The 1990 LOGSE legislation explicitly recognises the right and potential of young children to learn from the earliest stage within a clear educational framework. This framework is designed to ensure that the experiences provided for young children are global and not fragmented. The curriculum is seen as consisting of areas of experience and emphasises active learning in an integrated way.5
The 1990 LOGSE legislation emphasised active learning in an integrated way with actual curriculum subjects not being introduced until compulsory school age (6 years) 5. However, the 2002 Organic Act on the Quality of Education (LOCE - see section 1.2.1 for the status of the implementation of this Act) does emphasise the teaching of basic reading, writing and numerical skills for 3- to 6-year-olds in educación infantil. 63 The LOCE legislation also allows for and encourages the introduction of a first foreign language and the use of information and communication technology as a learning tool, especially in the final year of this level (children aged 5 to 6). 74
Educational content in this phase is organised around 'areas of experience' relating to children's experience and development. Learning is not divided into specific areas of knowledge or subjects, but stresses the global and integrated nature of a child's experience. However, early years educators may pursue more specific objectives when planning and developing activities to ensure that the children will derive the greatest benefit from each new experience. The three main areas of experience around which the teaching experience at infant school level is arranged are:
The curriculum in the first cycle (0 to 3 years of age, known as educación pre-escolar) emphasises the development of movement, control of the body, initial communication and language, discovery of personal identity and elementary patterns of harmonious relations. The second cycle (ages 3-6, known as educación infantil) stresses the development of language as a tool for the understanding of and involvement in one's surroundings, the development of a positive and stable self-image and the acquisition of day-to-day habits as a way of achieving personal independence.29
The cross-curricular themes of moral education, education for peace, for health, for the equality of the sexes, environment education and consumer education are also introduced during this phase. These are not dealt with directly but are introduced through the activities carried out by children and in their classroom experiences. Individual institutions are able to give priority to those cross-curricular themes which most promote the values which are of relevance in their own context.58
There is no formal timetable for this phase, due to the interdisciplinary approach.29
It is intended that teachers in educación infantil (for 3- to 6-year-olds) and those in the first cycle of primary education (ages 6-8) should coordinate their curriculum planning to ensure continuity.16
There are no optional subjects as such at this level.29 However, in 1996 when schools were given greater flexibility in the organisation of their curriculum, many pre-primary and primary schools began to introduce the study of a modern foreign language at the beginning of the second cycle (children age 3+). Recent legislation - the 2002 Organic Act on the Quality of Education (LOCE) - has proposed that a foreign language should be formally introduced at this age. 51 See section 1.2.1 for further information on the status of implementation of the LOCE legislation.
From the beginning of the second cycle of early years education (educación infantil, children aged between 3 and 6 years), schools must offer religious education to all children. However, at their parents' request, children may be permitted to opt out of religious education. Alternative activities, targetted at analysis and reflection on different aspects of social and cultural life, are provided for those who do not take religious education.56
The national Government (Ministry of Education) is responsible for establishing the basic features of the curriculum (objectives in terms of skills, methodological principles, content and assessment criteria), in accordance with the general objectives pursued at each educational level. Building on these basic elements, the Autonomous Communities determine their own curricula which vary little, however, from one Autonomous Community to the other. Each school, in turn, adapts the curriculum to its own socio-economic and cultural context, establishes general methodological criteria and adopts any pertinent decisions regarding the assessment process. 57
The basic aim of pre-compulsory, pre-school education, under the 1990 LOGSE legislation, is the child's physical, intellectual, emotional, social and spiritual development.16 In addition, proposals under the 2002 Organic Act on the Quality of Education (LOCE) emphasise the teaching of basic reading, writing and numerical skills for 3- to 6-year-olds in educación infantil, and recommend such infant schools also to consider teaching foreign languages and information and communication technology. 63 See section 1.2.1 for further information on the status of implementation of the LOCE legislation.
Textbooks for pre-compulsory education are usually produced by commercial publishers. Textbooks are selected by teachers on the basis of criteria for selection drawn up at the regional level, although there is no need for specific approval from any educational authority. Parents usually buy textbooks and materials, although means-tested grants may be available to assist those in need.29
(In 1992, the Ministry of Education published the 'Red Box' of curriculum materials, which provided teachers with guidance on the content of the pre-compulsory curriculum, teaching guidelines, cross-curricular issues, parental involvement, infant education in rural areas, materials, and references on methodology. The guidance on teaching and use of time offered advice on a flexible approach, the creation of clearly defined areas of learning, access to equipment and resources, the recognition of individual children's needs and interests, and a balance between adult-directed and child-initiated activities.) 32