is introduced as central to this work; they are transmitters of this legacy that forms a vital part of our identity. Their beginnings, historical background, and their current relevance as role models in both professional and personal spheres will be discussed. Subsequently, these concepts are linked to education, since this rich source of knowledge, rooted in decades of history and female resilience, is often overlooked in today’s educational contexts. Finally, an educational proposal is presented, based on the information gathered, in a way that can be adapted to various educational settings,, with the goal of preserving and transmitting values that form the foundation of whats is meant to be taught in the classroom.
This paper aims to explore the different ways of transmitting Galician heritage in the classroom, as it is part of our history and will also shape our future if we manage to preserve it. The topic presented in this proposal seeks to highlight the value of our history and culture through the legacy of the cantareiras (traditional Galician female folk singers), to whom this year’s Galician Literature Day is dedicated., to whom this year’s Galician Letters Day is dedicated. First, the idea of heritage is analyzed, along with its different categories. that we. Often, a lack of knowledge prevents us from caring for, maintaining, or valuing something; therefore it is essential to explain what is being explored in this study. Next, the figure of the cantareiras is introduced as central to this work; they are transmitters of this legacy that forms a vital part of our identity. Their beginnings, historical background, and their current relevance as role models in both professional and personal spheres will be discussed. Subsequently, these concepts are linked to education, since this rich source of knowledge, rooted in decades of history and female resilience, is often overlooked in today’s educational contexts. Finally, an educational proposal is presented, based on the information gathered, in a way that can be adapted to various educational settings,, with the goal of preserving and transmitting values that form the foundation of whats is meant to be taught in the classroom.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
Acceptance and respectful coexistence among peers through a selection of picture books to address conflict resolution in the school context
Authorship
S.D.S.
Bachelor's Degree in Early Childhood Education
S.D.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
Currently, it is still a challenge to address issues in the educational environment such as interpersonal and intrapersonal conflicts, emotional management and peaceful coexistence, especially in the early school stages. The main objective of this Final Degree Project is to propose a series of picture books aimed at the second cycle of Early Childhood Education, focused on acceptance and respectful coexistence, to address conflict resolution in the school context. The theoretical framework is supported by theories and authors that support emotional education, the nature and management of conflicts as part of emotional development and, finally, children's literature as a means to address emotional education and conflicts in the classroom through picture books. Next, an analysis of the selected literary corpus is presented using a qualitative methodology, based on a content study. For this purpose, a research model specifically designed for this work is used, which is applied to a selection of illustrated albums chosen intentionally for their suitability for the subject matter. Finally, conclusions are presented that highlight the value of acceptance and respectful coexistence as fundamental pillars in the construction of a school climate conducive to conflict resolution.
Currently, it is still a challenge to address issues in the educational environment such as interpersonal and intrapersonal conflicts, emotional management and peaceful coexistence, especially in the early school stages. The main objective of this Final Degree Project is to propose a series of picture books aimed at the second cycle of Early Childhood Education, focused on acceptance and respectful coexistence, to address conflict resolution in the school context. The theoretical framework is supported by theories and authors that support emotional education, the nature and management of conflicts as part of emotional development and, finally, children's literature as a means to address emotional education and conflicts in the classroom through picture books. Next, an analysis of the selected literary corpus is presented using a qualitative methodology, based on a content study. For this purpose, a research model specifically designed for this work is used, which is applied to a selection of illustrated albums chosen intentionally for their suitability for the subject matter. Finally, conclusions are presented that highlight the value of acceptance and respectful coexistence as fundamental pillars in the construction of a school climate conducive to conflict resolution.
Direction
MARINO FERNANDEZ, ANA (Tutorships)
MARINO FERNANDEZ, ANA (Tutorships)
Court
MARINO FERNANDEZ, ANA (Student’s tutor)
MARINO FERNANDEZ, ANA (Student’s tutor)
Educate to act. The importance of fist aid in Primary Education.
Authorship
A.D.T.
Bachelor's Degree in Primary Education
A.D.T.
Bachelor's Degree in Primary Education
Defense date
06.25.2025 17:30
06.25.2025 17:30
Summary
In this Final Degree Project, a research on first aid in relation to Primary Education is carried out. This knowledge is very important because it allows to act in case of any emergency in an easy way following some steps that everyone can follow. The idea is to investigate the degree of knowledge of the students of two schools, the CEIP Plurilingüe Virxe do Corpiño and the CEIP Antonio Insua Bermúdez, giving first aid training in the first one and then comparing the answers with the second one in which this or similar training was not carried out. In order to carry out this proposal, a research program was proposed for students in the 3rd, 4th, 5th and 6th grades of Primary Education in both schools. It is a quantitative study of a sample of 179 students from these two schools, both located in the province of Lugo. The results obtained showed a greater knowledge of first aid in the center where the training was carried out.
In this Final Degree Project, a research on first aid in relation to Primary Education is carried out. This knowledge is very important because it allows to act in case of any emergency in an easy way following some steps that everyone can follow. The idea is to investigate the degree of knowledge of the students of two schools, the CEIP Plurilingüe Virxe do Corpiño and the CEIP Antonio Insua Bermúdez, giving first aid training in the first one and then comparing the answers with the second one in which this or similar training was not carried out. In order to carry out this proposal, a research program was proposed for students in the 3rd, 4th, 5th and 6th grades of Primary Education in both schools. It is a quantitative study of a sample of 179 students from these two schools, both located in the province of Lugo. The results obtained showed a greater knowledge of first aid in the center where the training was carried out.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
A Fraga de Sabarei: Childhood, nature and conscious education in the rural context for early childhood.
Authorship
G.A.D.V.
Bachelor's Degree in Early Childhood Education
G.A.D.V.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
Direction
GARCIA ROMERO, DAVID (Tutorships)
GARCIA ROMERO, DAVID (Tutorships)
Court
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
A Fraga de Sabarei: Childhood, nature and conscious education in the rural context for early childhood.
Authorship
C.E.A.
Bachelor's Degree in Early Childhood Education
C.E.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
Direction
LOPEZ CASTRO, LETICIA (Tutorships)
LOPEZ CASTRO, LETICIA (Tutorships)
Court
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Democratic Education in Primary School
Authorship
A.F.B.
Bachelor's Degree in Primary Education
A.F.B.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 11:00
06.26.2025 11:00
Summary
These last decades, civilian organizations and memoralist movements in Spain have worked on preserving the memories from those who fought for democracy. Legislation on this field has proceeded in stablising the obligation at spanish and galician mandatory education of teaching subjects linked to democratic memory. The aim of this Final Degree Project is to make a revision on this subject and to submit an educational proposal according to current legislation. This project offers an educational proposal focused on Primary Education students, sixth year of the third stage’s cycle especifically, to work on democratic memory from a critical point of view with the end goal of fostering our most recent past’s knowledge and the struggle for the achivement and recovery of democratic memory and fundamental rights.
These last decades, civilian organizations and memoralist movements in Spain have worked on preserving the memories from those who fought for democracy. Legislation on this field has proceeded in stablising the obligation at spanish and galician mandatory education of teaching subjects linked to democratic memory. The aim of this Final Degree Project is to make a revision on this subject and to submit an educational proposal according to current legislation. This project offers an educational proposal focused on Primary Education students, sixth year of the third stage’s cycle especifically, to work on democratic memory from a critical point of view with the end goal of fostering our most recent past’s knowledge and the struggle for the achivement and recovery of democratic memory and fundamental rights.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
A project to bring traditional Galician music into the classroom for children aged 3 to 6 in Early Childhood Education.
Authorship
N.F.F.
Bachelor's Degree in Early Childhood Education
N.F.F.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 12:00
06.27.2025 12:00
Summary
This project aims to bring traditional Galician music to Early Childhood Education classrooms, specifically to children aged 3 to 6, to promote its cultural and educational transmission from an early age. Based on the consideration that traditional music is part of the living heritage of our culture, a transmitter of identity and belonging of our people, the work highlights the relevance of integrating it into the school curriculum as a tool to connect the past with the present reality, and in this way also promote the integral development of children. The methodological proposal of this project has as its pillar an active, experiential and playful approach, supported by the pedagogical theories of key figures in childhood development such as Piaget or Vygotsky, among others, who place children as protagonists of their learning process. Through a multidisciplinary theoretical review that covers areas such as ethnomusicology, pedagogy and cultural studies, the work presents a solid and diverse framework to substantiate the educational and social value of traditional Galician music. In addition, in the practical section, a series of activities adapted to children in the aforementioned ages are presented, designed to encourage active participation, interest and respect for traditional Galician music, as well as to strengthen the normalization of our language and cultural identity as a Galician people.
This project aims to bring traditional Galician music to Early Childhood Education classrooms, specifically to children aged 3 to 6, to promote its cultural and educational transmission from an early age. Based on the consideration that traditional music is part of the living heritage of our culture, a transmitter of identity and belonging of our people, the work highlights the relevance of integrating it into the school curriculum as a tool to connect the past with the present reality, and in this way also promote the integral development of children. The methodological proposal of this project has as its pillar an active, experiential and playful approach, supported by the pedagogical theories of key figures in childhood development such as Piaget or Vygotsky, among others, who place children as protagonists of their learning process. Through a multidisciplinary theoretical review that covers areas such as ethnomusicology, pedagogy and cultural studies, the work presents a solid and diverse framework to substantiate the educational and social value of traditional Galician music. In addition, in the practical section, a series of activities adapted to children in the aforementioned ages are presented, designed to encourage active participation, interest and respect for traditional Galician music, as well as to strengthen the normalization of our language and cultural identity as a Galician people.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
A Fraga de Sabarei: Childhood, nature and conscious education in the rural context for early childhood.
Authorship
N.F.G.
Bachelor's Degree in Early Childhood Education
N.F.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
Direction
LOPEZ CASTRO, LETICIA (Tutorships)
LOPEZ CASTRO, LETICIA (Tutorships)
Court
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Fairy tales and feminism
Authorship
G.F.N.
Bachelor's Degree in Early Childhood Education
G.F.N.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 12:00
07.08.2025 12:00
Summary
Fairy tales are narratives that, despite being aimed at children, convey values about gender roles and social norms. Historically, these tales perpetuated patriarchal stereotypes, presenting women in passive and dependent roles, while men were the active heroes. This study analyses the production of fairy tales from a feminist perspective, highlighting how contemporary versions challenge these representations. Feminist criticism began in the 1960s, with authors such as Simone de Beauvoir and Betty Friedan, who pointed out the impact of these tales on the socialisation of girls into restrictive roles. Modern rewritings, by authors such as Maria Tatar and Angela Carter, offer new interpretations that question gender stereotypes. The results indicate that the production of the articles analysed is increasing.
Fairy tales are narratives that, despite being aimed at children, convey values about gender roles and social norms. Historically, these tales perpetuated patriarchal stereotypes, presenting women in passive and dependent roles, while men were the active heroes. This study analyses the production of fairy tales from a feminist perspective, highlighting how contemporary versions challenge these representations. Feminist criticism began in the 1960s, with authors such as Simone de Beauvoir and Betty Friedan, who pointed out the impact of these tales on the socialisation of girls into restrictive roles. Modern rewritings, by authors such as Maria Tatar and Angela Carter, offer new interpretations that question gender stereotypes. The results indicate that the production of the articles analysed is increasing.
Direction
CONDE MIGUELEZ, JORGE (Tutorships)
CONDE MIGUELEZ, JORGE (Tutorships)
Court
CONDE MIGUELEZ, JORGE (Student’s tutor)
CONDE MIGUELEZ, JORGE (Student’s tutor)
Playing to learn or learning by playing? The influence of gamification on the process of teaching-learning in primary education.
Authorship
A.F.P.
Bachelor's Degree in Primary Education
A.F.P.
Bachelor's Degree in Primary Education
Defense date
06.27.2025 12:00
06.27.2025 12:00
Summary
This Final Project deals with the potential of gamification in the subject of Galician Language and Literature as a pedagogical tool in the Primary Education stage. Thanks to the creation and implementation of two escape rooms linked to two authors of Galician literature, an active methodology is investigated that aims to connect both with the interest and with the emotional part of the students through play as a vehicle for learning. The main objective of the research is to analyse the feasibility and educational impact of gamification in Primary Education classrooms. In order to answer this question, a mixed methodology was used, combining qualitative elements such as direct observation and quantitative elements through surveys. It was held in two different classrooms in the city of Lugo: in 4th grade of CEIP Las Mercedes and in 6th grade B of CEIP Illa Verde. All tests were designed and contextualized from the Decree 155/2022 in order to integrate key competencies, objectives and specific evaluation criteria. The results were favourable: the students showed a very positive attitude, improved their skills such as cooperative work, oral and written expression and reading comprehension, and increased both intrinsic and extrinsic motivation. Apart from all this, we also observed a significant emotional involvement, this being a key element for their integral learning. In short, this study clarifies that gamification, when designed from a specific planning, is an effective strategy to changing traditional teaching and thus favouring an inclusive education that is committed with students.
This Final Project deals with the potential of gamification in the subject of Galician Language and Literature as a pedagogical tool in the Primary Education stage. Thanks to the creation and implementation of two escape rooms linked to two authors of Galician literature, an active methodology is investigated that aims to connect both with the interest and with the emotional part of the students through play as a vehicle for learning. The main objective of the research is to analyse the feasibility and educational impact of gamification in Primary Education classrooms. In order to answer this question, a mixed methodology was used, combining qualitative elements such as direct observation and quantitative elements through surveys. It was held in two different classrooms in the city of Lugo: in 4th grade of CEIP Las Mercedes and in 6th grade B of CEIP Illa Verde. All tests were designed and contextualized from the Decree 155/2022 in order to integrate key competencies, objectives and specific evaluation criteria. The results were favourable: the students showed a very positive attitude, improved their skills such as cooperative work, oral and written expression and reading comprehension, and increased both intrinsic and extrinsic motivation. Apart from all this, we also observed a significant emotional involvement, this being a key element for their integral learning. In short, this study clarifies that gamification, when designed from a specific planning, is an effective strategy to changing traditional teaching and thus favouring an inclusive education that is committed with students.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
Impact and consequences of screens in childhood. Leisure proposals and alternatives for safe and responsible parenting.
Authorship
M.F.V.
Bachelor's Degree in Primary Education
M.F.V.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 12:00
06.26.2025 12:00
Summary
This paper aims to analyse the impact and consequences of excessive technology use at early ages. In addition to showing the cognitive and emotional effects, it will explore how technology is integrated into the current educational context. The importance of healthy, screen-free leisure time during childhood will be highlighted, as well as the importance of collaboration between families and schools to ensure appropriate and enriching leisure time for children. The second part of the paper consists of an intervention proposal to be included in the Tutorial Action Plan (PAT). This intervention will be organised into different sessions involving the whole educational community: students, families and teachers. These activities aim to foster critical thinking in relation to the risks associated with excessive technology use and promote healthy leisure alternatives, highlighting the importance of interpersonal relationships.
This paper aims to analyse the impact and consequences of excessive technology use at early ages. In addition to showing the cognitive and emotional effects, it will explore how technology is integrated into the current educational context. The importance of healthy, screen-free leisure time during childhood will be highlighted, as well as the importance of collaboration between families and schools to ensure appropriate and enriching leisure time for children. The second part of the paper consists of an intervention proposal to be included in the Tutorial Action Plan (PAT). This intervention will be organised into different sessions involving the whole educational community: students, families and teachers. These activities aim to foster critical thinking in relation to the risks associated with excessive technology use and promote healthy leisure alternatives, highlighting the importance of interpersonal relationships.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
Game and object. The artistic creation workshop in the EI classroom
Authorship
C.F.C.
Bachelor's Degree in Early Childhood Education
C.F.C.
Bachelor's Degree in Early Childhood Education
Defense date
06.23.2025 09:00
06.23.2025 09:00
Summary
This work focuses on the relationship between play and art in the Early Childhood Education stage, understanding them as complementary languages that favor the integral development of children. Through a practical proposal based on the use of unstructured materials and relying on referents such as Bruno Munari, Beatriz Trueba or Escola Imaxinada, creative processes are explored in an artistic workshop in which girls and boys are the protagonists of their learning. Using a qualitative methodology, the processes of manipulation, symbolization and aesthetic transformation experienced in the educational context are analyzed. The study concludes that play and art, when integrated from freedom, experimentation and respect, are powerful tools for building knowledge, expressing emotions and developing children's identity.
This work focuses on the relationship between play and art in the Early Childhood Education stage, understanding them as complementary languages that favor the integral development of children. Through a practical proposal based on the use of unstructured materials and relying on referents such as Bruno Munari, Beatriz Trueba or Escola Imaxinada, creative processes are explored in an artistic workshop in which girls and boys are the protagonists of their learning. Using a qualitative methodology, the processes of manipulation, symbolization and aesthetic transformation experienced in the educational context are analyzed. The study concludes that play and art, when integrated from freedom, experimentation and respect, are powerful tools for building knowledge, expressing emotions and developing children's identity.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
The manipulative art from 0 to 3 years old
Authorship
O.F.M.
Bachelor's Degree in Early Childhood Education
O.F.M.
Bachelor's Degree in Early Childhood Education
Defense date
02.04.2025 10:00
02.04.2025 10:00
Summary
In this work I focused on how plastic expression is a way of manifesting feelings, knowledge and experiences through various materials and artistic techniques. This way of communicating allows you to experiment and create a personal form of communication. In the early years, using play to carry out plastic activities favors motor development, creativity, sensitivity and perception. The evolution of plastic expression in children is influenced by different reasons: By motor development (fine and gross motor skills, lower knowledge, body schema, etc.). Cognitive development (reflects ideas and thoughts). Affectivity (emotions they feel). Communication (use of oral language). Curiosity (trying new materials, expressing ideas, etc.)
In this work I focused on how plastic expression is a way of manifesting feelings, knowledge and experiences through various materials and artistic techniques. This way of communicating allows you to experiment and create a personal form of communication. In the early years, using play to carry out plastic activities favors motor development, creativity, sensitivity and perception. The evolution of plastic expression in children is influenced by different reasons: By motor development (fine and gross motor skills, lower knowledge, body schema, etc.). Cognitive development (reflects ideas and thoughts). Affectivity (emotions they feel). Communication (use of oral language). Curiosity (trying new materials, expressing ideas, etc.)
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
The musicalization of children's books: design of an educational proposal for classrooms in the second and third cycle of Early Childhood Education.
Authorship
G.F.M.
Bachelor's Degree in Early Childhood Education
G.F.M.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 11:00
06.27.2025 11:00
Summary
The following Final Degree project deals with the musicalization of children's stories as a teaching and educational resource in Early Childhood Education classrooms. Through two practical project examples, it can be seen how the use of literature and music in classrooms represents an important additive and driver when it comes to promoting the overall development of children. The main motivation for this work arises from the need to incorporate sensory, musical, active and creative methodologies; taking literature and music out of the educational matter aside in which they find themselves today. The main objective will be to work from a creative, musical and motor point of view on children's stories in classrooms for children aged three to five. To achieve this objective, the learning-by-playing methodology will be used, in which the students will sing, dance and perform two musicalitation projects created for the occasion. The results clearly show how different children's stories promote many aspects of development during childhood. Finally, the conclusions highlight the importance of music and literature in the early years, encouraging the use of these tools (both separately and together) for the correct growth and evolution of students.
The following Final Degree project deals with the musicalization of children's stories as a teaching and educational resource in Early Childhood Education classrooms. Through two practical project examples, it can be seen how the use of literature and music in classrooms represents an important additive and driver when it comes to promoting the overall development of children. The main motivation for this work arises from the need to incorporate sensory, musical, active and creative methodologies; taking literature and music out of the educational matter aside in which they find themselves today. The main objective will be to work from a creative, musical and motor point of view on children's stories in classrooms for children aged three to five. To achieve this objective, the learning-by-playing methodology will be used, in which the students will sing, dance and perform two musicalitation projects created for the occasion. The results clearly show how different children's stories promote many aspects of development during childhood. Finally, the conclusions highlight the importance of music and literature in the early years, encouraging the use of these tools (both separately and together) for the correct growth and evolution of students.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
Playing to learn or learning by playing? The influence of gamification on the process of teaching-learning in primary education.
Authorship
P.F.L.
Bachelor's Degree in Primary Education
P.F.L.
Bachelor's Degree in Primary Education
Defense date
06.27.2025 12:00
06.27.2025 12:00
Summary
This Final Project deals with the potential of gamification in the subject of Galician Language and Literature as a pedagogical tool in the Primary Education stage. Thanks to the creation and implementation of two escape rooms linked to two authors of Galician literature, an active methodology is investigated that aims to connect both with the interest and with the emotional part of the students through play as a vehicle for learning. The main objective of the research is to analyse the feasibility and educational impact of gamification in Primary Education classrooms. In order to answer this question, a mixed methodology was used, combining qualitative elements such as direct observation and quantitative elements through surveys. It was held in two different classrooms in the city of Lugo: in 4th grade of CEIP Las Mercedes and in 6th grade B of CEIP Illa Verde. All tests were designed and contextualized from the Decree 155/2022 in order to integrate key competencies, objectives and specific evaluation criteria. The results were favourable: the students showed a very positive attitude, improved their skills such as cooperative work, oral and written expression and reading comprehension, and increased both intrinsic and extrinsic motivation. Apart from all this, we also observed a significant emotional involvement, this being a key element for their integral learning. In short, this study clarifies that gamification, when designed from a specific planning, is an effective strategy to changing traditional teaching and thus favouring an inclusive education that is committed with students.
This Final Project deals with the potential of gamification in the subject of Galician Language and Literature as a pedagogical tool in the Primary Education stage. Thanks to the creation and implementation of two escape rooms linked to two authors of Galician literature, an active methodology is investigated that aims to connect both with the interest and with the emotional part of the students through play as a vehicle for learning. The main objective of the research is to analyse the feasibility and educational impact of gamification in Primary Education classrooms. In order to answer this question, a mixed methodology was used, combining qualitative elements such as direct observation and quantitative elements through surveys. It was held in two different classrooms in the city of Lugo: in 4th grade of CEIP Las Mercedes and in 6th grade B of CEIP Illa Verde. All tests were designed and contextualized from the Decree 155/2022 in order to integrate key competencies, objectives and specific evaluation criteria. The results were favourable: the students showed a very positive attitude, improved their skills such as cooperative work, oral and written expression and reading comprehension, and increased both intrinsic and extrinsic motivation. Apart from all this, we also observed a significant emotional involvement, this being a key element for their integral learning. In short, this study clarifies that gamification, when designed from a specific planning, is an effective strategy to changing traditional teaching and thus favouring an inclusive education that is committed with students.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
The musicalization of children's books: design of an educational proposal for classrooms in the second and third cycle of Early Childhood Education.
Authorship
S.F.R.
Bachelor's Degree in Early Childhood Education
S.F.R.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 11:00
06.27.2025 11:00
Summary
The following Final Degree project deals with the musicalization of children's stories as a teaching and educational resource in Early Childhood Education classrooms. Through two practical project examples, it can be seen how the use of literature and music in classrooms represents an important additive and driver when it comes to promoting the overall development of children. The main motivation for this work arises from the need to incorporate sensory, musical, active and creative methodologies; taking literature and music out of the educational matter aside in which they find themselves today. The main objective will be to work from a creative, musical and motor point of view on children's stories in classrooms for children aged three to five. To achieve this objective, the learning-by-playing methodology will be used, in which the students will sing, dance and perform two musicalitation projects created for the occasion. The results clearly show how different children's stories promote many aspects of development during childhood. Finally, the conclusions highlight the importance of music and literature in the early years, encouraging the use of these tools (both separately and together) for the correct growth and evolution of students.
The following Final Degree project deals with the musicalization of children's stories as a teaching and educational resource in Early Childhood Education classrooms. Through two practical project examples, it can be seen how the use of literature and music in classrooms represents an important additive and driver when it comes to promoting the overall development of children. The main motivation for this work arises from the need to incorporate sensory, musical, active and creative methodologies; taking literature and music out of the educational matter aside in which they find themselves today. The main objective will be to work from a creative, musical and motor point of view on children's stories in classrooms for children aged three to five. To achieve this objective, the learning-by-playing methodology will be used, in which the students will sing, dance and perform two musicalitation projects created for the occasion. The results clearly show how different children's stories promote many aspects of development during childhood. Finally, the conclusions highlight the importance of music and literature in the early years, encouraging the use of these tools (both separately and together) for the correct growth and evolution of students.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
Languages stimulation in Infant Education
Authorship
M.F.E.
Bachelor's Degree in Early Childhood Education
M.F.E.
Bachelor's Degree in Early Childhood Education
Defense date
02.11.2025 12:00
02.11.2025 12:00
Summary
For the achievement of the elementary learning that takes place in Early Childhood Education, an essential vehicle is oral language. Through its use, the child will externalize his/her needs, desires and feelings, will get to know and interact with the world around him/her, will organize his/her thoughts... For this reason, the current Final Thesis aims to expose the various theoretical bases on the acquisition and development of language and the stages involved in this evolution to, ultimately, show a didactic proposal aimed at developing a series of activities to stimulate oral language in the field of Early Childhood Education, promoting the progressive integration of communicative competence at an early age.
For the achievement of the elementary learning that takes place in Early Childhood Education, an essential vehicle is oral language. Through its use, the child will externalize his/her needs, desires and feelings, will get to know and interact with the world around him/her, will organize his/her thoughts... For this reason, the current Final Thesis aims to expose the various theoretical bases on the acquisition and development of language and the stages involved in this evolution to, ultimately, show a didactic proposal aimed at developing a series of activities to stimulate oral language in the field of Early Childhood Education, promoting the progressive integration of communicative competence at an early age.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
CONDE MIGUELEZ, JORGE (Chairman)
GARCIA ROMERO, DAVID (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
CONDE MIGUELEZ, JORGE (Chairman)
GARCIA ROMERO, DAVID (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
Didactics of English culture
Authorship
E.J.G.B.
Bachelor's Degree in Primary Education
E.J.G.B.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
Learning a foreign language is something that is considered of vital importance in today's education, especially due to globalization as interaction with people who speak other languages and other cultures is becoming more and more common. In this case, English stands out as the most important foreign language in Spain. However, little consideration is given to the English cultural aspect. This document explains the importance of culture in the learning of a foreign language, as well as highlighting the fact that English culture covers more countries than the United Kingdom, which implies the need to learn about places generally forgotten in textbooks, promoting the decentralization of this and taking great reference from the works of Claire Kramsch and Michael Byram, linguists and, above all, teachers who also defend this idea, among other authors. Furthermore, this work also includes a redefinition of culture and interculturality from an educational perspective that coincides with our vision, reinforced by other authors from various disciplines. Additionally, we have decided to create several proposals to promote the learning of English culture in Primary Education in a playful way that attracts students’ attention, while encouraging respect for other cultures, critical thinking, active learning in the classroom and other factors related to culture such as historical and linguistic perspective.
Learning a foreign language is something that is considered of vital importance in today's education, especially due to globalization as interaction with people who speak other languages and other cultures is becoming more and more common. In this case, English stands out as the most important foreign language in Spain. However, little consideration is given to the English cultural aspect. This document explains the importance of culture in the learning of a foreign language, as well as highlighting the fact that English culture covers more countries than the United Kingdom, which implies the need to learn about places generally forgotten in textbooks, promoting the decentralization of this and taking great reference from the works of Claire Kramsch and Michael Byram, linguists and, above all, teachers who also defend this idea, among other authors. Furthermore, this work also includes a redefinition of culture and interculturality from an educational perspective that coincides with our vision, reinforced by other authors from various disciplines. Additionally, we have decided to create several proposals to promote the learning of English culture in Primary Education in a playful way that attracts students’ attention, while encouraging respect for other cultures, critical thinking, active learning in the classroom and other factors related to culture such as historical and linguistic perspective.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
The animals that live with us: A proposal for an interdisciplinary project based on the design of creative workshops with children.
Authorship
A.G.M.
Bachelor's Degree in Primary Education
A.G.M.
Bachelor's Degree in Primary Education
Defense date
06.27.2025 11:45
06.27.2025 11:45
Summary
Working though the design of creative workshops allows us to connect doing and thinking, discovering other forms of representation and questioning of the world in which we live. In this research we will discuss the importance of art education in Primary Education classrooms, project-based education and workshops methodology, in this way following the Reggio Emilia methodology, a search for the figure of the atelierist in the classroom, in addition to the example of pedagogues such as Bruno Munari. Below is a proposal in which an interdisciplinary project is carried out between Natural Sciences and Plastic and Visual Education in a third grade classroom. After their design, 5 workshops will be put in action and the results and how the student body reacts to them will be analyzed. Finally, concluding that the design and application of this active methodology allows the concepts of the curriculum to be treated satisfactorily.
Working though the design of creative workshops allows us to connect doing and thinking, discovering other forms of representation and questioning of the world in which we live. In this research we will discuss the importance of art education in Primary Education classrooms, project-based education and workshops methodology, in this way following the Reggio Emilia methodology, a search for the figure of the atelierist in the classroom, in addition to the example of pedagogues such as Bruno Munari. Below is a proposal in which an interdisciplinary project is carried out between Natural Sciences and Plastic and Visual Education in a third grade classroom. After their design, 5 workshops will be put in action and the results and how the student body reacts to them will be analyzed. Finally, concluding that the design and application of this active methodology allows the concepts of the curriculum to be treated satisfactorily.
Direction
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
Court
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
Gender stereotypes as a determining factor in Physical Education classes.
Authorship
C.G.C.
Bachelor's Degree in Primary Education
C.G.C.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 20:15
06.26.2025 20:15
Summary
In this Final Degree Project, the existing gender inequalities in Physical Education classes at the Primary School stage are exposed, making special mention of gender stereotypes and their historical evolution until nowadays, looking for causes of their presence in education. In this way, the consequences and the conditioning of these stereotypes in the integral development of students are analysed, especially affecting female self-esteem. As a contribution to addressing this situation, a coeducational intervention proposal for the Physical Education classroom is proposed, based on principles of cooperation in order to raise awareness among Primary Education students in terms of gender equality, achieving attitudes that seek the eradication of such stereotypes.
In this Final Degree Project, the existing gender inequalities in Physical Education classes at the Primary School stage are exposed, making special mention of gender stereotypes and their historical evolution until nowadays, looking for causes of their presence in education. In this way, the consequences and the conditioning of these stereotypes in the integral development of students are analysed, especially affecting female self-esteem. As a contribution to addressing this situation, a coeducational intervention proposal for the Physical Education classroom is proposed, based on principles of cooperation in order to raise awareness among Primary Education students in terms of gender equality, achieving attitudes that seek the eradication of such stereotypes.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Swimming in School Physical Education
Authorship
L.G.G.
Bachelor's Degree in Primary Education
L.G.G.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 18:45
06.26.2025 18:45
Summary
The following Final Degree Project exposes the importance of fostering student development in various environments, with a particular emphasis on water. Nowadays, the benefits of this aquatic medium are recognized for developing motor skills crucial to students' comprehensive development. However, swimming instruction has not always been approached from this educational standpoint, much less oriented toward special needs. Therefore, these pages aim to reflect the possibilities offered by the aquatic environment, as well as to highlight the space reserved for swimming in Decree 155/2022, which establishes the organization and curriculum of Primary Education in the Autonomous Community of Galicia. All of this is achieved through a school programming proposal, which reflects the school's intended focus, the curriculum aspects being addressed, and a brief timeline for planning the general aspects to be addressed and the time during the school year in which they should be implemented. A methodological option for carrying out the proposed activities is also suggested, resulting in two teaching units of five sessions each. This is an opportunity to clarify the possibilities offered by the aquatic environment in correlation to the global dimension of the student body, thus fostering physical, mental, and ethical development in children.
The following Final Degree Project exposes the importance of fostering student development in various environments, with a particular emphasis on water. Nowadays, the benefits of this aquatic medium are recognized for developing motor skills crucial to students' comprehensive development. However, swimming instruction has not always been approached from this educational standpoint, much less oriented toward special needs. Therefore, these pages aim to reflect the possibilities offered by the aquatic environment, as well as to highlight the space reserved for swimming in Decree 155/2022, which establishes the organization and curriculum of Primary Education in the Autonomous Community of Galicia. All of this is achieved through a school programming proposal, which reflects the school's intended focus, the curriculum aspects being addressed, and a brief timeline for planning the general aspects to be addressed and the time during the school year in which they should be implemented. A methodological option for carrying out the proposed activities is also suggested, resulting in two teaching units of five sessions each. This is an opportunity to clarify the possibilities offered by the aquatic environment in correlation to the global dimension of the student body, thus fostering physical, mental, and ethical development in children.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Impact of inclusive strategies on the participation and attitudes of students with and without special educational needs in Physical Education.
Authorship
A.G.F.
Bachelor's Degree in Primary Education
A.G.F.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 10:00
06.18.2025 10:00
Summary
This Final Degree Project is focus on exploring attitudes toward inclusion within the context of Physical Education in Primary Education. To this end, an intervention was carried out in 5th and 6th grade classrooms, aimed at analyzing students perceptions and attitudes toward peers with visual and intellectual disabilities through the implementation of an inclusive teaching unit. To achieve this objective, the CAIPE-Vi and CAIPE-In questionnaires, validated tools for measuring attitudes toward inclusion in Physical Education were used. In addition, cooperative dynamics and adapted activities were implemented to foster respect, collaboration, and acceptance of diversity. The results showed a general improvement in students attitudes, particularly regarding empathy, willingness to collaborate, and acceptance of adaptations in physical activities. Differences were observed by grade and gender, highlighting greater sensitivity to change among younger students and boys. It was concluded that the teaching unit had a positive effect on students perceptions of inclusion, demonstrating that inclusive strategies, when applied with proper planning and reflection, can enhance the classroom environment and promote more equitable and integrative education from an early age.
This Final Degree Project is focus on exploring attitudes toward inclusion within the context of Physical Education in Primary Education. To this end, an intervention was carried out in 5th and 6th grade classrooms, aimed at analyzing students perceptions and attitudes toward peers with visual and intellectual disabilities through the implementation of an inclusive teaching unit. To achieve this objective, the CAIPE-Vi and CAIPE-In questionnaires, validated tools for measuring attitudes toward inclusion in Physical Education were used. In addition, cooperative dynamics and adapted activities were implemented to foster respect, collaboration, and acceptance of diversity. The results showed a general improvement in students attitudes, particularly regarding empathy, willingness to collaborate, and acceptance of adaptations in physical activities. Differences were observed by grade and gender, highlighting greater sensitivity to change among younger students and boys. It was concluded that the teaching unit had a positive effect on students perceptions of inclusion, demonstrating that inclusive strategies, when applied with proper planning and reflection, can enhance the classroom environment and promote more equitable and integrative education from an early age.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Night terrors during childhood
Authorship
R.G.I.
Bachelor's Degree in Early Childhood Education
R.G.I.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 10:00
06.27.2025 10:00
Summary
Night terrors are a type of sleep disorder classified as a parasomnia. It affects a very small percentage of the child population. The aim of this study is to analyse the degree of knowledge that exists about this phenomenon, its effects on the child's daily life, the possible causes that trigger it and the intervention strategies that can be carried out in the family and school environment. To this end, a bibliographical review of health and specialised documents was carried out, completed with a questionnaire created ad hoc and aimed at families. The results obtained show a high degree of knowledge, as well as the need to improve strategies at school and in the family. The results of the study show the importance of finding out the cause and how the collaboration between family and school contributes to minimising the impact of this disorder in order to improve children's wellbeing.
Night terrors are a type of sleep disorder classified as a parasomnia. It affects a very small percentage of the child population. The aim of this study is to analyse the degree of knowledge that exists about this phenomenon, its effects on the child's daily life, the possible causes that trigger it and the intervention strategies that can be carried out in the family and school environment. To this end, a bibliographical review of health and specialised documents was carried out, completed with a questionnaire created ad hoc and aimed at families. The results obtained show a high degree of knowledge, as well as the need to improve strategies at school and in the family. The results of the study show the importance of finding out the cause and how the collaboration between family and school contributes to minimising the impact of this disorder in order to improve children's wellbeing.
Direction
Moure Rodríguez, Lucía (Tutorships)
Moure Rodríguez, Lucía (Tutorships)
Court
Moure Rodríguez, Lucía (Student’s tutor)
Moure Rodríguez, Lucía (Student’s tutor)
Environmental education for primary education
Authorship
A.G.A.
Bachelor's Degree in Primary Education
A.G.A.
Bachelor's Degree in Primary Education
Defense date
07.03.2025 17:30
07.03.2025 17:30
Summary
This Final Degree Project (TFG) focuses on environmental education for primary education. It includes a more theoretical section, discussing the origin of environmental education and its importance and evolution in primary education. It also addresses various interrelated topics that directly affect the environment. It also includes a proposal of activities for fifth-grade primary school students related to pollution, recycling, and energy consumption. To address this issue in the classroom, as it is often left in the background. Therefore, these activities are designed to encourage students to actively investigate, model, argue, and learn about this concept. Finally, we will analyze possible outcomes that could be achieved if this proposal were implemented in the classroom, as well as potential challenges, and provide general conclusions.
This Final Degree Project (TFG) focuses on environmental education for primary education. It includes a more theoretical section, discussing the origin of environmental education and its importance and evolution in primary education. It also addresses various interrelated topics that directly affect the environment. It also includes a proposal of activities for fifth-grade primary school students related to pollution, recycling, and energy consumption. To address this issue in the classroom, as it is often left in the background. Therefore, these activities are designed to encourage students to actively investigate, model, argue, and learn about this concept. Finally, we will analyze possible outcomes that could be achieved if this proposal were implemented in the classroom, as well as potential challenges, and provide general conclusions.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
ROMERO CASTRO, MARIA JOSE (Student’s tutor)
Healthy living habits in Primary Education: a dialogue between generations
Authorship
L.G.B.
Bachelor's Degree in Primary Education
L.G.B.
Bachelor's Degree in Primary Education
Defense date
06.23.2025 10:00
06.23.2025 10:00
Summary
This Final Degree Project proposes an educational intervention focused on promoting healthy lifestyle habits through intergenerational education. The proposal arises from the need to restore the bond between generations in a social context marked by digitalization, fragmented relationships, and an aging population. Intergenerational education is presented as a key tool to foster mutual learning, respect, and social cohesion, by creating meeting spaces where older adults and children collaborate, share experiences, and enrich one another. The project takes place at CEIP Luís Pimentel and the ORPEA Lugo Day Center, involving primary school students and elderly people in a series of activities designed to strengthen interpersonal bonds and promote healthy lifestyles. These activities, organized around themes such as balanced nutrition, physical exercise, rest, and emotional well-being, also aim to improve the social perception of aging and reduce age-related stereotypes. The methodology used combines experiential learning, cooperative work, and reflection, resulting in a comprehensive educational experience. Through this proposal, it becomes evident that education can (and should) be a space for intergenerational encounters, contributing not only to individual health but also to the construction of a more inclusive, supportive, and united society. This project thus represents a commitment to transformative education and to the development of communities where all generations have a voice and are valued.
This Final Degree Project proposes an educational intervention focused on promoting healthy lifestyle habits through intergenerational education. The proposal arises from the need to restore the bond between generations in a social context marked by digitalization, fragmented relationships, and an aging population. Intergenerational education is presented as a key tool to foster mutual learning, respect, and social cohesion, by creating meeting spaces where older adults and children collaborate, share experiences, and enrich one another. The project takes place at CEIP Luís Pimentel and the ORPEA Lugo Day Center, involving primary school students and elderly people in a series of activities designed to strengthen interpersonal bonds and promote healthy lifestyles. These activities, organized around themes such as balanced nutrition, physical exercise, rest, and emotional well-being, also aim to improve the social perception of aging and reduce age-related stereotypes. The methodology used combines experiential learning, cooperative work, and reflection, resulting in a comprehensive educational experience. Through this proposal, it becomes evident that education can (and should) be a space for intergenerational encounters, contributing not only to individual health but also to the construction of a more inclusive, supportive, and united society. This project thus represents a commitment to transformative education and to the development of communities where all generations have a voice and are valued.
Direction
Campos Magdaleno, María (Tutorships)
Campos Magdaleno, María (Tutorships)
Court
Campos Magdaleno, María (Student’s tutor)
Campos Magdaleno, María (Student’s tutor)
Impact of Screens on the Development of Children Under Six: Design of a Family Educational Proposal
Authorship
M.G.L.
Bachelor's Degree in Early Childhood Education
M.G.L.
Bachelor's Degree in Early Childhood Education
Defense date
06.20.2025 17:30
06.20.2025 17:30
Summary
This Final Degree Project for the Bachelor’s Degree in Early Childhood Education focuses on assessing the relationship between the use of digital devices (computers, mobile phones, tablets) and their impact on the development of children under the age of six. The choice of topic arises from the increasing presence of screens in children’s environments, both at home and in school, with the aim of determining the extent to which they affect healthy development. The main objective is to understand how early and unregulated exposure to these devices can negatively influence the physical, cognitive, and socio-emotional development of children under six. The methodology is based on a review of recent scientific literature, followed by the development of a targeted educational initiative for families, structured around concise sessions that address the negative impact of screen use. The main findings indicate that excessive use of digital devices can hider social interaction, disrupt sleep patterns, and delay language development, among other effects. The study emphasizes the crucial role of families, in collaboration with schools, in mitigating these adverse impacts and fostering a healthy, balanced digital environment for young children.
This Final Degree Project for the Bachelor’s Degree in Early Childhood Education focuses on assessing the relationship between the use of digital devices (computers, mobile phones, tablets) and their impact on the development of children under the age of six. The choice of topic arises from the increasing presence of screens in children’s environments, both at home and in school, with the aim of determining the extent to which they affect healthy development. The main objective is to understand how early and unregulated exposure to these devices can negatively influence the physical, cognitive, and socio-emotional development of children under six. The methodology is based on a review of recent scientific literature, followed by the development of a targeted educational initiative for families, structured around concise sessions that address the negative impact of screen use. The main findings indicate that excessive use of digital devices can hider social interaction, disrupt sleep patterns, and delay language development, among other effects. The study emphasizes the crucial role of families, in collaboration with schools, in mitigating these adverse impacts and fostering a healthy, balanced digital environment for young children.
Direction
PONCET SOUTO, MARTA MARIA (Tutorships)
PONCET SOUTO, MARTA MARIA (Tutorships)
Court
PONCET SOUTO, MARTA MARIA (Student’s tutor)
PONCET SOUTO, MARTA MARIA (Student’s tutor)
Multisensory Strategies for teaching and learning of Geometry in students with Autism Spectrum Disorder
Authorship
S.G.S.
Double bachelor degree in Early Childhood Education and Primary Education
S.G.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.25.2025 10:00
06.25.2025 10:00
Summary
Students with Autism Spectrum Disorder (ASD) have a series of particularities in how they perceive, process and respond to presented information. Therefore, it is essential to employ structured, flexible and highly visual educational approaches and methodologies. These characteristics influence their access to conventional activities that rely on memorization and repetition. This is even more accentuated in areas such as geometry, which requires a valuable degree of competence in spatial and visualization skills. In this context, multisensory strategies are presented as the ideal way for these children to achieve meaningful learning. This paper aims to highlight the potential of the multisensory and manipulative approach to ensure accessibility to the mathematical contents of geometry by ASD students. In this way, this document gathers a theoretical framework that contextualizes ASD, the teaching of geometry in Primary Education (PE) and the principles of the multisensory approach. It also presents an intervention proposal designed for a Therapeutic Pedagogy (PT) classroom for a child in 2nd grade of PE. Through a series of manipulative, visual and kinesthetic activities, the geometric contents contemplated for this course are approached according to the principles of NCTM, adapted to the student’s profile and needs.
Students with Autism Spectrum Disorder (ASD) have a series of particularities in how they perceive, process and respond to presented information. Therefore, it is essential to employ structured, flexible and highly visual educational approaches and methodologies. These characteristics influence their access to conventional activities that rely on memorization and repetition. This is even more accentuated in areas such as geometry, which requires a valuable degree of competence in spatial and visualization skills. In this context, multisensory strategies are presented as the ideal way for these children to achieve meaningful learning. This paper aims to highlight the potential of the multisensory and manipulative approach to ensure accessibility to the mathematical contents of geometry by ASD students. In this way, this document gathers a theoretical framework that contextualizes ASD, the teaching of geometry in Primary Education (PE) and the principles of the multisensory approach. It also presents an intervention proposal designed for a Therapeutic Pedagogy (PT) classroom for a child in 2nd grade of PE. Through a series of manipulative, visual and kinesthetic activities, the geometric contents contemplated for this course are approached according to the principles of NCTM, adapted to the student’s profile and needs.
Direction
GONZALEZ SEQUEIROS, PABLO (Tutorships)
GONZALEZ SEQUEIROS, PABLO (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Student’s tutor)
GONZALEZ SEQUEIROS, PABLO (Student’s tutor)
Early prevention of Language Disorders as a driver of social and emotional development in childhood
Authorship
S.G.S.
Double bachelor degree in Early Childhood Education and Primary Education
S.G.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 12:00
07.07.2025 12:00
Summary
Language plays a fundamental role in the development of people, since it not only influences the communicative factor, but also defines the emotional and social aspects. However, the process of acquiring and mastering is not linear, since there are a series of conditioning factors that can infer to the point of originating a language disorder. Likewise, they can significantly affect a child’s self-esteem, interpersonal relationships and general well-being. In this context, the preventive process becomes fundamental to curb this issue. This document presents an analysis of typical language development and the typology of disorders, with their causes, warning signs and repercussions at an internal and external level. In addition, it outlines a preventive intervention proposal aimed at students in the last year of Early Childhood Education, based on the treatment of the four components of language through their encoding and decoding processes. At the same time, it seeks to promote an inclusive environment capable of stimulating language, incorporating play as a central axis and family participation as a key resource. In short, this work aims to raise awareness of the importance of an early detection and targeted actions to promote a comprehensive childhood development.
Language plays a fundamental role in the development of people, since it not only influences the communicative factor, but also defines the emotional and social aspects. However, the process of acquiring and mastering is not linear, since there are a series of conditioning factors that can infer to the point of originating a language disorder. Likewise, they can significantly affect a child’s self-esteem, interpersonal relationships and general well-being. In this context, the preventive process becomes fundamental to curb this issue. This document presents an analysis of typical language development and the typology of disorders, with their causes, warning signs and repercussions at an internal and external level. In addition, it outlines a preventive intervention proposal aimed at students in the last year of Early Childhood Education, based on the treatment of the four components of language through their encoding and decoding processes. At the same time, it seeks to promote an inclusive environment capable of stimulating language, incorporating play as a central axis and family participation as a key resource. In short, this work aims to raise awareness of the importance of an early detection and targeted actions to promote a comprehensive childhood development.
Direction
LOPEZ GOMEZ, SANTIAGO (Tutorships)
LOPEZ GOMEZ, SANTIAGO (Tutorships)
Court
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
Active E.F methodologies
Authorship
D.G.V.
Bachelor's Degree in Primary Education
D.G.V.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 18:00
07.09.2025 18:00
Summary
This Bachelor’s Thesis presents a theoretical and critical review of the application of active and participatory methodologies in Physical Education teaching at the Primary Education level. In light of the methodological transformation driven by recent educational reforms, especially the LOMLOE law, it is necessary to analyze how these methodologies can contribute to the comprehensive competency development of students, fostering their autonomy, motivation, and social skills. Based on an exhaustive review of academic literature, current regulations, and pedagogical studies published between 2015 and 2024, the main characteristics, strategies, benefits, and challenges related to the implementation of active methodologies in this area are identified. The results highlight the relevance of a student-centered approach, the importance of the teacher’s role as a facilitator, and the necessary conditions to ensure inclusive, reflective, and context-adapted educational practice. This work offers a solid foundation for making innovative and conscious didactic decisions in Physical Education, contributing to the contemporary pedagogical debate on active methodologies in primary education.
This Bachelor’s Thesis presents a theoretical and critical review of the application of active and participatory methodologies in Physical Education teaching at the Primary Education level. In light of the methodological transformation driven by recent educational reforms, especially the LOMLOE law, it is necessary to analyze how these methodologies can contribute to the comprehensive competency development of students, fostering their autonomy, motivation, and social skills. Based on an exhaustive review of academic literature, current regulations, and pedagogical studies published between 2015 and 2024, the main characteristics, strategies, benefits, and challenges related to the implementation of active methodologies in this area are identified. The results highlight the relevance of a student-centered approach, the importance of the teacher’s role as a facilitator, and the necessary conditions to ensure inclusive, reflective, and context-adapted educational practice. This work offers a solid foundation for making innovative and conscious didactic decisions in Physical Education, contributing to the contemporary pedagogical debate on active methodologies in primary education.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
CONS FERREIRO, MIGUEL (Student’s tutor)
CONS FERREIRO, MIGUEL (Student’s tutor)
Learning by cultivating, a proposal for designing creative workshops with children
Authorship
A.G.A.
Bachelor's Degree in Early Childhood Education
A.G.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.10.2025 17:30
07.10.2025 17:30
Summary
This Final Degree Project addresses the importance to educate and create creative workshops in contact with the half natural, a methodology that pretends to work splitting of the imaginary typical of the students, boosting the development of the creativity and moving us away of the reproductive models. The theoretical frame defends the importance to educate in contact with the nature, presenting diverse and pedagogical practices that show us the need to employ a learning that base in the experiences lived by the own boys and girls, and in the creative processes that correspond him to the infancy. They stand out the profits to integrate these methodologies in the classroom and how this contact with the surroundings and his biodiversity can help to manage a greater ecological consciousness of care to the half natural, working his imaginary own in a significant learning, critic, and reflexive. It presents a practical proposal designed and carried out with the students and students that consists of six creative workshops that conform a didactic project that looks for to boost the education in contact with the half that surrounds us through distinct types of artistic expressions like the use of the carboncillo, the collage or the creation of figures in 3D. Finally, it concludes with a final evaluation of the same from the observation and the documentation of the narrative productions in a notebook kept by the boys and girls.
This Final Degree Project addresses the importance to educate and create creative workshops in contact with the half natural, a methodology that pretends to work splitting of the imaginary typical of the students, boosting the development of the creativity and moving us away of the reproductive models. The theoretical frame defends the importance to educate in contact with the nature, presenting diverse and pedagogical practices that show us the need to employ a learning that base in the experiences lived by the own boys and girls, and in the creative processes that correspond him to the infancy. They stand out the profits to integrate these methodologies in the classroom and how this contact with the surroundings and his biodiversity can help to manage a greater ecological consciousness of care to the half natural, working his imaginary own in a significant learning, critic, and reflexive. It presents a practical proposal designed and carried out with the students and students that consists of six creative workshops that conform a didactic project that looks for to boost the education in contact with the half that surrounds us through distinct types of artistic expressions like the use of the carboncillo, the collage or the creation of figures in 3D. Finally, it concludes with a final evaluation of the same from the observation and the documentation of the narrative productions in a notebook kept by the boys and girls.
Direction
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
Court
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
Cultural Diversity and Education: An Analysis from the General Perspective to the Experience in an Early Childhood Education Classroom.
Authorship
A.G.G.
Bachelor's Degree in Early Childhood Education
A.G.G.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 13:15
06.19.2025 13:15
Summary
In my work, I analyze cultural diversity in Early Childhood Education classrooms, starting from theoretical aspects and delving into my practical experience in a school in A Coruña. The main motivation arises from direct contact with a classroom mostly made up of students from migrant background. The work highlights the importance of understanding and valuing cultural differences as an opportunity to promote respect, coexistence, and integration, and not as an obstacle. In addition, I analyze the training needs of teachers in order to respond to this plural reality.
In my work, I analyze cultural diversity in Early Childhood Education classrooms, starting from theoretical aspects and delving into my practical experience in a school in A Coruña. The main motivation arises from direct contact with a classroom mostly made up of students from migrant background. The work highlights the importance of understanding and valuing cultural differences as an opportunity to promote respect, coexistence, and integration, and not as an obstacle. In addition, I analyze the training needs of teachers in order to respond to this plural reality.
Direction
OCA GONZALEZ, LUZIA (Tutorships)
OCA GONZALEZ, LUZIA (Tutorships)
Court
OCA GONZALEZ, LUZIA (Student’s tutor)
OCA GONZALEZ, LUZIA (Student’s tutor)
Didactics of English culture
Authorship
A.G.A.
Bachelor's Degree in Primary Education
A.G.A.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
Learning a foreign language is something that is considered of vital importance in today's education, especially due to globalization as interaction with people who speak other languages and other cultures is becoming more and more common. In this case, English stands out as the most important foreign language in Spain. However, little consideration is given to the English cultural aspect. This document explains the importance of culture in the learning of a foreign language, as well as highlighting the fact that English culture covers more countries than the United Kingdom, which implies the need to learn about places generally forgotten in textbooks, promoting the decentralization of this and taking great reference from the works of Claire Kramsch and Michael Byram, linguists and, above all, teachers who also defend this idea, among other authors. Furthermore, this work also includes a redefinition of culture and interculturality from an educational perspective that coincides with our vision, reinforced by other authors from various disciplines. Additionally, we have decided to create several proposals to promote the learning of English culture in Primary Education in a playful way that attracts students’ attention, while encouraging respect for other cultures, critical thinking, active learning in the classroom and other factors related to culture such as historical and linguistic perspective.
Learning a foreign language is something that is considered of vital importance in today's education, especially due to globalization as interaction with people who speak other languages and other cultures is becoming more and more common. In this case, English stands out as the most important foreign language in Spain. However, little consideration is given to the English cultural aspect. This document explains the importance of culture in the learning of a foreign language, as well as highlighting the fact that English culture covers more countries than the United Kingdom, which implies the need to learn about places generally forgotten in textbooks, promoting the decentralization of this and taking great reference from the works of Claire Kramsch and Michael Byram, linguists and, above all, teachers who also defend this idea, among other authors. Furthermore, this work also includes a redefinition of culture and interculturality from an educational perspective that coincides with our vision, reinforced by other authors from various disciplines. Additionally, we have decided to create several proposals to promote the learning of English culture in Primary Education in a playful way that attracts students’ attention, while encouraging respect for other cultures, critical thinking, active learning in the classroom and other factors related to culture such as historical and linguistic perspective.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
Influence of sport on basic motor skills
Authorship
S.H.S.
Bachelor's Degree in Primary Education
S.H.S.
Bachelor's Degree in Primary Education
Defense date
06.25.2025 16:00
06.25.2025 16:00
Summary
Basic motor skills are the set of simplest movements that the human body can perform. They are learned during the early years of life and are essential for each individual's personal development. There are three types: locomotor skills, stability skills, and manipulation skills. To practice any sport, it is necessary to have a certain degree of competence in the fundamental motor abilities of the human being. Therefore, this study focuses on comparing the differences that may exist in the aforementioned basic motor skills between students who engage in some form of extracurricular sport and those who do not practice any. The study was conducted at a Primary Education School in Cabo de Cruz, in all primary school classrooms, with a total of 83 students who participated. To determine the students' level of motor competence, three different test batteries were used: MOBAK, MABC-2, and TGMD-3. From each of these, one test was selected to assess each basic motor skill: locomotion, jumping, throwing, and turning. The only variable considered when comparing the data was whether the students practiced any kind of extracurricular sport. The results show a significant difference: students who practice sports demonstrate a higher level of basic motor competence than those who do not practice any sport. This supports potential conclusions such as that sport is an effective tool to improve children's basic motor skills.
Basic motor skills are the set of simplest movements that the human body can perform. They are learned during the early years of life and are essential for each individual's personal development. There are three types: locomotor skills, stability skills, and manipulation skills. To practice any sport, it is necessary to have a certain degree of competence in the fundamental motor abilities of the human being. Therefore, this study focuses on comparing the differences that may exist in the aforementioned basic motor skills between students who engage in some form of extracurricular sport and those who do not practice any. The study was conducted at a Primary Education School in Cabo de Cruz, in all primary school classrooms, with a total of 83 students who participated. To determine the students' level of motor competence, three different test batteries were used: MOBAK, MABC-2, and TGMD-3. From each of these, one test was selected to assess each basic motor skill: locomotion, jumping, throwing, and turning. The only variable considered when comparing the data was whether the students practiced any kind of extracurricular sport. The results show a significant difference: students who practice sports demonstrate a higher level of basic motor competence than those who do not practice any sport. This supports potential conclusions such as that sport is an effective tool to improve children's basic motor skills.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
Free-choice science spaces to learn science in Kindergarten: mixtures as an educative proposal
Authorship
Z.I.A.
Double bachelor degree in Early Childhood Education and Primary Education
Z.I.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.26.2025 11:00
06.26.2025 11:00
Summary
The main objective of this Final Project is to study science in kindergarten through free-choice science spaces. To create this project, a literature review of multiple articles about kindergarten, science in childhood and free-choice science spaces was carried out. Most of them published from 2015 to 2025. As a practical application, it was designed an educative proposal about mixtures, in order to create some free-choice science spaces where children can investigate. The proposal consists of five sessions where children could explore different mixtures types. The first one is an assembly to discover children previous knowledge. In the second one, children create new colours from the primary ones. The third session is thought to work the solid elements mixture and their possible separation. In the fourth session children could explore different liquids to understand the difference between homogeneous and heterogeneous mixtures. The fifth session aims to create colours with natural elements. To summarize, this Final Project pretends to show the importance of science in kindergarten, specially the free-choice science spaces use. The educative proposals based on free-choice science spaces allowing children to take part actively on investigative proposals and to develop their curiosity and scientific skills.
The main objective of this Final Project is to study science in kindergarten through free-choice science spaces. To create this project, a literature review of multiple articles about kindergarten, science in childhood and free-choice science spaces was carried out. Most of them published from 2015 to 2025. As a practical application, it was designed an educative proposal about mixtures, in order to create some free-choice science spaces where children can investigate. The proposal consists of five sessions where children could explore different mixtures types. The first one is an assembly to discover children previous knowledge. In the second one, children create new colours from the primary ones. The third session is thought to work the solid elements mixture and their possible separation. In the fourth session children could explore different liquids to understand the difference between homogeneous and heterogeneous mixtures. The fifth session aims to create colours with natural elements. To summarize, this Final Project pretends to show the importance of science in kindergarten, specially the free-choice science spaces use. The educative proposals based on free-choice science spaces allowing children to take part actively on investigative proposals and to develop their curiosity and scientific skills.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Student’s tutor)
FERNANDEZ MONTEIRA, SABELA (Student’s tutor)
Information and Communication Technology use to work reading in Primary Education: an approach to webquests
Authorship
Z.I.A.
Double bachelor degree in Early Childhood Education and Primary Education
Z.I.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.20.2025 13:30
06.20.2025 13:30
Summary
The main objective of this Final Project is to study the use of ICT to encourage reading in primary education, specifically using webquests as educational tools. To create this project, a literature review of multiple articles about using ICT at school, reading in primary school and webquest as educational tools was carried out. Most of them published from 2010 to 2025. As a practical application, it was created a five-week educative proposal to analyse The Little Prince book using a webquest. The proposal consists of five weeks where children could explore The Little Prince characters using internet and technological apps. The first one is The Little Prince book joint reading. In the second one, children should search on internet information about their characters to create an online concept map. During the third and fourth week, children create an artistic production where they show the information that they had analysed the week before. The fifth week is dedicated to presenting the final productions and activities. To summarize, this Final Project pretends to show the importance of reading in primary school, specially the ICT uses to allow students to create their own reading habit. The educative proposal based on webquests, allowing children to working independently to solve challenges and develop their own personal and social skills.
The main objective of this Final Project is to study the use of ICT to encourage reading in primary education, specifically using webquests as educational tools. To create this project, a literature review of multiple articles about using ICT at school, reading in primary school and webquest as educational tools was carried out. Most of them published from 2010 to 2025. As a practical application, it was created a five-week educative proposal to analyse The Little Prince book using a webquest. The proposal consists of five weeks where children could explore The Little Prince characters using internet and technological apps. The first one is The Little Prince book joint reading. In the second one, children should search on internet information about their characters to create an online concept map. During the third and fourth week, children create an artistic production where they show the information that they had analysed the week before. The fifth week is dedicated to presenting the final productions and activities. To summarize, this Final Project pretends to show the importance of reading in primary school, specially the ICT uses to allow students to create their own reading habit. The educative proposal based on webquests, allowing children to working independently to solve challenges and develop their own personal and social skills.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
Connecting with Nature: The Benefits of Nature for Children
Authorship
R.I.C.
Bachelor's Degree in Early Childhood Education
R.I.C.
Bachelor's Degree in Early Childhood Education
Defense date
06.30.2025 09:00
06.30.2025 09:00
Summary
This work is focused on highlighting the benefits of contact with nature in the development and education process of children, especially those with ASD (Autism Spectrum Disorder) and ADHD (Attention-Deficit / Hiperactivity Disorder), along with a playful and innovative proposal to incorporate into a mainstream classroom, promoting diversity and inclusion.
This work is focused on highlighting the benefits of contact with nature in the development and education process of children, especially those with ASD (Autism Spectrum Disorder) and ADHD (Attention-Deficit / Hiperactivity Disorder), along with a playful and innovative proposal to incorporate into a mainstream classroom, promoting diversity and inclusion.
Direction
Vázquez Regueiro, Teresa Susana (Tutorships)
Vázquez Regueiro, Teresa Susana (Tutorships)
Court
Vázquez Regueiro, Teresa Susana (Student’s tutor)
Vázquez Regueiro, Teresa Susana (Student’s tutor)
Cooperative games in primary education: impacto on social skills and inclusión
Authorship
R.I.C.
Bachelor's Degree in Primary Education
R.I.C.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 09:30
06.18.2025 09:30
Summary
This Final Degree Project focuses on the analysis of cooperative games within the field of physical education in Primary Education. The main objective is to observe the effects that these practices have on primary school students in terms of developing social skills and fostering inclusion. To achieve this, tools such as direct session observation and surveys were used to collect data on students' perceptions and attitudes, through the implementation of a learning situation involving both cooperative and competitive games. The methodology used is mixed (quantitative and qualitative). Quantitative data were gathered through surveys, while qualitative data were obtained through session observations, in order to verify the consistency and reliability of the results. The results show an improvement in the classroom environment, increasing student engagement as well as the equitable inclusión of all boys and girls.
This Final Degree Project focuses on the analysis of cooperative games within the field of physical education in Primary Education. The main objective is to observe the effects that these practices have on primary school students in terms of developing social skills and fostering inclusion. To achieve this, tools such as direct session observation and surveys were used to collect data on students' perceptions and attitudes, through the implementation of a learning situation involving both cooperative and competitive games. The methodology used is mixed (quantitative and qualitative). Quantitative data were gathered through surveys, while qualitative data were obtained through session observations, in order to verify the consistency and reliability of the results. The results show an improvement in the classroom environment, increasing student engagement as well as the equitable inclusión of all boys and girls.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
First Aid in Primary Education Classrooms
Authorship
M.L.F.
Bachelor's Degree in Primary Education
M.L.F.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 10:30
06.18.2025 10:30
Summary
This Final Degree Project aims to analyze the teaching of first aid in Primary Education through a didactic proposal based on gamification. The intervention was carried out in a Galician primary school and was structured into six sessions. To assess the effectiveness of the proposal, two main instruments were used: an ad hoc questionnaire, applied before and after the intervention, and a teaching unit titled Lifesaver Brigade, based on gamification. The results show an average increase of more than 30 percentage points in the students’ scores, as well as a high level of motivation and engagement. It is concluded that gamification is an effective methodology to introduce first aid in the classroom in a meaningful and motivating way from an early age.
This Final Degree Project aims to analyze the teaching of first aid in Primary Education through a didactic proposal based on gamification. The intervention was carried out in a Galician primary school and was structured into six sessions. To assess the effectiveness of the proposal, two main instruments were used: an ad hoc questionnaire, applied before and after the intervention, and a teaching unit titled Lifesaver Brigade, based on gamification. The results show an average increase of more than 30 percentage points in the students’ scores, as well as a high level of motivation and engagement. It is concluded that gamification is an effective methodology to introduce first aid in the classroom in a meaningful and motivating way from an early age.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Proposal for the proper introduction of competition in Primary Education.
Authorship
M.L.B.
Bachelor's Degree in Primary Education
M.L.B.
Bachelor's Degree in Primary Education
Defense date
06.25.2025 18:00
06.25.2025 18:00
Summary
This TFG presents a didactic proposal focused on how to introduce competitiveness in Physical Education classes in a balanced way. Based on the views of various authors who analyse the benefits and risks of competition in the school context, three approaches are proposed: one based on cooperation without a competitive component, another involving unrestricted traditional competition, and a third centred on a balanced form of competition that promotes respect, equitable participation, and emotional regulation. This work does not have an experimental nature, as it was not carried out with students. However, the proposals are designed to be applied in real school settings. It includes practical sessions organized by thematic blocks and evaluation tools that consider not only motor aspects but also the emotional and attitudinal dimensions of the students. The aim is to offer useful resources to educators who wish to approach competition from a pedagogical perspective. Furthermore, it serves as a foundation for future research aimed at assessing the effects of competitiveness at this educational stage.
This TFG presents a didactic proposal focused on how to introduce competitiveness in Physical Education classes in a balanced way. Based on the views of various authors who analyse the benefits and risks of competition in the school context, three approaches are proposed: one based on cooperation without a competitive component, another involving unrestricted traditional competition, and a third centred on a balanced form of competition that promotes respect, equitable participation, and emotional regulation. This work does not have an experimental nature, as it was not carried out with students. However, the proposals are designed to be applied in real school settings. It includes practical sessions organized by thematic blocks and evaluation tools that consider not only motor aspects but also the emotional and attitudinal dimensions of the students. The aim is to offer useful resources to educators who wish to approach competition from a pedagogical perspective. Furthermore, it serves as a foundation for future research aimed at assessing the effects of competitiveness at this educational stage.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
Inclusive scholar spaces for students with gross motor skill disorders in primary education
Authorship
I.L.D.U.
Bachelor's Degree in Primary Education
I.L.D.U.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
Cerebral palsy is a gross motor skill disorder that could be present in students enrolled in educational institutions. This disorder, together with other accommodations that these students may require, makes it necessary that all spaces in these schools are adapted. Therefore, it is crucial to promote and guarantee the inclusion according to current law and a universal design which goal is an education for all students, breaking down any barriers and achieving total access to the process of learning and socialization. Especially important are spaces dedicated to leisure activities that allow and promote social and gross motor skill development of all the students thought various proposals and dynamics, games becoming the channel of learning through an efficient methodology. An inclusive playground, built by all the educational community, could be the key instrument in this process.
Cerebral palsy is a gross motor skill disorder that could be present in students enrolled in educational institutions. This disorder, together with other accommodations that these students may require, makes it necessary that all spaces in these schools are adapted. Therefore, it is crucial to promote and guarantee the inclusion according to current law and a universal design which goal is an education for all students, breaking down any barriers and achieving total access to the process of learning and socialization. Especially important are spaces dedicated to leisure activities that allow and promote social and gross motor skill development of all the students thought various proposals and dynamics, games becoming the channel of learning through an efficient methodology. An inclusive playground, built by all the educational community, could be the key instrument in this process.
Direction
Mouriz Corbelle, Romina (Tutorships)
Mouriz Corbelle, Romina (Tutorships)
Court
Campos Magdaleno, María (Chairman)
NEIRA MARTIN, PEDRO JOSUE (Secretary)
PONCET SOUTO, MARTA MARIA (Member)
Campos Magdaleno, María (Chairman)
NEIRA MARTIN, PEDRO JOSUE (Secretary)
PONCET SOUTO, MARTA MARIA (Member)
The city through children's eyes: The neighbourhood we live in.
Authorship
S.L.D.
Bachelor's Degree in Early Childhood Education
S.L.D.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 12:30
06.18.2025 12:30
Summary
This Final Degree Project is a critical reflection on the current city and the lack of spaces and adaptations to the needs of children. Based on authors such as Tonucci and Loris Malaguzzi, we also reflect on how urban space is usually designed by adults without including children. The work supports the idea of the city as a space for learning, playing and, of course, as a meeting place for society, and emphasises active education in which children participate in the creation and design of spaces. The practical proposal focuses on the creation of a city created by the pupils of the 4 year old class at the CPR La Milagrosa school, trying to use natural and recycled tools and materials. These dynamics aim to encourage the students' imagination and creativity, critical awareness and collaborative work at all times.
This Final Degree Project is a critical reflection on the current city and the lack of spaces and adaptations to the needs of children. Based on authors such as Tonucci and Loris Malaguzzi, we also reflect on how urban space is usually designed by adults without including children. The work supports the idea of the city as a space for learning, playing and, of course, as a meeting place for society, and emphasises active education in which children participate in the creation and design of spaces. The practical proposal focuses on the creation of a city created by the pupils of the 4 year old class at the CPR La Milagrosa school, trying to use natural and recycled tools and materials. These dynamics aim to encourage the students' imagination and creativity, critical awareness and collaborative work at all times.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
Sports initiation in Primary Education for students with Autism Spectrum Disorder (ASD)
Authorship
A.L.G.
Bachelor's Degree in Primary Education
A.L.G.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 11:15
06.26.2025 11:15
Summary
Autism Spectrum Disorder (ASD) consists of a neurodevelopmental disorder characterized by difficulties in communication, social interaction, and the execution of repetitive behavior patterns. Furthermore, this disorder varies greatly among individuals. It primarily affects children, being more prevalent in males, and its diagnosis has increased in the last few years. This final degree project analyzes the impact of ASD on students´s socioemotional and motor development, especially in aspects related to physical activity in primary education. It also appears the multiple benefits that physical activity can provide to students with ASD, and the methodological adaptations that should be implemented. Students with ASD are often prone to bullying, especially in the physical education classroom, due to the difficulties they present in this area. Because of this, teachers must be trained to be able to avoid these types of situations in the classroom and prevent this type of bullying behavior. Finally, a proposal for intervention is presented based on how to implement a teaching unit on body language in a classroom with a student with ASD, the benefits it can bring to the student, and the necessary adaptations, based on the implementation of the TEACCH Methodology.
Autism Spectrum Disorder (ASD) consists of a neurodevelopmental disorder characterized by difficulties in communication, social interaction, and the execution of repetitive behavior patterns. Furthermore, this disorder varies greatly among individuals. It primarily affects children, being more prevalent in males, and its diagnosis has increased in the last few years. This final degree project analyzes the impact of ASD on students´s socioemotional and motor development, especially in aspects related to physical activity in primary education. It also appears the multiple benefits that physical activity can provide to students with ASD, and the methodological adaptations that should be implemented. Students with ASD are often prone to bullying, especially in the physical education classroom, due to the difficulties they present in this area. Because of this, teachers must be trained to be able to avoid these types of situations in the classroom and prevent this type of bullying behavior. Finally, a proposal for intervention is presented based on how to implement a teaching unit on body language in a classroom with a student with ASD, the benefits it can bring to the student, and the necessary adaptations, based on the implementation of the TEACCH Methodology.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
The role of family and school in the development of hygiene habits in early childhood education: an observational study using a mixed-methods approach.
Authorship
N.L.G.
Double bachelor degree in Early Childhood Education and Primary Education
N.L.G.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 12:00
07.07.2025 12:00
Summary
The family, the community, and the school form a fundamental trilogy in Health Education, aimed at achieving an optimal quality of life. Among the habits that should be acquired during the first six years of life -with the support of both family and school- hygiene stands out. Hygiene habits refer to the set of practices and knowledge that individuals apply to control factors that may negatively impact their health. This Final Degree Project aims to analyze the role of family and school as promoters of hygiene habits in Early Childhood Education. To this end, a mixed-methods field study was conducted, including interviews with teachers and questionnaires completed by families from a specific educational center: the Early Childhood Education School of Coirós. The analysis of this sample made it possible to detect that, in this population, the acquisition of hygiene habits is generally favorable, despite the limited communication between families and the school in this area. These habits were introduced within the family sphere and reinforced in the school context. In this regard, the incorporation of hygiene habits into the daily routines of young children takes on particular relevance, as it is recognized as an effective methodological strategy by both social agents: the family and the school. The purpose of these routines is for boys and girls to internalize these habits and maintain them over time as part of their daily lives.
The family, the community, and the school form a fundamental trilogy in Health Education, aimed at achieving an optimal quality of life. Among the habits that should be acquired during the first six years of life -with the support of both family and school- hygiene stands out. Hygiene habits refer to the set of practices and knowledge that individuals apply to control factors that may negatively impact their health. This Final Degree Project aims to analyze the role of family and school as promoters of hygiene habits in Early Childhood Education. To this end, a mixed-methods field study was conducted, including interviews with teachers and questionnaires completed by families from a specific educational center: the Early Childhood Education School of Coirós. The analysis of this sample made it possible to detect that, in this population, the acquisition of hygiene habits is generally favorable, despite the limited communication between families and the school in this area. These habits were introduced within the family sphere and reinforced in the school context. In this regard, the incorporation of hygiene habits into the daily routines of young children takes on particular relevance, as it is recognized as an effective methodological strategy by both social agents: the family and the school. The purpose of these routines is for boys and girls to internalize these habits and maintain them over time as part of their daily lives.
Direction
Moure Rodríguez, Lucía (Tutorships)
Moure Rodríguez, Lucía (Tutorships)
Court
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
School and Family: Two Pillars of a Changing Society During the 20th Century.
Authorship
N.L.G.
Double bachelor degree in Early Childhood Education and Primary Education
N.L.G.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
Education plays a key role in the transmission of customs, values, and behavioural patterns. In this context, both the family and the school are essential agents: the family as the primary socializing force, and the school as a space that reinforces and extends this learning. Collaboration between both is crucial to ensure the holistic development of children. Aiming to understand the changes that have occurred in the educational and family spheres, as well as in the relationship between them, this study focuses on analysing the evolution of family and education during the 20th century. It draws on the testimonies of individuals who lived and studied (or worked) either during the Francoist regime or in the Democratic period. The research combines a bibliographic review with an empirical study based on interviews with open-ended questions. The findings suggest a significant evolution between the two periods, although further research with a broader sample is recommended in order to better understand the causes and implications of the observed changes.
Education plays a key role in the transmission of customs, values, and behavioural patterns. In this context, both the family and the school are essential agents: the family as the primary socializing force, and the school as a space that reinforces and extends this learning. Collaboration between both is crucial to ensure the holistic development of children. Aiming to understand the changes that have occurred in the educational and family spheres, as well as in the relationship between them, this study focuses on analysing the evolution of family and education during the 20th century. It draws on the testimonies of individuals who lived and studied (or worked) either during the Francoist regime or in the Democratic period. The research combines a bibliographic review with an empirical study based on interviews with open-ended questions. The findings suggest a significant evolution between the two periods, although further research with a broader sample is recommended in order to better understand the causes and implications of the observed changes.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
Anderson McGuire, JoDee (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
Mouriz Corbelle, Romina (Member)
Work on history in Primary Education classrooms by creating a WebQuest.
Authorship
C.L.L.
Bachelor's Degree in Primary Education
C.L.L.
Bachelor's Degree in Primary Education
Defense date
02.06.2025 10:00
02.06.2025 10:00
Summary
The present research aims to present a proposal in a Primary Education classroom through the innovative resource of the Web-Quest, due to the need to work in a more dynamic and creative way in the area of social sciences; having as its main objective the study of this resource through an active and innovative methodology, which will use digital resources in line with ICTs; and that it must meet the needs of the students at all times. A work plan is presented together with an example of the resource under study (WebQuest) for the use of the educational community. Concluding with an approach to the information contrasted throughout the document and a proposal for improvement, since if it can be put into practice, this resource is of great interest due to its versatility and originality, giving students greater motivation in the face of the content to be worked on in the classroom.
The present research aims to present a proposal in a Primary Education classroom through the innovative resource of the Web-Quest, due to the need to work in a more dynamic and creative way in the area of social sciences; having as its main objective the study of this resource through an active and innovative methodology, which will use digital resources in line with ICTs; and that it must meet the needs of the students at all times. A work plan is presented together with an example of the resource under study (WebQuest) for the use of the educational community. Concluding with an approach to the information contrasted throughout the document and a proposal for improvement, since if it can be put into practice, this resource is of great interest due to its versatility and originality, giving students greater motivation in the face of the content to be worked on in the classroom.
Direction
CALDEIRO PEDREIRA, Mª CARMEN (Tutorships)
CALDEIRO PEDREIRA, Mª CARMEN (Tutorships)
Court
CALDEIRO PEDREIRA, Mª CARMEN (Student’s tutor)
CALDEIRO PEDREIRA, Mª CARMEN (Student’s tutor)
Physical Education in Rural Schools.
Authorship
L.L.L.
Bachelor's Degree in Primary Education
L.L.L.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 11:00
06.19.2025 11:00
Summary
This Final Degree Project (TFG) aims to analyze the role of Physical Education in Rural Schools. Through a pedagogical and contextual approach, it explores the specific characteristics of rural environments and their influence on education. It examines how rural schools, often undervalued, offer numerous learning opportunities thanks to their natural environment and their community and social character. The Project explores both the advantages and limitations of Physical Education in these centers, paying special attention to the role of the teacher and the training they require to meet the demands of this context. From a positive perspective, it proposes ideas and recommendations designed to improve the quality of teaching, based on the needs and the use of the environment.
This Final Degree Project (TFG) aims to analyze the role of Physical Education in Rural Schools. Through a pedagogical and contextual approach, it explores the specific characteristics of rural environments and their influence on education. It examines how rural schools, often undervalued, offer numerous learning opportunities thanks to their natural environment and their community and social character. The Project explores both the advantages and limitations of Physical Education in these centers, paying special attention to the role of the teacher and the training they require to meet the demands of this context. From a positive perspective, it proposes ideas and recommendations designed to improve the quality of teaching, based on the needs and the use of the environment.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
The phonoarticulatory intervention in phonological disorder: a work proposal for Primary Education
Authorship
Y.L.L.
Double bachelor degree in Early Childhood Education and Primary Education
Y.L.L.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
Phonological disorder is a reality present in Primary Education classrooms that affects students’ language development, representing one of the communication disorders with the highest incidence and potentially generating self-esteem problems, consequently affecting interaction with other people. Therefore, it is crucial to maintain attentive and systematic observation of the students and to apply the necessary tests in order to carry out early detection and intervention, which have shown greater effectiveness. The associated symptomatology allows the description of various articulation errors, among which are the omission, substitution, distortion, and insertion of phonemes. These difficulties in the production of speech sounds are not related to organic or neurological origin factors, but rather to functional causes. Therefore, intervention becomes very important, on the one hand, on the functional bases of articulation and, on the other hand, on the articulation of the phonemes in which the subject presents difficulties. As a result, an intervention proposal has been designed for a specific case based on the phonological method, which allows addressing the aforementioned aspects. Likewise, the activities are approached from a playful and participatory point of view, seeking that the student feels motivated to overcome the articulation mistakes he presents.
Phonological disorder is a reality present in Primary Education classrooms that affects students’ language development, representing one of the communication disorders with the highest incidence and potentially generating self-esteem problems, consequently affecting interaction with other people. Therefore, it is crucial to maintain attentive and systematic observation of the students and to apply the necessary tests in order to carry out early detection and intervention, which have shown greater effectiveness. The associated symptomatology allows the description of various articulation errors, among which are the omission, substitution, distortion, and insertion of phonemes. These difficulties in the production of speech sounds are not related to organic or neurological origin factors, but rather to functional causes. Therefore, intervention becomes very important, on the one hand, on the functional bases of articulation and, on the other hand, on the articulation of the phonemes in which the subject presents difficulties. As a result, an intervention proposal has been designed for a specific case based on the phonological method, which allows addressing the aforementioned aspects. Likewise, the activities are approached from a playful and participatory point of view, seeking that the student feels motivated to overcome the articulation mistakes he presents.
Direction
LOPEZ GOMEZ, SANTIAGO (Tutorships)
LOPEZ GOMEZ, SANTIAGO (Tutorships)
Court
Campos Magdaleno, María (Chairman)
NEIRA MARTIN, PEDRO JOSUE (Secretary)
PONCET SOUTO, MARTA MARIA (Member)
Campos Magdaleno, María (Chairman)
NEIRA MARTIN, PEDRO JOSUE (Secretary)
PONCET SOUTO, MARTA MARIA (Member)
The importance of phonological awareness for the development of literacy in Early Childhood Education: an intervention proposal
Authorship
Y.L.L.
Double bachelor degree in Early Childhood Education and Primary Education
Y.L.L.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.24.2025 17:30
06.24.2025 17:30
Summary
The depelovpment of reading and writing, although a characteristic content of the Primary Education stage, lays its foundations in Early Childhood Education, which is why it is highly relevant to address it from an early age. One of its main indicators is phonological awareness. Consequently, teachers must have sufficient knowledge to intervene in this skill and help their students develop it successfully. In this regard, an intervention proposal is presented, characterized by its playful approach and whose main objective is the optimal development of this metalinguistic skill and the phoneme grapheme correspondence, in order to support children in the acquisition of reading and writing.
The depelovpment of reading and writing, although a characteristic content of the Primary Education stage, lays its foundations in Early Childhood Education, which is why it is highly relevant to address it from an early age. One of its main indicators is phonological awareness. Consequently, teachers must have sufficient knowledge to intervene in this skill and help their students develop it successfully. In this regard, an intervention proposal is presented, characterized by its playful approach and whose main objective is the optimal development of this metalinguistic skill and the phoneme grapheme correspondence, in order to support children in the acquisition of reading and writing.
Direction
FANDIÑO PASCUAL, RICARDO (Tutorships)
FANDIÑO PASCUAL, RICARDO (Tutorships)
Court
FANDIÑO PASCUAL, RICARDO (Student’s tutor)
FANDIÑO PASCUAL, RICARDO (Student’s tutor)
Entangling ages: an intergenerational program in the field of Primary Education through ICTs
Authorship
I.L.O.
Bachelor's Degree in Primary Education
I.L.O.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
Currently, there are few opportunities to promote intergenerational relationships in a digital society where generations are increasingly distant. At the same time, school is the ideal setting to bridge this generational gap through education. For these reasons, an intergenerational education program was designed in which children are connected to adolescents and older adults through new technologies. Targeting fifth-grade primary school students, it aims to help dispel stereotypes and create emotional bonds between these generations through an active, fun and inclusive teaching-learning process centered on digital literacy and cyber protection. A hypothetical analysis of the results compared to previous initiatives points to their effectiveness, advocating for the comprehensive education of students based on the exchange of knowledge between generations and an awareness of the value of each generation. Thus, the potential of intergenerational education for building a society prepared to face the digital transformation and social disintegration of the 21st century was confirmed.
Currently, there are few opportunities to promote intergenerational relationships in a digital society where generations are increasingly distant. At the same time, school is the ideal setting to bridge this generational gap through education. For these reasons, an intergenerational education program was designed in which children are connected to adolescents and older adults through new technologies. Targeting fifth-grade primary school students, it aims to help dispel stereotypes and create emotional bonds between these generations through an active, fun and inclusive teaching-learning process centered on digital literacy and cyber protection. A hypothetical analysis of the results compared to previous initiatives points to their effectiveness, advocating for the comprehensive education of students based on the exchange of knowledge between generations and an awareness of the value of each generation. Thus, the potential of intergenerational education for building a society prepared to face the digital transformation and social disintegration of the 21st century was confirmed.
Direction
Campos Magdaleno, María (Tutorships)
Campos Magdaleno, María (Tutorships)
Court
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
LOPEZ GOMEZ, SANTIAGO (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
LOIS PRADOS, CRISTINA (Member)
Galician´s language situation in Primary Education classroom.
Authorship
Z.L.O.
Bachelor's Degree in Primary Education
Z.L.O.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 10:00
06.26.2025 10:00
Summary
The situation of the Galician language and its presence in different areas has changed over the years and the population’s perception of it, marked by a decline in speakers in recent decades. The rural-to-urban exodus, the rise of mass media, constantly shifting language policies, linguistic prejudices and the schooling process are some of the causes of this process of “De-galicianization” affecting the language. New generations seem more detached from this situation, replacing Galician with Spanish and limiting its use to educational context where it is required. This Final Degree Project will present a didactic proposal within de area of Galician Language and Literature aimed to promoting and encouraging the knowledge and use of the language among Primary Education students.
The situation of the Galician language and its presence in different areas has changed over the years and the population’s perception of it, marked by a decline in speakers in recent decades. The rural-to-urban exodus, the rise of mass media, constantly shifting language policies, linguistic prejudices and the schooling process are some of the causes of this process of “De-galicianization” affecting the language. New generations seem more detached from this situation, replacing Galician with Spanish and limiting its use to educational context where it is required. This Final Degree Project will present a didactic proposal within de area of Galician Language and Literature aimed to promoting and encouraging the knowledge and use of the language among Primary Education students.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
VEIGA ALONSO, JOSE RAMON (Student’s tutor)
The influence of physical activity in the classroom on well-being and academic performance
Authorship
M.A.L.P.
Bachelor's Degree in Primary Education
M.A.L.P.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 09:30
06.19.2025 09:30
Summary
The main objective of this Final Degree Project was to analyze the influence of physical activity specifically through motor breaks (cuñas motrices) on the motivation and enjoyment, and potentially the academic performance of 4th grade Primary Education students. The study was conducted at CEIP Veleiro Docampo (Lugo, Spain) with a sample of 18 students (9 girls and 9 boys) aged 9 to 10 years. A quasi-experimental design was employed using three instruments: an initial questionnarie on motivation toward physical activity (CMEF:EP), classroom observation during the implementation of motor breaks, and a final enjoyment questionnaire based on the PACES scale. The motor breaks implemented included various activities such as the traffic light, Pac-Man, and animal imitation circuits, showing different levels of acceptance among students. The results indicated that most students exhibited high intrinsic motivation toward physical activity and reported overall enjoyment during the intervention, 4 especially with playful and dynamic activities. However, the study did not effectively measure academic performance nor did it sufficiently compare motivation levels before and after the eduintervention. The main conclusion is that motor breaks improve classroom climate, student attitude, and their willingness to learn. Nevertheless, the author acknowledges that a larger sample size, a longer intervention period, and a more robust academic background would be required to draw generalizable conclusions about the impact of physical activity on academic performance.
The main objective of this Final Degree Project was to analyze the influence of physical activity specifically through motor breaks (cuñas motrices) on the motivation and enjoyment, and potentially the academic performance of 4th grade Primary Education students. The study was conducted at CEIP Veleiro Docampo (Lugo, Spain) with a sample of 18 students (9 girls and 9 boys) aged 9 to 10 years. A quasi-experimental design was employed using three instruments: an initial questionnarie on motivation toward physical activity (CMEF:EP), classroom observation during the implementation of motor breaks, and a final enjoyment questionnaire based on the PACES scale. The motor breaks implemented included various activities such as the traffic light, Pac-Man, and animal imitation circuits, showing different levels of acceptance among students. The results indicated that most students exhibited high intrinsic motivation toward physical activity and reported overall enjoyment during the intervention, 4 especially with playful and dynamic activities. However, the study did not effectively measure academic performance nor did it sufficiently compare motivation levels before and after the eduintervention. The main conclusion is that motor breaks improve classroom climate, student attitude, and their willingness to learn. Nevertheless, the author acknowledges that a larger sample size, a longer intervention period, and a more robust academic background would be required to draw generalizable conclusions about the impact of physical activity on academic performance.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
Promotion of English in Early Childhood Education Students Who Live in a Society That Rejects the Language
Authorship
A.E.L.A.
Bachelor's Degree in Early Childhood Education
A.E.L.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 16:00
07.08.2025 16:00
Summary
The present Final Degree Project aims to analyze the causes behind the rejection of English language learning among the Spanish population, as well as to propose methodologies that encourage its acquisition during the Early Childhood Education stage. The research was based on a bibliographic analysis carried out through articles, book chapters, and reports obtained via Google Scholar. The results indicate that the most relevant reasons include the historical conflicts between Spain and England, the attitude of some teachers during the educational process, insufficient engagement in their training, existing prejudices, and difficulties in comprehension. Among the playful resources that can be implemented are games, puppets, songs, and flashcards, which help create a comfortable and conducive learning environment. Finally, it’s concluded that it’s necessary to improve teacher training, pay greater attention to attitudes towards students, implement innovative proposals, and overcome existing prejudices.
The present Final Degree Project aims to analyze the causes behind the rejection of English language learning among the Spanish population, as well as to propose methodologies that encourage its acquisition during the Early Childhood Education stage. The research was based on a bibliographic analysis carried out through articles, book chapters, and reports obtained via Google Scholar. The results indicate that the most relevant reasons include the historical conflicts between Spain and England, the attitude of some teachers during the educational process, insufficient engagement in their training, existing prejudices, and difficulties in comprehension. Among the playful resources that can be implemented are games, puppets, songs, and flashcards, which help create a comfortable and conducive learning environment. Finally, it’s concluded that it’s necessary to improve teacher training, pay greater attention to attitudes towards students, implement innovative proposals, and overcome existing prejudices.
Direction
Anderson McGuire, JoDee (Tutorships)
Anderson McGuire, JoDee (Tutorships)
Court
Anderson McGuire, JoDee (Student’s tutor)
Anderson McGuire, JoDee (Student’s tutor)
Educating about death in elementary school: design of a didactic proposal based on children´s literature and the pedagogy of death
Authorship
L.L.O.
Double bachelor degree in Early Childhood Education and Primary Education
L.L.O.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
The literary canon of Children's Literature has been involved in a process of change and gradual evolution according to social needs and interests. The reluctance that the subject of death has confronted in previous years continues to affect current social and educational perspectives, where mourning and the loss of people continue to be a taboo despite the progress done in overcoming it. The symbolism of books related to Children´s Literature and the organization of contents in their representation contribute to naturalize the subject of death among children. The review of varied bibliographic sources places the Pedagogy of Death as a particularly appropriate approach strategy; whose techniques, purposes and strategies benefit the understanding and demystification of a concept that had to endure so much contrariness. From these references, this Final Degree Project presents an educational proposal to work on death at Elementary School using Children´s Literature. Through the conscious use of literary resources, techniques and diverse methodologies, it promotes the understanding, naturalization and development of emotional competences that allow the overcoming of grief, and the understanding of the personal processes developed as a result of these in early childhood.
The literary canon of Children's Literature has been involved in a process of change and gradual evolution according to social needs and interests. The reluctance that the subject of death has confronted in previous years continues to affect current social and educational perspectives, where mourning and the loss of people continue to be a taboo despite the progress done in overcoming it. The symbolism of books related to Children´s Literature and the organization of contents in their representation contribute to naturalize the subject of death among children. The review of varied bibliographic sources places the Pedagogy of Death as a particularly appropriate approach strategy; whose techniques, purposes and strategies benefit the understanding and demystification of a concept that had to endure so much contrariness. From these references, this Final Degree Project presents an educational proposal to work on death at Elementary School using Children´s Literature. Through the conscious use of literary resources, techniques and diverse methodologies, it promotes the understanding, naturalization and development of emotional competences that allow the overcoming of grief, and the understanding of the personal processes developed as a result of these in early childhood.
Direction
MARTINEZ TEJERO, CRISTINA (Tutorships)
MARTINEZ TEJERO, CRISTINA (Tutorships)
Court
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Interdisciplinary Teaching in Physical Education: an educational innovative proposal
Authorship
L.L.O.
Double bachelor degree in Early Childhood Education and Primary Education
L.L.O.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
The established consideration about the area of Physical Education has been changing with the social and educational progress of the recent years, gaining relevance within formal education due to the multiple benefits that its nature provides to the learning and development of students. Concurrently to the advances in the area, the educational field has done without traditional approaches with the intention of promoting an active and meaningful education, therefore the importance of interdisciplinarity as one of its basic principles. Its benefits for the learning of varied concepts, cooperation and the generation of memorable situations are transferable to Physical Education in relation to other areas. Meaning to apply and maximize the potential of this relation, an interdisciplinary proposal has been designed for students in the fifth year of Primary Education to immerse themselves in a linking of areas such as Social Studies, Mathematics and Physical Education, and to achieve globalized, competent and diverse learning.
The established consideration about the area of Physical Education has been changing with the social and educational progress of the recent years, gaining relevance within formal education due to the multiple benefits that its nature provides to the learning and development of students. Concurrently to the advances in the area, the educational field has done without traditional approaches with the intention of promoting an active and meaningful education, therefore the importance of interdisciplinarity as one of its basic principles. Its benefits for the learning of varied concepts, cooperation and the generation of memorable situations are transferable to Physical Education in relation to other areas. Meaning to apply and maximize the potential of this relation, an interdisciplinary proposal has been designed for students in the fifth year of Primary Education to immerse themselves in a linking of areas such as Social Studies, Mathematics and Physical Education, and to achieve globalized, competent and diverse learning.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
NAVARRO PATON, RUBEN (Chairman)
LÓPEZ CARRETERO, LAURA (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
NAVARRO PATON, RUBEN (Chairman)
LÓPEZ CARRETERO, LAURA (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Roots and Shoots Building Bridges: an intergenerational proposal for Primary Education students
Authorship
C.M.C.
Bachelor's Degree in Primary Education
C.M.C.
Bachelor's Degree in Primary Education
Defense date
06.27.2025 09:00
06.27.2025 09:00
Summary
Today’s society is undergoing significant demographic changes, among which the progressive aging of the population stands out. This phenomenon, present in many parts of the world, is especially evident in Galicia, where the number of older people increasingly exceeds that of the younger population. This gives rise to a social reality in which generations of very different ages coexist, which can be seen as an opportunity to encourage interaction and the exchange of experiences between them. In this context, intergenerational learning emerges as a key tool to promote the transmission of knowledge and values, social cohesion and the appreciation of the different stages of life. Galicia offers a particularly suitable setting to develop intergenerational programs that promote this bidirectional process by bringing together children, young people and adults. In this way, stereotypes are broken and enriching coexistence for all is encouraged. Awareness of this reality, together with the desire to contribute to the construction of a more cohesive society and to harness the educational potential of these interactions, is what motivates the design of an educational proposal based on intergenerational learning, aiming to achieve meaningful learning for both sides. With “Raíces e Brotes Construíndo Pontes”, the aim is to create meeting spaces between generations that promote shared learning and the building of emotional bonds through the development of an intergenerational program. This proposal seeks to support a human, inclusive and contextualized education, connected to today’s social reality and to build bridges between different life contexts.
Today’s society is undergoing significant demographic changes, among which the progressive aging of the population stands out. This phenomenon, present in many parts of the world, is especially evident in Galicia, where the number of older people increasingly exceeds that of the younger population. This gives rise to a social reality in which generations of very different ages coexist, which can be seen as an opportunity to encourage interaction and the exchange of experiences between them. In this context, intergenerational learning emerges as a key tool to promote the transmission of knowledge and values, social cohesion and the appreciation of the different stages of life. Galicia offers a particularly suitable setting to develop intergenerational programs that promote this bidirectional process by bringing together children, young people and adults. In this way, stereotypes are broken and enriching coexistence for all is encouraged. Awareness of this reality, together with the desire to contribute to the construction of a more cohesive society and to harness the educational potential of these interactions, is what motivates the design of an educational proposal based on intergenerational learning, aiming to achieve meaningful learning for both sides. With “Raíces e Brotes Construíndo Pontes”, the aim is to create meeting spaces between generations that promote shared learning and the building of emotional bonds through the development of an intergenerational program. This proposal seeks to support a human, inclusive and contextualized education, connected to today’s social reality and to build bridges between different life contexts.
Direction
Mouriz Corbelle, Romina (Tutorships)
Mouriz Corbelle, Romina (Tutorships)
Court
Mouriz Corbelle, Romina (Student’s tutor)
Mouriz Corbelle, Romina (Student’s tutor)
Emotions in the classroom through Galician children's literature and active methodologies
Authorship
N.M.P.
Double bachelor degree in Early Childhood Education and Primary Education
N.M.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
Emotional education was born from the need to provide students with tools, resources and skills to know, identify, manage and express the different emotional states that they will experience as they grow up. The function that this area plays in the teaching-learning process of children makes it position itself as the main axis of this TFG. The importance of education of emotions in school life and the need to offer motivating, close and attractive resources have led to the choice of Galician children's literature (more specifically illustrated stories or picture books) as the base material for working on emotional states. In addition, the purpose of developing tasks and activities where the student is the protagonist and enjoys the learning process it favours the use of active methodologies, which greatly enrich this course. The core of this TFG is the creation of a Didactic Proposal entitled Emotions and stories: Literary Escape Room in which through four illustrated stories I try to introduce the students in a Proposal in which they will know sadness , fear, anger and ledicia with the work of the Galician language and gamification.
Emotional education was born from the need to provide students with tools, resources and skills to know, identify, manage and express the different emotional states that they will experience as they grow up. The function that this area plays in the teaching-learning process of children makes it position itself as the main axis of this TFG. The importance of education of emotions in school life and the need to offer motivating, close and attractive resources have led to the choice of Galician children's literature (more specifically illustrated stories or picture books) as the base material for working on emotional states. In addition, the purpose of developing tasks and activities where the student is the protagonist and enjoys the learning process it favours the use of active methodologies, which greatly enrich this course. The core of this TFG is the creation of a Didactic Proposal entitled Emotions and stories: Literary Escape Room in which through four illustrated stories I try to introduce the students in a Proposal in which they will know sadness , fear, anger and ledicia with the work of the Galician language and gamification.
Direction
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
Emotional development in childhood through illustrated stories and active methodologies
Authorship
N.M.P.
Double bachelor degree in Early Childhood Education and Primary Education
N.M.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
Emotions are an element present throughout the evolutionary process of parenting and greatly influence its development. From the need to offer children the tools, strategies and skills necessary for the knowledge, identification, expression and management of their emotions, the discipline of emotional education is born, the backbone of this TFG. If the primary objective is to integrate the education of emotions in the different areas of children's school life, choosing resources close to the students that serve as a motivating element should not be left in the background. From this requirement arises the choice of illustrated stories or picture books as material for the work of emotional states, not only because they are a clear source of pleasure and leisure for children, but also because of the enormous potential they represent in the classroom. To carry out a correct story-emotion fusion with enriching tasks and activities, active educational methodologies are taken as a reference, which help to make the teaching-learning process a playful, attractive and striking experience without forgetting the didactic nature. The core of this TFG is the creation of a Didactic Proposal entitled Emotions on board! in which, through four illustrated stories, I try to take the students on a journey in which they will know sadness, fear, anger and joy from the physical, plastic, artistic, musical, literary, oral and written expression.
Emotions are an element present throughout the evolutionary process of parenting and greatly influence its development. From the need to offer children the tools, strategies and skills necessary for the knowledge, identification, expression and management of their emotions, the discipline of emotional education is born, the backbone of this TFG. If the primary objective is to integrate the education of emotions in the different areas of children's school life, choosing resources close to the students that serve as a motivating element should not be left in the background. From this requirement arises the choice of illustrated stories or picture books as material for the work of emotional states, not only because they are a clear source of pleasure and leisure for children, but also because of the enormous potential they represent in the classroom. To carry out a correct story-emotion fusion with enriching tasks and activities, active educational methodologies are taken as a reference, which help to make the teaching-learning process a playful, attractive and striking experience without forgetting the didactic nature. The core of this TFG is the creation of a Didactic Proposal entitled Emotions on board! in which, through four illustrated stories, I try to take the students on a journey in which they will know sadness, fear, anger and joy from the physical, plastic, artistic, musical, literary, oral and written expression.
Direction
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Imagining a Museum. Creative Workshops in Kindergarten
Authorship
S.L.M.A.
Bachelor's Degree in Early Childhood Education
S.L.M.A.
Bachelor's Degree in Early Childhood Education
Defense date
06.18.2025 10:30
06.18.2025 10:30
Summary
This Final Degree Project (FDP) is themed 'Imagining a Museum: Creative Workshops in Early Childhood Education.' It is developed using the IBA (Art-Based Research) methodology proposed by Eisner, who argues that art can be a way to investigate and understand the human experience in education and society. It is based on the second cycle of Early Childhood Education in accordance with the LOMLOE With the aim of influencing the creative process in childhood through observation, experimentation, autonomy, which favors imagination, with diverse materials and techniques, in addition to the expansion of artistic references such as: Bruno Munari, Reggio Emilia, Ricardo Dalessi and Victor D'Amico through workshops of: clay sculptures, collective mural with charcoal, creative frottage with graphite, weaving with wool: threads that unite us, human sculptures with fabrics, creations with inks and water: what the inks want to tell us, looking for figures in torn paper. These workshops allow for hypothesis formulation, trial and error, research, development, discovery, analysis, observation, making, creation, and experimentation, all without seeking a single outcome, in order to achieve meaningful learning for the child. Imagining a Museum proposes the implementation of a continuous methodology, with the aim of creating a focus on children's creative processes, not on isolated or occasional techniques. And to make a commitment to improve childhood education from the outset.
This Final Degree Project (FDP) is themed 'Imagining a Museum: Creative Workshops in Early Childhood Education.' It is developed using the IBA (Art-Based Research) methodology proposed by Eisner, who argues that art can be a way to investigate and understand the human experience in education and society. It is based on the second cycle of Early Childhood Education in accordance with the LOMLOE With the aim of influencing the creative process in childhood through observation, experimentation, autonomy, which favors imagination, with diverse materials and techniques, in addition to the expansion of artistic references such as: Bruno Munari, Reggio Emilia, Ricardo Dalessi and Victor D'Amico through workshops of: clay sculptures, collective mural with charcoal, creative frottage with graphite, weaving with wool: threads that unite us, human sculptures with fabrics, creations with inks and water: what the inks want to tell us, looking for figures in torn paper. These workshops allow for hypothesis formulation, trial and error, research, development, discovery, analysis, observation, making, creation, and experimentation, all without seeking a single outcome, in order to achieve meaningful learning for the child. Imagining a Museum proposes the implementation of a continuous methodology, with the aim of creating a focus on children's creative processes, not on isolated or occasional techniques. And to make a commitment to improve childhood education from the outset.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Forest Schools: A bibliographic review of scientific literature in Scopus
Authorship
P.M.G.
Bachelor's Degree in Primary Education
P.M.G.
Bachelor's Degree in Primary Education
Defense date
07.08.2025 12:00
07.08.2025 12:00
Summary
The purpose of this Final Degree Project for the Bachelor's Degree in Primary Education at the University of Santiago de Compostela is to conduct a systematic review (scoping review) of the state of the art regarding the Forest Schools pedagogical model in early childhood. For this purpose, we used the Scopus database. Furthermore, to conduct this analysis and ensure reliable results, we used the SALSA method, which establishes a rigorous approach to searching, evaluating, synthesizing, and analyzing the information obtained on the platform. Through a series of established objectives, a series of conclusions were drawn that outline the research trends on the state of the art regarding Forest Schools in early childhood. The results of the scoping review reveal a significant increase in the number of publications on the subject over the years, especially in countries such as Australia and England. This suggests a growing interest in this educational model given its pedagogical nature, focused on the autonomous exploration of the student and on their environmental awareness, becoming a very interesting model, given the environmental crisis that the planet is facing.
The purpose of this Final Degree Project for the Bachelor's Degree in Primary Education at the University of Santiago de Compostela is to conduct a systematic review (scoping review) of the state of the art regarding the Forest Schools pedagogical model in early childhood. For this purpose, we used the Scopus database. Furthermore, to conduct this analysis and ensure reliable results, we used the SALSA method, which establishes a rigorous approach to searching, evaluating, synthesizing, and analyzing the information obtained on the platform. Through a series of established objectives, a series of conclusions were drawn that outline the research trends on the state of the art regarding Forest Schools in early childhood. The results of the scoping review reveal a significant increase in the number of publications on the subject over the years, especially in countries such as Australia and England. This suggests a growing interest in this educational model given its pedagogical nature, focused on the autonomous exploration of the student and on their environmental awareness, becoming a very interesting model, given the environmental crisis that the planet is facing.
Direction
CONDE MIGUELEZ, JORGE (Tutorships)
CONDE MIGUELEZ, JORGE (Tutorships)
Court
CONDE MIGUELEZ, JORGE (Student’s tutor)
CONDE MIGUELEZ, JORGE (Student’s tutor)
Simulate to communicate: speaking through Role-Play
Authorship
A.M.E.
Bachelor's Degree in Primary Education
A.M.E.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 11:00
06.19.2025 11:00
Summary
This Final Degree Project aims to demonstrate that, through active methodologies such as role-play, it is possible to enhance the development of oral expression in the English language. To achieve this, the project explores the main difficulties students face when speaking in English, along with the different components that constitute oral communication. In addition, the project disscuses the benefits of implementing role-play as a didactic tool, which leads to the design of a teaching intervention proposal. This proposal, aimed at 5th grade Primary Education students, consists of a series of activities based on improvisation. Finally, the results and conclusions of the project are presented.
This Final Degree Project aims to demonstrate that, through active methodologies such as role-play, it is possible to enhance the development of oral expression in the English language. To achieve this, the project explores the main difficulties students face when speaking in English, along with the different components that constitute oral communication. In addition, the project disscuses the benefits of implementing role-play as a didactic tool, which leads to the design of a teaching intervention proposal. This proposal, aimed at 5th grade Primary Education students, consists of a series of activities based on improvisation. Finally, the results and conclusions of the project are presented.
Direction
LOPEZ RUA, PAULA (Tutorships)
LOPEZ RUA, PAULA (Tutorships)
Court
LOPEZ RUA, PAULA (Student’s tutor)
LOPEZ RUA, PAULA (Student’s tutor)
Music and traditional dance in primary education classrooms.
Authorship
M.M.C.
Bachelor's Degree in Primary Education
M.M.C.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 13:30
06.26.2025 13:30
Summary
This paper attempts to establish the current situation of traditional dance and music in primary schools, reviewing firstly the existing literature on the subject and also the educational regulations. In principle, given that the mode of dissemination of oral tradition is the transmission from generation to generation, it would not be necessary to introduce these contents in schools, but the change in Galician society during the 20th century made it practically obligatory to introduce them in the classroom in order to ensure and preserve the intangible heritage and culture of Galicia over time. From this reason, the seconds part of this document presents a series of classified materials with the aim of making it easier for teachers to put into practice tasks involving traditional Galician music and dance in Primary Education classroom.
This paper attempts to establish the current situation of traditional dance and music in primary schools, reviewing firstly the existing literature on the subject and also the educational regulations. In principle, given that the mode of dissemination of oral tradition is the transmission from generation to generation, it would not be necessary to introduce these contents in schools, but the change in Galician society during the 20th century made it practically obligatory to introduce them in the classroom in order to ensure and preserve the intangible heritage and culture of Galicia over time. From this reason, the seconds part of this document presents a series of classified materials with the aim of making it easier for teachers to put into practice tasks involving traditional Galician music and dance in Primary Education classroom.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Reasons for practice, non-practice and never having practiced physical and sports activities in Primary Education students.
Authorship
N.M.S.
Bachelor's Degree in Primary Education
N.M.S.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 12:00
06.18.2025 12:00
Summary
Practicing physical and sports activities results in significant benefits for humans, improving their physical and mental health. Therefore, it is of great interest to establish these habits from an early age so that children integrate these practices into their lifestyles in a continuous and meaningful way. This study investigates the reasons for practicing, not practicing, and never having practiced physical and sports activities among children aged 6 to 12. All of this was done with a sample of 280 students from two different schools located in the city of Lugo. The importance or influence of age and gender factors on the different reasons was also analyzed, allowing for more contextualized and broader relationships and conclusions to be drawn. The results of the study show that the main reason for doing physical and sports activities is related to fun and enjoyment (83%) in both boys and girls, while for not doing and never having practiced this type of activities, the main reason coincides with lack of time. It is concluded that the main reasons for practicing, not practicing, and never having practiced physical and sports activities depend primarily on the vision and importance that children attribute to sport and physical activity. This vision is built through experience with sport and fostered through key stakeholders such as family and school.
Practicing physical and sports activities results in significant benefits for humans, improving their physical and mental health. Therefore, it is of great interest to establish these habits from an early age so that children integrate these practices into their lifestyles in a continuous and meaningful way. This study investigates the reasons for practicing, not practicing, and never having practiced physical and sports activities among children aged 6 to 12. All of this was done with a sample of 280 students from two different schools located in the city of Lugo. The importance or influence of age and gender factors on the different reasons was also analyzed, allowing for more contextualized and broader relationships and conclusions to be drawn. The results of the study show that the main reason for doing physical and sports activities is related to fun and enjoyment (83%) in both boys and girls, while for not doing and never having practiced this type of activities, the main reason coincides with lack of time. It is concluded that the main reasons for practicing, not practicing, and never having practiced physical and sports activities depend primarily on the vision and importance that children attribute to sport and physical activity. This vision is built through experience with sport and fostered through key stakeholders such as family and school.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Rural education: professional identity and educational transformation from a narrative perspective in the Santiago de Compostela area.
Authorship
L.N.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.N.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
The rural school, historically overlooked and silenced, has undergone numerous transformations shaped by social, political, and educational changes. Documenting, analyzing and critically reflecting on its evolution allow us to understand its past and present, recognizing both significant advances and considerable losses over time. In this context, the present work aims to explore the evolution of rural education in the outskirts of Santiago de Compostela through the life stories of teachers who have taught or continue to teach in these places. It seeks to preserve educational memory, highlight the value of teaching work, and examine the impact of teachers within their communities. To this end, five semi-structured interviews were conducted, addressing topics such as the teachers’ initial motivations and role models, their training and professional trajectories, the conditions and resources of the schools where they worked, the development of teaching methodologies, the relationships between teachers, students, families and the surrounding community, both inside and outside the classroom, that defined these schools, the reflection on the existence of a rural teaching identity and offers a critical perspective on the historical development of rural education, with the intention of ensuring that their voices, and our shared history, are not forgotten.
The rural school, historically overlooked and silenced, has undergone numerous transformations shaped by social, political, and educational changes. Documenting, analyzing and critically reflecting on its evolution allow us to understand its past and present, recognizing both significant advances and considerable losses over time. In this context, the present work aims to explore the evolution of rural education in the outskirts of Santiago de Compostela through the life stories of teachers who have taught or continue to teach in these places. It seeks to preserve educational memory, highlight the value of teaching work, and examine the impact of teachers within their communities. To this end, five semi-structured interviews were conducted, addressing topics such as the teachers’ initial motivations and role models, their training and professional trajectories, the conditions and resources of the schools where they worked, the development of teaching methodologies, the relationships between teachers, students, families and the surrounding community, both inside and outside the classroom, that defined these schools, the reflection on the existence of a rural teaching identity and offers a critical perspective on the historical development of rural education, with the intention of ensuring that their voices, and our shared history, are not forgotten.
Direction
LOPEZ CASTRO, LETICIA (Tutorships)
LOPEZ CASTRO, LETICIA (Tutorships)
Court
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
Rural education: professional identity and educational transformation from a narrative perspective in the Santiago de Compostela area.
Authorship
L.N.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.N.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
The rural school, historically overlooked and silenced, has undergone numerous transformations shaped by social, political, and educational changes. Documenting, analyzing and critically reflecting on its evolution allow us to understand its past and present, recognizing both significant advances and considerable losses over time. In this context, the present work aims to explore the evolution of rural education in the outskirts of Santiago de Compostela through the life stories of teachers who have taught or continue to teach in these places. It seeks to preserve educational memory, highlight the value of teaching work, and examine the impact of teachers within their communities. To this end, five semi-structured interviews were conducted, addressing topics such as the teachers’ initial motivations and role models, their training and professional trajectories, the conditions and resources of the schools where they worked, the development of teaching methodologies, the relationships between teachers, students, families and the surrounding community, both inside and outside the classroom, that defined these schools, the reflection on the existence of a rural teaching identity and offers a critical perspective on the historical development of rural education, with the intention of ensuring that their voices, and our shared history, are not forgotten.
The rural school, historically overlooked and silenced, has undergone numerous transformations shaped by social, political, and educational changes. Documenting, analyzing and critically reflecting on its evolution allow us to understand its past and present, recognizing both significant advances and considerable losses over time. In this context, the present work aims to explore the evolution of rural education in the outskirts of Santiago de Compostela through the life stories of teachers who have taught or continue to teach in these places. It seeks to preserve educational memory, highlight the value of teaching work, and examine the impact of teachers within their communities. To this end, five semi-structured interviews were conducted, addressing topics such as the teachers’ initial motivations and role models, their training and professional trajectories, the conditions and resources of the schools where they worked, the development of teaching methodologies, the relationships between teachers, students, families and the surrounding community, both inside and outside the classroom, that defined these schools, the reflection on the existence of a rural teaching identity and offers a critical perspective on the historical development of rural education, with the intention of ensuring that their voices, and our shared history, are not forgotten.
Direction
GARCIA ROMERO, DAVID (Tutorships)
GARCIA ROMERO, DAVID (Tutorships)
Court
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
Importance of feedback in Physical Education in Primary Education: review of the literature
Authorship
L.N.G.
Bachelor's Degree in Primary Education
L.N.G.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 19:30
06.26.2025 19:30
Summary
Feedback is a fundamental element in the teaching-learning process. Although it has always been part of educational practice, studies related to this concept are relatively recent. As a result, some research suggests that its potential and benefits as an educational tool are still unknown to many preservice teachers. After a thorough review and search in different digital platforms, the present document explores the influence of feedback in the educational field, specifically in the area of Physical Education in Primary Education. Feedback relevance is revealed, highlighting its intrinsic connection with some mental processes involved in educational and motor practices. In addition, tools for its use and implementation in the classroom are mentioned, with the aim of improving teaching practice, as well as promoting holistic development and well-being of students.
Feedback is a fundamental element in the teaching-learning process. Although it has always been part of educational practice, studies related to this concept are relatively recent. As a result, some research suggests that its potential and benefits as an educational tool are still unknown to many preservice teachers. After a thorough review and search in different digital platforms, the present document explores the influence of feedback in the educational field, specifically in the area of Physical Education in Primary Education. Feedback relevance is revealed, highlighting its intrinsic connection with some mental processes involved in educational and motor practices. In addition, tools for its use and implementation in the classroom are mentioned, with the aim of improving teaching practice, as well as promoting holistic development and well-being of students.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Estilos de vida saudables. Alimentación e exercicio físico na Educación Primaria
Authorship
M.N.G.
Bachelor's Degree in Primary Education
M.N.G.
Bachelor's Degree in Primary Education
Defense date
02.21.2025 10:15
02.21.2025 10:15
Summary
Currently the increase of obesity in primary education is being affected by two important factors such as poor diet or bad habits and lack of physical activity understood as any movement of the body produced by skeletal muscles that involves an energy expenditure per enzyme of the resting level. This increase can be observed through different studies that organize all the information collected in these ages, such as the Aladdin Report 2019. Through this study, in this document, we will see the importance of good nutrition and physical activity to achieve a good state of health and reduce the negative effects on the lives of children and try to carry out a proposal for improvement.
Currently the increase of obesity in primary education is being affected by two important factors such as poor diet or bad habits and lack of physical activity understood as any movement of the body produced by skeletal muscles that involves an energy expenditure per enzyme of the resting level. This increase can be observed through different studies that organize all the information collected in these ages, such as the Aladdin Report 2019. Through this study, in this document, we will see the importance of good nutrition and physical activity to achieve a good state of health and reduce the negative effects on the lives of children and try to carry out a proposal for improvement.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
“Influencer” moms and the transmission of parenting practices through social media platforms TikTok and Instagram.
Authorship
A.N.L.
Bachelor's Degree in Early Childhood Education
A.N.L.
Bachelor's Degree in Early Childhood Education
Defense date
06.20.2025 16:45
06.20.2025 16:45
Summary
Social media (SM) is increasingly present in our daily lives and can bring both benefits and drawbacks. The parenting advice and opinions received and potentially reproduced after being viewed on social media may not always be beneficial. For this reason, the present study analyzed the content of messages about parenting shared with a mostly female audience by a selected group of influencer mothers. The aim was to examine to what extent these messages, ideas, and tips are scientifically supported. The results show that, among the selected influencers, two of them follow parenting methods and approaches based on scientific evidence, while the other two do not do so consistently. From the perspective of a future teacher, this research is especially relevant given the growing impact of social media and influencers in today’s society and their potential influence on the behavior and development of future students.
Social media (SM) is increasingly present in our daily lives and can bring both benefits and drawbacks. The parenting advice and opinions received and potentially reproduced after being viewed on social media may not always be beneficial. For this reason, the present study analyzed the content of messages about parenting shared with a mostly female audience by a selected group of influencer mothers. The aim was to examine to what extent these messages, ideas, and tips are scientifically supported. The results show that, among the selected influencers, two of them follow parenting methods and approaches based on scientific evidence, while the other two do not do so consistently. From the perspective of a future teacher, this research is especially relevant given the growing impact of social media and influencers in today’s society and their potential influence on the behavior and development of future students.
Direction
PONCET SOUTO, MARTA MARIA (Tutorships)
PONCET SOUTO, MARTA MARIA (Tutorships)
Court
PONCET SOUTO, MARTA MARIA (Student’s tutor)
PONCET SOUTO, MARTA MARIA (Student’s tutor)
Drawing a story: an interdisciplinary proposition of art and communication competence learning in a second language with children.
Authorship
H.N.V.
Bachelor's Degree in Primary Education
H.N.V.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 10:00
06.19.2025 10:00
Summary
This Final Degree Project presents an interdisciplinary educational proposal focused on the creation of picture books as a tool to promote the development of communicative competences in a foreign language, specifically English, among Primary Education students. Based on an approach that combines narrative and drawing, a series of practical workshops were designed in which students created illustrated stories inspired by legends from Galician mythology. The aim of this project is to transmit Galician culture through a foreign language, allowing it to be shared beyond the borders of our Autonomous Community. Through sequenced activities, students conducted research, wrote and translated the stories, explored various artistic techniques, and collaborated in the production of illustrated books. This experience integrated curricular content related to language, art, and cultural identity, while also fostering creativity, teamwork, and respect for linguistic diversity. The results show a high level of student engagement, as well as improvements in both written and oral expression in the foreign language. It is concluded that the interdisciplinary connection between art and language is an effective strategy for language teaching and intercultural education.
This Final Degree Project presents an interdisciplinary educational proposal focused on the creation of picture books as a tool to promote the development of communicative competences in a foreign language, specifically English, among Primary Education students. Based on an approach that combines narrative and drawing, a series of practical workshops were designed in which students created illustrated stories inspired by legends from Galician mythology. The aim of this project is to transmit Galician culture through a foreign language, allowing it to be shared beyond the borders of our Autonomous Community. Through sequenced activities, students conducted research, wrote and translated the stories, explored various artistic techniques, and collaborated in the production of illustrated books. This experience integrated curricular content related to language, art, and cultural identity, while also fostering creativity, teamwork, and respect for linguistic diversity. The results show a high level of student engagement, as well as improvements in both written and oral expression in the foreign language. It is concluded that the interdisciplinary connection between art and language is an effective strategy for language teaching and intercultural education.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Has COVID-19 influenced the social development of children?
Authorship
L.O.I.
Bachelor's Degree in Early Childhood Education
L.O.I.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 10:30
06.27.2025 10:30
Summary
The main objective of this Final Degree Project (FDP) is to investigate whether COVID-19 has influenced children in the second cycle of Early Childhood Education, that is, those aged 3 to 6. To this end, a survey was conducted among teachers in this same stage with a minimum of five uninterrupted years of work prior to the pandemic. Based on the data obtained, it was discovered that this virus has significantly affected the social development of children, as well as other aspects that emerged throughout the research.
The main objective of this Final Degree Project (FDP) is to investigate whether COVID-19 has influenced children in the second cycle of Early Childhood Education, that is, those aged 3 to 6. To this end, a survey was conducted among teachers in this same stage with a minimum of five uninterrupted years of work prior to the pandemic. Based on the data obtained, it was discovered that this virus has significantly affected the social development of children, as well as other aspects that emerged throughout the research.
Direction
Moure Rodríguez, Lucía (Tutorships)
Moure Rodríguez, Lucía (Tutorships)
Court
Moure Rodríguez, Lucía (Student’s tutor)
Moure Rodríguez, Lucía (Student’s tutor)
Neuroeducation as the basis for designing an intervention proposal for the neuropsychological processes of Autism Spectrum Disorder (ASD)
Authorship
I.O.P.
Bachelor's Degree in Early Childhood Education
I.O.P.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 10:00
07.07.2025 10:00
Summary
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is increasingly prevalent among the child population. It is characterised by persistent impairments in cognition and social communication, as well as by the presence of restrictive and repetitive patterns of behaviour. Although this definition allows for the establishment of core diagnostic criteria, it fails to fully reflect the complexity and heterogeneity of the disorder. As a result, it does not explicitly account for the cognitive impairments that also significantly affect the daily lives of those impacted, particularly the neuropsychological processes related to cognitive development and executive functions. In light of this, the present report approaches ASD from a theoretical perspective, aiming to analyse the cognitive profile associated with the condition and to establish guidelines for the design of an appropriate psychoeducational intervention focused on the neuropsychological processes of attention, perception and memory, from a perspective grounded in the principles of neuroeducation. The report concludes with the design of a psychoeducational proposal adapted to the psychoevolutionary characteristics of a five-year-old child. This proposal includes a structured working methodology, the formulation of objectives, the design of activities, as well as an assessment of the pupil and an evaluation of the effectiveness of the proposed intervention.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is increasingly prevalent among the child population. It is characterised by persistent impairments in cognition and social communication, as well as by the presence of restrictive and repetitive patterns of behaviour. Although this definition allows for the establishment of core diagnostic criteria, it fails to fully reflect the complexity and heterogeneity of the disorder. As a result, it does not explicitly account for the cognitive impairments that also significantly affect the daily lives of those impacted, particularly the neuropsychological processes related to cognitive development and executive functions. In light of this, the present report approaches ASD from a theoretical perspective, aiming to analyse the cognitive profile associated with the condition and to establish guidelines for the design of an appropriate psychoeducational intervention focused on the neuropsychological processes of attention, perception and memory, from a perspective grounded in the principles of neuroeducation. The report concludes with the design of a psychoeducational proposal adapted to the psychoevolutionary characteristics of a five-year-old child. This proposal includes a structured working methodology, the formulation of objectives, the design of activities, as well as an assessment of the pupil and an evaluation of the effectiveness of the proposed intervention.
Direction
LOPEZ GOMEZ, SANTIAGO (Tutorships)
LOPEZ GOMEZ, SANTIAGO (Tutorships)
Court
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
“Effects of a learning situation in physical education on healthy habits in Primary Education students.”
Authorship
D.P.N.
Bachelor's Degree in Primary Education
D.P.N.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 11:00
06.18.2025 11:00
Summary
Childhood obesity is one of the most pressing issues in early life today, which makes it essential to promote healthy habits from a young age. The aim of this study is to identify the eating and physical activity habits of 3rd grade Primary Education students at CEIP Nº1 of Melide, as well as to assess the effectiveness of a didactic intervention to improve them. The sample consisted of 18 students (11 boys and 7 girls), who completed an initial questionnaire of 27 items, specifically designed for this study. Based on the data analysis, a Didactic Unit was designed and implemented, focused on promoting balanced nutrition and regular physical activity through playful and contextualized activities. The results show a significant improvement in students’ healthy habits after the intervention. Specifically, the number of students with adequate healthy habits increased from 4 (22.22% of the class) to 10 (55.56%), representing a notable rise in the percentage of children adopting health-beneficial behaviors. In conclusion, this study highlights the school’s potential as a privileged space for health education, as well as the effectiveness of well-planned didactic interventions in improving Primary Education students' lifestyle habits.
Childhood obesity is one of the most pressing issues in early life today, which makes it essential to promote healthy habits from a young age. The aim of this study is to identify the eating and physical activity habits of 3rd grade Primary Education students at CEIP Nº1 of Melide, as well as to assess the effectiveness of a didactic intervention to improve them. The sample consisted of 18 students (11 boys and 7 girls), who completed an initial questionnaire of 27 items, specifically designed for this study. Based on the data analysis, a Didactic Unit was designed and implemented, focused on promoting balanced nutrition and regular physical activity through playful and contextualized activities. The results show a significant improvement in students’ healthy habits after the intervention. Specifically, the number of students with adequate healthy habits increased from 4 (22.22% of the class) to 10 (55.56%), representing a notable rise in the percentage of children adopting health-beneficial behaviors. In conclusion, this study highlights the school’s potential as a privileged space for health education, as well as the effectiveness of well-planned didactic interventions in improving Primary Education students' lifestyle habits.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Proposal for intervention to improve Basic and Specific Motor Skills in the Primary Education stage.
Authorship
L.A.P.C.
Bachelor's Degree in Primary Education
L.A.P.C.
Bachelor's Degree in Primary Education
Defense date
06.30.2025 11:30
06.30.2025 11:30
Summary
In this work, we seek to carry out an analysis of basic and specific motor skills within learning environments and, subsequently, design a Didactic Unit that intervenes in the specific parameters to observe the improvement after teaching it. We start from the base point of motor skills, knowing its definition provided by the large number of authors who deal with this topic in question, its classification and how it is found in the terms of education that govern us. We will analyse the importance of motor skills in the development of human beings (and students in this case) both for everyday life and for educational life. Finally, a quasi-experimental study will be carried out with subsequent intervention through a Didactic Unit of improvement for the students of 6th year of Primary Education, which encompasses the aspects discussed above.
In this work, we seek to carry out an analysis of basic and specific motor skills within learning environments and, subsequently, design a Didactic Unit that intervenes in the specific parameters to observe the improvement after teaching it. We start from the base point of motor skills, knowing its definition provided by the large number of authors who deal with this topic in question, its classification and how it is found in the terms of education that govern us. We will analyse the importance of motor skills in the development of human beings (and students in this case) both for everyday life and for educational life. Finally, a quasi-experimental study will be carried out with subsequent intervention through a Didactic Unit of improvement for the students of 6th year of Primary Education, which encompasses the aspects discussed above.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
Problem Solving as the backbone of the Computational Thinking and the learning of Educational Robotics in Primary Education
Authorship
A.D.P.L.
Double bachelor degree in Early Childhood Education and Primary Education
A.D.P.L.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
It is essential to develop skills associated with Computational Thinking (CT), Problem Solving (PS) and Educational Robotics (ER) to ensure an appropriate adaptation to the needs of today´s society, requiring an education that responds to these new demands. Consequently, various studies provide recommendations on how to effectively integrate these skills into educational practice. However, the existing proposals are limited and, for the most part, present approaches that hinder their proper development. Therefore, for an appropriate implementation, it is essential to thoroughly study them and to consider the recommendations of the different authors. The aim of this Final Degree Project is to design and implement a well-founded proposal that encourages reflection on the use of Problem Solving as a framework for developing knowledge and skills related to CT and RE. To this end, an experimental study was carried out, which includes the implementation of a proposal aimed at primary school students in the 6th grade. Additionally, a literature review was conducted to support the design of this intervention, which consisted of three activities connected by a common thread: simulating the behaviour of robotized elements found in everyday life, through the use of mBot 1. During the implementation, several difficulties arose, mainly due to technical limitations and the prevailing pedagogical approach in the classroom. Nevertheless, the objetives set in relation to the development of skills associated with CT, RP and RE were successfully achieved.
It is essential to develop skills associated with Computational Thinking (CT), Problem Solving (PS) and Educational Robotics (ER) to ensure an appropriate adaptation to the needs of today´s society, requiring an education that responds to these new demands. Consequently, various studies provide recommendations on how to effectively integrate these skills into educational practice. However, the existing proposals are limited and, for the most part, present approaches that hinder their proper development. Therefore, for an appropriate implementation, it is essential to thoroughly study them and to consider the recommendations of the different authors. The aim of this Final Degree Project is to design and implement a well-founded proposal that encourages reflection on the use of Problem Solving as a framework for developing knowledge and skills related to CT and RE. To this end, an experimental study was carried out, which includes the implementation of a proposal aimed at primary school students in the 6th grade. Additionally, a literature review was conducted to support the design of this intervention, which consisted of three activities connected by a common thread: simulating the behaviour of robotized elements found in everyday life, through the use of mBot 1. During the implementation, several difficulties arose, mainly due to technical limitations and the prevailing pedagogical approach in the classroom. Nevertheless, the objetives set in relation to the development of skills associated with CT, RP and RE were successfully achieved.
Direction
LOIS PRADOS, CRISTINA (Tutorships)
LOIS PRADOS, CRISTINA (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
RIVEIRO RODRIGUEZ, TANIA (Secretary)
Rodríguez Vivero, Dolores (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
RIVEIRO RODRIGUEZ, TANIA (Secretary)
Rodríguez Vivero, Dolores (Member)
Detection and prevention of conduct disorder in the early childhood clasroom: a cross-sectional study
Authorship
A.D.P.L.
Double bachelor degree in Early Childhood Education and Primary Education
A.D.P.L.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 11:00
07.07.2025 11:00
Summary
Conduct disorder is one of the most prevalent pathologies in children, significantly influencing the life of the affected person and on various aspects of their lives. These domains can also act as a risk factors or protective factors for the development of this disorder, depending on the actions taken. Among them, one of the most relevant is the school environment and, consequently, education professionals, who maintain occasional contact with students presenting this pathology. Therefore, teachers, along with the family, play a key role in both the prevention and early intervention of conduct disorder. This Final Degree Project aims to analyse the knowledge, training, and experiences of Early Childhood Education teachers regarding conduct disorders and their treatment. To achieve this goal, a cross-sectional study is conducted, including a questionnaire addressed to teachers of the Autonomous Community of Galicia with experience in Early Childhood Education, as well as a bibliographic review gathering information about this disorder and its treatment. Regarding the research carried out through the survey, the sample reveals certain gaps in knowledge about conduct disorder and behaviour modification techniques. Furthermore, difficulties in treating students with this pathology are identified, challenges that teachers themselves attribute to a lack of specific training.
Conduct disorder is one of the most prevalent pathologies in children, significantly influencing the life of the affected person and on various aspects of their lives. These domains can also act as a risk factors or protective factors for the development of this disorder, depending on the actions taken. Among them, one of the most relevant is the school environment and, consequently, education professionals, who maintain occasional contact with students presenting this pathology. Therefore, teachers, along with the family, play a key role in both the prevention and early intervention of conduct disorder. This Final Degree Project aims to analyse the knowledge, training, and experiences of Early Childhood Education teachers regarding conduct disorders and their treatment. To achieve this goal, a cross-sectional study is conducted, including a questionnaire addressed to teachers of the Autonomous Community of Galicia with experience in Early Childhood Education, as well as a bibliographic review gathering information about this disorder and its treatment. Regarding the research carried out through the survey, the sample reveals certain gaps in knowledge about conduct disorder and behaviour modification techniques. Furthermore, difficulties in treating students with this pathology are identified, challenges that teachers themselves attribute to a lack of specific training.
Direction
Moure Rodríguez, Lucía (Tutorships)
Moure Rodríguez, Lucía (Tutorships)
Court
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GARCIA MARIN, PABLO (Chairman)
PLATAS FERREIRO, MARIA LIDIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
Music and movement as resourcers for the development of rhythmic perception thorugh a didactic psoposal “Let the Rhythmic Non Stop” in Early Childhood Education students.
Authorship
L.P.S.
Bachelor's Degree in Early Childhood Education
L.P.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 17:00
07.01.2025 17:00
Summary
This Bachelor’s Thesis aims to design an educational intervention which is focused on improving the rhytmic perception of Early Childhood Education students through two key concepts: music and movement. From a comprehensive approach, the importance of rhythm is analyzed as a common element between musical and bodily expression, highlighting its strong impact on the physical, cognitive, and emotional development of boys and girls. Through a theorical framework that gathers suggestions from music educators such as Dalcroze and Orff, as well as neuroeducational and curricular foundations, the importance of working on rhythm from early childhood is argued. The didactic proposal created for a five-year-old classroom at CEIP Jorge Juan de Perlio includes eight playfull and participatory activities, which combine body expression and percussion, the use of musical instruments, creative expression, and rhythm games, with the aim of improving coordination, body awareness, and student creativity. Although the proposal could not ultimately be implemented due to time constraints, the analysis affirms that incorporating rhythm into the classroom through music and movement is a key educational strategy, offering numerous benefits for the holistic development of students. It is important to emphasize the need to give these tools a more prominent role in teaching practice, recognizing their potential to enrich the learning process.
This Bachelor’s Thesis aims to design an educational intervention which is focused on improving the rhytmic perception of Early Childhood Education students through two key concepts: music and movement. From a comprehensive approach, the importance of rhythm is analyzed as a common element between musical and bodily expression, highlighting its strong impact on the physical, cognitive, and emotional development of boys and girls. Through a theorical framework that gathers suggestions from music educators such as Dalcroze and Orff, as well as neuroeducational and curricular foundations, the importance of working on rhythm from early childhood is argued. The didactic proposal created for a five-year-old classroom at CEIP Jorge Juan de Perlio includes eight playfull and participatory activities, which combine body expression and percussion, the use of musical instruments, creative expression, and rhythm games, with the aim of improving coordination, body awareness, and student creativity. Although the proposal could not ultimately be implemented due to time constraints, the analysis affirms that incorporating rhythm into the classroom through music and movement is a key educational strategy, offering numerous benefits for the holistic development of students. It is important to emphasize the need to give these tools a more prominent role in teaching practice, recognizing their potential to enrich the learning process.
Direction
GARCIA MARIN, PABLO (Tutorships)
GARCIA MARIN, PABLO (Tutorships)
Court
GARCIA MARIN, PABLO (Student’s tutor)
GARCIA MARIN, PABLO (Student’s tutor)
Music education and gender perspective: an exploratory study on the perception of students in Primary
Authorship
L.P.M.
Bachelor's Degree in Primary Education
L.P.M.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
Music education is shaped by social transformations that involve thinking about the manifestation of sound itself and its repercussions on the gender perspective within artistic expression. In this sense, and in the face of this new social paradigm, it is necessary to understand how these processes of transformation are perceived in the school environment and how they impact on the educational development of students. The main objective of this study is to describe the students' thinking and assessment of the sound experience from a gender perspective. To this end, a bibliographical review of the current socio-cultural context is carried out, as well as its representation in the design and school organisation of the musical area. Likewise, the exploratory study is developed from an interpretative perspective and from a quantitative methodological approach. Therefore, in order to investigate and analyse the different social realities, a questionnaire is developed and applied as the main instrument for data collection. Finally, and based on the data obtained, the aim is to highlight the importance of arts education as an engine of change and a democratising agent of society, as well as to contribute, through the identification of patterns, trends and possible areas for improvement at the educational level, to the implementation of the gender perspective in the classroom, not as an add-on, but as a transversal and essential element.
Music education is shaped by social transformations that involve thinking about the manifestation of sound itself and its repercussions on the gender perspective within artistic expression. In this sense, and in the face of this new social paradigm, it is necessary to understand how these processes of transformation are perceived in the school environment and how they impact on the educational development of students. The main objective of this study is to describe the students' thinking and assessment of the sound experience from a gender perspective. To this end, a bibliographical review of the current socio-cultural context is carried out, as well as its representation in the design and school organisation of the musical area. Likewise, the exploratory study is developed from an interpretative perspective and from a quantitative methodological approach. Therefore, in order to investigate and analyse the different social realities, a questionnaire is developed and applied as the main instrument for data collection. Finally, and based on the data obtained, the aim is to highlight the importance of arts education as an engine of change and a democratising agent of society, as well as to contribute, through the identification of patterns, trends and possible areas for improvement at the educational level, to the implementation of the gender perspective in the classroom, not as an add-on, but as a transversal and essential element.
Direction
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
Court
NAVARRO PATON, RUBEN (Chairman)
LÓPEZ CARRETERO, LAURA (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
NAVARRO PATON, RUBEN (Chairman)
LÓPEZ CARRETERO, LAURA (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Research project on light and shadow in an Early Childhood Education classroom
Authorship
L.P.G.
Bachelor's Degree in Early Childhood Education
L.P.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
This paper presents an educational research project on light and shadows, developed in a five-year-old classroom in a rural school in Malpica de Bergantiños, CEIP Milladoiro. The proposals, based on the project-based learning methodology, are designed according to the interests and questions formulated by the pupils, promoting collective exploration, experimentation and reflection. Light is approached as an object of study, but also as a means of learning and means of expression, enabling the children to formulate hypotheses, observe cause-effect relationships and develop their creativity. The methodology encourages the active participation of pupils and follows the principles of the Reggio Emilia approach. Furthermore, the project is linked to the Galician curriculum, integrating the key competences and favouring the connection with the students' immediate natural environment. This proposal is structured based on the phases defined in the project-based learning methodology, the design of which is built following the observations and documentation collected during the research process.
This paper presents an educational research project on light and shadows, developed in a five-year-old classroom in a rural school in Malpica de Bergantiños, CEIP Milladoiro. The proposals, based on the project-based learning methodology, are designed according to the interests and questions formulated by the pupils, promoting collective exploration, experimentation and reflection. Light is approached as an object of study, but also as a means of learning and means of expression, enabling the children to formulate hypotheses, observe cause-effect relationships and develop their creativity. The methodology encourages the active participation of pupils and follows the principles of the Reggio Emilia approach. Furthermore, the project is linked to the Galician curriculum, integrating the key competences and favouring the connection with the students' immediate natural environment. This proposal is structured based on the phases defined in the project-based learning methodology, the design of which is built following the observations and documentation collected during the research process.
Direction
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
Court
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
MECIAS CALVO, MARCOS (Chairman)
AGRAFOJO NIETO, MARIA HELENA (Secretary)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Member)
Williams Syndrome and Language Acquisition
Authorship
I.P.L.
Bachelor's Degree in Early Childhood Education
I.P.L.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2025 11:00
02.05.2025 11:00
Summary
In this final degree project, aims to analyze the history and complexity of Williams Syndrome, a rare genetic disorder that affect 1 in 20.000 people and combines linguistic abilities with cognitive impairment. Through an extended literature review, can explore the relationship between Williams Syndrome and the language acquisition, highlighting that the individuals with this Syndrome generally possess a large vocabulary but they have problems in the pragmatic aspects of communication and comprehension. To develop these skills, I design an intervention program that includes structures actives such as role-playing games and conversation practices aimed at improving language comprehension, use of that and social communication, enhancing their innate abilities.
In this final degree project, aims to analyze the history and complexity of Williams Syndrome, a rare genetic disorder that affect 1 in 20.000 people and combines linguistic abilities with cognitive impairment. Through an extended literature review, can explore the relationship between Williams Syndrome and the language acquisition, highlighting that the individuals with this Syndrome generally possess a large vocabulary but they have problems in the pragmatic aspects of communication and comprehension. To develop these skills, I design an intervention program that includes structures actives such as role-playing games and conversation practices aimed at improving language comprehension, use of that and social communication, enhancing their innate abilities.
Direction
Enríquez Martínez, Iván (Tutorships)
Enríquez Martínez, Iván (Tutorships)
Court
Enríquez Martínez, Iván (Student’s tutor)
Enríquez Martínez, Iván (Student’s tutor)
Coeducation through play and toys.
Authorship
L.P.T.
Bachelor's Degree in Early Childhood Education
L.P.T.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 10:00
07.07.2025 10:00
Summary
The objective of this project is to study coeducation in depth, analysing how it is transmitted in the early childhood education stage through specific resources, games and toys, with the intention if educating in equality, without being conditioned by stereotypes and sexist gender and sex roles imposed by society. To this end, it explores the concept of coeducation, learning about its evolution, as well as analysing laws and educational plans. It is completed with a practical proposal of coeducational activities in a school centre, aimed at students aged 3-6 years, centred on games and toys, and ends with the presentation of the results obtained after its implementation.
The objective of this project is to study coeducation in depth, analysing how it is transmitted in the early childhood education stage through specific resources, games and toys, with the intention if educating in equality, without being conditioned by stereotypes and sexist gender and sex roles imposed by society. To this end, it explores the concept of coeducation, learning about its evolution, as well as analysing laws and educational plans. It is completed with a practical proposal of coeducational activities in a school centre, aimed at students aged 3-6 years, centred on games and toys, and ends with the presentation of the results obtained after its implementation.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
Moral education today: theoretical reflection and didactic proposal for Primary Education.
Authorship
L.P.R.
Bachelor's Degree in Primary Education
L.P.R.
Bachelor's Degree in Primary Education
Defense date
06.23.2025 19:30
06.23.2025 19:30
Summary
This paper analyzes the importance of moral education in the current school context, highlighting its role in the integral formation of students. Through a theoretical review, the main philosophical and pedagogical approaches that underpin values education are addressed. The work also exposes the challenges that hinder its presence in schools, such as the lack of teacher training, its scarce presence in the curriculum or the influence of the social environment. It also proposes a didactic unit based on active and reflective methodologies. The objective is to offer tools to promote critical thinking, empathy and responsibility. It is argued that moral education should be a transversal axis in the school to build a fairer and more conscious society.
This paper analyzes the importance of moral education in the current school context, highlighting its role in the integral formation of students. Through a theoretical review, the main philosophical and pedagogical approaches that underpin values education are addressed. The work also exposes the challenges that hinder its presence in schools, such as the lack of teacher training, its scarce presence in the curriculum or the influence of the social environment. It also proposes a didactic unit based on active and reflective methodologies. The objective is to offer tools to promote critical thinking, empathy and responsibility. It is argued that moral education should be a transversal axis in the school to build a fairer and more conscious society.
Direction
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
Court
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
Evolution of the primary education in Spain. Continuities and breakings from 1939 until 2025
Authorship
E.P.P.
Bachelor's Degree in Primary Education
E.P.P.
Bachelor's Degree in Primary Education
Defense date
06.27.2025 19:00
06.27.2025 19:00
Summary
This final degree project examines the continuities and ruptures in Spanish primary education from 1939 to 2025. Within this timeframe, it analyses the main methodological, legislative, ideological, and structural changes in the education system. The objective is to identify the factors that have influenced the transformation of primary education during three major periods: the Franco regime, the democratic transition, and neoliberal hegemony. A documentary research methodology with a historical-critical perspective was used. Primary and secondary sources were analysed through systematic reading, comparison, and categorization by stages. Among the main results, it is worth highlighting that the Franco educational model was characterized by its authoritarianism, religious orientation, and centralization. The democratic transition introduced changes toward a more participatory, secular, and decentralized system, albeit with legacy elements from the past. Since the nineties, the advance of the neoliberal model has imposed a market-based approach on education, accentuating inequalities and orienting content toward competitiveness and efficiency. The Spanish education system has historically been shaped by the dominant ideology of each period. The tension between equity and market interests continues to undermine the democratic and inclusive goals of primary education.
This final degree project examines the continuities and ruptures in Spanish primary education from 1939 to 2025. Within this timeframe, it analyses the main methodological, legislative, ideological, and structural changes in the education system. The objective is to identify the factors that have influenced the transformation of primary education during three major periods: the Franco regime, the democratic transition, and neoliberal hegemony. A documentary research methodology with a historical-critical perspective was used. Primary and secondary sources were analysed through systematic reading, comparison, and categorization by stages. Among the main results, it is worth highlighting that the Franco educational model was characterized by its authoritarianism, religious orientation, and centralization. The democratic transition introduced changes toward a more participatory, secular, and decentralized system, albeit with legacy elements from the past. Since the nineties, the advance of the neoliberal model has imposed a market-based approach on education, accentuating inequalities and orienting content toward competitiveness and efficiency. The Spanish education system has historically been shaped by the dominant ideology of each period. The tension between equity and market interests continues to undermine the democratic and inclusive goals of primary education.
Direction
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
Court
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
Educational proposal: construction of objects and sound instruments in the second stage of Early Childhood Education.
Authorship
L.P.G.
Bachelor's Degree in Early Childhood Education
L.P.G.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 10:00
06.27.2025 10:00
Summary
This Final Degree Project presents an educational proposal focused on the creation and use of sound instruments built from everyday objects, known as cotidiáfonos, in the second cycle of Early Childhood Education. The proposal is framed in the use of music as a pedagogical tool and form of expression, integrating the everyday instruments in activities linked to narratives and melodies or songs with the main objective of working the pulse and rhythm in a playful, experiential and meaningful way. Throughout the project, different activities specifically designed for students to explore, build and use these instruments in musical contexts within the classroom are developed, favoring the development of auditory, motor, cognitive and social skills. The theoretical framework is based on the contributions of authors such as Akoschky, Frega, Willems, Gardner and Malaguzzi, as well as on the Reggio Emilia approach. The proposal seeks to foster creativity, environmental awareness and active learning through the use of recycled, everyday and accessible materials, promoting an inclusive, sensory and sustainable music education. This TFG concludes by highlighting the didactic value of everyday instruments as a transversal and motivating resource that enriches the teaching-learning process in Early Childhood Education through play, active participation and sound experimentation.
This Final Degree Project presents an educational proposal focused on the creation and use of sound instruments built from everyday objects, known as cotidiáfonos, in the second cycle of Early Childhood Education. The proposal is framed in the use of music as a pedagogical tool and form of expression, integrating the everyday instruments in activities linked to narratives and melodies or songs with the main objective of working the pulse and rhythm in a playful, experiential and meaningful way. Throughout the project, different activities specifically designed for students to explore, build and use these instruments in musical contexts within the classroom are developed, favoring the development of auditory, motor, cognitive and social skills. The theoretical framework is based on the contributions of authors such as Akoschky, Frega, Willems, Gardner and Malaguzzi, as well as on the Reggio Emilia approach. The proposal seeks to foster creativity, environmental awareness and active learning through the use of recycled, everyday and accessible materials, promoting an inclusive, sensory and sustainable music education. This TFG concludes by highlighting the didactic value of everyday instruments as a transversal and motivating resource that enriches the teaching-learning process in Early Childhood Education through play, active participation and sound experimentation.
Direction
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Tutorships)
Court
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
LOPEZ DE LA CALLE SAMPEDRO, Mª ANGELES (Student’s tutor)
First aid in Primary Education
Authorship
J.P.N.
Bachelor's Degree in Primary Education
J.P.N.
Bachelor's Degree in Primary Education
Defense date
06.25.2025 17:00
06.25.2025 17:00
Summary
The main objective of this work is to highlight the importance of teaching first aid at the Primary Education stage, proposing an educational intervention that promotes its integration in a transversal, active and significant way in the classroom. Based on a theoretical foundation, it justifies the need to train students from an early age in knowledge, skills and attitudes that enable them to act in emergency situations. The work proposes a didactic proposal aimed at 4th grade Primary School students, consisting of 9 sessions structured under two complementary methodological approaches: the Attitudinal Style and Project-based Learning. This proposal seeks not only to transmit theoretical content, but also to encourage autonomy, cooperation, critical reflection and the internalisation of healthy habits. In addition, the key role of teachers in this process is highlighted, pointing out the need for specific and continuous training to ensure effective and safe teaching of first aid. It also calls for an interdisciplinary approach that links this subject with other areas of the curriculum, such as science, languages, etc.... In short, the work shows that teaching first aid at school not only saves lives, but also contributes to the formation of future responsible, empathetic citizens who are prepared to face reality.
The main objective of this work is to highlight the importance of teaching first aid at the Primary Education stage, proposing an educational intervention that promotes its integration in a transversal, active and significant way in the classroom. Based on a theoretical foundation, it justifies the need to train students from an early age in knowledge, skills and attitudes that enable them to act in emergency situations. The work proposes a didactic proposal aimed at 4th grade Primary School students, consisting of 9 sessions structured under two complementary methodological approaches: the Attitudinal Style and Project-based Learning. This proposal seeks not only to transmit theoretical content, but also to encourage autonomy, cooperation, critical reflection and the internalisation of healthy habits. In addition, the key role of teachers in this process is highlighted, pointing out the need for specific and continuous training to ensure effective and safe teaching of first aid. It also calls for an interdisciplinary approach that links this subject with other areas of the curriculum, such as science, languages, etc.... In short, the work shows that teaching first aid at school not only saves lives, but also contributes to the formation of future responsible, empathetic citizens who are prepared to face reality.
Direction
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
NEIRA MARTIN, PEDRO JOSUE (Tutorships)
Court
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
NEIRA MARTIN, PEDRO JOSUE (Student’s tutor)
The pedagogical value of the natural environment in Physical Education during the Primary Education stage
Authorship
A.P.Q.
Bachelor's Degree in Primary Education
A.P.Q.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 18:00
06.26.2025 18:00
Summary
The natural environment is a resource that is increasingly valued in the field of education, especially due to the growing interest in engaging in outdoor leisure activities. However, many barriers still exist, along with limited knowledge on how to implement it appropriately across different educational stages. This document begins by explaining what physical activities in the natural environment actually involve, highlighting their importance and the need to incorporate them into the education of Primary School students. The proposal is justified by the multiple benefits they offer in a wide range of areas, and several classifications are presented to enable to better understand the different types of activities that exist. In addition, the necessary training for teachers to carry out these activities appropriately is described, as well as the potential risks associated with their implementation. These risks are explained specifically, along with various strategies for addressing and managing them. Finally, several tools are presented to evaluate these activities in a way that aligns with current assessment systems.
The natural environment is a resource that is increasingly valued in the field of education, especially due to the growing interest in engaging in outdoor leisure activities. However, many barriers still exist, along with limited knowledge on how to implement it appropriately across different educational stages. This document begins by explaining what physical activities in the natural environment actually involve, highlighting their importance and the need to incorporate them into the education of Primary School students. The proposal is justified by the multiple benefits they offer in a wide range of areas, and several classifications are presented to enable to better understand the different types of activities that exist. In addition, the necessary training for teachers to carry out these activities appropriately is described, as well as the potential risks associated with their implementation. These risks are explained specifically, along with various strategies for addressing and managing them. Finally, several tools are presented to evaluate these activities in a way that aligns with current assessment systems.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Healthy lifestyle habits in Primary Education students: nutrition and physical activity.
Authorship
A.Q.G.
Bachelor's Degree in Primary Education
A.Q.G.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 12:30
06.18.2025 12:30
Summary
This Final Degree Project aims to understand the healthy lifestyle habits, in terms of diet and physical activity, of students from two primary education centers. The theoretical research, conducted prior to the questionnaires, covers various topics and concepts such as the concept of health, physical activity, nutrition, risks of physical inactivity, balanced diet, among many others that are also mentioned thanks to information provided by different authors and websites. This was a quantitative, descriptive, cross-sectional study for which a survey was developed. This survey was completed by students from 2nd to 6th grade of primary education at CEIP O Areal school in Camariñas, and by 5th and 6th grade primary education students at CEIP Plurilingüe San Vicenzo school in Vimianzo. The results obtained were more positive than initially expected. These results were analyzed using Excel, with subsequent comparisons made between the schools, and the findings were discussed in relation to other similar studies. Finally, conclusions are provided to close the research, indicating the achievement of the objectives based on the results obtained and emphasizing the importance of acquiring and maintaining good healthy habits.
This Final Degree Project aims to understand the healthy lifestyle habits, in terms of diet and physical activity, of students from two primary education centers. The theoretical research, conducted prior to the questionnaires, covers various topics and concepts such as the concept of health, physical activity, nutrition, risks of physical inactivity, balanced diet, among many others that are also mentioned thanks to information provided by different authors and websites. This was a quantitative, descriptive, cross-sectional study for which a survey was developed. This survey was completed by students from 2nd to 6th grade of primary education at CEIP O Areal school in Camariñas, and by 5th and 6th grade primary education students at CEIP Plurilingüe San Vicenzo school in Vimianzo. The results obtained were more positive than initially expected. These results were analyzed using Excel, with subsequent comparisons made between the schools, and the findings were discussed in relation to other similar studies. Finally, conclusions are provided to close the research, indicating the achievement of the objectives based on the results obtained and emphasizing the importance of acquiring and maintaining good healthy habits.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
Gender perspective in physical education in primary education
Authorship
P.Q.F.
Bachelor's Degree in Primary Education
P.Q.F.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 12:00
06.26.2025 12:00
Summary
This final degree project consists of an update, critique, and bibliographical reflection on gender inequalities that occur in the Physical Education classroom in Primary Education. It confirms that gender discrimination continues to occur in the 21st century despite the advances and changes that have taken place in society. First, a conceptual delimitation and a legal framework are established. Next, the project aims to reflect on the role of women in sports throughout history and to analyze the gender stereotypes that arise specifically in this field. Thus, it studies participation, motivation, performance, diversity of interests, the importance of physical appearance, and the treatment of students based on gender, while also analyzing the interactions between students themselves. In addition, it emphasizes the importance of the role of teachers as transmitters of stereotypes, focusing on the existing gender gap, the types of attitudes adopted, the indicators of sexism in teaching practices, and the importance of teacher training. Finally, a manual of good practices is offered, aimed at ensuring true equality of opportunity for students, focusing on the following: the language used, the selection of content, the types of groupings, the use and distribution of materials and space, the teaching style adopted, and the importance of educational intervention.
This final degree project consists of an update, critique, and bibliographical reflection on gender inequalities that occur in the Physical Education classroom in Primary Education. It confirms that gender discrimination continues to occur in the 21st century despite the advances and changes that have taken place in society. First, a conceptual delimitation and a legal framework are established. Next, the project aims to reflect on the role of women in sports throughout history and to analyze the gender stereotypes that arise specifically in this field. Thus, it studies participation, motivation, performance, diversity of interests, the importance of physical appearance, and the treatment of students based on gender, while also analyzing the interactions between students themselves. In addition, it emphasizes the importance of the role of teachers as transmitters of stereotypes, focusing on the existing gender gap, the types of attitudes adopted, the indicators of sexism in teaching practices, and the importance of teacher training. Finally, a manual of good practices is offered, aimed at ensuring true equality of opportunity for students, focusing on the following: the language used, the selection of content, the types of groupings, the use and distribution of materials and space, the teaching style adopted, and the importance of educational intervention.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Dranwing narratives: a comic proposal for primary education.
Authorship
S.Q.F.
Bridging Course for Degree in Primary Education Teacher (2nd ed) [L]
S.Q.F.
Bridging Course for Degree in Primary Education Teacher (2nd ed) [L]
Defense date
06.18.2025 10:00
06.18.2025 10:00
Summary
Current education seeks to diversify its methods and resources to capture students' attention and facilitate their learning process. In this context, comic, through their visual and narrative support, are considered an effective tool to motivate students, especially in primary education. This change in teaching methods highlights their use as an effective alternative, allowing experimentation with content creation and the fostering of creativity and imagination. The combination of images and text results in an attractive engaging resource that favors understanding, stimulates creativity, and awakens interest in learning, all from a playful and motivating perspective.
Current education seeks to diversify its methods and resources to capture students' attention and facilitate their learning process. In this context, comic, through their visual and narrative support, are considered an effective tool to motivate students, especially in primary education. This change in teaching methods highlights their use as an effective alternative, allowing experimentation with content creation and the fostering of creativity and imagination. The combination of images and text results in an attractive engaging resource that favors understanding, stimulates creativity, and awakens interest in learning, all from a playful and motivating perspective.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Autism Spectrum Disorder: concept and work of emotional communication in primary education.
Authorship
C.R.M.
Bachelor's Degree in Primary Education
C.R.M.
Bachelor's Degree in Primary Education
Defense date
07.03.2025 13:00
07.03.2025 13:00
Summary
This Final Degree Project aims primarily to improve the emotional communication of students with Autism Spectrum Disorder (ASD) in primary education through an inclusive and specific educational intervention proposal. To achieve this, a literature review was carried out on the evolution of the autism concept, its symptomatology, the legal framework, and the educational needs of students with ASD, complemented by the design of an interdisciplinary didactic sequence adapted to a special education classroom. The proposal includes six activities focused on the recognition, expression, and regulation of emotions, using sensory resources, stories, pictograms, sign language, and audiovisual materials, all aligned with the current curriculum. Although it was not implemented in practice, the expected results suggest a significant improvement in emotional autonomy, social interaction, and school inclusion of students. In conclusion, the project emphasizes the importance of emotional education as a key tool for the inclusion of students with ASD and highlights the need for teacher training and multidisciplinary coordination for effective intervention
This Final Degree Project aims primarily to improve the emotional communication of students with Autism Spectrum Disorder (ASD) in primary education through an inclusive and specific educational intervention proposal. To achieve this, a literature review was carried out on the evolution of the autism concept, its symptomatology, the legal framework, and the educational needs of students with ASD, complemented by the design of an interdisciplinary didactic sequence adapted to a special education classroom. The proposal includes six activities focused on the recognition, expression, and regulation of emotions, using sensory resources, stories, pictograms, sign language, and audiovisual materials, all aligned with the current curriculum. Although it was not implemented in practice, the expected results suggest a significant improvement in emotional autonomy, social interaction, and school inclusion of students. In conclusion, the project emphasizes the importance of emotional education as a key tool for the inclusion of students with ASD and highlights the need for teacher training and multidisciplinary coordination for effective intervention
Direction
SANTAMARIA QUEIRUGA, OLAYA (Tutorships)
SANTAMARIA QUEIRUGA, OLAYA (Tutorships)
Court
SANTAMARIA QUEIRUGA, OLAYA (Student’s tutor)
SANTAMARIA QUEIRUGA, OLAYA (Student’s tutor)
The construction of teacher identity in Early Childhood and Primary Education: A bibliometric analysis in Scopus.
Authorship
P.R.G.
Bachelor's Degree in Primary Education
P.R.G.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 12:00
06.18.2025 12:00
Summary
This research Project, derived from a bibliometric analysis in Scopus, addresses the construction of teacher identity in Early Childhood and Primary Education, as well as the concepts and factors that construct or intervene in the construction of professional identity. To carry out this study, a critical reading of key texts on identity processes, their definition, and construction was undertaken. Using a qualitative methodology, a theoretical-reflective model was developed on the construction of professional teacher identity profiles, the different approaches that define them, and the elements that comprise them. A documentary synthesis table was then created that addresses the key elements of the articles analyzed in the bibliometric analysis. After studying the documentary synthesis, the results show that the construction of teacher identity is a complex process derived from the interrelationship between personal, educational, social, and contextual elements. The table identifies the teacher as an essential element in the teaching-learning process and examines how teacher candidates forge their identity based on biographical experiences, academic training, and social conditions, highlighting the importance of the practicum as an essential space for merging theory and practice.
This research Project, derived from a bibliometric analysis in Scopus, addresses the construction of teacher identity in Early Childhood and Primary Education, as well as the concepts and factors that construct or intervene in the construction of professional identity. To carry out this study, a critical reading of key texts on identity processes, their definition, and construction was undertaken. Using a qualitative methodology, a theoretical-reflective model was developed on the construction of professional teacher identity profiles, the different approaches that define them, and the elements that comprise them. A documentary synthesis table was then created that addresses the key elements of the articles analyzed in the bibliometric analysis. After studying the documentary synthesis, the results show that the construction of teacher identity is a complex process derived from the interrelationship between personal, educational, social, and contextual elements. The table identifies the teacher as an essential element in the teaching-learning process and examines how teacher candidates forge their identity based on biographical experiences, academic training, and social conditions, highlighting the importance of the practicum as an essential space for merging theory and practice.
Direction
SARCEDA GORGOSO, CARMEN (Tutorships)
SARCEDA GORGOSO, CARMEN (Tutorships)
Court
SARCEDA GORGOSO, CARMEN (Student’s tutor)
SARCEDA GORGOSO, CARMEN (Student’s tutor)
The case of Novoa´s manor house. Reconstruction of scenes with TinkerCAD and 3D models to develop spatial sense
Authorship
L.R.A.
Double bachelor degree in Early Childhood Education and Primary Education
L.R.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
The technological revolution is producing new tools that urgently need to be incorporated into the educational field. In this context, 3D modeling and printing processes emerge as an alternative to tradicional teaching, which is being replaced by a combination of theory and practice. This approach finds an ideal path for developing spatial sense through the design and production of prototypes. Therefore, the main objective of this TFG is to propose a didactic sequence for 5th grade Primary Education students to foster the acquisition of visualization and orientation skills through 3D modeling and printing processes and the use of different representations. To this end, the technical characteristics and educational benefits of 3D modeling and printing are explored, and the components of spatial sense are reviewed with the aim of justifying the selection of TinkerCAD as a tool to promote their development. The designed didactic sequence revolves around the resolution of a fictional crime. For this purpose, students are asked to create a 3D model of the classroom to reconstruct the characters' movements by establishing correspondences between the real space, maps, and the 3D model itself. To reflect on its effectiveness, an adaptation was implemented in a real-life context, whose results showed positive student engagement and made it possible to identify improvements in the design. In summary, the study advocates to continue developing of such experiences and for extending their application to other disciplines.
The technological revolution is producing new tools that urgently need to be incorporated into the educational field. In this context, 3D modeling and printing processes emerge as an alternative to tradicional teaching, which is being replaced by a combination of theory and practice. This approach finds an ideal path for developing spatial sense through the design and production of prototypes. Therefore, the main objective of this TFG is to propose a didactic sequence for 5th grade Primary Education students to foster the acquisition of visualization and orientation skills through 3D modeling and printing processes and the use of different representations. To this end, the technical characteristics and educational benefits of 3D modeling and printing are explored, and the components of spatial sense are reviewed with the aim of justifying the selection of TinkerCAD as a tool to promote their development. The designed didactic sequence revolves around the resolution of a fictional crime. For this purpose, students are asked to create a 3D model of the classroom to reconstruct the characters' movements by establishing correspondences between the real space, maps, and the 3D model itself. To reflect on its effectiveness, an adaptation was implemented in a real-life context, whose results showed positive student engagement and made it possible to identify improvements in the design. In summary, the study advocates to continue developing of such experiences and for extending their application to other disciplines.
Direction
LOIS PRADOS, CRISTINA (Tutorships)
LOIS PRADOS, CRISTINA (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
RIVEIRO RODRIGUEZ, TANIA (Secretary)
Rodríguez Vivero, Dolores (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
RIVEIRO RODRIGUEZ, TANIA (Secretary)
Rodríguez Vivero, Dolores (Member)
Carmela´s cupboard. Design of a picture book to erradicate stereotypes towards the elder during childhood
Authorship
L.R.A.
Double bachelor degree in Early Childhood Education and Primary Education
L.R.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 11:00
07.07.2025 11:00
Summary
The gradual incorporation of women into the labor market continues to generate, even in the 21st century, various challenges in balancing family and professional life, making it necessary to involve grandparents in the upbringing of their grandchildren. Consequently, the relationships between children and the elderly have become a subject of study with the aim of fostering the creation of positive bonds. This has been approached from various fields, including literary education. The objective of this TFG is to design a literary-based resource to help dismantle childhood stereotypes about old age. The hypothesis is that the presence of taboo topics in children's literature has led to a widespread association of grandparents with death, leaving little room for a more whimsical and less dramatic representation that could offer new ways to connect childhood and old age. To test this hypothesis and establish a starting point for the creative process, the social paradigm of old age and its representation in Children's and Young Adult Literature is analyzed. Furthermore, a Learning Situation is designed for Pre-Primary Education students, structured around the created literary work. The conclusions reaffirm the importance of promoting positive images of older people and offer future perspectives.
The gradual incorporation of women into the labor market continues to generate, even in the 21st century, various challenges in balancing family and professional life, making it necessary to involve grandparents in the upbringing of their grandchildren. Consequently, the relationships between children and the elderly have become a subject of study with the aim of fostering the creation of positive bonds. This has been approached from various fields, including literary education. The objective of this TFG is to design a literary-based resource to help dismantle childhood stereotypes about old age. The hypothesis is that the presence of taboo topics in children's literature has led to a widespread association of grandparents with death, leaving little room for a more whimsical and less dramatic representation that could offer new ways to connect childhood and old age. To test this hypothesis and establish a starting point for the creative process, the social paradigm of old age and its representation in Children's and Young Adult Literature is analyzed. Furthermore, a Learning Situation is designed for Pre-Primary Education students, structured around the created literary work. The conclusions reaffirm the importance of promoting positive images of older people and offer future perspectives.
Direction
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
Court
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
ARES VAZQUEZ, MARIA DEL CARMEN (Chairman)
MARINO FERNANDEZ, ANA (Secretary)
MARTINEZ TEJERO, CRISTINA (Member)
Coeducational games in an Early Childhood Education classroom
Authorship
L.R.G.
Bachelor's Degree in Early Childhood Education
L.R.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.09.2025 13:00
07.09.2025 13:00
Summary
This work aims to analyze the role of coeducation in the school environment, specifically in a Early Childhood Education classroom with children between 3 and 6 years old, focusing on the use of coeducational games as the main tool to promote gender equality and promote a fairer and more inclusive education. What is intended to be achieved by carrying out these games and reading two stories is a more detailed knowledge of equality, gender roles and stereotypes that are still present today and that must disappear from society. To do this, it is necessary to have previous knowledge about the concept of coeducation, its evolution throughout history and how it has improved, the laws that were in force years ago and how it is recommended to work on this topic within a classroom with a child of such early ages. At the end, the most relevant results of the implementation are presented.
This work aims to analyze the role of coeducation in the school environment, specifically in a Early Childhood Education classroom with children between 3 and 6 years old, focusing on the use of coeducational games as the main tool to promote gender equality and promote a fairer and more inclusive education. What is intended to be achieved by carrying out these games and reading two stories is a more detailed knowledge of equality, gender roles and stereotypes that are still present today and that must disappear from society. To do this, it is necessary to have previous knowledge about the concept of coeducation, its evolution throughout history and how it has improved, the laws that were in force years ago and how it is recommended to work on this topic within a classroom with a child of such early ages. At the end, the most relevant results of the implementation are presented.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
LOPEZ QUINTANS, JAVIER (Student’s tutor)
LOPEZ QUINTANS, JAVIER (Student’s tutor)
The environment as a third educator; creative processes in nature through a the design of a portable classroom
Authorship
C.R.A.
Bachelor's Degree in Early Childhood Education
C.R.A.
Bachelor's Degree in Early Childhood Education
Defense date
06.27.2025 12:30
06.27.2025 12:30
Summary
This TFG focuses on exploring the potential of the natural environment as a meaningful educational space in the Early Childhood Education stage, through the design and implementation of a portable classroom aimed at facilitating the observation and study of birds. The methodology used was eminently practical and flexible, grounded in an Arts-Based Educational Research (ABER) approach. The project was carried out through eight interconnected activities, developed between March and May, which sought to progressively immerse the students in the avian world through artistic creation with natural elements, the construction of self-made materials, and guided inquiry. The evaluation of the project, based on the creativity parameters proposed by Blanco and Cidrás (2022), revealed a positive impact on the students, reflected in increased curiosity, active engagement, and more attentive observation of their surroundings, with the portable classroom standing out as a versatile and motivating tool. Although some limitations in the materials of the observatory required adaptations, the achievements in student involvement and my own personal growth were significant. This experience highlights the importance of active methodologies and an authentic connection with nature in early childhood education, opening pathways for future research on the expansion and enhancement of such proposals.
This TFG focuses on exploring the potential of the natural environment as a meaningful educational space in the Early Childhood Education stage, through the design and implementation of a portable classroom aimed at facilitating the observation and study of birds. The methodology used was eminently practical and flexible, grounded in an Arts-Based Educational Research (ABER) approach. The project was carried out through eight interconnected activities, developed between March and May, which sought to progressively immerse the students in the avian world through artistic creation with natural elements, the construction of self-made materials, and guided inquiry. The evaluation of the project, based on the creativity parameters proposed by Blanco and Cidrás (2022), revealed a positive impact on the students, reflected in increased curiosity, active engagement, and more attentive observation of their surroundings, with the portable classroom standing out as a versatile and motivating tool. Although some limitations in the materials of the observatory required adaptations, the achievements in student involvement and my own personal growth were significant. This experience highlights the importance of active methodologies and an authentic connection with nature in early childhood education, opening pathways for future research on the expansion and enhancement of such proposals.
Direction
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
Court
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
Pragmatic Language Difficulties in Children with ADHD: A Proposal for Intervention
Authorship
L.R.D.
Double bachelor degree in Early Childhood Education and Primary Education
L.R.D.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a persistent pattern of inattention, hyperactivity and impulsivity, which interferes with social, academic, family and occupational functioning. Beyond its core symptoms, ADHD also leads to linguistic difficulties, particularly at the pragmatic level, specifically concerning the use of language in social contexts. These deficits include problems with taking turns in conversation, maintaining or shifting topics appropriately, and understanding and distinguishing between literal and non-literal meanings. Additionally, individuals with ADHD struggle to adapt their language to different contexts and interlocutors and show limitations in emotional regulation, expression, and comprehension. They also face challenges in understanding social rules and in recognizing the impact of their words and behaviors on others. Moreover, children with ADHD often experience difficulties in both narrative production and comprehension. All these issues, stemming from executive function deficits, affect various areas of life, resulting in challenges in social interactions and academic performance, which in turn negatively influence their self-esteem. This paper presents an intervention proposal aimed at addressing the pragmatic difficulties of a child with ADHD, with the goal of improving their communicative competence, thus enabling more effective interactions and greater well-being in both school and social settings.
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a persistent pattern of inattention, hyperactivity and impulsivity, which interferes with social, academic, family and occupational functioning. Beyond its core symptoms, ADHD also leads to linguistic difficulties, particularly at the pragmatic level, specifically concerning the use of language in social contexts. These deficits include problems with taking turns in conversation, maintaining or shifting topics appropriately, and understanding and distinguishing between literal and non-literal meanings. Additionally, individuals with ADHD struggle to adapt their language to different contexts and interlocutors and show limitations in emotional regulation, expression, and comprehension. They also face challenges in understanding social rules and in recognizing the impact of their words and behaviors on others. Moreover, children with ADHD often experience difficulties in both narrative production and comprehension. All these issues, stemming from executive function deficits, affect various areas of life, resulting in challenges in social interactions and academic performance, which in turn negatively influence their self-esteem. This paper presents an intervention proposal aimed at addressing the pragmatic difficulties of a child with ADHD, with the goal of improving their communicative competence, thus enabling more effective interactions and greater well-being in both school and social settings.
Direction
AGRAFOJO NIETO, MARIA HELENA (Tutorships)
AGRAFOJO NIETO, MARIA HELENA (Tutorships)
Court
AGRAFOJO NIETO, MARIA HELENA (Student’s tutor)
AGRAFOJO NIETO, MARIA HELENA (Student’s tutor)
Best Practices for Adaptation Periods in the Fourth Year of Early Childhood Education: An Intervention Proposal.
Authorship
L.R.D.
Double bachelor degree in Early Childhood Education and Primary Education
L.R.D.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.24.2025 18:30
06.24.2025 18:30
Summary
The adaptation period is a key stage in young children’s transition into school. Starting formal education represents a complex change, as children leave their familiar environment to enter an unfamiliar setting with people they do not yet trust. This stage is influenced by various factors, especially attachment: the emotional bond formed between the child and their main caregiver. Attachment plays a significant role in how separation anxiety appears and thus affects the adaptation process. Separation anxiety is a typical response at certain stages of development when children are separated from their attachment figures. However, it must be distinguished from Separation Anxiety Disorder, which involves an excessive or inappropriate level of anxiety that disrupts daily life. This paper examines the influence of attachment type on separation anxiety, concluding that secure attachments promote better school adaptation, while insecure attachments tend to complicate the process. The findings also highlight the crucial importance of the adaptation period, stressing the role of teachers and the need for strong collaboration between families and schools. Based on this analysis, a set of best practices and a structured adaptation plan is proposed for the first days of school for three years old children in early childhood education. The goal is to ensure a positive and harmonious transition by creating an environment of trust and emotional security that facilitates their integration into the school setting.
The adaptation period is a key stage in young children’s transition into school. Starting formal education represents a complex change, as children leave their familiar environment to enter an unfamiliar setting with people they do not yet trust. This stage is influenced by various factors, especially attachment: the emotional bond formed between the child and their main caregiver. Attachment plays a significant role in how separation anxiety appears and thus affects the adaptation process. Separation anxiety is a typical response at certain stages of development when children are separated from their attachment figures. However, it must be distinguished from Separation Anxiety Disorder, which involves an excessive or inappropriate level of anxiety that disrupts daily life. This paper examines the influence of attachment type on separation anxiety, concluding that secure attachments promote better school adaptation, while insecure attachments tend to complicate the process. The findings also highlight the crucial importance of the adaptation period, stressing the role of teachers and the need for strong collaboration between families and schools. Based on this analysis, a set of best practices and a structured adaptation plan is proposed for the first days of school for three years old children in early childhood education. The goal is to ensure a positive and harmonious transition by creating an environment of trust and emotional security that facilitates their integration into the school setting.
Direction
FANDIÑO PASCUAL, RICARDO (Tutorships)
FANDIÑO PASCUAL, RICARDO (Tutorships)
Court
FANDIÑO PASCUAL, RICARDO (Student’s tutor)
FANDIÑO PASCUAL, RICARDO (Student’s tutor)
The positive impact of animals in child development
Authorship
L.R.F.
Bachelor's Degree in Early Childhood Education
L.R.F.
Bachelor's Degree in Early Childhood Education
Defense date
06.25.2025 15:00
06.25.2025 15:00
Summary
This Final Degree Project (FDP) analyzes the benefits provided by interaction with animals in the comprehensive development of children. To this end, a literature review is carried out, studying the psycho-emotional and cognitive benefits of living with and being in contact with animals, mainly companion animals, as well as their effect in animal-assisted interventions in therapeutic and educational contexts. The results show that contact with animals promotes emotional regulation, empathy, self-esteem, social inclusion, physical activity, and learning, especially in children with special educational needs (SEN). Bearing in mind the limitations of the present study, it is emphasized the importance of making visible and promoting the integration of animals in educational and family settings to enhance the well-being and comprehensive development of children.
This Final Degree Project (FDP) analyzes the benefits provided by interaction with animals in the comprehensive development of children. To this end, a literature review is carried out, studying the psycho-emotional and cognitive benefits of living with and being in contact with animals, mainly companion animals, as well as their effect in animal-assisted interventions in therapeutic and educational contexts. The results show that contact with animals promotes emotional regulation, empathy, self-esteem, social inclusion, physical activity, and learning, especially in children with special educational needs (SEN). Bearing in mind the limitations of the present study, it is emphasized the importance of making visible and promoting the integration of animals in educational and family settings to enhance the well-being and comprehensive development of children.
Direction
MARCOS MARTINEZ, VERONICA (Tutorships)
MARCOS MARTINEZ, VERONICA (Tutorships)
Court
MARCOS MARTINEZ, VERONICA (Student’s tutor)
MARCOS MARTINEZ, VERONICA (Student’s tutor)
Proposal of educational intervention for the improvement of specific areas of children with TEA
Authorship
C.R.P.
Bachelor's Degree in Early Childhood Education
C.R.P.
Bachelor's Degree in Early Childhood Education
Defense date
06.26.2025 11:00
06.26.2025 11:00
Summary
This Bachelor's Thesis presents an educational intervention proposal aimed at the inclusion and holistic development of students with Autism Spectrum Disorder (ASD) within the mainstream Early Childhood Education classroom. Through a practical, evidence-based approach, the study seeks to provide tools and strategies that promote the active participation and well-being of these students, with a special focus on areas such as communication, social interaction, emotional development, autonomy, and daily living skills. The work is structured into two main sections: a comprehensive theoretical framework that covers the conceptual foundations of ASD, the evolution of its diagnosis, the role of teachers in the context of diversity, and the most effective inclusive methodologies; and a second applied section, which details the specific classroom intervention proposal. This includes specific objectives, a timeline, structured activities, adapted materials, and a systematic evaluation plan. The methodological model adopted is primarily based on the TEACCH method and the use of visual and technological supports. This proposal not only addresses the needs of students with ASD but also fosters a more accessible and respectful educational environment for the entire class group. It emphasizes the importance of teacher training, interdisciplinary collaboration, and family involvement as key pillars of an inclusive school.
This Bachelor's Thesis presents an educational intervention proposal aimed at the inclusion and holistic development of students with Autism Spectrum Disorder (ASD) within the mainstream Early Childhood Education classroom. Through a practical, evidence-based approach, the study seeks to provide tools and strategies that promote the active participation and well-being of these students, with a special focus on areas such as communication, social interaction, emotional development, autonomy, and daily living skills. The work is structured into two main sections: a comprehensive theoretical framework that covers the conceptual foundations of ASD, the evolution of its diagnosis, the role of teachers in the context of diversity, and the most effective inclusive methodologies; and a second applied section, which details the specific classroom intervention proposal. This includes specific objectives, a timeline, structured activities, adapted materials, and a systematic evaluation plan. The methodological model adopted is primarily based on the TEACCH method and the use of visual and technological supports. This proposal not only addresses the needs of students with ASD but also fosters a more accessible and respectful educational environment for the entire class group. It emphasizes the importance of teacher training, interdisciplinary collaboration, and family involvement as key pillars of an inclusive school.
Direction
DOSIL DIAZ, CARLOS (Tutorships)
MARTINEZ REGUEIRO, ROCIO (Co-tutorships)
DOSIL DIAZ, CARLOS (Tutorships)
MARTINEZ REGUEIRO, ROCIO (Co-tutorships)
Court
DOSIL DIAZ, CARLOS (Student’s tutor)
MARTINEZ REGUEIRO, ROCIO (Student’s tutor)
DOSIL DIAZ, CARLOS (Student’s tutor)
MARTINEZ REGUEIRO, ROCIO (Student’s tutor)
Motor coordination through traditional galician dance: its importance in the psychophysical development of primary school students.
Authorship
A.M.R.S.
Bachelor's Degree in Primary Education
A.M.R.S.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 10:00
06.19.2025 10:00
Summary
This Final Degree Project aims to dtermine the extent to which a proposal based on traditional galician dance can improve students motor coordination, as well as their self-esteem and self-concept, and at the same time improve the students perceptions of traditional galician dance. A total os 20 4º and 5º garde students from de CEIP Rogelio García Yáñez in the southern province of Ourense participated in the study. The results collection was conducted using a questionnaire (IAME published by EOS editorial) that eas completed before and after the implementation of the proposed tradicional galician dance intervention to gather information about the self-esteem and self-concept. During this proposal, direct and active observation was used to obtain information on students motor coordination. Teh study results obtained from teh questionnaires showed that the students self-esteem and self-concept improved slightly. Fhurtermore, observations showed a subtle improvement in te students overall dinamyc coordination and a greater improvement in the rhythmic-spatial coordination.
This Final Degree Project aims to dtermine the extent to which a proposal based on traditional galician dance can improve students motor coordination, as well as their self-esteem and self-concept, and at the same time improve the students perceptions of traditional galician dance. A total os 20 4º and 5º garde students from de CEIP Rogelio García Yáñez in the southern province of Ourense participated in the study. The results collection was conducted using a questionnaire (IAME published by EOS editorial) that eas completed before and after the implementation of the proposed tradicional galician dance intervention to gather information about the self-esteem and self-concept. During this proposal, direct and active observation was used to obtain information on students motor coordination. Teh study results obtained from teh questionnaires showed that the students self-esteem and self-concept improved slightly. Fhurtermore, observations showed a subtle improvement in te students overall dinamyc coordination and a greater improvement in the rhythmic-spatial coordination.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
The power of play: GBL and ICT in Galician language teaching in Primary Education
Authorship
M.R.S.
Double bachelor degree in Early Childhood Education and Primary Education
M.R.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
In recent years, the influence of technology has gradually increased until it has become part of our lives in all areas. This situation originates a demand in the educational field, since the educational community, together with families, is one of the main agents to train future citizens, therefore, it is essential to work on Information and Communication Technologies (ICT) from school. In this sense, the main objective of this Final Degree Project (TFG) is to explore the effectiveness of game-based learning (GBL) coupled with Learning and Knowledge Technologies (LKT). This will be based on a theoretical review of the scientific literature from which the most relevant aspects of the subject will be extracted. Next, questionnaires will be carried out with a group of students in order to know their perception of the methodologies normally used by teachers in the classroom. Based on the results obtained, an intervention proposal for teaching the Galician language using technological games will be elaborated. Afterwards, once it has been put into practice with the same students, the results will be measured by means of a second questionnaire that will allow us to evaluate the impact of the resources. Some of the results indicate a greater motivation in learning, as well as a development of transversal competences such as teamwork, autonomy and concentration. In conclusion, GBL, accompanied by ICT resources, is consolidated as an attractive and effective methodology for the current educational paradigm.
In recent years, the influence of technology has gradually increased until it has become part of our lives in all areas. This situation originates a demand in the educational field, since the educational community, together with families, is one of the main agents to train future citizens, therefore, it is essential to work on Information and Communication Technologies (ICT) from school. In this sense, the main objective of this Final Degree Project (TFG) is to explore the effectiveness of game-based learning (GBL) coupled with Learning and Knowledge Technologies (LKT). This will be based on a theoretical review of the scientific literature from which the most relevant aspects of the subject will be extracted. Next, questionnaires will be carried out with a group of students in order to know their perception of the methodologies normally used by teachers in the classroom. Based on the results obtained, an intervention proposal for teaching the Galician language using technological games will be elaborated. Afterwards, once it has been put into practice with the same students, the results will be measured by means of a second questionnaire that will allow us to evaluate the impact of the resources. Some of the results indicate a greater motivation in learning, as well as a development of transversal competences such as teamwork, autonomy and concentration. In conclusion, GBL, accompanied by ICT resources, is consolidated as an attractive and effective methodology for the current educational paradigm.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
New Little Red Riding Hoods for new times: selection and analysis of readings for coeducation work in early childhood education classrooms
Authorship
M.R.S.
Double bachelor degree in Early Childhood Education and Primary Education
M.R.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
The story of Little Red Riding Hood is one of the classics of the oral tradition that has accompanied a multitude of generations and is still alive today, which has led to the progressive creation of numerous rewritings in different formats. Through the new versions collected in different types of works, among which illustrated albums stand out, authors try to subvert the traditional roles and offer narrative models closer to current values. For this reason, this Final Grade Project (TFG) offers a selection of readings of Little Red Riding Hood, accompanied by their respective analysis, with the purpose of exploring the possibilities of treatment of these narratives in the classroom by applying the gender perspective. In terms of structure, we begin with a theoretical framework that focuses on the origin and evolution of the fairy tale, as well as reflecting on the importance of eliminating gender bias in the treatment of literature in the classroom. The following section delves into the analysis of the literary corpus through a qualitative methodology. In this sense, a model of analysis is applied, of our own elaboration, which establishes several categories adjusted to the sample, which is composed of five illustrated albums. Some of the results obtained show that, although there are rewritings that follow a similar line to the original work, all of them break with the stereotypes established in the original version. In addition, it became evident that there are key elements that link all these narratives, such as the child protagonist, although they are very varied among them. The conclusions reaffirm that the rewritings of Little Red Riding Hood are an ideal resource for the treatment of gender stereotypes in the classroom.
The story of Little Red Riding Hood is one of the classics of the oral tradition that has accompanied a multitude of generations and is still alive today, which has led to the progressive creation of numerous rewritings in different formats. Through the new versions collected in different types of works, among which illustrated albums stand out, authors try to subvert the traditional roles and offer narrative models closer to current values. For this reason, this Final Grade Project (TFG) offers a selection of readings of Little Red Riding Hood, accompanied by their respective analysis, with the purpose of exploring the possibilities of treatment of these narratives in the classroom by applying the gender perspective. In terms of structure, we begin with a theoretical framework that focuses on the origin and evolution of the fairy tale, as well as reflecting on the importance of eliminating gender bias in the treatment of literature in the classroom. The following section delves into the analysis of the literary corpus through a qualitative methodology. In this sense, a model of analysis is applied, of our own elaboration, which establishes several categories adjusted to the sample, which is composed of five illustrated albums. Some of the results obtained show that, although there are rewritings that follow a similar line to the original work, all of them break with the stereotypes established in the original version. In addition, it became evident that there are key elements that link all these narratives, such as the child protagonist, although they are very varied among them. The conclusions reaffirm that the rewritings of Little Red Riding Hood are an ideal resource for the treatment of gender stereotypes in the classroom.
Direction
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
Court
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
IGLESIAS FORNEIRO, MARIA LINA (Chairman)
FANDIÑO PASCUAL, RICARDO (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Games that teach: Ludic strategies to improve English language acquisition in educational settings.
Authorship
I.R.V.
Bachelor's Degree in Primary Education
I.R.V.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 12:30
06.19.2025 12:30
Summary
The integration of games as a pedagogical tool in the teaching of English has aroused growing interest in the educational field, especially in Primary Education. This paper seeks to deepen, from a theoretical perspective and based on various academic contributions, in game-based learning as a didactic strategy for the acquisition of a foreign language. On this conceptual basis, I will design an educational innovation project that will propose ten specific activities for each year of Primary Education. These dynamics not only place the game as a pillar of the teaching-learning process, but also incorporate adaptations that favour its flexibility and adaptation to the particular needs of the students. Finally, a critical reflection on the effectiveness of this methodology is presented, evaluating its impact on students' linguistic competence.
The integration of games as a pedagogical tool in the teaching of English has aroused growing interest in the educational field, especially in Primary Education. This paper seeks to deepen, from a theoretical perspective and based on various academic contributions, in game-based learning as a didactic strategy for the acquisition of a foreign language. On this conceptual basis, I will design an educational innovation project that will propose ten specific activities for each year of Primary Education. These dynamics not only place the game as a pillar of the teaching-learning process, but also incorporate adaptations that favour its flexibility and adaptation to the particular needs of the students. Finally, a critical reflection on the effectiveness of this methodology is presented, evaluating its impact on students' linguistic competence.
Direction
LOPEZ RUA, PAULA (Tutorships)
LOPEZ RUA, PAULA (Tutorships)
Court
LOPEZ RUA, PAULA (Student’s tutor)
LOPEZ RUA, PAULA (Student’s tutor)
Analysis of school breaks for physical activity. A systematic review.
Authorship
M.S.A.
Bachelor's Degree in Primary Education
M.S.A.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 11:30
06.18.2025 11:30
Summary
Currently, 80% of primary school students do not meet the recommendations of the World Health Organisation (WHO, 2024). Increasingly sedentary habits are developing among the new generations, triggering future inactive citizens. The aim of the study was to carry out a systematic review of active breaks, in order to find out the influence of the school context in promoting physical activity (PA), using Physical Education classes and recess. The PRISMA statement was used, developing a search in the databases Google Scholar, Dialnet, PubMed, Web of Science and SCOPUS, between December 2024 and May 2025, of publications from the last 6 years that address the subject. A total of 12 articles met all inclusion criteria. The studies demonstrated a loss of PA with increasing age, along with higher levels in boys than in girls. Thus, when active recess or playground reorganisation interventions are implemented, increases in PA, physical fitness, self-esteem or moderate-vigorous physical activity (MVPA) are observed. In addition, the school climate is improved, with a greater number of steps, benefits and efforts, as well as fewer conflicts and a reduction in sedentary time, ending with a logical sequence of interventions at recess.
Currently, 80% of primary school students do not meet the recommendations of the World Health Organisation (WHO, 2024). Increasingly sedentary habits are developing among the new generations, triggering future inactive citizens. The aim of the study was to carry out a systematic review of active breaks, in order to find out the influence of the school context in promoting physical activity (PA), using Physical Education classes and recess. The PRISMA statement was used, developing a search in the databases Google Scholar, Dialnet, PubMed, Web of Science and SCOPUS, between December 2024 and May 2025, of publications from the last 6 years that address the subject. A total of 12 articles met all inclusion criteria. The studies demonstrated a loss of PA with increasing age, along with higher levels in boys than in girls. Thus, when active recess or playground reorganisation interventions are implemented, increases in PA, physical fitness, self-esteem or moderate-vigorous physical activity (MVPA) are observed. In addition, the school climate is improved, with a greater number of steps, benefits and efforts, as well as fewer conflicts and a reduction in sedentary time, ending with a logical sequence of interventions at recess.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
MECIAS CALVO, MARCOS (Student’s tutor)
MECIAS CALVO, MARCOS (Student’s tutor)
The insects that life with us: a workshop project on Art Education and Natural Sciences
Authorship
L.S.R.
Bachelor's Degree in Primary Education
L.S.R.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 11:30
06.19.2025 11:30
Summary
This final degree project is presented as an educational proposal that, through materials and techniques from Art Education, explores the natural sciences, specifically the insects in our environment. Through theoretical analysis based on the pedagogical approaches of Kilpatrick, Reggio Emilia, Beatriz Trueba, and Freinet, the importance of the student's role as the center of learning is highlighted, focusing on their holistic development and the creation of their own imagination. An intervention project was developed for first-year primary school students. It consisted of three workshops designed with the importance of breaking away from the stereotypes imposed. Therefore, the creativity is fostered through exploration, interaction, real observation, and action, emphasizing the process rather than the outcome. The project is implemented through photographs that allow for a view of the classroom experience during the workshops and a reflection on the process.
This final degree project is presented as an educational proposal that, through materials and techniques from Art Education, explores the natural sciences, specifically the insects in our environment. Through theoretical analysis based on the pedagogical approaches of Kilpatrick, Reggio Emilia, Beatriz Trueba, and Freinet, the importance of the student's role as the center of learning is highlighted, focusing on their holistic development and the creation of their own imagination. An intervention project was developed for first-year primary school students. It consisted of three workshops designed with the importance of breaking away from the stereotypes imposed. Therefore, the creativity is fostered through exploration, interaction, real observation, and action, emphasizing the process rather than the outcome. The project is implemented through photographs that allow for a view of the classroom experience during the workshops and a reflection on the process.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
English pronunciation in Spanish- speaking learners: analysis of problematic phonemes and their impact on oral communication.
Authorship
N.S.R.
Bachelor's Degree in Primary Education
N.S.R.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 10:15
06.19.2025 10:15
Summary
In an increasingly globalized word, the teaching and learning of English has become a compulsory subject in the Spanish educational curriculum from a very early age. Pronunciation, meanwhile, continues to be just as neglected, which leads to more and more people speaking English, but with a poor pronunciation. To combat this problem, this Final Degree Project focuses on the phonemes that present more complexity among Spanish-speaking learners, implementing a proposal composed of playful and motivating activities so students can achieve an intelligible pronunciation.
In an increasingly globalized word, the teaching and learning of English has become a compulsory subject in the Spanish educational curriculum from a very early age. Pronunciation, meanwhile, continues to be just as neglected, which leads to more and more people speaking English, but with a poor pronunciation. To combat this problem, this Final Degree Project focuses on the phonemes that present more complexity among Spanish-speaking learners, implementing a proposal composed of playful and motivating activities so students can achieve an intelligible pronunciation.
Direction
LOPEZ RUA, PAULA (Tutorships)
LOPEZ RUA, PAULA (Tutorships)
Court
LOPEZ RUA, PAULA (Student’s tutor)
LOPEZ RUA, PAULA (Student’s tutor)
Sedentarism in the classrooms of primary education and students´ rejection physical activity.
Authorship
A.S.N.
Bachelor's Degree in Primary Education
A.S.N.
Bachelor's Degree in Primary Education
Defense date
06.18.2025 12:30
06.18.2025 12:30
Summary
Nowadays, sedentary lifestyles are a phenomenon present in our daily lives with activities such as watching TV or playing video games. From childhood, these types of activities cause great problems for the future physical and mental health of children. These practices are related to the involvement in physical activity, where it is very common that many pupils reject it due to various factors. Boys and girls often reject these activities, depending on their gender and age, depending on the type of sport or physical exercise... End-of-degree project will comment on the current problem of sedentary lifestyles and physical activity among boys and girls, together with the various factors that lead to this type of activities and attitudes, and an intervention proposal is generated aiming at the prevention of this type of habits.
Nowadays, sedentary lifestyles are a phenomenon present in our daily lives with activities such as watching TV or playing video games. From childhood, these types of activities cause great problems for the future physical and mental health of children. These practices are related to the involvement in physical activity, where it is very common that many pupils reject it due to various factors. Boys and girls often reject these activities, depending on their gender and age, depending on the type of sport or physical exercise... End-of-degree project will comment on the current problem of sedentary lifestyles and physical activity among boys and girls, together with the various factors that lead to this type of activities and attitudes, and an intervention proposal is generated aiming at the prevention of this type of habits.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Psychoastral travellers. An educational intervention for cognitive stimulation
Authorship
L.S.H.
Bachelor's Degree in Primary Education
L.S.H.
Bachelor's Degree in Primary Education
Defense date
06.23.2025 10:30
06.23.2025 10:30
Summary
The present Final Degree Project is based on an educational intervention proposal “Psychoastral travellers”, aimed at stimulating cognitive functions of children in the Primary Education stage. Specifically, it focuses on attention, memory, and executive functions. The proposal searches a general improvement in the cognitive development of children in order to achieve better academic performance. The methodology used is Project-Based Learning, with a guiding thread that structures the rest of the designed activities. Through the analysis carried out, it was concluded that cognitive stimulation has a strong relationship with academic performance, which makes its practice essential.
The present Final Degree Project is based on an educational intervention proposal “Psychoastral travellers”, aimed at stimulating cognitive functions of children in the Primary Education stage. Specifically, it focuses on attention, memory, and executive functions. The proposal searches a general improvement in the cognitive development of children in order to achieve better academic performance. The methodology used is Project-Based Learning, with a guiding thread that structures the rest of the designed activities. Through the analysis carried out, it was concluded that cognitive stimulation has a strong relationship with academic performance, which makes its practice essential.
Direction
Campos Magdaleno, María (Tutorships)
Campos Magdaleno, María (Tutorships)
Court
Campos Magdaleno, María (Student’s tutor)
Campos Magdaleno, María (Student’s tutor)
Reearch project about light at CEIP Plurilingüe Ponzos.
Authorship
N.S.L.
Bachelor's Degree in Early Childhood Education
N.S.L.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 13:00
07.07.2025 13:00
Summary
The “Research project about light at CEIP Plurilingüe Ponzos” is developed in the 4th and 5th grade classrooms, with the aim of learning about the characteristics of light. The project is based on the Reggio Emilia philosophy and presents proposals based on the questions and interests of the students, thus promoting curiosity, creativity and experimentation. The project is structured in three phases (beginning, development and conclusion) and consists of seven sessions that deal with the different aspects of light: the differentiation between artificial light and natural light, shadows, the classification of materials according to whether or not they allow light to pass through, the decomposition of light into colors, the creation of artificial light and the realization of artistic compositions with black light. In conclusion, we present a way of approaching the subject of light, bringing children closer to scientific knowledge in a playful and experimental way, promoting the significant learning argued by Ausubel and contributing to the personal and cognitive development of the students.
The “Research project about light at CEIP Plurilingüe Ponzos” is developed in the 4th and 5th grade classrooms, with the aim of learning about the characteristics of light. The project is based on the Reggio Emilia philosophy and presents proposals based on the questions and interests of the students, thus promoting curiosity, creativity and experimentation. The project is structured in three phases (beginning, development and conclusion) and consists of seven sessions that deal with the different aspects of light: the differentiation between artificial light and natural light, shadows, the classification of materials according to whether or not they allow light to pass through, the decomposition of light into colors, the creation of artificial light and the realization of artistic compositions with black light. In conclusion, we present a way of approaching the subject of light, bringing children closer to scientific knowledge in a playful and experimental way, promoting the significant learning argued by Ausubel and contributing to the personal and cognitive development of the students.
Direction
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
Practices of tourism environments applied to the classroom
Authorship
L.S.S.
Bachelor's Degree in Early Childhood Education
L.S.S.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 12:00
06.19.2025 12:00
Summary
This Final Degree Project proposes an educational innovation in Early Childhood Education based on the use of tourist environments as learning spaces. Drawing from my own personal and professional experience, an interdisciplinary didactic proposal is designed to promote active, inclusive, and meaningful learning through methodologies that connect the classroom with the surrounding environment. The project seeks to rethink the traditional use of educational space, fostering curiosity, diversity, and the holistic development of students.
This Final Degree Project proposes an educational innovation in Early Childhood Education based on the use of tourist environments as learning spaces. Drawing from my own personal and professional experience, an interdisciplinary didactic proposal is designed to promote active, inclusive, and meaningful learning through methodologies that connect the classroom with the surrounding environment. The project seeks to rethink the traditional use of educational space, fostering curiosity, diversity, and the holistic development of students.
Direction
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
Court
DOPICO GONZALEZ, MONTSERRAT (Student’s tutor)
DOPICO GONZALEZ, MONTSERRAT (Student’s tutor)
A Fraga de Sabarei: Childhood, nature and conscious education in the rural context for early childhood.
Authorship
I.S.R.
Bachelor's Degree in Early Childhood Education
I.S.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
This Bachelor's Thesis presents the planning process behind the creation of the A Fraga de Sabarei Nursery School project, aimed at children aged 0 to 3 years and grounded in the methodological pillars of Rural and Respectful Education in Nature. The proposal emerges from the desire to create a school connected with the community and the territory, where care and respect are central principles. Through a theoretical review, the main pedagogical approaches that inspired the project are explored, such as Nature-Based Education, Coeducation, Art Education, Respectful Parenting, and the sociolinguistic situation of the Galician language. These foundations support a living methodological proposal, deeply linked to the land and local culture, and committed to the Galician language through a language immersion project. A comprehensive design of the school is presented in detail, including the socio-territorial context, legal framework, spatial organization, diversity support measures, and available resources, among other aspects. The active role of the community is highlighted as an essential part of the project. A Fraga de Sabarei aims to be an accessible and free school that supports a free, active, and respected childhood. This proposal represents a firm commitment to a rooted, transformative education that serves people. Finally, the thesis includes a reflection on the development process and potential future projects compatible with the center, along with an analysis of its implementation feasibility.
Direction
GARCIA ROMERO, DAVID (Tutorships)
GARCIA ROMERO, DAVID (Tutorships)
Court
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Lago Ballesteros, Joaquín (Chairman)
DOPICO GONZALEZ, MONTSERRAT (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Dynamic and inclusive schoolyards through Datchball.
Authorship
S.S.C.
Bachelor's Degree in Primary Education
S.S.C.
Bachelor's Degree in Primary Education
Defense date
06.19.2025 09:00
06.19.2025 09:00
Summary
The objective of this Final Degree Project is to analyze and implement a proposal based on the dynamization of recess through a Datchball league, a sport of cooperation opposition and with compulsory mixed teams. The intervention was carried out with students in 5th and 6th grade of Primary Education, with the purpose of changing the current dynamics of school playgrounds, characterized by unequal participation and gender segregation. The project is structured under a theoretical framework that shows the value of play as an educational tool, the benefits of cooperative oppositional games and the importance of active playgrounds as a space for inclusion. The observation and the use of two questionnaires we collected data before and after the implementation, which allowed us to evaluate its impact. The results show an improvement in participation and the promotion of respect, cooperation and inclusion of all students. Finally, it is show how the Datchball league not only enriches recess, but also promotes fundamental values for the formation of the students.
The objective of this Final Degree Project is to analyze and implement a proposal based on the dynamization of recess through a Datchball league, a sport of cooperation opposition and with compulsory mixed teams. The intervention was carried out with students in 5th and 6th grade of Primary Education, with the purpose of changing the current dynamics of school playgrounds, characterized by unequal participation and gender segregation. The project is structured under a theoretical framework that shows the value of play as an educational tool, the benefits of cooperative oppositional games and the importance of active playgrounds as a space for inclusion. The observation and the use of two questionnaires we collected data before and after the implementation, which allowed us to evaluate its impact. The results show an improvement in participation and the promotion of respect, cooperation and inclusion of all students. Finally, it is show how the Datchball league not only enriches recess, but also promotes fundamental values for the formation of the students.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
NAVARRO PATON, RUBEN (Student’s tutor)
NAVARRO PATON, RUBEN (Student’s tutor)
Educating in values: a reflection and a proposal for today's world.
Authorship
A.S.G.
Bachelor's Degree in Early Childhood Education
A.S.G.
Bachelor's Degree in Early Childhood Education
Defense date
06.23.2025 19:00
06.23.2025 19:00
Summary
Values are inherent human qualities that shape a person's character and way of acting. They guide decision-making and can vary according to historical, social and cultural context. Education has the responsibility to initiate children in moral development and in identifying and learning values such as equality, justice, generosity and responsibility. This Final Degree Project deals with the importance of education in values, something that is being lost in today's society. The main objective is to reflect on the role of the school as a space for the transmission of values. In an increasingly complex and changing social context, the transmission of values is a fundamental basis for the integral development of children. Problems such as the absence of authority and limits or overprotection are increasingly evident. The joint work of families and schools will be fundamental for the internalisation of these values from an early age, focusing on the use of active and reflective methodologies that allow pupils to apply values in their daily lives through resources such as storytelling. Values education will be an essential asset for the creation of a fairer and more caring society made up of responsible and committed adults, capable of assessing situations and actively participating in all areas.
Values are inherent human qualities that shape a person's character and way of acting. They guide decision-making and can vary according to historical, social and cultural context. Education has the responsibility to initiate children in moral development and in identifying and learning values such as equality, justice, generosity and responsibility. This Final Degree Project deals with the importance of education in values, something that is being lost in today's society. The main objective is to reflect on the role of the school as a space for the transmission of values. In an increasingly complex and changing social context, the transmission of values is a fundamental basis for the integral development of children. Problems such as the absence of authority and limits or overprotection are increasingly evident. The joint work of families and schools will be fundamental for the internalisation of these values from an early age, focusing on the use of active and reflective methodologies that allow pupils to apply values in their daily lives through resources such as storytelling. Values education will be an essential asset for the creation of a fairer and more caring society made up of responsible and committed adults, capable of assessing situations and actively participating in all areas.
Direction
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Tutorships)
Court
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
MARTINEZ QUINTANAR, MIGUEL ANGEL (Student’s tutor)
Emotional development and Physical Education
Authorship
M.T.M.
Bachelor's Degree in Primary Education
M.T.M.
Bachelor's Degree in Primary Education
Defense date
06.26.2025 12:45
06.26.2025 12:45
Summary
This work analyzes the implications of emotional development, as well as its relationship with physical education in the Primary Education stage. The bibliographic review carried out allows us to delve deeper into different concepts interconnected with this development, such as emotional education, emotional intelligence or the different skills that the previous terms imply. Moreover, the specific relationship between the mentioned emotional development and physical education is also addressed, analyzing its place in the curriculum, its relationship with elements such as play or the different skills that are worked on in this area related to emotional work. Next, different difficulties that hinder emotional work in classrooms are stated and solutions to these are discussed, also proposing methodologies and evaluation methods to bring emotional work to physical education classrooms. Subsequently, methods are also stated to analyze the effectiveness of emotional proposals. This study starts from a double motivation, personal and academic, seeking based on this both personal and professional enrichment in terms of the field of study. This work also seeks to claim humanized education, defending the emotional dimension as a fundamental part of school education and highlighting the key role that physical education has in the process.
This work analyzes the implications of emotional development, as well as its relationship with physical education in the Primary Education stage. The bibliographic review carried out allows us to delve deeper into different concepts interconnected with this development, such as emotional education, emotional intelligence or the different skills that the previous terms imply. Moreover, the specific relationship between the mentioned emotional development and physical education is also addressed, analyzing its place in the curriculum, its relationship with elements such as play or the different skills that are worked on in this area related to emotional work. Next, different difficulties that hinder emotional work in classrooms are stated and solutions to these are discussed, also proposing methodologies and evaluation methods to bring emotional work to physical education classrooms. Subsequently, methods are also stated to analyze the effectiveness of emotional proposals. This study starts from a double motivation, personal and academic, seeking based on this both personal and professional enrichment in terms of the field of study. This work also seeks to claim humanized education, defending the emotional dimension as a fundamental part of school education and highlighting the key role that physical education has in the process.
Direction
Lago Ballesteros, Joaquín (Tutorships)
Lago Ballesteros, Joaquín (Tutorships)
Court
Lago Ballesteros, Joaquín (Student’s tutor)
Lago Ballesteros, Joaquín (Student’s tutor)
Coeducation through the school library
Authorship
D.T.D.R.
Bachelor's Degree in Early Childhood Education
D.T.D.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.09.2025 13:30
07.09.2025 13:30
Summary
his study examines the role of the school library as a tool to promote coeducation and gender equality in early childhood education. Through a theoretical and practical approach, it explores the historical evolution of coeducation in Spain, its legislative framework, and its application in classrooms. The value of children's literature and the school library as key educational spaces for fostering equity from an early age is highlighted. The theoretical section addresses fundamental concepts of coeducation, delves into its historical and regulatory implementation, and analyzes the importance of the school library as a driver of inclusive learning. The practical section presents an educational intervention in a rural school, where coeducational activities are designed and implemented for 4-year-old students. These activities aim to promote self-esteem, diversity, and respect through language exploration and children's stories. The results indicate that the use of the school library and literature contributes to the creation of a more egalitarian school environment, reinforcing values of inclusion and mutual respect. Additionally, this study emphasizes the importance of employing innovative teaching strategies that encourage education free from prejudices and stereotypes. As a future teacher, I commit to integrating the library as an essential resource in my educational practice, harnessing its potential to transform education and promote a fairer and more equitable society.
his study examines the role of the school library as a tool to promote coeducation and gender equality in early childhood education. Through a theoretical and practical approach, it explores the historical evolution of coeducation in Spain, its legislative framework, and its application in classrooms. The value of children's literature and the school library as key educational spaces for fostering equity from an early age is highlighted. The theoretical section addresses fundamental concepts of coeducation, delves into its historical and regulatory implementation, and analyzes the importance of the school library as a driver of inclusive learning. The practical section presents an educational intervention in a rural school, where coeducational activities are designed and implemented for 4-year-old students. These activities aim to promote self-esteem, diversity, and respect through language exploration and children's stories. The results indicate that the use of the school library and literature contributes to the creation of a more egalitarian school environment, reinforcing values of inclusion and mutual respect. Additionally, this study emphasizes the importance of employing innovative teaching strategies that encourage education free from prejudices and stereotypes. As a future teacher, I commit to integrating the library as an essential resource in my educational practice, harnessing its potential to transform education and promote a fairer and more equitable society.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
LOPEZ QUINTANS, JAVIER (Student’s tutor)
LOPEZ QUINTANS, JAVIER (Student’s tutor)
The videogame as a didactic resourse for primary education: ‘The Great Word Test’
Authorship
S.T.M.
Double bachelor degree in Early Childhood Education and Primary Education
S.T.M.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.09.2025 12:00
07.09.2025 12:00
Summary
This final degree project focuses on implementing a pedagogical innovation that leverages the educational potential of video games to develop a teaching unit aimed at a primary school classroom. The proposal, titled The Great Word Challenge, is based on the teacher’s knowledge of programming and didactics, and its relevance is supported by data on the impact of video games on childhood, as well as by active methodologies such as gamification and game-based learning. This pilot project, consisting of six screens, integrates elements such as narrative, character control, exploration, and combat. It is curriculum-linked to the areas of Social Sciences and Galician Language, in accordance with the official curriculum of Galicia. The intervention was carried out with a fourth-grade group, and a notable increase in students’ motivation and interest in Galician culture and language was observed. For the evaluation, two rubrics were used: one designed by the teacher and another for self-assessment, also managed by her. The project’s conclusions highlight the need to promote Galician cultural products and inclusive audiovisual educational alternatives, in order to support linguistic normalization and overcome gender stereotypes.
This final degree project focuses on implementing a pedagogical innovation that leverages the educational potential of video games to develop a teaching unit aimed at a primary school classroom. The proposal, titled The Great Word Challenge, is based on the teacher’s knowledge of programming and didactics, and its relevance is supported by data on the impact of video games on childhood, as well as by active methodologies such as gamification and game-based learning. This pilot project, consisting of six screens, integrates elements such as narrative, character control, exploration, and combat. It is curriculum-linked to the areas of Social Sciences and Galician Language, in accordance with the official curriculum of Galicia. The intervention was carried out with a fourth-grade group, and a notable increase in students’ motivation and interest in Galician culture and language was observed. For the evaluation, two rubrics were used: one designed by the teacher and another for self-assessment, also managed by her. The project’s conclusions highlight the need to promote Galician cultural products and inclusive audiovisual educational alternatives, in order to support linguistic normalization and overcome gender stereotypes.
Direction
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
Court
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
Enríquez Martínez, Iván (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
CALDEIRO PEDREIRA, Mª CARMEN (Member)
The development of narrative supports for children: ‘Blank Pathways’
Authorship
S.T.M.
Double bachelor degree in Early Childhood Education and Primary Education
S.T.M.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.27.2025 11:00
06.27.2025 11:00
Summary
Blank Pathways is born in the field of artistic production and starts from an analysis of narrative supports aimed at children, emphasizing the value of imagining and creating. Its objective is to form a didactic proposal in which boys and girls act as active agents and creators of their own stories and expressive resources. Highly influenced by Bruno Munari’s pre-books, the object-image book by Katsuma Komagata and Warja Lavater, Eames from The House of Cards, and the assembled card game by Enzo Mari. Through drawing and the prior design of a physical support made up of interlocking wooden modules, it aims to build a collective narrative focused on the visual arts and cooperative work. Divided into three sessions, it promotes reflection, anticipation, and the understanding of daily routines, as well as the development of symbolic thinking. It concludes with an analysis of results differentiated between the final creations and the creative process. By way of conclusion, it emphasizes the need to work from one's own imagination, distancing from infantilized and stereotyped proposals. Lastly, it highlights the importance of art education in early childhood classrooms and insists on broadening the repertoire of narrative vehicles, both in form and in the voice delivering the discourse.
Blank Pathways is born in the field of artistic production and starts from an analysis of narrative supports aimed at children, emphasizing the value of imagining and creating. Its objective is to form a didactic proposal in which boys and girls act as active agents and creators of their own stories and expressive resources. Highly influenced by Bruno Munari’s pre-books, the object-image book by Katsuma Komagata and Warja Lavater, Eames from The House of Cards, and the assembled card game by Enzo Mari. Through drawing and the prior design of a physical support made up of interlocking wooden modules, it aims to build a collective narrative focused on the visual arts and cooperative work. Divided into three sessions, it promotes reflection, anticipation, and the understanding of daily routines, as well as the development of symbolic thinking. It concludes with an analysis of results differentiated between the final creations and the creative process. By way of conclusion, it emphasizes the need to work from one's own imagination, distancing from infantilized and stereotyped proposals. Lastly, it highlights the importance of art education in early childhood classrooms and insists on broadening the repertoire of narrative vehicles, both in form and in the voice delivering the discourse.
Direction
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
FREIRE PEREZ, ESTELLA LETICIA (Tutorships)
Court
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
FREIRE PEREZ, ESTELLA LETICIA (Student’s tutor)
Dramatization and creativity in the Early Childhood Education classroom.
Authorship
L.V.O.
Bachelor's Degree in Early Childhood Education
L.V.O.
Bachelor's Degree in Early Childhood Education
Defense date
02.11.2025 14:30
02.11.2025 14:30
Summary
Classroom work activities that promotethe creativity of students. Within the infant education classroom, this is even more necesary, if possible, as it will lay the foundations for the future development of the students. That is why the objective we will pursue will be to include dramatization as one more tool that allowsusto make students aware of their strengths and reinforce any possible lack. These exercises include very interesting emotional work where we can put into practice situations of recognition of our own and others emotions. In this sense, it is necessary to remember that within the classroom we will pursue significant learning, which is enjoyable, seekimg that students immerse themselves in the knowledge proposed. When including these activities in the classroom, we must be attentive to possible needs of the students and make as many adaptions as the classroom situation requires. The dramatization is a perfect opportunity to observe the performance of the studnts in a transversal way. In short, the early childhood classroom should be a window open to the world, where students have the opportunity to get to know each other and relate to the enviroment.
Classroom work activities that promotethe creativity of students. Within the infant education classroom, this is even more necesary, if possible, as it will lay the foundations for the future development of the students. That is why the objective we will pursue will be to include dramatization as one more tool that allowsusto make students aware of their strengths and reinforce any possible lack. These exercises include very interesting emotional work where we can put into practice situations of recognition of our own and others emotions. In this sense, it is necessary to remember that within the classroom we will pursue significant learning, which is enjoyable, seekimg that students immerse themselves in the knowledge proposed. When including these activities in the classroom, we must be attentive to possible needs of the students and make as many adaptions as the classroom situation requires. The dramatization is a perfect opportunity to observe the performance of the studnts in a transversal way. In short, the early childhood classroom should be a window open to the world, where students have the opportunity to get to know each other and relate to the enviroment.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
ESTEVEZ RIONEGRO, NOELIA (Student’s tutor)
How Political and Sociocultural Contexts Affect the Learning of the English Language: comparing Spain and Finland
Authorship
L.V.M.
Bachelor's Degree in Primary Education
L.V.M.
Bachelor's Degree in Primary Education
Defense date
06.20.2025 13:00
06.20.2025 13:00
Summary
In recent decades, due to several events which led to the current world, the multilingual and multicultural society, already existing, was witness of an exchange of knowledge between countries and evolved towards a context in which the educational need arises to find new methods of teaching which fulfil the knowledge and learning of new languages in an effective approach. Therefore, a study about how english language is taught in countries such as Spain and Finland has been intended to be conducted, analysing in which way social, political and cultural contexts influence as factors; and verifying if these ones really justify the results of a better language learning.
In recent decades, due to several events which led to the current world, the multilingual and multicultural society, already existing, was witness of an exchange of knowledge between countries and evolved towards a context in which the educational need arises to find new methods of teaching which fulfil the knowledge and learning of new languages in an effective approach. Therefore, a study about how english language is taught in countries such as Spain and Finland has been intended to be conducted, analysing in which way social, political and cultural contexts influence as factors; and verifying if these ones really justify the results of a better language learning.
Direction
Anderson McGuire, JoDee (Tutorships)
Anderson McGuire, JoDee (Tutorships)
Court
Anderson McGuire, JoDee (Student’s tutor)
Anderson McGuire, JoDee (Student’s tutor)
Children’s Literature and it’s potentiality to address death’s taboo topic in an Early Childhood Education classroom
Authorship
L.V.A.
Bachelor's Degree in Early Childhood Education
L.V.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.09.2025 14:00
07.09.2025 14:00
Summary
Death is one of many taboo topics of our society, talking about this topic turns out to be burdensome, since every time it gets mentioned, it carries negative sensations along. That is one of the reasons why it has avoidance history at Early Childhood Care, but we can not allow reality to remain this way, knowing death and having formed concepts related to it before having lived close experiences to it is highly positive to the children. This paper is made as research that compiles information about the perception and concepts of death during childhood, about the pedagogy of death and education’s perspective about it, and about how it is possible to approach children to death through Children’s Literature. Said research will be useful to lay the foundation of a didactic proposal consisting in approaching the student body to death through children’s books.
Death is one of many taboo topics of our society, talking about this topic turns out to be burdensome, since every time it gets mentioned, it carries negative sensations along. That is one of the reasons why it has avoidance history at Early Childhood Care, but we can not allow reality to remain this way, knowing death and having formed concepts related to it before having lived close experiences to it is highly positive to the children. This paper is made as research that compiles information about the perception and concepts of death during childhood, about the pedagogy of death and education’s perspective about it, and about how it is possible to approach children to death through Children’s Literature. Said research will be useful to lay the foundation of a didactic proposal consisting in approaching the student body to death through children’s books.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
LOPEZ QUINTANS, JAVIER (Student’s tutor)
LOPEZ QUINTANS, JAVIER (Student’s tutor)
Physical Activity and Mental Health in Primary Education: A Literature Review and Educational Analysis in the Galician Context
Authorship
E.V.L.
Bachelor's Degree in Primary Education
E.V.L.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 18:30
07.09.2025 18:30
Summary
Mental health in childhood and adolescence is an increasingly pressing issue in the educational field due to the rise in emotional and mood disorders during these developmental stages. Physical activity emerges as a protective factor against these disorders, providing physiological, psychological, and social benefits. This Final Degree Project aims to analyze the relationship between physical activity and mental health in Primary Education students. A bibliographic review of eight scientific articles was conducted, along with an analysis of the curriculum of the Primary Education Degree at Galician universities and the official syllabus for teacher recruitment exams. The results reveal that physical activity enhances self-esteem, reduces depressive symptoms, and promotes emotional well-being. However, the findings also highlight a lack of specific training in mental health within university curricula and official exam content for Physical Education teachers.
Mental health in childhood and adolescence is an increasingly pressing issue in the educational field due to the rise in emotional and mood disorders during these developmental stages. Physical activity emerges as a protective factor against these disorders, providing physiological, psychological, and social benefits. This Final Degree Project aims to analyze the relationship between physical activity and mental health in Primary Education students. A bibliographic review of eight scientific articles was conducted, along with an analysis of the curriculum of the Primary Education Degree at Galician universities and the official syllabus for teacher recruitment exams. The results reveal that physical activity enhances self-esteem, reduces depressive symptoms, and promotes emotional well-being. However, the findings also highlight a lack of specific training in mental health within university curricula and official exam content for Physical Education teachers.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
CONS FERREIRO, MIGUEL (Student’s tutor)
CONS FERREIRO, MIGUEL (Student’s tutor)
Where Language Begins: a didactic proposal in early childhood Education to challenge prejudices against the Galician Lenguage
Authorship
S.V.R.
Double bachelor degree in Early Childhood Education and Primary Education
S.V.R.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.20.2025 11:00
06.20.2025 11:00
Summary
The loss of Galician language speakers is currently one of the most significant issues of the language in the Autonomous Community of Galicia. More and more people are abandoning the region’s native language, and their competencies in it are steadily decreasing. For this reason, this work presents a didactic proposal aimed at breaking down prejudices against the Galician language in early childhood education. It seeks to promote the language’s reclamation from within the school environment and ensure that future generations grow up without developing negative attitudes toward Galician. To this end, a theoretical review is provided on topics such as bilingualism and prejudice, linking them to the Galician language. This forms the foundation for a project designed for an early childhood classroom in Galicia. The proposal, through activities that highlight the value of the language and its internal variations, offers a useful tool for teachers aiming to enhance students’ plurilingual competence, as referenced in Decreto 150/2022, through activities that promote appreciation for the Galician language.
The loss of Galician language speakers is currently one of the most significant issues of the language in the Autonomous Community of Galicia. More and more people are abandoning the region’s native language, and their competencies in it are steadily decreasing. For this reason, this work presents a didactic proposal aimed at breaking down prejudices against the Galician language in early childhood education. It seeks to promote the language’s reclamation from within the school environment and ensure that future generations grow up without developing negative attitudes toward Galician. To this end, a theoretical review is provided on topics such as bilingualism and prejudice, linking them to the Galician language. This forms the foundation for a project designed for an early childhood classroom in Galicia. The proposal, through activities that highlight the value of the language and its internal variations, offers a useful tool for teachers aiming to enhance students’ plurilingual competence, as referenced in Decreto 150/2022, through activities that promote appreciation for the Galician language.
Direction
Enríquez Martínez, Iván (Tutorships)
Enríquez Martínez, Iván (Tutorships)
Court
Enríquez Martínez, Iván (Student’s tutor)
Enríquez Martínez, Iván (Student’s tutor)
Without sound barriers: educational proposal to students with hearing loss in primary education
Authorship
S.V.R.
Double bachelor degree in Early Childhood Education and Primary Education
S.V.R.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
06.27.2025 09:45
06.27.2025 09:45
Summary
The purpose of this work is to develop a teaching proposal that promotes the inclusion of students with hearing loss in Primary Education classrooms. To this end, a didactic proposal is presented, as a useful tool for teachers who value the diversity in the school and that find more inclusive environment. Throughout this work, a theoretical review is presented, that talk about topics such as inclusion and its historical evolution, hearing loss and the resources that allow for greater inclusion of these students in everyday life. These include augmentative and alternative communication systems, such as sign language, the use of pictograms and lip reading. Below is the main part of the work, which presents a proposal for inclusion based on a project-based methodology. It aims to raise awareness among primary school students about the needs of people with hearing loss. The project seeks to develop the necessary skills and strategies, as well as to highlight the strengths and challenges students with this condition.
The purpose of this work is to develop a teaching proposal that promotes the inclusion of students with hearing loss in Primary Education classrooms. To this end, a didactic proposal is presented, as a useful tool for teachers who value the diversity in the school and that find more inclusive environment. Throughout this work, a theoretical review is presented, that talk about topics such as inclusion and its historical evolution, hearing loss and the resources that allow for greater inclusion of these students in everyday life. These include augmentative and alternative communication systems, such as sign language, the use of pictograms and lip reading. Below is the main part of the work, which presents a proposal for inclusion based on a project-based methodology. It aims to raise awareness among primary school students about the needs of people with hearing loss. The project seeks to develop the necessary skills and strategies, as well as to highlight the strengths and challenges students with this condition.
Direction
Mouriz Corbelle, Romina (Tutorships)
Mouriz Corbelle, Romina (Tutorships)
Court
Mouriz Corbelle, Romina (Student’s tutor)
Mouriz Corbelle, Romina (Student’s tutor)
Impact of Mobile Phone Use on Parenting Practices and Socioemotional Development in Early Childhood Education
Authorship
M.V.V.
Bachelor's Degree in Early Childhood Education
M.V.V.
Bachelor's Degree in Early Childhood Education
Defense date
06.20.2025 16:00
06.20.2025 16:00
Summary
This Final Degree Project aims to analyze how the use of mobile devices influences child-rearing, particularly in the socio-emotional development of children during the Early Childhood Education stage. Based on direct observation carried out during my internship period and a theoretical review of current studies, this issue is addressed from a dual perspective: on one hand, the effects that excessive mobile phone use can have on family life, and on the other, how it affects the behavior, emotions, and ways of relating of the youngest members of our society. To understand how mobile phones are actually used at home, I conducted a questionnaire with families and observed the daily life in the Early Childhood Education classroom to identify how certain learning and developmental problems manifest, and whether some of them could be related to the use of mobile phones that families allow in specific situations. My observations lead me to affirm that, although surveys do not fully reflect this reality, in Early Childhood Education there are indeed noticeable changes in behavior and in the development of certain skills in children. These changes, in many cases, seem to be related to the excessive or inappropriate use of mobile phones or tablets at home. The results show that, although many families try to use these devices responsibly, in daily life it is common to turn to them at key moments. This can hinder the development of skills such as emotional self-regulation, attention, or social interaction. Therefore, a family-oriented intervention is proposed in the form of a workshop, with the aim of offering clear information and practical resources to encourage more mindful use of mobile phones and to strengthen the emotional bond between parents and children.
This Final Degree Project aims to analyze how the use of mobile devices influences child-rearing, particularly in the socio-emotional development of children during the Early Childhood Education stage. Based on direct observation carried out during my internship period and a theoretical review of current studies, this issue is addressed from a dual perspective: on one hand, the effects that excessive mobile phone use can have on family life, and on the other, how it affects the behavior, emotions, and ways of relating of the youngest members of our society. To understand how mobile phones are actually used at home, I conducted a questionnaire with families and observed the daily life in the Early Childhood Education classroom to identify how certain learning and developmental problems manifest, and whether some of them could be related to the use of mobile phones that families allow in specific situations. My observations lead me to affirm that, although surveys do not fully reflect this reality, in Early Childhood Education there are indeed noticeable changes in behavior and in the development of certain skills in children. These changes, in many cases, seem to be related to the excessive or inappropriate use of mobile phones or tablets at home. The results show that, although many families try to use these devices responsibly, in daily life it is common to turn to them at key moments. This can hinder the development of skills such as emotional self-regulation, attention, or social interaction. Therefore, a family-oriented intervention is proposed in the form of a workshop, with the aim of offering clear information and practical resources to encourage more mindful use of mobile phones and to strengthen the emotional bond between parents and children.
Direction
PONCET SOUTO, MARTA MARIA (Tutorships)
PONCET SOUTO, MARTA MARIA (Tutorships)
Court
PONCET SOUTO, MARTA MARIA (Student’s tutor)
PONCET SOUTO, MARTA MARIA (Student’s tutor)
The influence of Physical Education on the development of self-esteem and self-confidence in the Primary Education stage.
Authorship
I.V.V.
Bachelor's Degree in Primary Education
I.V.V.
Bachelor's Degree in Primary Education
Defense date
07.09.2025 19:00
07.09.2025 19:00
Summary
Currently, attention to emotional development in childhood has gained special relevance within the educational field, but there remains a scarcity of theoretical studies specifically focused on the influence of Physical Education on variables such as self-esteem and confidence. This lack hinders the conscious application of educational practices that harness the potential of this area to promote the personal well-being of students. Therefore, the main objective of this work is to analyze how Physical Education can contribute to strengthening self-esteem and confidence in Primary Education students. A literature review methodology has been chosen, based on the analysis of scientific literature, theoretical frameworks, and institutional documents that address the role of the school environment, teachers, and pedagogical practices in the emotional development of students. The results extracted demonstrate that when inclusive, cooperative, and diversity-respecting methodologies are applied, Physical Education acts as a space that promotes self-esteem and personal security. The final reflection highlights the need to pay greater attention to this dimension of child development from the didactic programming, in order to consolidate practices that promote meaningful and emotionally healthy learning within the area of Physical Education.
Currently, attention to emotional development in childhood has gained special relevance within the educational field, but there remains a scarcity of theoretical studies specifically focused on the influence of Physical Education on variables such as self-esteem and confidence. This lack hinders the conscious application of educational practices that harness the potential of this area to promote the personal well-being of students. Therefore, the main objective of this work is to analyze how Physical Education can contribute to strengthening self-esteem and confidence in Primary Education students. A literature review methodology has been chosen, based on the analysis of scientific literature, theoretical frameworks, and institutional documents that address the role of the school environment, teachers, and pedagogical practices in the emotional development of students. The results extracted demonstrate that when inclusive, cooperative, and diversity-respecting methodologies are applied, Physical Education acts as a space that promotes self-esteem and personal security. The final reflection highlights the need to pay greater attention to this dimension of child development from the didactic programming, in order to consolidate practices that promote meaningful and emotionally healthy learning within the area of Physical Education.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
CONS FERREIRO, MIGUEL (Student’s tutor)
CONS FERREIRO, MIGUEL (Student’s tutor)
Plurilingualism in action: integrating communicative approach, ILT and CLIL in a didactic proposal on animals in Primary Education
Authorship
J.V.G.
Bachelor's Degree in Primary Education
J.V.G.
Bachelor's Degree in Primary Education
Defense date
07.03.2025 17:00
07.03.2025 17:00
Summary
Nowadays, plurilingualism represents one of the most significant principles in the understanding and attention of an increasingly diverse society, in which being able to accurately communicate in different languages, circumstances and contexts is fundamental, an area in which education plays an essential role. For this reason, departing from a literature review that establishes the fundamental characteristics of some current practices in the field of plurilingual education, such as the communicative approach, the integrated language treatment (ILT) and the content and language integrated learning (CLIL), the main purpose of this paper is to elaborate a didactic proposal for the Primary Education stage that articulates a plurilingual vision of the educational process on the basis of these theoretical postulates that, as a whole, contribute to the development of linguistic and communicative competence in different languages. To this end, it is established as a starting point that students discover the functional use of language focusing on the animal world as a thematic core and on a real multilingual environment in which three languages (English, Galician and Spanish) coexist: the autonomous community of Galicia, so that the surrounding culture is also presented as a relevant element in the linguistic learning. This point is complemented with an active methodology that converts students into protagonists of real communicative situations. Finally, the paper concludes with the benefits of connecting the mentioned approaches to promote plurilingual education, as well as with the barriers that its real implementation faces.
Nowadays, plurilingualism represents one of the most significant principles in the understanding and attention of an increasingly diverse society, in which being able to accurately communicate in different languages, circumstances and contexts is fundamental, an area in which education plays an essential role. For this reason, departing from a literature review that establishes the fundamental characteristics of some current practices in the field of plurilingual education, such as the communicative approach, the integrated language treatment (ILT) and the content and language integrated learning (CLIL), the main purpose of this paper is to elaborate a didactic proposal for the Primary Education stage that articulates a plurilingual vision of the educational process on the basis of these theoretical postulates that, as a whole, contribute to the development of linguistic and communicative competence in different languages. To this end, it is established as a starting point that students discover the functional use of language focusing on the animal world as a thematic core and on a real multilingual environment in which three languages (English, Galician and Spanish) coexist: the autonomous community of Galicia, so that the surrounding culture is also presented as a relevant element in the linguistic learning. This point is complemented with an active methodology that converts students into protagonists of real communicative situations. Finally, the paper concludes with the benefits of connecting the mentioned approaches to promote plurilingual education, as well as with the barriers that its real implementation faces.
Direction
Enríquez Martínez, Iván (Tutorships)
Enríquez Martínez, Iván (Tutorships)
Court
Enríquez Martínez, Iván (Student’s tutor)
Enríquez Martínez, Iván (Student’s tutor)
Touch the world. A proposal for workshops to work on the sense of touch at school.
Authorship
B.V.R.
Bachelor's Degree in Primary Education
B.V.R.
Bachelor's Degree in Primary Education
Defense date
02.04.2025 10:00
02.04.2025 10:00
Summary
This final degree project explores the importance of the sense of touch in the field of plastic arts education for children in Primary Education, emphasizing its impact on the students' holistic development. Through a theoretical analysis based on active pedagogical approaches such as Montessori and Reggio Emilia, it highlights how sensory exploration through touch fosters creativity, independence, and individual expression. A didactic proposal structured into five sessions has been developed, in which a variety of materials and textures are used to stimulate tactile perception and promote deep learning. The didactic proposal has been designed considering the importance of sensory experimentation in artistic comprehension and strengthening students' connection with their environment. The theoretical study suggests that experiential education through the manipulation of various materials in the field of plastic arts can positively influence the development of fine motor skills, self-confidence, and interest in artistic expression. Moreover, it underlines the need for adequate resources and specialized teacher training to ensure the effective implementation of such proposals. In conclusion, the sense of touch is a key resource in plastic arts education, offering multiple benefits that go beyond the artistic domain and promote inclusive learning tailored to students' characteristics.
This final degree project explores the importance of the sense of touch in the field of plastic arts education for children in Primary Education, emphasizing its impact on the students' holistic development. Through a theoretical analysis based on active pedagogical approaches such as Montessori and Reggio Emilia, it highlights how sensory exploration through touch fosters creativity, independence, and individual expression. A didactic proposal structured into five sessions has been developed, in which a variety of materials and textures are used to stimulate tactile perception and promote deep learning. The didactic proposal has been designed considering the importance of sensory experimentation in artistic comprehension and strengthening students' connection with their environment. The theoretical study suggests that experiential education through the manipulation of various materials in the field of plastic arts can positively influence the development of fine motor skills, self-confidence, and interest in artistic expression. Moreover, it underlines the need for adequate resources and specialized teacher training to ensure the effective implementation of such proposals. In conclusion, the sense of touch is a key resource in plastic arts education, offering multiple benefits that go beyond the artistic domain and promote inclusive learning tailored to students' characteristics.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
Court
BLANCO MOSQUERA, VICENTE (Student’s tutor)
BLANCO MOSQUERA, VICENTE (Student’s tutor)
Evolution of the Environmental Education Concept and its application in Early Chillhood Education: a critical analysis of curriculum
Authorship
H.V.L.
Bachelor's Degree in Early Childhood Education
H.V.L.
Bachelor's Degree in Early Childhood Education
Defense date
06.26.2025 15:00
06.26.2025 15:00
Summary
This Final Degree Project (TFG) aims to explore in depth the development and application of Sustainable Environmental Education (EAS), from its beginnings in the 20th century to its evolution in the 21st century. A documentary and bibliographic review will be carried out in various academic sources, to determine the origin and evolution of the concept of environmental education. This analysis will allow us to understand how this field has changed and adapted over time, reflecting the growing environmental problems and educational needs that we currently find in classrooms. Next, the characteristics, educational approaches and objectives that should guide any EAS proposal will be examined. It will be analyzed how these elements are integrated and reflected in the current early childhood education curriculum, established in Decree 150/2022, of September 8, which regulates the organization and curriculum of early childhood education in the Autonomous Community of Galicia. Allowing us to evaluate the coherence and effectiveness of current regulations in promoting an education that is respectful and committed to the environment, from early childhood. The structure used is the following: we will introduce the topic to be discussed in the first section of the document, to contextualize and situate the readers. We will present the objectives that are intended to be achieved, as well as the methodology used. We will present the results obtained from the bibliographic search, offering a reasoned and critical approach. We will finish with some conclusions, as well as a compilation of the bibliographic and webgraphic references used.
This Final Degree Project (TFG) aims to explore in depth the development and application of Sustainable Environmental Education (EAS), from its beginnings in the 20th century to its evolution in the 21st century. A documentary and bibliographic review will be carried out in various academic sources, to determine the origin and evolution of the concept of environmental education. This analysis will allow us to understand how this field has changed and adapted over time, reflecting the growing environmental problems and educational needs that we currently find in classrooms. Next, the characteristics, educational approaches and objectives that should guide any EAS proposal will be examined. It will be analyzed how these elements are integrated and reflected in the current early childhood education curriculum, established in Decree 150/2022, of September 8, which regulates the organization and curriculum of early childhood education in the Autonomous Community of Galicia. Allowing us to evaluate the coherence and effectiveness of current regulations in promoting an education that is respectful and committed to the environment, from early childhood. The structure used is the following: we will introduce the topic to be discussed in the first section of the document, to contextualize and situate the readers. We will present the objectives that are intended to be achieved, as well as the methodology used. We will present the results obtained from the bibliographic search, offering a reasoned and critical approach. We will finish with some conclusions, as well as a compilation of the bibliographic and webgraphic references used.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Student’s tutor)
FERNANDEZ MONTEIRA, SABELA (Student’s tutor)
Artistic proposal for educational intervention in early childhood education classrooms
Authorship
M.V.B.
Bachelor's Degree in Early Childhood Education
M.V.B.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 10:30
06.19.2025 10:30
Summary
This Final Degree Project presents an artistic proposal for educational intervention, which seeks to respond to the current need to bring children closer to their immediate environment and propose an alternative to the reproductive system that perpetuates the school. It also defends the importance of valuing children’s culture and revaluing artistic education to promote the development of children’s creativity and imagination. The approach of this project is based on Arts-Based Research, a type of qualitative research that prioritizes the importance of the value of education itself over statistics. It seeks to analyze the value of the developed proposal through the observation of its properties and the possibilities it offers. The aim is not to draft strict guidelines to follow or a proposal to implement in the classroom; rather, this project seeks to demonstrate that there are multiple and diverse ways to carry out educational work in the early childhood education stage. However, the design and planning of a specific proposal are presented here, always keeping in mind the importance of adapting the educational action to the school context in which it is located.
This Final Degree Project presents an artistic proposal for educational intervention, which seeks to respond to the current need to bring children closer to their immediate environment and propose an alternative to the reproductive system that perpetuates the school. It also defends the importance of valuing children’s culture and revaluing artistic education to promote the development of children’s creativity and imagination. The approach of this project is based on Arts-Based Research, a type of qualitative research that prioritizes the importance of the value of education itself over statistics. It seeks to analyze the value of the developed proposal through the observation of its properties and the possibilities it offers. The aim is not to draft strict guidelines to follow or a proposal to implement in the classroom; rather, this project seeks to demonstrate that there are multiple and diverse ways to carry out educational work in the early childhood education stage. However, the design and planning of a specific proposal are presented here, always keeping in mind the importance of adapting the educational action to the school context in which it is located.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
The role of Early Childhood Education in the normalization of the Galician language: A case study of the municipality of Cervo.
Authorship
E.V.G.
Bachelor's Degree in Early Childhood Education
E.V.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
This Final Degree Project focuses on the contribution of Early Childhood Education to the normalization of the Galician language, taking as a reference point the sociolinguistic reality of the municipality of Cervo. Nowadays, the Galician language has official status, but it continues to lose speakers (especially among the younger generations). In this context, the school is a key agent to promote positive attitudes towards Galician. This work has three main sections: a theoretical framework that analyzes the situation of the Galician language both in Galicia and in the educational system, emphasizing the decrees, the Linguistic Projects of the Schools, and the role of the Language Normalization and Revitalization Teams; an analysis of the data obtained through a sociolinguistic survey; and finally, a didactic proposal focused on linguistic immersion and the natural use of Galician. The proposal is designed and planned as a yearly project that can be adapted to any educational center in Galicia, although it is currently not applicable due to the limitations of the current legislative framework. For this reason, the proposal is presented as a tool for the future. The ultimate goal is to contribute from the earliest educational stages to the revitalization of the Galician language.
This Final Degree Project focuses on the contribution of Early Childhood Education to the normalization of the Galician language, taking as a reference point the sociolinguistic reality of the municipality of Cervo. Nowadays, the Galician language has official status, but it continues to lose speakers (especially among the younger generations). In this context, the school is a key agent to promote positive attitudes towards Galician. This work has three main sections: a theoretical framework that analyzes the situation of the Galician language both in Galicia and in the educational system, emphasizing the decrees, the Linguistic Projects of the Schools, and the role of the Language Normalization and Revitalization Teams; an analysis of the data obtained through a sociolinguistic survey; and finally, a didactic proposal focused on linguistic immersion and the natural use of Galician. The proposal is designed and planned as a yearly project that can be adapted to any educational center in Galicia, although it is currently not applicable due to the limitations of the current legislative framework. For this reason, the proposal is presented as a tool for the future. The ultimate goal is to contribute from the earliest educational stages to the revitalization of the Galician language.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Student’s tutor)
SOUTO GOMEZ, MONTSERRAT (Student’s tutor)
Visual resources as psycho - emotional tools for students with ASD in a Primary Education classroom.
Authorship
P.V.B.
Bachelor's Degree in Primary Education
P.V.B.
Bachelor's Degree in Primary Education
Defense date
06.30.2025 13:30
06.30.2025 13:30
Summary
In the current educational context, the increase of students with a diagnosis of Autism Spectrum Disorder (ASD) in ordinary classrooms represents a challenge that requires the search for diverse resources to achieve a truly inclusive education. In this sense, this Final Degree Project (TFG) will analyse the use of visual resources as psycho-emotional tools in the Primary Education classroom, with special attention to students with ASD, who often experience difficulties in the expression and understanding of emotions, both their own and those of others. The aim of this work is to promote the correct identification and management of emotions in students with ASD through the use of various adapted visual resources, mainly pictograms. To this end, an educational intervention will be designed based on the visualisation of the film ‘Inside Out’, which acts as a stimulating and structuring resource for emotional work in the classroom. The methodology employed is based on a qualitative and didactic approach, focused on the deepening of the ASD, to subsequently guide the work towards the design of an educational proposal focused on diverse visual and communicative activities. It is important to highlight that the proposal will be adapted to the characteristics and needs of students with ASD in order to improve the processes of emotional identification, empathy and self-regulation. Finally, in relation to the expected results, the aim is to achieve an improvement in both understanding and emotional expression, as well as a greater degree of cohesion and inclusion in the group-class.
In the current educational context, the increase of students with a diagnosis of Autism Spectrum Disorder (ASD) in ordinary classrooms represents a challenge that requires the search for diverse resources to achieve a truly inclusive education. In this sense, this Final Degree Project (TFG) will analyse the use of visual resources as psycho-emotional tools in the Primary Education classroom, with special attention to students with ASD, who often experience difficulties in the expression and understanding of emotions, both their own and those of others. The aim of this work is to promote the correct identification and management of emotions in students with ASD through the use of various adapted visual resources, mainly pictograms. To this end, an educational intervention will be designed based on the visualisation of the film ‘Inside Out’, which acts as a stimulating and structuring resource for emotional work in the classroom. The methodology employed is based on a qualitative and didactic approach, focused on the deepening of the ASD, to subsequently guide the work towards the design of an educational proposal focused on diverse visual and communicative activities. It is important to highlight that the proposal will be adapted to the characteristics and needs of students with ASD in order to improve the processes of emotional identification, empathy and self-regulation. Finally, in relation to the expected results, the aim is to achieve an improvement in both understanding and emotional expression, as well as a greater degree of cohesion and inclusion in the group-class.
Direction
Mouriz Corbelle, Romina (Tutorships)
Mouriz Corbelle, Romina (Tutorships)
Court
Mouriz Corbelle, Romina (Student’s tutor)
Mouriz Corbelle, Romina (Student’s tutor)
Research project about light at CEIP Plurilingüe Ponzos
Authorship
V.Z.C.
Bachelor's Degree in Early Childhood Education
V.Z.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.07.2025 13:00
07.07.2025 13:00
Summary
The “Research project about light at CEIP Plurilingüe Ponzos” is developed in the 4th and 5th grade classrooms, with the aim of learning about the characteristics of light. The project is based on the Reggio Emilia philosophy and presents proposals based on the questions and interests of the students, thus promoting curiosity, creativity and experimentation. The project is structured in three phases (beginning, development and conclusion) and consists of seven sessions that deal with the different aspects of light: the differentiation between artificial light and natural light, shadows, the classification of materials according to whether or not they allow light to pass through, the decomposition of light into colors, the creation of artificial light and the realization of artistic compositions with black light. In conclusion, we present a way of approaching the subject of light, bringing children closer to scientific knowledge in a playful and experimental way, promoting the significant learning argued by Ausubel and contributing to the personal and cognitive development of the students.
The “Research project about light at CEIP Plurilingüe Ponzos” is developed in the 4th and 5th grade classrooms, with the aim of learning about the characteristics of light. The project is based on the Reggio Emilia philosophy and presents proposals based on the questions and interests of the students, thus promoting curiosity, creativity and experimentation. The project is structured in three phases (beginning, development and conclusion) and consists of seven sessions that deal with the different aspects of light: the differentiation between artificial light and natural light, shadows, the classification of materials according to whether or not they allow light to pass through, the decomposition of light into colors, the creation of artificial light and the realization of artistic compositions with black light. In conclusion, we present a way of approaching the subject of light, bringing children closer to scientific knowledge in a playful and experimental way, promoting the significant learning argued by Ausubel and contributing to the personal and cognitive development of the students.
Direction
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
IGLESIAS FORNEIRO, MARIA LINA (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
CIDRAS ROBLES, SALVADOR (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO SEIJO, ALBA MARIA (Member)
The sensoriality in the classrooms of the 1st Cycle of Early Childhood Education
Authorship
M.Z.F.
Bachelor's Degree in Early Childhood Education
M.Z.F.
Bachelor's Degree in Early Childhood Education
Defense date
06.19.2025 11:00
06.19.2025 11:00
Summary
With this work I have been able to carry out three sensory education proposals in the different classrooms of the 1st Cycle of Early Childhood Education. Through artistic methodologies based on the manipulation and exploration of the students. Thanks to educational proposals where sensory sensationality is enhanced, infants are favored in their integral development.
With this work I have been able to carry out three sensory education proposals in the different classrooms of the 1st Cycle of Early Childhood Education. Through artistic methodologies based on the manipulation and exploration of the students. Thanks to educational proposals where sensory sensationality is enhanced, infants are favored in their integral development.
Direction
CIDRAS ROBLES, SALVADOR (Tutorships)
CIDRAS ROBLES, SALVADOR (Tutorships)
Court
CIDRAS ROBLES, SALVADOR (Student’s tutor)
CIDRAS ROBLES, SALVADOR (Student’s tutor)
OAOA Methodology in Primay Education: Transforming the traditional teaching of aritmetic
Authorship
F.Z.R.
Bachelor's Degree in Primary Education
F.Z.R.
Bachelor's Degree in Primary Education
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
In Spain, by the end of the 20th century, the need for didactic renovation in the mathematics field arose, driven by rejection towards traditional methods based on repetition and memorization. In this context, the OAOA (Other algorithms for arithmetic operations) was born. It was led by Antonio Martín and inspired by the ideas of Constance Kamii and Jean Piaget, among others. To get a closer look at this movement, we’ll start checking some texts in which it’s based: education based on the alumni autonomy, logical reasoning and the use of manipulative materials (such as the Cuisenaire rods) to foster a meaningful comprehension of arithmetics. The objective of OAOA is to replace the old standard algorithms (ATOA) with customized mental calculation techniques adapted to the classroom’s diversity. We will supplement this analysis with a selection and analysis of video articles about the OAOA movement about the potential use of Cuisenarie rods and the teaching of the four basic arithmetic operations.
In Spain, by the end of the 20th century, the need for didactic renovation in the mathematics field arose, driven by rejection towards traditional methods based on repetition and memorization. In this context, the OAOA (Other algorithms for arithmetic operations) was born. It was led by Antonio Martín and inspired by the ideas of Constance Kamii and Jean Piaget, among others. To get a closer look at this movement, we’ll start checking some texts in which it’s based: education based on the alumni autonomy, logical reasoning and the use of manipulative materials (such as the Cuisenaire rods) to foster a meaningful comprehension of arithmetics. The objective of OAOA is to replace the old standard algorithms (ATOA) with customized mental calculation techniques adapted to the classroom’s diversity. We will supplement this analysis with a selection and analysis of video articles about the OAOA movement about the potential use of Cuisenarie rods and the teaching of the four basic arithmetic operations.
Direction
LOIS PRADOS, CRISTINA (Tutorships)
LOIS PRADOS, CRISTINA (Tutorships)
Court
LOIS PRADOS, CRISTINA (Student’s tutor)
LOIS PRADOS, CRISTINA (Student’s tutor)