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


Society, family and education

  • Coordinator: Josep Holgado (josep.holgado@urv.cat)
  • Community organization: Schools in the city of Tortosa
  • Summary:Tandem is a socioeducational project conducted in the city of Tortosa. The project aims to promote the social, cultural and linguistic integration and the personal and educational development of Tortosa school children. To achieve these aims, the project brings together numerous educational and social agents from the city to help them construct a plan for these children to be constantly accompanied. The project is called Tandem because the participants (2+2) are, on the one hand, pairs of schoolchildren from schools in the city of Tortosa and, on the other hand, pairs of mentors (who may be URV undergraduates studying Infant and Primary Education at the Terres de l'Ebre campus or pupils from the local secondary school studying Social Integration.
  • More information: http://pedagogia.fcep.urv.cat/tandem/
  • Vídeo: 

Primary schools - LECXIT

  • Coordinator: Joan Fuguet (juan.fuguet@urv.cat)
  • Community organization: Schools in the cities of Tarragona and Reus
  • Summary: The LECXIT program aims to increase the educational success of young children by improving their reading comprehension. The key to LECXIT lies in the children enjoying themselves. They work by playing with adult members of the children's environment who accompany them for the programme's activities. The project is intended for second-year primary education students who take a reading education course. The intention is to create a link between community service and academic training.
  • More information: http://www.lectura.cat/

Teaching and learning language and literacy

  • Coordinator: Pilar Iranzo (pilar.iranzo@urv.cat)
  • Community organization: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresina Martorell School (El Vendrell)
  • Summary: Learning communities insert teaching-learning processes into contexts of interaction between children and the community. They also require adults to assist in socio-cultural interactions and to chaperone the infants so that they can learn.

    In this course, the students of the Baix Penedès Faculty collaborate with interactive groups at schools as adults who are a source of oral language, thus providing language immersion and symbolic play. The students are members of groups of three or four people and they prepare activities in response to the needs of the community and using the resources of the library. Each task involves designing, developing and evaluating the children, and also evaluating their own learning as future teachers.

Teaching and learning language and literacy I

  • Coordinator: Francesca Segarra Ibáñez (francisca.segarra@urv.cat)
  • Community organization: Maria Fortuny school of Reus
  • Summary: This project develops oral competence in the language that is the medium of communication and learning at the school. The students plan oral language activities, design natural teaching-learning situations, and implement a personalized programme with the school's pupils.

Inclusive school and early care

  • Coordinator: Pilar Iranzo (pilar.iranzo@urv.cat)
  • Community organization: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresina Martorell School (El Vendrell)
  • Summary: Learning communities insert teaching-learning processes into contexts of interaction between children and the community. They also require adults to assist in socio-cultural interactions and to chaperone the infants so that they can learn.
     
    In this course, the students of the Baix Penedès Faculty collaborate with interactive groups at schools as adults who are a source of oral language, thus providing language immersion and symbolic play. The students are members of groups of three or four people and they prepare activities in response to the needs of the community and using the resources of the library. Each task involves designing, developing and evaluating the children, and also evaluating their own learning as future teachers.

Teaching and learning language and literacy II

  • Coordinator: Pilar Iranzo (pilar.iranzo@urv.cat)
  • Community organization: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresina Martorell School (El Vendrell)
  • Summary: Learning communities insert teaching-learning processes into contexts of interaction between children and the community. They also require adults to assist in socio-cultural interactions and to chaperone the infants so that they can learn. 

    In this course, the students of the Baix Penedès Faculty collaborate with interactive groups at schools as adults who are a source of oral language, thus providing language immersion and symbolic play. The students are members of groups of three or four people and they prepare activities in response to the needs of the community and using the resources of the library. Each task involves designing, developing and evaluating the children, and also evaluating their own learning as future teachers.

Teaching and learning language and literacy III (Seu Baix Penedès)

  • Coordinator: Pilar Iranzo (pilar.iranzo@urv.cat)
  • Community organization: Secallets School (Coma-Ruga), Àngel Guimerà School (El Vendrell) and Teresina Martorell School (El Vendrell)
  • Summary: Learning communities insert teaching-learning processes into contexts of interaction between children and the community. They also require adults to assist in socio-cultural interactions and to chaperone the infants so that they can learn. 

    In this course, the students of the Baix Penedès Faculty collaborate with interactive groups at schools as adults who are a source of oral language, thus providing language immersion and symbolic play. The students are members of groups of three or four people and they prepare activities in response to the needs of the community and using the resources of the library. Each task involves designing, developing and evaluating the children, and also evaluating their own learning as future teachers.

Teaching and learning language and literacy III

  • Coordinator: Francesca Segarra Ibáñez (francisca.segarra@urv.cat)
  • Community organization: Maria Fortuny school of Reus
  • Summary: This project is aimed at mothers and fathers for whom the language of communication and learning at the school is different from the language they use at home. The project seeks to develop these parents' oral competence in the school language. One day a week, in either the morning or the afternoon, the parents are invited to attend conversation groups with scheduled activities that will enable them to practice their spoken command of the language.

Cooperation Practicum

  • Coordinator: Paloma Vicens (paloma.vicens@urv.cat)
  • Community organization: El Sueño de la Campana Foundation
  • Summary: The practicum is the result of a cooperation agreement signed in the 2004-2005 academic year between the URV School of Education Sciences and Psychology (FCEP) and the El Sueño de la Campana Foundation of San Ramón in Matagalpa, Nicaragua. The main aim of the project approved by the Faculty Board is to include, as part of our students' training, supportive external practicums that will help them become both good professionals and individuals who are sensitive to the problems of the modern world and who understand how people in other countries who suffer from poverty and marginalization live. The URV School of Education Sciences and Psychology participates in the educational, psychological and social aspects of the collaboration agreement and works mainly with the most vulnerable groups, such as children, teenagers and women. Undergraduate students of Infant Education who take part in these practicums perform tasks specific to their area of training in several schools in San Ramón under the supervision of school tutors, tutors from the FCEP, and the psychologist of the El Sueño de la Campana Foundation.

Final project - Cooperation Practicum

  • Coordinator: Paloma Vicens (paloma.vicens@urv.cat)
  • Community organization: El Sueño de la Campana Foundation
  • Summary: Students who have taken part in the above practicum can conduct their final project on the same subject.

Oral communicative competence and popular culture

  • Coordinator: Edward Lockhart (edwardalvar.lockhart@urv.cat)
  • Community organization: Public libraries of Tarragona
  • Summary: In this course, students prepare a one-hour storytelling session in English in one of the public libraries of the province in Tarragona. In this way, Tarragona school children have greater contact with the library in their area, the use of English extends beyond the context of the school, and our students' tasks become more real and, therefore, more significant. The stories told during these sessions have a hidden ethical and moral content that transmits important values to the schoolchildren.

Psychoeducational intervention in emotional and relationship difficulties

  • Coordinator: Cinta Forcadell (cinta.forcadell@urv.cat)
  • Community organization: Jaume Valmes School, Consol Ferré School, El Temple School
  • Summary: This subject is offered to third-year students at the Terres de l'Ebre campus and is part of a new and innovative project for schools called Emotional Education that involves bringing the university closer to schools through collaboration with university students. Students prepare their own teaching materials and conduct their own emotional education learning activities. The dynamics of emotional education developed by the students have led the schools to rethink the introduction of emotional intelligence to the curriculum and to propose the model to be used.

Artistic project

  • Coordinator: Margarita Celma Tafalla (margarita.celma@urv.cat)
  • Community organization: Teachers' Center and Resources of the Baix Ebre
  • Summary: The Meeting of School Choirs brings together many schools in the Terres de l'Ebre region. Degree students can take part in this educational project by designing and preparing learning activities. They will also give support by being present at the event.