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Works presented

Attention to diversity within a special education unit: an intervention program based on the inclusive model
Authorship
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 09:30
Summary
Within an increasingly pluralistic and dynamic society, school emerges as the institution responsible for embracing and valuing the trait that paradoxically both unites and distinguishes the human being: diversity. In this context, Special Education Units (SEUs) within mainstream schools are recognized as a possible form of schooling for students with Special Educational Needs. This Bachelor’s Thesis aims to design an inclusive intervention program tailored to the needs of a class group within a SEU. Its value and consistency lies in the acknowledgment of the limitations identified in a real SEU located in Galicia in order to develop a proposal that enhances its educational effectiveness. To this end, a legislative and bibliographic review of the form of schooling is carried out, followed by an exhaustive data collection process of the needs, benefits and barriers of a SEU in a Galician context. Subsequently, the resulting intervention program is presented, outlining its key components, and grounded in the principles of Universal Design for Learning. Through this, educational practice carried out in SEUs is brought to light, and the transformative potential of the educational community is emphasized in moving towards an inclusive educational model.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
ESTEVEZ BLANCO, IRIS (Co-tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Analysis of the educational reality in a special education unit: a case study
Authorship
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:00
Summary
Within the framework of a socio-educational paradigm that advocates for inclusion as a model of attention to diversity, Special Education Units (SEUs) in mainstream schools are considered a possible schooling modality for students with Special Educational Needs. This Bachelor’s Thesis aims to shed light on the educational reality that emerges from the Galician SEUs and to assess their strengths and limitations in building an inclusive educational model. To this end, the study is framed within empirical qualitative research and it adheres to the Case Study approach. The number of participants amounts to seven, and the semi-structured interview is chosen as the data collection instrument. The subsequent analysis is carried out with the support of the Atlas.ti (V.25) software. The results reveal that SEUs are conceived as a beneficial modality for those students who require them. Participants consider that the presence of these units in mainstream schools fosters positive attitudes and relationships. However, it is required to have enough resources and a coordinated and committed teaching community. Ultimately, it is necessary to improve teacher training and practice to achieve an equitable and inclusive education.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
School-based interventions to promote physical activity in early childhood education: a systematic review.
Authorship
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 10:15
Summary
The lack of physical activity during the early childhood education years contributes to the emergence of health problems among young children, with obesity being one of the most common ones. Numerous studies have shown that promoting PA within the school setting is one of the key measures to address this issue. Therefore, this study aims to identify and analyze interventions promoted by educational centers that seek to increase the physical activity levels of early childhood education students. To address this objective, a systematic review was conducted following the PRISMA Declaration guidelines, involving a search for scientific articles in three different databases: Scopus, Web of Science and SportDiscus. Of the articles that were found, 10 met the stablished inclusion criteria and were analyzed in detail. The results indicate that creating designated spaces for movement, integrating movement into classrooms, and raising student awareness will increase their physical activity. However, this remains an evolving area with significant limitations, being particularly important the lack of teacher training and awareness. Thus, to create an active lifestyle that lasts into adulthood, it is important that schools ensure that enough time is dedicated to physical activity in order to meet the internationally agreed-upon recommendations.
Direction
RICO DIAZ, JAVIER (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Analysis of the intervention of primary education teachers of Cambre (A Coruña) with trans minors: a case study.
Authorship
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 17:00
Summary
Trans childhood is an increasing reality in today’s society and educational system. For this reason, this study aims to identify and to analyze the strengths and the areas that are still in need of an improvement in the intervention with trans minors by the teaching team of CEIP Portofaro (Cambre, A Coruña) in Primary Education. To address this objective, it was conducted a qualitative research using the case study method, which involved interviewing 8 teachers from said school. The results reveal a high level of unawareness regarding how to support trans minors within the educational setting. Specifically, there is a lack of teacher training, both in terms of the role that educators should assume and in relation to the resources avaliable and the legislative issues stablished by the national and regional regulations. Nevertheless, there is a clear willingness among teachers to continue training and learning in order to meet the needs of trans children. In conclusion, it is necessary increase the visibility of trans identities in schools and teachers training centers, in order to ensure a cross-cutting approach to the diversity of LGTBI individuals and the well-being of trans children during the Primary Education stage.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
Court
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
The art of paper folding: an affective teaching of geometry, statistics, and probability.
Authorship
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 09:30
Summary
The aim of this work is to design a didactic proposal to develop competences and achieve objectives related to the areas of geometry, statistics and probability that follows the methodological approaches recommended in the educational literature and contributes to improve the affective domain of students in a 5th and 6th grade Primary School classroom towards mathematics. Thus, the purpose is to check whether, according to literature, the affective domain has a significant influence on students’ academic performance, as well as to promote an improvement in their affectivity towards mathematics, since this is usually negative. To this end, a didactic proposal was designed and implemented that integrates the spatial, stochastic and socioemotional senses by using origami as a manipulative material appealing to students. The effect of this proposal was evaluated through the analysis of the students’ academic results, questionnaires on their attitudes towards mathematics and the emotions manifested during the sessions. The results show a positive trend both in academic performance and in the affective domain of the students as a result of the implementation of manipulative didactic approaches that consider the affectivity of students.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
Developing healthy habits in Early Childhood Education: an exploration of the legal framework and a didactic proposal through learning situations.
Authorship
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 11:00
Summary
Learning situations, introduced by the LOMLOE, constitute a new methodological framework for structuring the teaching-learning process, oriented towards a more competent-based learning. Current legislation and the competent authorities, in response to the needs of today´s society, also highlight the importance of health education and the promotion of healthy habits within the educational context. The aim of this work was to design a didactic proposal aligned with the methodological approaches promoted by current educational legislation, in order to encourage healthy habits in the second cycle of Early Childhood Education. This didactic proposal was carried out through the implementation of a learning situation in a final-year Early Childhood Education classroom, centred on the creation of a restaurant in the role-play area. The activities focused on healthy eating and the preparation of recipes, as well as the incorporation of active breaks throughout the school day. The results revealed that this approach offers a suitable framework for raising awareness and the acquisition of healthy habits in Early Childhood Education, while also supporting the integration of the three curricular areas through activities that promote active participation and reflection among pupils.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Analysis of the educational formation in attention to the diversity: a documentary review.
Authorship
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:45
Summary
This Final Degree Project (FDP), framed in the documentary review modality, aims to analyze the congruence between teacher training, the training needs of teachers and current regulations, with respect to attention to diversity. With this objective, a systematic bibliographic review of the literature (PRISM method) and a documentary analysis from a three-dimensional perspective were implemented: the corpus of scientific documents in the main databases was analyzed, initial and continuous teacher training plans were reviewed; and the legislative and regulatory frameworks corresponding to teaching competencies in attention to diversity in the Galician context were reviewed and evaluated. The result of this study provides clear conclusions regarding the need for greater teacher training in terms of attention to diversity, in order to develop current legislative provisions and move towards inclusive, fair and quality education.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
A pedagogical innovation proposal based on learning through mythology: The Pranks and the Galician Mythological World
Authorship
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 10:30
Summary
This Final Degree Project (FDP), framed in the design modality of a pedagogical innovation proposal, includes the pedagogical project The mischief and the magical Galician world, implemented in a second cycle classroom of early childhood education. The main objective of this work was to design and implement a pedagogical proposal that used Galician mythology as an attractive resource to connect children with their culture and identity. And regarding the methodology used, this work includes a theoretical framework on Galician culture and mythology and its presence in the early childhood curriculum, an analysis of context and needs (through interviews with teachers and an initial discussion group), and the design and description of the proposal carried out. The learning results obtained demonstrated the effectiveness of Galician mythology as a pedagogical tool for the development of cultural identity at this educational stage. Finally, the conclusions highlight the pedagogical value of mythology in early childhood education, above all, because it allows students to relate their motivation and interest to their own culture.
Direction
VILLAR VARELA, MILENA (Tutorships)
Court
VILLAR VARELA, MILENA (Student’s tutor)
The settlers of Geoland: an effective and affective game
Authorship
E.B.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:15
Summary
The main objective of this work is to present a didactic proposal in the area of mathematics in Primary Education, with gamification as its central focus. The aim is to demonstrate its effectiveness in the teaching and learning processes of this subject at both cognitive and affective levels. Specifically, we will address competencies related to the spatial, stochastic, and socio-affective senses as outlined in the current official curriculum. A review of the literature shows that mathematics often generates negative emotions in students, causing stress as they perceive the subject to be overly difficult or unmotivating. In this context, gamification emerges as a highly useful tool for developing mathematical skills in both effective and affective ways. Moreover, this methodology is particularly relevant for teaching probability, as it frequently appears naturally in many common games. To this end, and with the goal of presenting a didactic proposal that targets competencies related to the aforementioned senses, a board game inspired by the popular Catan will be created. This proposal will be implemented in a classroom setting. Through the use of various evaluation tools and processes, we will assess the effectiveness of the intervention, thereby validating gamification as a valuable tool in the teaching and learning of mathematics in Primary Education.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
Hearing impairment in primary school pupils: a review.
Authorship
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
Summary
Hearing impairment is a condition with severe consequences on development and learning, and addressing it places demands on teachers’ resources. Despite the relevance of this issue, the information available on hearing impairment in Primary Education remains scarce. The main objective of this paper was to examine the conceptualisation, prevalence, identification, repercussions on the learning process, strategies to be transferred in Primary Education classrooms and emotional aspects related to hearing loss. For this purpose, a review of the scientific literature published up to April 2025 was carried out, using the databases PsycInfo, ERIC, Scopus and Web of Science. The keywords used were hearing impairment, hearing loss, Primary Education, inclusion a Cochlear Implants, which helped to select the 53 articles included in this review. The results reveal that hearing impairment is one of the most common sensory disabilities, and highlight the importance of early identification, where schools screening plays a central role. The usefulness of Cochlear Implants for the acquisition of communication skills and core school competences (reading, vocabulary acquisition and mathematics) is highlighted.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
Mathematics and art: an interdisciplinary proposal in Early Childhood Education.
Authorship
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 13:00
Summary
The widespread belief that mathematics is confusing and difficult can have a significant impact on our educational conceptions, this influencing teaching practices in early childhood education classrooms. In order to address this problem, we propose an interdisciplinary teaching sequence that integrates mathematical content with art. This proposal seeks not only to facilitate the understanding of mathematical concepts, but also to awaken the children’s interest and curiosity in these contents. Thus, this Final Degree Project consists of the elaboration of an intervention proposal whose methodology follows a qualitative approach. The sample is made up of a multinivel group for a preschool pupil from a Grouped Rural School. In this line, the aim of the proposal is to offer a tool as a didactic sequence that allows pupils to acquire geometric learning that can be generalised, based on the pillars of Early Mathematical Modelling. This proposal was evaluated using the Rubric for Evaluating Mathematical Modelling Processes (REMMP), which showed that the results obtained could serve as a reference for new didactic designs involving mathematics and art.
Direction
SALGADO SOMOZA, MARIA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Student’s tutor)
Psychoeducational interventions on the socio-emotional skills of Early Childhood Education students with ASD: a systematic review
Authorship
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 12:15
Summary
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the rise in diagnoses, the shortage of specialists in schools and the move toward inclusive education, it is essential to train Early Childhood Education teachers to address the specific educational needs of these students. One of the main challenges in this context is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers at this educational stage and as far as is known, no prior reviews have analysed their effectiveness. For this reason, the aim of the present study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Early Childhood Education. A systematic review of the scientific literature was carried out using the databases ERIC, PsycINFO and Web Of Science. Eleven studies that met the established inclusion and exclusion criteria were selected. The results revealed improvements in socio-emotional competencies, social interaction, joint attention, solving problems and behavioural regulation, among others.
Direction
Guisande Couñago, María Adelina (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Psychoeducational interventions on the socio-emotional skills of Primary Education students with ASD: a systematic review
Authorship
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:00
Summary
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the increasing number of diagnoses, the shortage of specialists in schools and the push towards inclusive education it is essential to train Primary Education teachers to address the specific educational needs of these students. One of the main challenges is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers in Primary Education and, as far as we know, no prior reviews have analysed their effectiveness. Therefore, the aim of this study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Primary Education. A systematic review of the scientific literature was conducted using the databases ERIC, PsycINFO and Web Of Science. Eleven studies were selected based on their relevance to the objective and the inclusion and exclusion criteria applied. The results revealed benefits in socio-emotional competencies, social interaction, solving problems and behavioural regulation and adaptability, among others.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
Female antagonists in children's Literature: A study of villainesses in picture books
Authorship
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 09:30
Summary
The picture book occupies a significant place in children's literature due to its ability to combine text and images in constructing the narrative. This undergraduate dissertation focuses on the figure of the villainess within this genre, aiming to analyse her presence and characterisation, both physically and psychologically. First, a bibliographic review was carried out on key concepts related to picture books and the definition of a villainess. Next, the books to be analysed were selected. After confirming that villainesses were rarely represented in the award-winning books of the last ten years, a specific corpus including these figures was compiled. Then, a data collection instrument based on a questionnaire with open-ended and closed-ended questions was designed to analyse the features of the identified villainesses. This qualitative research resulted in the categorisation of these characters and its subsequent interpretation based on the findings of the previous literature review. The final conclusions highlight the limited presence of villainesses in contemporary picture books and propose future lines of analysis on the treatment of female antagonists in children's literature.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The treatment of interpersonal violence in primary education: An interdisciplinary proposal combining history and literature.
Authorship
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
Summary
This undergraduate thesis focuses primarily on the prevention of interpersonal violence in primary education. It begins with a literature review based on the premise that, through innovative content from historical, social, and literary knowledge, students can better understand and respond to this type of violence. In this regard, emphasis is placed on issues such as curriculum renewal, didactic transposition, and interdisciplinarity. This theoretical framework leads to the design of a didactic intervention aimed at sixth-grade primary school students, which puts into practice the theoretical concepts previously discussed. Finally, the work concludes with reflections on the advantages, limitations, and future perspectives of the proposed model.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Co-tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
Physical activity and school performance in Primary Education students: a systematic review
Authorship
M.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 16:00
Summary
Physical activity is a fundamental pillar in the development of a full life. Specifically, in the educational field, numerous studies point to its positive influence on school performance. Therefore, the objective of this academic work was to analyze the influence that physical activity interventions can exert on the school performance of Primary Education students. To this end, a systematic review was developed, under the guidance of the PRISMA declaration. Initially, a documentary search was conducted in three databases: Web of Science, Scopus, and SportDiscus; of all the articles extracted, eight met the established inclusion criteria. After data analysis, the results showed a favorable link between physical activity and academic performance. Specifically, among other indicators, an average increase in attention span of between 8.85% and 30.17% was reported, as well as a 91% satisfaction level with the learning process and an improvement in classroom environment and well-being, perceived by 74.40% of the students. Similarly, positive benefits of physical activity practice were identified for three key aspects of school performance: cognitive functions, affective factors, and social components. Consequently, it seems necessary to integrate physical activity into the educational context to strengthen students learning and enhance their global development.
Direction
RICO DIAZ, JAVIER (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
Invisible ties: the picture book as a reading link between students and families.
Authorship
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 10:15
Summary
At a time when the relationship between school and family requires new spaces for interaction, shared reading appears as a unique opportunity to strengthen bonds and give meaning to the educational experience beyond the classroom. This final project aims to propose and analyse a teaching intervention designed to foster emotional and reading closeness between Early Childhood Education students and their families, using picture books as a central resource. The proposal, developed in a real-life context, was structured into five sessions with an experiential and emotional focus, fostering family involvement and the creation of shared reading experiences. The intervention was assessed using qualitative and quantitative techniques, which provided a comprehensive overview of its development and identified key elements for its continuity and improvement. The results, although limited by the number of sessions and participants, demonstrate the positive reception of the proposal and its ability to generate reflection, emotions, and new dispositions toward reading. Despite the time constraints, the project demonstrates the transformative potential of reading as a shared act of connection, communication, and affection.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The impact of emotional education intervention programs on primary school students: a review.
Authorship
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
Summary
Emotional education is a fundamental pillar in the comprehensive development of students, especially during Primary Education, when many of the social and personal skills that influence well-being are consolidated. Given the increasing concerns related to children's mental health and school coexistence, school is presented as a privileged space for promoting socio-emotional skills. In this context, emotional education programs have become an increasingly present tool in classrooms. However, to our knowledge, there are no reviews that specifically analyze the impact of socio-emotional programs when implemented by teachers in Primary Education. This study aimed to review and assess the impact of emotional education programs implemented by teachers in Primary Education. Therefore, a systematic review of the scientific literature published up to March 2025 was conducted using the ERIC, PsycINFO, Web of Science, and Teacher Reference Center databases. Finally, 12 documents were selected for analysis. The results of the interventions were encouraging, showing improvements in skills such as emotional regulation, emotional awareness, and prosocial skills, among others.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
School recess to promote physical activity in primary education: a systematic review
Authorship
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 19:00
Summary
Currently, child inactivity has become a major threat to public health in school-aged children, most of whom do not meet the daily physical activity recommendations set by the World Health Organization. The school is a relevant agent to face this challenge, as infants spend much of their day in this space. However, physical activity in schools is often thought of as Physical Education sessions, but school recreation could be consolidated as a strategic field of action. Therefore, this Final Degree Work has as its main objective to identify and analyse interventions applied during the school break, based on the respect of free and self-managed play, contribute to increasing the levels of physical activity of primary school students. Thus, taking the PRISMA statement as a reference for systematic reviews, scientific articles were searched in international databases: Scopus, Web of Science and SPORTDiscus; 8 of them met the established inclusion criteria. The results obtained show that interventions in the school playground lead to improvements in physical activity levels of up to 13.6%, with some studies showing a greater increase in girls (+2.5%) and younger pupils (p=0.09).
Direction
RICO DIAZ, JAVIER (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
An intergenerational bond: teacher’s perspective on the role of the grandparents-grandchildren bond in early childhood education
Authorship
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 11:30
Summary
In a society where multigenerational families are increasingly present, the figure of grandparents emerges as an element of great importance in the development of the youngest, highlighting teachers as privileged witnesses of the impact of these family dynamics in the first years of life. In this sense, the present thesis aims to analyse, from the perspective of different teachers of early childhood education of a rural school, how this multigenerational relationship can influence the educational, emotional and social development of students, the role of the school in its promotion To achieve this objective, a qualitative type of research was carried out, designing an semi-structured interview for the present study. This instrument was applied to five teachers of early childhood education who teach in multigrade classrooms with students aged 3-6, seeking to collect their experiences and observations on how this link is reflected in the schools. The results show that this link remains a key element in children’s development, which manifests itself in the emotional, social, educational and cognitive dimensions, The school is recognized as a suitable agent for strengthening and maintaining this intergenerational relationship.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
Dynamic playgrounds as spaces for inclusion and diversity in Early Childhood Education
Authorship
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 17:00
Summary
Inclusive education emerged as an educational model designed to respond to the diverse characteristics of students, presenting diversity as a valuable element for learning and socialization of all children. Currently, inclusion is gradually enriching classrooms and teaching practices, but for true school inclusion to be achieved, it must extend to all spaces and times within schools. Thus, the playground must cease to be a simple leisure area and become conceived as a space specifically designed for play and learning, which promotes coexistence and embracing all types of diversities. This final degree project, within the project design category, aims to present a proposal for an inclusive and dynamic playground for Early Childhood Education, which highlights the importance of creating educational spaces for socialization and learning for all students; in which all students are guaranteed their right to participate and play individually and collectively, adapting to their abilities and interests.
Direction
PARADA GAÑETE, ANA (Tutorships)
Court
PARADA GAÑETE, ANA (Student’s tutor)
Child abuse: prevention programs from the educational area
Authorship
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
Summary
Violence and child abuse are a current reality. The high rates and prevalence of this social problem, as well as the negative short and long-term effects physical and psychological consequences suffered by victims, demonstrate the great importance of preventing child abuse. At this point, schools emerge as a crucial factor in child protection, given that most children attend educational centres every day. Consequently, teachers must have the formation and resources necessary to prevent and detect these situations. Therefore, this final degree project, which is an introductory documentary research project, aims to assess schools and teachers as agents of child protection and analyse the effectiveness of different schools’ programmes for preventing child abuse. To complete this project, an exploratory search for information was conducted to obtain an overview of the topic under study. The published scientific literature on the topic was reviewed in Dialnet, ERIC, Scopus, WOS and PsycInfo databases. Their results showed improvements in children´s knowledge and skills related to child abuse prevention.
Direction
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Silenced stories. The censorship of children's and young adult literature in primary education classrooms
Authorship
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:00
Summary
In the 21st century, it may seem that censorship in children's and young adult literature is a thing of the past, associated only with conservative governments. However, this perception does not reflect reality. Today, as a result of an excessive desire to protect childhood, we are confronted with a new type of censorship: the censorship of what is considered “politically correct.” Quietly and increasingly, this form of censorship restricts, among others, teachers, who find themselves limited when selecting appropriate literary works for their students. Based on this premise, a systematic review of the scientific literature on the topic was conducted across various databases. The aim was, on the one hand, to analyze the implications of contemporary censorship in children's and young adult literature from an educational perspective, and on the other, to offer guidance that supports teachers in responding to censorship practices.
Direction
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
Digital childhoods in school. The impact of screen exposure on the development of early childhood education students
Authorship
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 13:00
Summary
The omnipresence of screens has become a central element in contemporary society. Thus, the children currently beginning their schooling have grown up in a fully digitalized sociocultural environment. These boys and girls, known as “digital natives,” are exposed to constant interaction with electronic devices. This paper presents a systematic review of the scientific literature published up to April 2025 in the ERIC, PsycINFO, Web of Science, and Dialnet databases. The main objective was to analyze the consequences of screen exposure on child development, as well as to offer recommendations for educators to promote responsible use of technology during the early educational stage. The studies indicate that the impact of digital devices on child development is closely conditioned by specific usage practices and the context in which they occur. Inappropriate use can negatively affect development, while conscious and mediated use can be beneficial. Therefore, the need to incorporate Information and Communication Technologies into the educational field from a critical and humanizing perspective is highlighted, with the aim of promoting the holistic development of children. This integration must be accompanied by adequate teacher training, as well as the active involvement of families, in order to ensure a healthy use of technology.
Direction
Guisande Couñago, María Adelina (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Mindfulness as a bridge between the child’s mind and the present moment: attention, emotions, and conscious learning
Authorship
M.M.R.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 11:00
Summary
In a context of increasing overstimulation and emotional dysregulation during childhood, this bachelor's thesis presents an intervention proposal based on the regular practice of mindfulness in the early childhood education stage. The aim is to analyze its feasibility and impact on sustained attention, students' emotional self-regulation, and the classroom climate. The study, following a pre-test/post-test design, combined both qualitative and quantitative methods, including direct and systematic observations, as well as daily records designed to complete two rating scales. These instruments were used to assess the individual progress of the children and the group dynamics following the introduction of mindfulness in the classroom. The intervention was implemented over several weeks with a small group of four- to five-year-old children, fully integrated into their daily school routine. The results show individual improvements in attention capacity and emotional management, along with a reduction in impulsive behaviors and classroom conflicts, contributing to a calmer and more collaborative environment. It is therefore concluded that mindfulness can serve as an effective pedagogical tool for promoting emotional well-being and conscious learning in early childhood. Despite the limitations of the study, the findings highlight the relevance of integrating these practices into the school curriculum and underscore the importance of teacher training in this area, fostering the holistic development of young children.
Direction
VILLAR VARELA, MILENA (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Meaningful Physical Education in Early Childhood Education: strategies for the active participation of all students.
Authorship
S.M.I.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
Summary
The objective of this final degree project was to develop and analyse a didactic proposal applicable to a classroom in the second cycle of Early Childhood Education focused on meaningful physical education. This topic is of great importance given the poor connection that usually exists between the tasks carried out in physical education sessions and their understanding by the students. At this stage, an education where learning is adapted to the characteristics, motivations and needs of children is essential, in order to promote their integral development. The methodology used consisted of a bibliographical review to, from it, develop the didactic proposal based on the existing theory. Finally, it is concluded that meaningful physical education should not be considered as a learning methodology in itself, but as a base on which to base education due to its flexibility, ability to adapt to students, and ease of applying it in the educational environment. Furthermore, the lack of specific studies on this topic is also highlighted, with existing literature in the Spanish language being scarce, but with abundant publications in the English language.
Direction
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Children's free play as a mirror of society: the influence of gender stereotypes on the play of girls and boys in early childhood education
Authorship
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
Summary
The aim of this thesis is to analyse the influence of gender stereotypes on free play at the Early Childhood Education stage. Through an exhaustive and systematic review of the scientific literature published between 2005 and 2025, consulting databases such as Web of Science, Dialnet, ERIC or PsycInfo, the main factors that condition the playful expression of childrearing according to gender are identified. The study explores how early socialisation, the materials available, the organisation of space and time, as well as interactions with teachers and peers, can reinforce traditional models of masculinity and femininity. The results show that play, despite being spontaneous and creative, can become a space for the reproduction of gender roles if it is not planned from a co-educational perspective. Thus, they highlight the need for conscious and critical intervention on the part of teachers to promote expressive freedom, equal opportunities and the questioning of imposed gender norms. This work aims to contribute to the construction of a more equitable school, where free play is a real tool for inclusion and integral development.
Direction
Guisande Couñago, María Adelina (Tutorships)
Court
Guisande Couñago, María Adelina (Student’s tutor)
How to win at Tetris: effectiveness and affectivity of a gamified and manipulative proposal for the development of spatial sense in Primary Education.
Authorship
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 12:30
Summary
The main objective of this thesis is to analyse the impact of innovative methodologies, specifically gamification and the use of manipulative materials, on the teaching-learning process of geometry in a 5th grade Primary School classroom. For this purpose, we design, implement and evaluate a didactic proposal focused on the development of skills related to visualization, orientation and spatial representation, taking into account both the academic performance and the affective domain of the students, a factor widely recognized in the literature as a determinant in mathematical learning. The work is structured in several sections. Firstly, the theoretical framework contextualises the current treatment of the teaching of geometry and analyses the main methodological approaches, as well as the influence of the emotional component on performance. Next, the didactic proposal is detailed, consisting of six sessions inspired by the game Tetris, which combine playful dynamics, cooperative work and manipulative materials. Finally, we present the results obtained by means of different evaluation instruments, which show a significant improvement both in performance and in the students' attitude towards mathematics, thus demonstrating the effectiveness of the active methodologies implemented.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
CASTIÑEIRA VEIGA, GONZALO (Student’s tutor)
Funds of knowledge as a methodological approach for rural schools: design of an intervention proposal for Early Childhood Education.
Authorship
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 12:00
Summary
Rural schools play a leading role in rural environments’ access to education. These environments, understood as social and lived spaces, affect the teaching practice and the organizational structure of the educational centres in them. The main purpose of this final degree project was to place value on familial and communal knowledges as an appropriate methodological perspective for rural schools, showcasing the way they adapt their educational processes to the specific situation of each territory. Each place has an accumulation of knowledge, skills and experiences that are transmitted from generation to generation, which makes it possible to preserve local identity and nurture education in these contexts. With this purpose, the elaboration of a bibliographic review of the scientific literature on rural education and this approach became the starting point, which allowed us to base the design of an educational proposal for a 5th grade classroom in a unitary school located in the Galician rural context, using the popular mythological legends about the Moors as a thematic thread.
Direction
CAMBEIRO LOURIDO, MARIA DO CARMEN (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Student’s tutor)
The efficacy of psychoeducational intervention programmes for the improvement of self-esteem in Primary Education: a review.
Authorship
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 09:30
Summary
Self-esteem is the positive or negative evaluation that a person creates about themselves. The way in which a person conceives him/herself is influenced by internal and external factors, therefore it can differ depending on the situations to which the subject is exposed. Among the most relevant areas for the development of self-esteem, especially in primary schooling, is education. For that reason, it is necessary that teachers have resources and strategies to promote it in the classroom. However, to our knowledge, there are no previous review studies that specifically analyze the results of school programs aimed at encouraging self-esteem at this educational stage. The purpose of this work was to analyse the efficacy of psychoeducational intervention programs for improving self-esteem in primary education, applied by teachers at this educational stage. For this purpose, a search of the scientific literature published until March 2025 in the ERIC, Scopus, PsycInfo and Web of Science databases was carried out, and 10 studies were selected and included in this revision. The results showed, in their majority, improvements in the subject’s self-esteem, as well as in self-concept, social skills, self-awareness, self-management and social awareness.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
Physical activities in the natural environment in Galicia from the teacher´s perspective: a descriptive study
Authorship
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 11:00
Summary
The current lifestyle underscores the necessity of promoting physical activity among children and young people. The school guarantees training for all students and Physical Education (PE) is an essential tool for their comprehensive development, through experiences such as physical activities in the natural environment (PANE). The aim of this study was to diagnose teacher´s perception regarding the implementation of PANE withing PE in state schools in Galicia. A total of 127 teachers (53 women and 74 men) participated in the study, completing a validated questionnaire on the development of physical activities in the natural environment in the school environment. This questionnaire comprised 55 items structured into three sections: the first covered sociodemographic aspects; the second one consisted of 7 blocks of quantitative questions -formulated using a Likert scale-; and the third included qualitative questions. The results indicate a positive trend towards the inclusion of PANE in the teachers’ programming, particularly in the rural environment, and highlighting it´s potential for interdisciplinary work and transversal themes that promote education for sustainable development. The main challenges identified include a lack of specific training and time, insufficient resources and inadequate institutional support.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Physical activity, rural schools and environmental awareness: a trinomial for work in Early childhood Education through learning situations and service learning
Authorship
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 13:00
Summary
Physical activity and environmental education are considered key elements for children´s development, in terms of building a healthy and sustainable lifestyle. The aim of this study was to develop an intervention proposal to promote physical activity and attitudes of care and protection of the environment in children between 3 and 6 years old in a rural community. At the methodological level, the study consisted of the implementation of an intervention plan, based on current regulations, and employed active and experiential methodologies, specifically a learning situation and service-learning project, which promoted students´ engagement in improving their community. The final assessment indicates that globalised projects, when conducted in contact with the natural environment and oriented toward social action, promote the development of attitudes favouring environmental care and protection, as well as healthy lifestyle habits -highlighting physical activity-, and strengthen the connection with the environment and the community.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Efficacy of educational intervention programs in primary school students with dyslexia: a review
Authorship
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:15
Summary
Dyslexia is a specific learning disorder characterised by a deficit in the development of reading and writing skills, which has a negative impact on both academic performance and the overall development of students with this disorder, making teacher training in this area necessary to intervene effectively. However, to the best of our knowledge, there are no previous reviews that have analysed the effectiveness of educational interventions for dyslexia applied by teachers to Primary School pupils. Therefore, the aim of this Final Degree Project was to analyse the results obtained in dyslexia intervention programmes applied by teachers in Primary Education. For this purpose, a review of the scientific literature available up to March 2025 was carried out through the ERIC, PsycInfo, Teacher Reference Center and Web of Science databases, using search terms such as: ‘dyslexia’; ‘psychoeducational intervention’, ‘intervention programmes’ and ‘Primary Education’. Subsequently, 8 studies were selected that met the established criteria. The scientific evidence points to improvements in dyslexia symptomatology in the areas of reading and writing, and verbal working memory; thus verifying its effectiveness.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Innovative proposal for the transformation of an early years school playground into an inclusive playground: a space for everyone
Authorship
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 12:45
Summary
School playgrounds sometimes become settings of exclusion and marginalization, hindering the full participation of all pupils. For this reason, this Final Degree Project, framed as the design of an educational innovation proposal, aims to transform an Early Years school playground, located in a school in the province of A Coruña, into an inclusive playground that meets the needs of the children who use it. To achieve this, an observation tool is designed to identify the playground´s transformation needs, gather evidence, detect barriers, and prioritise the identified needs in the development of the proposal. In this regard, a redistribution design of the space is carried out, along with several play-based proposals aimed at fostering socialization and inclusion. This contributes to valuing the playground as a space with great educational potential, viewed from an inclusive and child-centred perspective.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
Avoiding gender bias through work by corners: An innovation proposal for the 6th year of Early Childhood Education
Authorship
C.V.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
Summary
From their earliest years, children are exposed to a large number of gender stereotyped messages in the society around them. This sexual dichotomy is reproduced and can be perpetuated unconsciously in the infant classroom, through biases in language or play, affecting the learning opportunities and the emotional and social development of the pupils. Through a critical analysis of the problem, we present the design of a proposal for pedagogical innovation based on working in corners from an egalitarian and non-sexist perspective, aimed at a 6th year infant education classroom, focusing on the corners of symbolic play, library, artistic expression, construction and logic. In this proposal, materials and resources suitable for each corner will be selected, as well as examples of activities that may arise from each of them. The aim is to eliminate sexist stereotypes and develop strategies that promote an inclusive environment free of gender prejudice. The aim is to promote an inclusive and egalitarian classroom organisational model in which students are free to discover and express their identity.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)