5 year old footprints. A proposal to work on the measure.
Authorship
M.C.A.A.
Bachelor's Degree in Early Childhood Education
M.C.A.A.
Bachelor's Degree in Early Childhood Education
Defense date
09.15.2025 10:00
09.15.2025 10:00
Summary
I wish I could understand children the way Francesco Tonucci does. We must allow children to be independent, explore, and play. This work, based on mathematics in Early Childhood Education, aims to provide a view of mathematical learning through experience, play, and manipulation. It focuses on students' interests and active participation, leaving aside the production of worksheets that is observed in many classrooms every day. A proposal is presented for teaching measurement, promoting: the development of mathematical thinking and language, the development of comparison and estimation skills, and problem-solving
I wish I could understand children the way Francesco Tonucci does. We must allow children to be independent, explore, and play. This work, based on mathematics in Early Childhood Education, aims to provide a view of mathematical learning through experience, play, and manipulation. It focuses on students' interests and active participation, leaving aside the production of worksheets that is observed in many classrooms every day. A proposal is presented for teaching measurement, promoting: the development of mathematical thinking and language, the development of comparison and estimation skills, and problem-solving
Direction
GONZALEZ SEQUEIROS, PABLO (Tutorships)
GONZALEZ SEQUEIROS, PABLO (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Student’s tutor)
GONZALEZ SEQUEIROS, PABLO (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
09.08.2025 18:00
09.08.2025 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)
Educational intervention in the area of mathematics with students with autism spectrum disorder
Authorship
S.C.N.
Bachelor's Degree in Early Childhood Education
S.C.N.
Bachelor's Degree in Early Childhood Education
Defense date
09.05.2025 16:30
09.05.2025 16:30
Summary
This Final Degree Project has a theoretical-practical approach and is based on personal teaching experience within the Department of Education, as well as a review of recent studies that highlight the presence of significant difficulties in the development of mathematical competencies in students with Autism Spectrum Disorder (ASD). The main objective is to establish a connection between Mathematics Didactics and the Special Educational Needs associated with ASD, focusing on the early stages of mathematical learning. The aim is to understand the common barriers faced by these students and to propose an educational intervention adapted to their specific characteristics and needs. In this regard, the project offers a practical proposal to be implemented in the classroom, designed to support the acquisition and reinforcement of early mathematical skills. This proposal is intended to be a useful tool for teachers, contributing to the development of a more inclusive and effective didactic approach. The proposed intervention is based on observation, individualized learning, and the use of manipulative and visual materials, with the goal of improving the understanding of basic mathematical concepts and promoting meaningful learning in students with ASD.
This Final Degree Project has a theoretical-practical approach and is based on personal teaching experience within the Department of Education, as well as a review of recent studies that highlight the presence of significant difficulties in the development of mathematical competencies in students with Autism Spectrum Disorder (ASD). The main objective is to establish a connection between Mathematics Didactics and the Special Educational Needs associated with ASD, focusing on the early stages of mathematical learning. The aim is to understand the common barriers faced by these students and to propose an educational intervention adapted to their specific characteristics and needs. In this regard, the project offers a practical proposal to be implemented in the classroom, designed to support the acquisition and reinforcement of early mathematical skills. This proposal is intended to be a useful tool for teachers, contributing to the development of a more inclusive and effective didactic approach. The proposed intervention is based on observation, individualized learning, and the use of manipulative and visual materials, with the goal of improving the understanding of basic mathematical concepts and promoting meaningful learning in students with ASD.
Direction
GONZALEZ SEQUEIROS, PABLO (Tutorships)
GONZALEZ SEQUEIROS, PABLO (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Student’s tutor)
GONZALEZ SEQUEIROS, PABLO (Student’s tutor)
An educational proposal using storytelling to enhance emotional competences in the 4th early childhood education
Authorship
C.M.B.
Bachelor's Degree in Early Childhood Education
C.M.B.
Bachelor's Degree in Early Childhood Education
Defense date
09.15.2025 12:00
09.15.2025 12:00
Summary
This paper aims to designa an educational proposal using storytelling as a tool to improve emotional competencias. To this end, a theoretical framework is presented covering key concepts related to the emotional domain: from the definition of emotion, emotional intelligencce, and emotional competence to emotional education. The theoretical framework also includes the concept of children´s stories and their potential, as well as other experiences that show how storytelling influences the development of emotional education. Finally, an educational proposal is presented which, although not implemented, is intended for students in the 4th year of early childhood education. It includes a series of sessions in which, after reading the story, activities are carried out to help children recognize and manage their own emotions.
This paper aims to designa an educational proposal using storytelling as a tool to improve emotional competencias. To this end, a theoretical framework is presented covering key concepts related to the emotional domain: from the definition of emotion, emotional intelligencce, and emotional competence to emotional education. The theoretical framework also includes the concept of children´s stories and their potential, as well as other experiences that show how storytelling influences the development of emotional education. Finally, an educational proposal is presented which, although not implemented, is intended for students in the 4th year of early childhood education. It includes a series of sessions in which, after reading the story, activities are carried out to help children recognize and manage their own emotions.
Direction
LOPEZ CASTRO, LETICIA (Tutorships)
LOPEZ CASTRO, LETICIA (Tutorships)
Court
GARCIA PEDREIRA, MARIA DEL ROCIO (Chairman)
GARCIA ROMERO, DAVID (Secretary)
OCA GONZALEZ, LUZIA (Member)
GARCIA PEDREIRA, MARIA DEL ROCIO (Chairman)
GARCIA ROMERO, DAVID (Secretary)
OCA GONZALEZ, LUZIA (Member)
Sport as a tool for inclusion and integral development in early Childhood Education
Authorship
R.M.S.
Bachelor's Degree in Early Childhood Education
R.M.S.
Bachelor's Degree in Early Childhood Education
Defense date
09.10.2025 09:30
09.10.2025 09:30
Summary
This Bachelor's thesis investigates the importance of sport as a driving force for inclusion and holistic development in Early Childhood Education. Through a comprehensive theoretical review and an educational intervention, the study analyzes the role of motor skills, sports, and psychomotricity in advancing social inclusion, equal opportunities, and respect for diversity among young learners. The proposed intervention includes sensory activities, cooperative games, and adapted dynamic activities aimed at ensuring active participation from all children, with particular attention to those with sensory impairments. The primary objectives are to develop essential motor skills, promote civic values, and encourage inclusive, respectful, and empathetic social coexistence. This proposal is implemented within a school setting, in accordance with curricular guidelines and inclusion policies.
This Bachelor's thesis investigates the importance of sport as a driving force for inclusion and holistic development in Early Childhood Education. Through a comprehensive theoretical review and an educational intervention, the study analyzes the role of motor skills, sports, and psychomotricity in advancing social inclusion, equal opportunities, and respect for diversity among young learners. The proposed intervention includes sensory activities, cooperative games, and adapted dynamic activities aimed at ensuring active participation from all children, with particular attention to those with sensory impairments. The primary objectives are to develop essential motor skills, promote civic values, and encourage inclusive, respectful, and empathetic social coexistence. This proposal is implemented within a school setting, in accordance with curricular guidelines and inclusion policies.
Direction
Mouriz Corbelle, Romina (Tutorships)
Mouriz Corbelle, Romina (Tutorships)
Court
Mouriz Corbelle, Romina (Student’s tutor)
Mouriz Corbelle, Romina (Student’s tutor)
Play and Social Interaction in Children with Autism Spectrum Disorder: Barriers and Inclusive Strategies.
Authorship
L.M.L.
Bachelor's Degree in Early Childhood Education
L.M.L.
Bachelor's Degree in Early Childhood Education
Defense date
09.10.2025 13:00
09.10.2025 13:00
Summary
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that primarily affects communication, social interaction, and behavioral and cognitive flexibility. In the educational context, it poses a significant challenge to achieving genuine and effective inclusion, particularly during the Early Childhood Education stage, where play plays a crucial role in children’s holistic development. This Final Degree Project aims to analyze the main barriers faced by children with ASD in play and socialization situations within regular classrooms, and to propose pedagogical strategies that foster their active participation. Through a theoretical review and a selection of intervention proposals, the importance of play as a natural context for social learning is emphasized, as well as the key role of peer groups and adults as facilitators of inclusion. Several educational intervention models and programs focused on students with ASD are presented and compared, such as the TEACCH Model, ABA, the Denver Model, DIR/Floortime, and PRT, evaluating their contributions to the development of social and communicative skills. The project concludes by highlighting the need for a school system committed to diversity, one that promotes accessible play environments, meaningful social relationships, and a pedagogical approach grounded in understanding, empathy, and collaboration.
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that primarily affects communication, social interaction, and behavioral and cognitive flexibility. In the educational context, it poses a significant challenge to achieving genuine and effective inclusion, particularly during the Early Childhood Education stage, where play plays a crucial role in children’s holistic development. This Final Degree Project aims to analyze the main barriers faced by children with ASD in play and socialization situations within regular classrooms, and to propose pedagogical strategies that foster their active participation. Through a theoretical review and a selection of intervention proposals, the importance of play as a natural context for social learning is emphasized, as well as the key role of peer groups and adults as facilitators of inclusion. Several educational intervention models and programs focused on students with ASD are presented and compared, such as the TEACCH Model, ABA, the Denver Model, DIR/Floortime, and PRT, evaluating their contributions to the development of social and communicative skills. The project concludes by highlighting the need for a school system committed to diversity, one that promotes accessible play environments, meaningful social relationships, and a pedagogical approach grounded in understanding, empathy, and collaboration.
Direction
MARCOS MARTINEZ, VERONICA (Tutorships)
MARCOS MARTINEZ, VERONICA (Tutorships)
Court
MARCOS MARTINEZ, VERONICA (Student’s tutor)
MARCOS MARTINEZ, VERONICA (Student’s tutor)
Development of phonological awareness in the pre-reading stage: A didactic proposal
Authorship
S.R.F.
Bachelor's Degree in Early Childhood Education
S.R.F.
Bachelor's Degree in Early Childhood Education
Defense date
09.09.2025 10:30
09.09.2025 10:30
Summary
This Final Degree Project focuses on the development of phonological awareness in the stage of Early Childhood Education as a fundamental basis for the acquisition of reading and writing skills. It analyzes the phonological component of the Galician language, phonological development in young children, and the different levels that make up phonological awareness: lexical, syllabic, and phonemic. The didactic proposal presented is aimed at stimulating these skills from a preventive perspective, using a playful, progressive, and inclusive methodology. The main objective is to promote the learning of oral and written language from the second cycle of Early Childhood Education.
This Final Degree Project focuses on the development of phonological awareness in the stage of Early Childhood Education as a fundamental basis for the acquisition of reading and writing skills. It analyzes the phonological component of the Galician language, phonological development in young children, and the different levels that make up phonological awareness: lexical, syllabic, and phonemic. The didactic proposal presented is aimed at stimulating these skills from a preventive perspective, using a playful, progressive, and inclusive methodology. The main objective is to promote the learning of oral and written language from the second cycle of Early Childhood Education.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Student’s tutor)
SOUTO GOMEZ, MONTSERRAT (Student’s tutor)
An Introduction to Historical Thinking in Early Childhood Education: a Didadic Proposal through the Galician Heritage
Authorship
J.R.V.
Bachelor's Degree in Early Childhood Education
J.R.V.
Bachelor's Degree in Early Childhood Education
Defense date
09.15.2025 13:00
09.15.2025 13:00
Summary
The present work attempts to test the possibility of introducing historical thinking in children aged 5-6, using the Galician heritage as the main educational tool. Although historical thinking is reserved for more advanced stages, different studies demonstrate its feasibility in early childhood education through optimal methodologies. Galician heritage offers a close and significant path that evokes interest in the past and consolidates cultural identity. This work is divided into two distinct parts: a theoretical framework that underlies the work; an educational project with different proposals and playful activities to work historical thinking, promoting a critical education, own and connected with the realities of children.
The present work attempts to test the possibility of introducing historical thinking in children aged 5-6, using the Galician heritage as the main educational tool. Although historical thinking is reserved for more advanced stages, different studies demonstrate its feasibility in early childhood education through optimal methodologies. Galician heritage offers a close and significant path that evokes interest in the past and consolidates cultural identity. This work is divided into two distinct parts: a theoretical framework that underlies the work; an educational project with different proposals and playful activities to work historical thinking, promoting a critical education, own and connected with the realities of children.
Direction
VEIGA ALONSO, JOSE RAMON (Tutorships)
VEIGA ALONSO, JOSE RAMON (Tutorships)
Court
GARCIA PEDREIRA, MARIA DEL ROCIO (Chairman)
GARCIA ROMERO, DAVID (Secretary)
OCA GONZALEZ, LUZIA (Member)
GARCIA PEDREIRA, MARIA DEL ROCIO (Chairman)
GARCIA ROMERO, DAVID (Secretary)
OCA GONZALEZ, LUZIA (Member)