Wolters Kluwer.Professional Online Legal BookstoreOrganic Law 2/2006, of May 3, on Education, in the new wording given by Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, of Education, defines in its article 6 the curriculum as the set of objectives, competencies, contents, pedagogical methods and evaluation criteria of each one of the teachings regulated in it.Likewise, it states in that same article that, in order to ensure common training and guarantee the validity of the corresponding titles, the Government, after consulting the autonomous communities, will establish, in relation to the objectives, competencies, contents and criteria of evaluation, the basic aspects of the curriculum, which constitute the minimum teachings.In addition, it develops the general principles of Early Childhood Education, its objectives and its organization and pedagogical principles.Royal Decree 95/2022, of February 1, which establishes the organization and minimum teachings of Early Childhood Education, includes the objectives, purposes and general and pedagogical principles of the stage already defined by law, and also establishes the key competences of the stage as a whole and the areas in which its educational content is organized.Likewise, it describes the specific competences foreseen for each of these areas, as well as the evaluation criteria and the basic knowledge established for each cycle within them.Finally, it indicates that these curricular elements, together with the objectives of the stage, make up the minimum teachings, and entrusts the educational administrations to establish the curriculum that will be applicable in their respective territorial areas, and of which they will form part, in any case, these minimal teachings.In compliance with the foregoing, it is now up to the Ministry of Education and Vocational Training to determine, for the centers that belong to its area of ​​management, the Early Childhood Education curriculum, integrating in it the minimum teachings set for the stage in the aforementioned real decree.Other provisions related to essential aspects of the organization of the stage are also included in this order, such as evaluation, attention to the individual differences of the students, the autonomy of the centers, tutoring and the participation of fathers, mothers, guardians or legal guardians in the educational process.This order is in accordance with the principles of good regulation provided for in article 129 of Law 39/2015, of October 1, on the Common Administrative Procedure of Public Administrations.With regard to the principles of necessity and effectiveness, it is a necessary rule for the development of Royal Decree 95/2022, of February 1, in the management area of ​​the Ministry of Education and Vocational Training.In accordance with the principle of proportionality, it contains the essential regulation of the provisions of the aforementioned royal decree, and there is no regulatory alternative that is less restrictive of rights.In accordance with the principles of legal certainty and efficiency, it is consistent with the legal system and allows for more efficient management of public resources.It also complies with the principle of transparency, since it clearly identifies its purpose and during the procedure for preparing the standard, the active participation of potential recipients has been allowed through the hearing and public information process.In the processing of the order, the State School Council has issued an opinion.The purpose of this order is to establish the curriculum and regulate the organization of Early Childhood Education in accordance with the provisions of Royal Decree 95/2022, of February 1, which establishes the organization and minimum teachings of Early Childhood Education.Article 2 Scope of applicationThe provisions of this order will be applicable in the centers belonging to the management area of ​​the Ministry of Education and Vocational Training in which Early Childhood Education is taught.For the purposes of this order, it shall be understood as:Article 4 The stage of Early Childhood Education within the framework of the educational system1. Early Childhood Education constitutes the educational stage with its own identity that attends to boys and girls from birth to six years of age.2. This stage is arranged in two cycles.The first includes up to three years and the second, from three to six years of age.The purpose of Early Childhood Education is to contribute to the comprehensive and harmonious development of students in all its dimensions: physical, emotional, sexual, affective, social, cognitive and artistic, promoting personal autonomy and the progressive creation of a positive and balanced image of oneself. themselves, as well as education in civic values ​​for coexistence.1. Early Childhood Education is voluntary.2. The second cycle of this educational stage will be free.Likewise, there will be a tendency towards the progressive implementation of the first cycle through a sufficient public offer and the extension of its gratuity, prioritizing access for students at risk of poverty and social exclusion and those with a low rate of schooling.3. With the aim of guaranteeing the principles of equity and inclusion, the programming, management and development of Early Childhood Education will address the compensation of the effects that inequalities of cultural, social and economic origin have on learning and child development, as well as early detection and early attention to specific educational support needs.4. With this same objective, the organizational, methodological and curricular measures that are adopted will be governed by the principles of Universal Design for Learning.Article 7 Pedagogical principles1. The educational practice will seek to progressively develop and settle the bases that facilitate the maximum development of each boy and each girl from the beginning of their schooling.2. Such practice will be based on meaningful and emotionally positive learning experiences and on experimentation and play.In addition, it must be carried out in an atmosphere of affection and trust to enhance self-esteem and social integration and the establishment of a secure attachment.Likewise, care will be taken to guarantee a positive transition from the family to the school environment from the first contact, as well as continuity between cycles and between stages.3. In the two cycles of the stage, affective development, emotional management, movement and body control habits, manifestations of communication and language, and elementary guidelines for coexistence and social relationships will be progressively addressed. as well as the discovery of the environment, of the living beings that coexist in it and of the physical and social characteristics of the environment in which they live.Values ​​education will also be included.4. Likewise, education for responsible and sustainable consumption and health promotion and education will be included.5. In addition, boys and girls will be encouraged to acquire personal autonomy and develop a positive, balanced and egalitarian image of themselves, free from discriminatory stereotypes.6. The development of all languages ​​and modes of perception specific to these ages will be encouraged to develop all of their potential, respecting the specific culture of childhood defined by the Convention on the Rights of the Child and the General Comments of its Committee.7. In the same way, a first approach to reading and writing will be favored, without in any way the acquisition of the written code should be considered neither as an objective of the stage nor as a requirement to face Primary Education.8. Likewise, early initiation experiences will be promoted in basic numerical skills, in information and communication technologies, as well as in visual and musical expression.9. Throughout the stage, attitudes of respect and appreciation for linguistic and cultural diversity, as well as interest in enriching their linguistic repertoire, will be fostered in boys and girls.In addition, in the second cycle an approach to the oral use of a foreign language in communicative interactions related to routines and habitual situations in the classroom will begin.Early Childhood Education will contribute to developing in boys and girls the capacities that allow them to:1. The educational contents of Early Childhood Education are organized in the following areas, for the two cycles of the stage:2. These areas must be understood as areas of experience intrinsically related to each other, so an educational approach that promotes the configuration of global, significant and stimulating learning situations that help establish relationships between all the elements that make them up will be required.1. The set of objectives, competences, contents stated in the form of basic knowledge, pedagogical methods and evaluation criteria of Early Childhood Education constitute the curriculum of this stage.2. The key competences whose acquisition must begin in the Early Childhood Education stage are those that are collected and described in Annex I.3. The specific competences of each area, which will be common for the two cycles of the stage, as well as the evaluation criteria and the contents, stated in the form of basic knowledge of said areas in each of the cycles, are those that are established. in Annex II.4. For the acquisition and development of the skills referred to in the previous sections, the educational team will design learning situations in accordance with the principles that, for guidance, are established in Annex III.5. The methodological guidelines and for the evaluation that should guide the educational intervention in this stage are those that appear in annex IV.Article 11 Pedagogical proposal1. The pedagogical proposal of the centers, which will be integrated into their educational project, will include the training offer of the center and the curricular proposal of the stage, of which the didactic programs of each of the cycles will be part.2. The pedagogical proposal will be the responsibility of a professional with the title of Teacher of Early Childhood Education or equivalent degree, although all the professionals who attend to the children of the cycle will participate in its elaboration and follow-up.1. The centers that provide Early Childhood Education will develop and complete, where appropriate, the curriculum of the stage, adapting it to the characteristics of their students, as well as their socio-educational reality, through their curricular proposal.2. The curricular proposal will mainly serve to promote affective development and the acquisition of personal autonomy of boys and girls, although it will be flexible and must in any case respect their individual rhythms of development.3. The curricular proposal will include, at least, the specification of the curriculum and the didactic programs of each cycle.In turn, these evaluation criteria for specific skills and associated basic knowledge will be contextualized, sequencing them by courses in integrating programming units that will be developed through learning situations.1. The Early Childhood Education schedule will be understood as the distribution in time sequences of the activities carried out on the different days of the week, taking into account that all the moments of the day have an educational nature.2. The school schedule will be organized from a global approach and will include learning situations that allow alternating different types and rhythms of activity with rest periods based on the needs of the students.3. The schedule corresponding to the activities of the second cycle will be adjusted to what is established by the Ministry of Education and Vocational Training for its area of ​​management in this matter.Article 14 Tutoring and guidance1. Each group of boys and girls will have a tutor, who will be their reference person and will assume responsibility both for the relationship with the families or legal tutors, and for the coordination with the rest of the professionals who intervene in their cluster.2. The tutorial action at this stage will have as fundamental objectives to help children establish an emotional bond with the center and promote their maturation process both individually and socially, adapting the teaching and learning process to their needs. and preventing possible difficulties.For this they will have the support of guidance services.3. The tutors and tutors will coordinate their work with the rest of the tutors of the cycle and with all the professionals who intervene in the center in order to offer a coherent educational response.1. The evaluation will be global, continuous and formative.Direct and systematic observation will constitute the main technique of the evaluation process.2. The evaluation in this stage will be oriented to identify the initial individual conditions and the rhythm and characteristics of the evolution of each boy or girl.For these purposes, the evaluation criteria established for each cycle in each of the areas will be taken as a reference.3. Observation of the progress and difficulties of children in the development of learning must be carried out continuously in order to adapt the educational intervention to their characteristics and needs.4. The evaluation process must contribute to improving the teaching and learning process by assessing the relevance of the methodological strategies and the resources used.To this end, all the professionals involved will evaluate their own educational practice.5. Fathers, mothers, guardians and legal guardians must participate and support the evolution of the educational process of their sons, daughters, wards or guardians, as well as know the decisions related to the evaluation and collaborate in the measures adopted by the centers to facilitate their educational progress.Article 16 Development of the evaluation process1. When the boy or girl joins the center, the tutor will carry out an initial evaluation whose results will be collected in a report.Likewise, she will add in said document the information provided by the families or legal guardians and will attach, where appropriate, any other relevant document.2. The evaluation of learning will be the responsibility of the tutor of each group, who will collect the information provided by the rest of the professionals who work with the entire group or who attend to a particular boy or girl.3. At least three assessment sessions will be held throughout the course, without prejudice to others that may be established by agreement of the educational team.4. The considerations derived from the evaluation process must be periodically communicated to the parents, guardians or tutors to make them co-participants in the educational process.5. At the end of each course, the tutor will prepare an individualized evaluation report in which the evolution of each boy or girl will be recorded.This report will include the reinforcement and adaptation measures that have been taken.6. At the end of each cycle, the final evaluation of the students will be carried out, in which the achievements of each boy or girl in their development process will be analyzed, with reference to the acquisition of the specific skills foreseen and the evaluation criteria. specified in the curriculum proposal.The result of this analysis, as well as the aspects that have most conditioned educational progress and, where appropriate, the reinforcement measures that have been taken, will be reflected by the tutor in an individual report at the end of the cycle.Article 17 Evaluation of teaching processes and educational practiceThe evaluation process should contribute to improving the teaching and learning process.For this, all the professionals involved will also evaluate their own educational practice in relation to the achievement of the objectives of the stage and the acquisition of the competences foreseen in the different areas.This evaluation will address, at least, the following aspects:Article 18 Attention to individual differences1. The individualized attention will constitute the ordinary guideline of the educational action of the teaching staff and other education professionals.2. The educational intervention will contemplate the diversity of the student body, adapting the educational practice to the personal characteristics, needs, interests and cognitive style of the boys and girls and identifying those characteristics that may have an impact on their school evolution with the aim of ensuring full inclusion. of all the students.3. The evaluation process will constitute the first step in making individualized decisions to carry out this work of prevention, detection and intervention.4. In addition, within the framework of the provisions of Order EDU/849/2010, of March 18, which regulates the organization of the education of students in need of educational support and regulates educational guidance services in Within the scope of management of the Ministry of Education, in the cities of Ceuta and Melilla, the centers will have the support of educational guidance services to apply procedures that allow early detection of difficulties that may occur in the teaching and learning processes and facilitate early intervention.5. The centers will serve students who present a specific need for educational support, or special educational needs, adopting the educational response that best suits their characteristics and personal needs, for which they will also have the collaboration of guidance services.6. Within the framework of attention to the individual differences of the students, adaptations may be carried out, in all or some of the elements of the curriculum, according to the nature of the needs of the boy or girl.When curricular adaptations are carried out, the evaluation will be carried out taking as a reference the specific competences and the evaluation criteria established in the aforementioned adaptations, which will be carried out by the teaching team, after hearing the educational guidance services.7. The centers will adopt the necessary measures to compensate for the deficiencies that may exist in linguistic communication competence in Spanish, taking as a reference the analysis previously carried out and including said analysis and such measures in their educational project.8. Likewise, in accordance with what is established by the Provincial Directorates, the learning of Spanish sign language will be facilitated in the centers where deaf, hearing impaired or deafblind students are enrolled.9. The measures of attention to individual differences that the centers adopt will be directed at all times to ensure that all boys and girls reach the objectives and the competences foreseen for the stage.Article 19 Autonomy of centers1. All centers that teach at least one full year of Early Childhood Education will have the autonomy to develop and apply a pedagogical proposal adapted to their educational reality and the characteristics of their students.2. The centers will cooperate closely with fathers, mothers, guardians or legal guardians, generating channels of participation and collaboration, and will make explicit the actions planned to favor their participation in the educational process of boys and girls.3. So that the progress of the students in the stage is gradual and continuous, mechanisms will be established that favor the coordination of the educational projects of the centers that teach the first cycle with those that teach the second cycle of Early Childhood Education.Likewise, coordination between Early Childhood Education centers and Primary Education centers that share students will be encouraged.4. The centers that provide Early Childhood Education and Primary Education will also establish coordination mechanisms between the Early Childhood Education teachers and the teachers of the first cycle of Primary Education.5. When a student moves from one center to another, mechanisms will be established to guarantee the exchange of information between both centers.Article 20 Documents and evaluation reports1. At the beginning of schooling, the center will open a personal file for each student, which will include at least the personal file, the individualized reports of initial evaluation, end of course and end of cycle, and the summary of the scholarship.2. In the personal file of the student, which will be adjusted in its content to the model of annex V, the affiliation data and the data of interest, both personal and family, and, if any, medical and psycho-pedagogical, will be recorded, and may be attached copy of the personal documents considered of interest.3. The format and content of the individualized initial, end-of-course and end-of-cycle evaluation reports will be defined by the educational team, within the framework of the center's pedagogical proposal and taking into account the provisions of article 16. .4. In the summary of the schooling, the courses and the schooling center will be reflected, and, where appropriate, the pertinent observations in relation to the extraordinary circumstances that could have occurred in the schooling, which will be recorded at the end of each of the cycles.The summary of schooling will be adjusted in its content to the model in annex VI.5. The tutor will be the person responsible for the annual completion of the summary of schooling.The director of the center will sign in the box corresponding to each course and both will sign the document on the end date of the cycle.6. In the personal file of students with special educational needs, a copy of the psycho-pedagogical evaluation, the supports and the curricular adaptations that have been necessary will be collected.7. In order to guarantee individualized and continuous attention and to facilitate the continuity of the learning process, when the student remains in the same center, the individualized report at the end of the cycle will be transferred to whoever exercises the tutoring of the corresponding cycle. , Early Childhood Education or Primary Education.If the transfer to another center occurs, the receiving center will request the student's personal file, the schooling summary, and the individualized report at the end of the course or cycle, as appropriate, from the originating center.The center of origin will keep a copy of the documents for three years.First additional provision Teachings of religion1. The teachings of religion will be included in the second cycle of Early Childhood Education in accordance with the provisions of the first additional provision of Royal Decree 95/2022, of February 1.2. The centers will guarantee that, at the beginning of the course, the fathers, mothers, tutors or legal tutors of the students can express their will that they receive religious education or not.3. The centers will ensure that the teachings of religion respect the rights of all students and their fathers, mothers, guardians or legal guardians and that receiving or not receiving said teachings does not imply any discrimination.4. The determination of the curriculum of the teachings of the Catholic religion and of the different religious confessions with which the State has signed cooperation agreements in educational matters will be the responsibility, respectively, of the ecclesiastical hierarchy and of the corresponding religious authorities.Second additional provision Teachings of the Spanish education system taught in foreign languages1. The Ministry of Education and Vocational Training will establish the necessary channel to authorize centers to make use of integrated learning methodologies for foreign content and languages, without this implying a change in the curriculum regulated in this order.The authorized centers will ensure that throughout the stage the students develop their competence in the different languages ​​in a balanced manner.2. The fact that the centers impart their teachings in accordance with the provisions of the previous section may in no case imply a modification of the criteria for the admission of students established in article 84 of Organic Law 2/2006, of May 3 , of Education.Third additional provision Curriculum materials1. In accordance with the fourth additional provision of Organic Law 2/2006, of May 3, it is up to the didactic coordination bodies of public centers, in the exercise of their pedagogical autonomy, to adopt the materials to be used.2. The selection of materials will not require prior authorization from the Ministry of Education and Vocational Training.In any case, these must adapt to the curriculum regulated in this order.Likewise, they must reflect and encourage respect for the constitutional principles, values, freedoms, rights and duties, as well as the principles and values ​​contained in Organic Law 2/2006, of May 3.3. In order to contribute to effective equality between men and women, the principles and values ​​contained in Organic Law 1/2004, of December 28, on Comprehensive Protection Measures against Gender Violence, which have of adjusting all the educational activity.Likewise, the centers will promote the non-stereotyped use of toys, equipment and didactic resources typical of the school context.Likewise, curricular materials will be selected that present models of people and behavior that are not stereotyped or sexist, that maintain balanced, respectful and equal relationships with each other, and that promote coexistence between boys and girls from different cultures, as well as respect for difference. .Fourth additional provision Process for preparing the pedagogical proposalAt the beginning of the 2022-2023 academic year, the centers will prepare, for incorporation into the educational project, the pedagogical proposal for Early Childhood Education corresponding to the courses and cycles they teach, in accordance with the provisions of this order.Fifth additional provision Adaptation for educational action abroad1. The Secretary of State for Education may adapt the organization and curriculum established in this order to the special needs and characteristics of the centers in which Early Childhood Education is taught abroad, under the protection of article 12 of Organic Law 8 /1985, of July 3, regulating the Right to Education, of article 107.4 of Organic Law 2/2006, of May 3, and Royal Decree 1027/1993, of June 25, which regulates the educational action abroad.2. For centers abroad, the references that in this order are made to the Provincial Directorates and are applicable, will be understood as made to the Ministries of Education abroad.3. Likewise, the references made in this order to the Educational Inspection shall be understood to be made to the Educational Inspection of the Department, integrated in the General Subdirectorate of Centers, Inspection and Programs.Single repeal provision Regulatory repeal1. Order ECI/3960/2007, of December 19, which establishes the curriculum and regulates the organization of Early Childhood Education, is hereby repealed.2. Order ECI/734/2008, of March 5, on Evaluation in Early Childhood Education is repealed.3. Likewise, all provisions of equal or lower rank that oppose what is established in this order are hereby repealed.Final disposition first ApplicationThe Secretary of State for Education is empowered to dictate as many resolutions and instructions as are necessary for the application of this order.Second final provision Implementation scheduleThe content of this order will be implemented in the 2022-2023 school year.Third final provision Entry into forceThis order will enter into force on the day following its publication in the "Official State Gazette".The Early Childhood Education stage marks the beginning of the process of acquiring the key competencies for lifelong learning that appear in the Recommendation of the Council of the European Union, of May 22, 2018. In this order, these key competencies have been adapted to the school context, as well as to the principles and purposes of the educational system established in Organic Law 2/2006, of May 3, on Education.These competencies are the following:In accordance with what is expressed in the Recommendation, there is no hierarchy between the different competences, since they are all considered equally important.Nor are differentiated limits established between them, but they overlap and intertwine.They have, therefore, a transversal character: None corresponds directly and unequivocally to a single area;and all are acquired and developed from the learning that occurs in the different areas.This transversal nature of the competences favors the globalizing approach typical of the Early Childhood Education stage.It is expected that the acquisition of these skills throughout their schooling will allow boys and girls to prepare themselves to successfully face the main challenges of the 21st century: planning healthy lifestyle habits, protecting the environment, resolving conflicts peacefully, acting as consumidores responsables, usar de manera ética y eficaz las tecnologías, promover la igualdad de género, manejar la ansiedad que genera la incertidumbre, identificar situaciones de inequidad y desarrollar sentimientos de empatía, cooperar y convivir en sociedades abiertas y cambiantes, aceptar la discapacidad, apreciar el valor de la diversidad, formar parte de un proyecto colectivo, y adquirir confianza en el conocimiento como motor del desarrollo.The total or partial reproduction of the contents is prohibited without the permission of the owners.