In order to achieve an education that enables the achievement of the aims and performance of the functions mentioned, it is necessary for future teachers to develop a series of competences that will allow them to achieve the objectives reflected on the Royal Decree 95/2022, of February 1, which establishes the minimum education and specifies the Early Childhood Education objectives.

Since the Bachelor’s Degree in Early Childhood Education qualifies for the exercise of a regulated professional activity in Spain (Teacher in Early Childhood Education), the general and specific competences of the Degree have been established following the order ECI/3854/2007 of December 27.

Transversal (generic) competences were also assumed according to the model of the Project Tuning, collected in the White Book of the Bachelor’s Degree in Teaching. The proposed Degree design took into account the selection of subjects, educational activities and teaching methodologies, the needs for all students to acquire these skills during their educational period.

Based on the aspects mentioned in the previous paragraphs, the general competences (generic and general transversal of the degree) were formulated, as well as the specific competences for each of the training modules.

Hereunder you can find the basic competences that students must acquire during their studies (established by the Royal Decree 861/2010 ), the general competences of the degree, the specific competences for each module as well as the transversal ones.


Basic Competence 1 (CB1):
Students should show they have acquired and understood the knowledge in a field of study underpinned by general secondary education and which is usually at a level which-while drawing on advanced text books-also includes certain aspects that imply being familiar with the cutting edge of this field of study.

Basic Competence 2 (CB2):
Students should be able to apply the knowledge acquired to their work or vocation in a professional manner, and should have the skills normally demonstrated through the ability to develop and defends points of view and to solve problems related to their field of study.

Basic Competence 3 (CB3):
Students should be able to collect and interpret relevant data (usually within their field of study) in order to make judgements that include a reflection on the relevant social, scientific or ethical issues.

Basic Competence 4 (CB4):
Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.

Basic Competence 5 (CB5):
Students should have developed the necessary learning skills in order to continue studying with a high level of autonomy.

General Competence 1 (CX1):
To know the objectives, curricular contents and evaluation criteria in Early Childhood Education.

General Competence 2 (CX2):
To promote and facilitate learning in early childhood, from a globalising and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.

General Competence 3 (CX3):
To design and regulate learning spaces in diversity contexts that meet the unique students educational needs, the gender equality, the equity and the respect for human rights.

General Competence 4 (CX4):
To encourage the coexistence in and out of the classroom and address the peaceful conflict resolution. To be able to systematically observe learning and coexistence contexts and to be able to reflect on them.

General Competence 5 (CX5):
To reflect in group on the acceptance of rules and respect for others. To promote each student’s autonomy and singularity as factors in the education on emotions, feelings and values in early childhood.

General Competence 6 (CX6):
To understand the evolution of language in early childhood, to be able to identify possible dysfunctions and to ensure its correct evolution. To effectively address language learning situations in multicultural and multilingual contexts. To have strong witting and verbal communication skills and to master the use of different expression techniques.

General Competence 7 (CX7):
To understand the educational implications of the communication and information technologies in early childhood, and, in particular, of television.

General Competence 8 (CX8):
To know the children’s dietetics and hygiene basics. To know the early care basics and the bases and developments that allow the understanding of the psychological processes, of learning and of construction of the personality in the early childhood.

General Competence 9 (CX9):
To understand the organisation of Early Childhood Schools and the diversity of actions that their operation includes. To assume that the teaching process must be improved and adapted according to the scientific, pedagogical and social changes throughout life.

General Competence 10 (CX10):
To act as a counsellor for parents in the family education in the period 0-6 and master social skills in dealing with and relating to the family of each student and with the families as a whole.

General Competence 11 (CX11):
To reflect on classroom practices to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning and promote it within the students.

General Competence 12 (CX12):
To understand the role, possibilities and limits of education in the current society and the fundamental competences that affect early childhood education schools and their professionals. To understand different models of quality improvement applied to schools.

Specific Competence 1 (CE1):
To understand the educational and learning processes in the age period 0-6, in the family, social and school context.

Specific Competence 2 (CE2):
To understand the development of the evolutional psychology on the age periods 0-3 and 3-6.

Specific Competence 3 (CE3):
To understand the early care basics.

Specific Competence 4 (CE4):
To understand the identity of each stage and the cognitive, psychomotor, communicative, social and affective characteristics,

Specific Competence 5 (CE5):
To be able to promote the acquisition of habits regarding autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.

Specific Competence 6 (CE6):
To understand the pedagological dimensions of the interaction with equals and with adults and to be able to promote the participation on the collective activities, the cooperaive work and the individual effort.

Specific Competence 7 (CE7):
To identify learning difficulties, cognitive dysfunctions and dysfunctions related with attention.

Specific Competence 8 (CE8):
To be able to inform other specialised professional in order to promote the collaboration of the centre and the teacher in terms of special educational needs that could be found.

Specific Competence 9 (CE9):
To acquire resources to promote the educative integration of students with difficulties.

Specific Competence 10 (CE10):
To create and to maintain communication channels with the families in order to create a direct impact in the educative process.

Specific Competence 11 (CE11):
To understand and to be able to put into practice the mentor and counsellor role in relation with the family education.

Specific Competence 12 (CE12):
To promote and collaborate in actions in and out the school organised by families, government or other institutions related with the citizen training.

Specific Competence 13 (CE13):
To analyse and critically incorporate the most relevant issues of the current society that affect family and school education: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relationships; multiculturalism and interculturality; discrimination and social inclusion and sustainable development.

Specific Competence 14 (CE14):
To understand the historical evolution of family, of the different types of family, of lifestyles and education on the family context.

Specific Competence 15 (CE15):
To understand the basic principles of a healthy development and behaviour.

Specific Competence 16 (CE16):
To identify disorders on sleeping, eating, psychomotor development, attention and auditory and visual perception.

Specific Competence 17 (CE17):
To collaborate with specialised professionals in order to solve these disorders.

Specific Competence 18 (CE18):
To detect affective, nutritional and well-being deficiencies which can affect the physical and psychological development of the students.

Specific Competence 19 (CE19):
To understand that the daily dynamics on the Early Childhood education change depending on each student, group and situation and to be flexible in the exercise of the teaching process.

Specific Competence 20 (CE20):
To value the importance of the stability and regularity on the school environment, the timetables and the teachers’ moods as factors which contribute to the harmonious and integral development of the students.

Specific Competence 21 (CE21):
To be able to work as a team with other professionals both in and out the centre in the attention to each student, as well as to plan the learning and organisational sequences in the situation of classroom work and of the play space, identifying the particularities of the age periods 0-3 and 3-6.

Specific Competence 22 (CE22):
To meet the students demands and to transmit security, tranquillity and affection.

Specific Competence 23 (CE23):
To understand that the systematic monitoring is a basic tool to reflect on the practice and the reality as well as contributing to the innovation and improvement of the Early Childhood Education.

Specific Competence 24 (CE24):
To master the monitoring and recording techniques.

Specific Competence 25 (CE25):
To carry out field analysis through observational methodology using information, documentation and audiovisual technologies.

Specific Competence 26 (CE26):
To be able to analyse the obtained data, to critically understand reality and to draw a conclusions report.

Specific Competence 27 (CE27):
To place the Early Childhood Education Schools in the Spanish educative system, in the European and international contexts.

Specific Competence 28 (CE28):
To meet international experiences and innovative practices examples within the early childhood education.

Specific Competence 29 (CE29):
To value the importance of the teamwork.

Specific Competence 30 (CE30):
To take part in the elaboration and monitoring of educative projects in early childhood education within the centre and in collaboration with the territory and with other professionals and social agents.

Specific Competence 31 (CE31):
To know the legislation regulating the Early Childhood Education Schools and their organisation.

Specific Competence 32 (CE32):
To value the personal relation with each student and their families as quality factor in education

Specific Competence 33 (CE33):
To understand the scientific, mathematical and technological basics in this stage’s curricula as well as the theories on the acquisition and development of the corresponding learning.

Specific Competence 34 (CE34):
To understand didactic strategies to develop numerical representations and spatial and geometrical notions and on logical development.

Specific Competence 35 (CE35):
To understand mathematics as sociocultural knowledge.

Specific Competence 36 (CE36):
To understand the scientific methodology and to promote the scientific thinking and experimentation.

Specific Competence 37 (CE37):
To acquire knowledge on the thinking, costumes, believes and social and political movements development through the history.

Specific Competence 38 (CE38):
To know the more remarkable moments of the history of science and techniques and its significance.

Specific Competence 39 (CE39):
To elaborate didactic proposals in relation with science, technique, society and sustainable development.

Specific Competence 40 (CE40):
To promote the interest on the natural, social and cultural environment through the appropriate educational projects.

Specific Competence 41 (CE41):
To promote experiences on ITC technologies introduction.

Specific Competence 42 (CE42):
To understand the language and literacy in this stage’s curricula as well as the theories on the acquisition and development of the corresponding learning.

Specific Competence 43 (CE43):
To encourage the speaking and writing skills.

Specific Competence 44 (CE44):
To understand and master oral and writing expression techniques.

Specific Competence 45 (CE45):
To know the oral tradition and the folklore.

Specific Competence 46 (CE46):
To understand the change from oral communication to writing and to understand the different registers and uses of the language.

Specific Competence 47 (CE47):
To understand the reading and writing processes and their teaching.

Specific Competence 48 (CE48):
To address language learning situations in multilingual contexts.

Specific Competence 49 (CE49):
To recognise and value the appropriate use of the verbal and non-verbal communication.

Specific Competence 50 (CE50):
To understand and make an appropriate use of the resources to encourage reading and writing.

Specific Competence 51 (CE51):
To acquire literary education, particularly on children’s literature.

Specific Competence 52 (CE52):
To be able to encourage a first approach to a foreign language.

Specific Competence 53 (CE53):
To understand the musical, plastic and body expression basics in this stage’s curricula as well as the theories on the acquisition and development of the corresponding learning.

Specific Competence 54 (CE54):
To understand and use songs in order to promote the listening, rhythmic and vocal education.

Specific Competence 55 (CE55):
To be able to use the game as a teaching resource, as well as design learning activities based in playful principles.

Specific Competence 56 (CE56):
To elaborate didactic proposals which encourage the musical expression, the motor skills, the drawing and the creativity.

Specific Competence 57 (CE57):
To analyse audiovisual languages and their educative implications.

Specific Competence 58 (CE58):
To promote the sensibility related with the plastic expression and the artistic creation.

Specific Competence 59 (CE59):
To acquire a practical knowledge on the classrooms, as well as its management.

Specific Competence 60 (CE60):
To understand and apply the interaction and communication processes in the classroom, as well as master the necessary social skills to encourage a learning and coexistence climate.

Specific Competence 61 (CE61):
To control and monitor the educative process and, in particular, the teaching and learning through the necessary techniques and strategies mastering.

Specific Competence 62 (CE62):
To relate theory to practice with the reality of the classroom and centre.

Specific Competence 63 (CE63):
To take part in the teaching activity and to learn to know how, acting and reflecting from the practice.

Specific Competence 64 (CE64):
To take part in the improvement proposals in different policy areas within the centre.

Specific Competence 65 (CE65):
To regulate the interaction and communication processes in students group in the ages 0-3 and 3-6.

Specific Competence 66 (CE66):
To understand the collaboration possibilities within the different sectors in the educative community and in the social environment.

Specific Competence 67 (CE67):
These competences, together with the ones from other subjects, will be reflected in the Bachelor’s Degree Final Project which puts together all the education acquired through all the described education.

Transversal Competence 1 (CT1):
Ability to analyse and synthesise.

Transversal Competence 2 (CT2):
Ability to organise and plan.

Transversal Competence 3 (CT3):
Oral and written communication.

Transversal Competence 4 (CT4):
Foreign language knowledge.

Transversal Competence 5 (CT5):
Computer skills.

Transversal Competence 6 (CT6):
Information management skills.

Transversal Competence 7 (CT7):
Problem solving.

Transversal Competence 8 (CT8):
Decision making.

Transversal Competence 9 (CT9):

Transversal Competence 10 (CT10):
Working in an international context.

Transversal Competence 11 (CT11):
Interpersonal relations skills.

Transversal Competence 12 (CT12):
Diversity and multiculturalism recognition.

Transversal Competence 13 (CT13):
Critical thinking.

Transversal Competence 14 (CT14):
Ethical commitment.

Transversal Competence 15 (CT15):
Autonomous learning.

Transversal Competence 16 (CT16):
New circumstances adaptation.

Transversal Competence 17 (CT17):

Transversal Competence 18 (CT18):

Transversal Competence 19 (CT19):
Knowledge on other cultures and customs.

Transversal Competence 20 (CT20):
Initiative and entrepreneurship.

Transversal Competence 21 (CT21):
Motivation for quality.

Transversal Competence 22 (CT22):
Awareness on environmental topics.