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Service Learning Experiences in the Bachelor’s Degree in Infant Education

Society, family and education

  • Coordination: Josep Holgado (josep.holgado(ELIMINAR)@urv.cat)
  • Community organization: Schools in the town of Tortosa 
  • Summary: The Tandem project is a socio-educational project in the town of Tortosa whose main aim is to promote the social, cultural and linguistic integration and personal and educational development of students in the schools of Tortosa who face difficulties during the integration process. The Tandem project brings together the town's different educational and social agents with the aim of building collaborative and comprehensive support for these students. The project is called Tandem because it involves pairs of mentors (students from the URV's Bachelor's Degrees in Infant and Primary Education at the Terres de l'Ebre Campus, from the Vocational Course in Social Integration and from the Ebre Health Institute) who are matched with pairs of students from schools in the town of Tortosa. You can hear about the experience on Tarragona Ràdio
  • More information: http://pedagogia.fcep.urv.cat/tandem/
  • Vídeo: 

  • Coordination: Barbara Biglia
  • Community organization: El Vendrell Town Council - Community Round Table
  • Summary: This project aims to create family spaces and provide support and collective learning for mothers and children. Students will participate in a community project that has been running since 2014 that seeks to address a need detected among and expressed by local women's groups. The aim is to offer support to mothers of children at the school in the Planas flats neighbourhood (85% are foreign families, mainly from Morocco) so that they can learn and develop skills that facilitate the education and support of their sons and daughters. At the same time the mothers who participate in the community project develop self-confidence and the ability to engage effectively with their surroundings because the meeting spaces also provide them with a place to practice their Catalan and Spanish language skills. The mothers' workshops are matched by similar age-appropriate activities with their children in which they too work on the same skills. Joint mother/child workshops are held once a month. The aim of this initiative is to provide families with educational, social and relational skills and to offer the youngest children a space for socialising and learning about values through play and creativity.

Learning and personality development

  • Coordination: Gisela Ferré (gisela.ferre(ELIMINAR)@urv.cat)
  • Community organization: Escola Pública de Bonavista (Bonavista Public School).
  • Summary: This bachelor's thesis forms part of the subject Learning and Personality Development, which is studied by first year students from across four different bachelor's degrees at the Faculty of Educational Sciences and Psychology (Early Childhood Education, Primary Education, Social Education and Pedagogy). The aim is to facilitate the classroom integration of 1st and 2nd year primary school students at Bonavista Public School, a group C maximum complexity school. The URV students observe peer interactions amongst the children in the classroom and draw up an integration proposal that takes into account their developmental characteristics. The observation sessions take place in small groups during November and the students' findings are reported to the school in February.

Infant education school- LECXIT

  • Coordination: Joan Fuguet (juan.fuguet(ELIMINAR)@urv.cat)
  • Community organization: Escoles adscrites al Programa LEXCIT
  • Summary:This APS experience is the practical part of the course and is carried out in collaboration with the LECXIT Programme. The aim is to establish a link between community service and academic training. The LECXIT Programme aims to increase children's educational success by working to improve their reading comprehension. It uses a playful and enjoyable methodology thanks to the collaboration of adults who model and accompany the proposed activities and the involvement of the children's environment.
  • More information: http://www.lectura.cat/

Teaching and learning of languages and reading and writing skills I (Baix Penedès Centre)

  • Coordination: Pilar Iranzo (pilar.iranzo(ELIMINAR)@urv.cat)
  • Community organizations: Escola Secallets (Coma-Ruga), Escola Àngel Guimerà (El Vendrell) i Escola Teresa Martorell (El Vendrell) - Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresa Martorell School (El Vendrell)
  • Summary: This service-learning experience for the 2014-2015 and 2015-2016 academic years is part of the ARMIF-2014 Research Project (AGAUR) entitled Improving the linguistic, communicative and inclusive teaching skills of students on the Bachelor's Degree in Early Childhood Education (URV) through service-learning in early childhood and primary schools (learning communities). Learning communities ensure that the teaching-learning processes are embedded in contexts of interaction between children and the community. They also encourage adults to accompany children's learning in such a way that they learn while collaborating in situations that involve socio-cultural interactions. During this subject, URV students from the Baix Penedès centre work with the interactive groups in the target schools in oral language situations such as telling stories (linguistic immersion) and symbolic play. Students form groups of 3 to 4 and each student prepares activities after having first got to know the target audience, their needs and the nature of the library where the tasks are to be carried out. Each task involves the design, development and evaluation of the children's and/or adults' learning, as well as that of the teachers involved and of their own learning as future teachers.

Teaching and learning languages and reading and writing I

  • Coordination: Francesca Segarra Ibáñez (francisca.segarra(ELIMINAR)@urv.cat)
  • Community organization: Marià Fortuny School (Reus).
  • Summary: This project focuses on the development of oral competence in the language used for communication and teaching-learning at the school. The students programme oral language activities, design naturalistic teaching-learning situations and deploy the personalised programme with the users of the programme.

Inclusive school and early care (Baix Penedès centre)

  • Coordination: Pilar Iranzo (pilar.iranzo(ELIMINAR)@urv.cat)
  • Community organizations: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresa Martorell School (El Vendrell)
  • Summary: This service-learning experience for the 2014-2015 and 2015-2016 academic years is part of the ARMIF-2014 Research Project (AGAUR) entitled Improving the linguistic, communicative and inclusive teaching skills of students on the Bachelor's Degree in Early Childhood Education (URV) through service-learning in early childhood and primary schools (learning communities). Learning communities ensure that the teaching-learning processes are embedded in contexts of interaction between children and the community. They also encourage adults to accompany children's learning in such a way that they learn while collaborating in situations that involve socio-cultural interactions. During this subject, URV students from the Baix Penedès centre work with the interactive groups in the target schools in oral language situations such as telling stories (linguistic immersion) and symbolic play. Students form groups of 3 to 4 and each student prepares activities after having first got to know the target audience, their needs and the nature of the library where the tasks are to be carried out. Each task involves the design, development and evaluation of the children's and/or adults' learning, as well as that of the teachers involved and of their own learning as future teachers.

Teaching and learning of languages and reading and writing skills II (Baix Penedès Centre)

  • Coordination: Pilar Iranzo (pilar.iranzo(ELIMINAR)@urv.cat)
  • Community organizations: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresa Martorell School (El Vendrell)
  • Summary: This service-learning experience for the 2014-2015 and 2015-2016 academic years is part of the ARMIF-2014 Research Project (AGAUR) entitled Improving the linguistic, communicative and inclusive teaching skills of students on the Bachelor's Degree in Early Childhood Education (URV) through service-learning in early childhood and primary schools (learning communities). Learning communities ensure that the teaching-learning processes are embedded in contexts of interaction between children and the community. They also encourage adults to accompany children's learning in such a way that they learn while collaborating in situations that involve socio-cultural interactions. During this subject, URV students from the Baix Penedès centre work with the interactive groups in the target schools in oral language situations such as telling stories (linguistic immersion) and symbolic play. Students form groups of 3 to 4 and each student prepares activities after having first got to know the target audience, their needs and the nature of the library where the tasks are to be carried out. Each task involves the design, development and evaluation of the children's and/or adults' learning, as well as that of the teachers involved and of their own learning as future teachers.

Teaching and learning of music, artistic expression and physical expression ll (Terres de l'Ebre Campus)

  • Coordination: Joan Francesc Vidal Arasa (joanfrancesc.vidal(ELIMINAR)@urv.cat)
  • Community organizations: Mare Natura Infant Education School, Voramar School, Roseta Mauri Secondary Education School, Riu i Serra Primary School, Montcaro Primary School.
  • Summary: This service-learning experience stems from a proposal for innovation that aims to promote the Music Learning Theory proposals (Gordon, 2007) regarding preparatory listening in children from 0 to 5 years of age and to facilitate their application in the infant schools of Tortosa. One of the lines of action is to include the project in university training, specifically for students in the 3rd year of the Early Childhood Education Teacher Training course at the Terres de l'Ebre Campus. The students actively participate in a pilot plan that consists of attending 4 training sessions on Music Learning Theory and collaborating in the design and creation of didactic materials. They also take part, as observers, in the online Family Music sessions. In small groups, students design and implement a preparatory listening session at the Mare Natura Infant Education School.

Psychoeducational Intervention in Social, Ethnic and Cultural Diversity

  • Coordination: Mª Àngels Piquet Vilanova (mariaangeles.piquet(ELIMINAR)@urv.cat)
  • Community organization: Tortosa Town Council - Open Learning Space.
  • Summary: This project aims to raise awareness of organisations outside the purely school environment that cater for socially, ethnically and culturally diverse families by providing them with educational activities. The student collaborates in Family Workshops as part of the town council's socio-educational programme, which seeks to address current social issues in the town of Tortosa. These workshops are aimed directly at mothers with the aim of improving their level of autonomy and resources so they can provide the support that their child needs at school. The student accompanies and participates in workshops aimed at mothers with a low/medium level of Catalan, given that for new families one of the most important difficulties in the school environment is communication with the school. The students support the facilitator by participating in the design and planning of the workshops, preparing activities and materials and facilitating some of the activities.

Teaching and learning of languages and reading and writing skills III (Baix Penedès Centre)

  • Coordination: Pilar Iranzo (pilar.iranzo(ELIMINAR)@urv.cat)
  • Community organizations: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresa Martorell School (El Vendrell).
  • Summary: This service-learning experience for the 2014-2015 and 2015-2016 academic years is part of the ARMIF-2014 Research Project (AGAUR) entitled Improving the linguistic, communicative and inclusive teaching skills of students on the Bachelor's Degree in Early Childhood Education (URV) through service-learning in early childhood and primary schools (learning communities). Learning communities ensure that the teaching-learning processes are embedded in contexts of interaction between children and the community. They also encourage adults to accompany children's learning in such a way that they learn while collaborating in situations that involve socio-cultural interactions. During this subject, Vocational Training students from the Baix Penedès centre work with interactive groups in the target schools in oral language situations such as telling stories (linguistic immersion) and symbolic play. Students form groups of 3 to 4 and each student prepares activities after having first got to know the target audience, their needs and the nature of the place where the tasks are to be carried out. Each task involves the design, development and evaluation of the children's and/or adults' learning, as well as that of the teachers involved and of their own learning as future teachers.

Teaching and learning language and literacy III

  • Coordination: Francesca Segarra Ibáñez (francisca.segarra(ELIMINAR)@urv.cat)
  • Community organization: Marià Fortuny School in Reus.
  • Summary: This bachelor's thesis aims to develop oral competence in Catalan, the language used for instruction and communication at the school, among parents who do not use the language at home. Conversation groups are held one day a week (morning or afternoon) involving highly accessible language activities planned by the students.

External internships - Cooperation Practicum

  • Coordination: Paloma Vicens (paloma.vicens(ELIMINAR)@urv.cat)
  • Community organization: The Cooperation Practicum is the result of a cooperation agreement between the URV's Faculty of Educational Sciences and Psychology (FCEP) and the Fundación El Sueño de la Campana in San Ramón (Matagalpa, Nicaragua) during the 2004-2005 academic year. The project was approved by the Board of the Faculty and has been running since the 2012-13 academic year. Its primary objective is to offer external internships to students of this faculty so that they can gain professional experience and increase their understanding of the levels of poverty and marginalisation suffered by people in other countries. The Faculty's involvement focuses on educational, psychological and social aspects, working mainly with the most vulnerable groups; namely, children, young people and women. The students of the Bachelor's Degree in Early Childhood Education who join the internships carry out their training tasks in different schools in San Ramón under the supervision of the teaching staff at each of these centres and institutions, the tutors of the FCEP and the psychologist of the Fundación El Sueño de la Campana.
  • You can learn more about the experience by listening to Tarragona Ràdio.

Final project - Cooperation Practicum

  • Coordination: Paloma Vicens (paloma.vicens(ELIMINAR)@urv.cat)
  • Community organization: Fundación El Sueño de la Campana (The Dream of the Bell Foundation).
  • Summary: Students who, during or after 2012, have completed the aforementioned External Internship with the Fundación El Sueño de la Campana can continue their Bachelor's thesis in the same frame.

Final Project – Creation of a programme for primary school children at the Museu del Mar (Museum of the Sea)

  • Coordination: Margarita Celma (margarita.celma(ELIMINAR)@urv.cat)
  • Community organization: Museu de la Mar de l'Ebre.
  • Summary: Until the 2018-19 academic year, when this work was carried out, the Museu del Mar had no educational programme for primary school children. Consequently, a programme was drawn up to open the Museum to primary school students so that it could become a local educational resource.

Oral communication skills and popular culture

  • Coordination: Edward Lockhart (edwardalvar.lockhart(ELIMINAR)@urv.cat)
  • Community organization: Public libraries in the Camp de Tarragona area.
  • Summary: For this subject, students prepare a one-hour storytelling session in English which they then hold in one of the public libraries in the province of Tarragona. In this way, the children in the province get to know their local library better, they are exposed to English outside school and the student's work becomes more real and, therefore, more meaningful. In addition, the stories chosen for these sessions have an ethical and moral basis that conveys important values to the boys and girls.

Psychoeducational intervention in emotional and relationship difficulties

  • Coordination: Cinta Forcadell (cinta.forcadell(ELIMINAR)@urv.cat)
  • Community organizations: Sagrada Familia of Tortosa Diocesan School, Jaume Balmes de Santa Bàrbara Public School, Theresian School of Tortosa, 21st April School, Carles III School, Cinta Curtó School, Consol Ferré School of Amposta, El Temple School, Ferreries School, Horta Vella de la Ràpita School, Joan Baptista Serra School of Alcanar, Marcel·lí Domingo School in Roquetes, School of the Assumption of Deltebre, La Mercé School, Raval de Cristo School, Remolins School, Sant Llatzer School.
  • Summary: This experience is carried out with third-year URV students from the Terres de l'Ebre Campus. It is a project called 'Emotional education in schools' that aims to foster closer collaboration between the university and schools. The students go into a school and work with the school management to carry out a diagnosis of needs (i.e. choosing the most suitable group to carry out the project, which materials and spaces are needed, how long the project will last). The students then develop the necessary teaching material and present it to their peers for feedback and proposals for improvement. After making all improvements, the students then use the materials in the activities on emotional education with the children. The emotional education activities developed by the students have made the educational centres rethink how they can introduce emotional intelligence into the curriculum and which model they should use.
  • You can hear about the experience at Tarragona Ràdio

Art project

  • Coordination: Margarita Celma Tafalla (margarita.celma(ELIMINAR)@urv.cat)
  • Community organization: Baix Ebre Teaching and Resources Centre.
  • Summary: The Gathering of School Choirs involves many schools in the Terres de l'Ebre area. Students from the URV's Terres de l'Ebre Campus learn about this educational project and participate in it by specifically designing, preparing and delivering educational activities for it. Students attend a choir practice at one of the participating schools and make musical proposals for teaching and learning one of the songs sung by all the choirs. The social and cultural need to promote this musical tradition has ensured the continuity of the project. The conclusions drawn by the students help the school choirs to make proposals for improvement.

Listening: the stories of the music

  • Coordination: Joan Francesc Vidal Arasa
  • Community organization: Mare Nature Infant Education School
  • Summary: In the frame of 4 subjects from the Music Specialisation of the Bachelor's Degree in Infant Education and the Bachelor's Degree in Primary Education, students learn how to design and implement music sessions in accordance with the ideas of Music Learning Theory (Gordon: 2007). They do practical work in a nursery and write a report on the individual progress of the children for their families. Finally, they carry out a family music session on their own.

Dance: music in movement

  • Coordination: Joan Francesc Vidal Arasa
  • Community organization: Mare Nature Infant Education School.
  • Summary: In the frame of 4 subjects from the Music Specialisation of the Bachelor's Degree in Infant Education and the Bachelor's Degree in Primary Education, students learn how to design and implement music sessions in accordance with the ideas of Music Learning Theory (Gordon: 2007). They do practical work in a nursery and write a report on the individual progress of the children for their families. Finally, they carry out a family music session on their own.

Musical language

  • Coordination: Joan Francesc Vidal Arasa
  • Community organization: Mare Nature Infant Education School.
  • Summary: In the frame of 4 subjects from the Music Specialisation of the Bachelor's Degree in Infant Education and the Bachelor's Degree in Primary Education, students learn how to design and implement music sessions in accordance with the ideas of Music Learning Theory (Gordon: 2007). They do practical work in a nursery and write a report on the individual progress of the children for their families. Finally, they carry out a family music session on their own.

Instrumental practice, creativity and improvisation

  • Coordination: Joan Francesc Vidal Arasa
  • Community organization:Mare Nature Infant Education School.
  • Summary: In the frame of 4 subjects from the Music Specialisation of the Bachelor's Degree in Infant Education and the Bachelor's Degree in Primary Education, students learn how to design and implement music sessions in accordance with the ideas of Music Learning Theory (Gordon: 2007). They do practical work in a nursery and write a report on the individual progress of the children for their families. Finally, they carry out a family music session on their own.

Bachelor's Thesis - Using ICT to work on emotions in students with high intellectual abilities

  • Coordination: Judith Balanyà Rebollo (judith.balanya(ELIMINAR)@urv.cat)
  • Community organization: Tarragona and Terres de l'Ebre Association for High Intellectual Abilities - ATHENA.
  • Summary: Designing stimulating projects aimed at students with high abilities for use in schools and by families. Among other characteristics, the projects may focus on the sciences or the arts, be cross-curricular and interdisciplinary, and employ ICT and other new technologies.
    • The association wants to offer a range of already existing projects intended for these types of pupils. The Psychopedagogical Teams have asked the association to provide materials for these students with these needs.
    • Therefore, the aim is to use ICT to design open materials that are mainly intended for families but are also useful for schools that work on language and emotions.

Bachelor's Thesis - Designing educational activities for students with cancer

  • Coordination: Gerardo Meneses Benitez (gerardo.meneses(ELIMINAR)@urv.cat)
  • Community organization: Tarragona Association of Families of Children and Young People with Cancer - AFANOC.
  • Summary:​​​

  1. Identifying the level of work and approach to cancer in early childhood education

  2. Finding out what resources teachers have to work on the theme of cancer and how they use them.

  3. Designing activities to meet the educational needs of pupils with cancer.

  4. Presenting the AFANOC as a support tool for teachers of children with cancer.

  5. Analysing the opinions of teachers regarding the resources offered.

Bachelor's Thesis - Educational programme of the Museu de la Mar de l'Ebre

  • Coordination: Margarita Celma Tafalla (margarita.celma(ELIMINAR)@urv.cat)
  • Community organization: Museu de la Mar de l'Ebre - Sant Carles de la Ràpita Town Council
  • Summary: The students contacted the Museu de la Mar de l'Ebre in Sant Carles de la Ràpita because she identified that they did not have any educational programme for children in the town's schools. She thought it would be very useful for the Museum to develop a programme for children's education, thus opening up the Museum to local schoolchildren and turning it into an educational resource for the town.

Final Degree Project - Short stories

  • Coordination: Elena de la Cruz Vergari (elena.delacruz(ELIMINAR)@urv.cat)
  • Community organization: Councillor for Culture and Youth of Reus Town Council.
  • Summary: During the 2013-14 academic year, students designed, implemented and evaluated a teaching unit in five public schools in Reus. On the basis of the evaluation, the students created an audio-visual document in which they made proposals for improvement based on their personal experience and academic research in the field of teaching. The proposals address the reflection of ethical values generated by immigration from undeveloped countries. The specific tasks carried out by students were:
    • To put the teaching unit into practice in five public schools in the city of Reus.
    • To analyse the teaching unit through student assessment and self-assessment forms.
    • To research the teaching of video and the teaching of values (values are understood as the ethical and moral consideration of a social fact).
    • To rethink and improve the teaching unit

Bachelor's thesis - UNICEF analysis of inter-pupil relations

  • Coordination: Enric J. Márquez Márquez (enricjacint.marquez(ELIMINAR)@urv.cat)
  • Community organization:UNICEF and Maristes Immaculada Barcelona.
  • Summary: The student analysed school coexistence and children's rights in a state-subsidised school during the 2019-2020 academic year. After an initial diagnosis of the needs and characteristics of the children that have received least attention in the educational centre, the school started training in children's rights with the help of UNICEF. This training and detection of needs will help them to advance as a centre in rights issues and this will have a direct impact on the pupils. The students' rights are usually reduced to specific days when they are honoured in a superficial way. One of the fundamental objectives of education is the all-round development of pupils in terms of equality and solidarity and other values that they need to be aware of and put into practice.