Active methodologies in socio-emotional development in the second cycle of Early Childhood Education: a systematic review.
Authorship
M.C.B.
Double bachelor degree in Early Childhood Education and Primary Education
M.C.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
02.05.2026 11:00
02.05.2026 11:00
Summary
Social-emotional development is fundamental in the early years of early childhood education. Therefore, employing the most effective teaching strategies to achieve this goal is a responsibility of teachers. With this in mind, the following TFG aims to analyse different methodological practices defined as active in early childhood education classrooms and their influence on the social-emotional development of students by conducting documentary research. The methodology used is a review of academic literature available in six online databases and published in the last 10 years. The sample from the review shows that the most widely used methodology is game-based learning, that there is statistical evidence proving the influence of active methodologies on the socio-emotional development of early childhood education students, and that there are a number of variables to be taken into account. It is considered that the introduction of active methodologies in the classroom will be beneficial for children of this age and their learning.
Social-emotional development is fundamental in the early years of early childhood education. Therefore, employing the most effective teaching strategies to achieve this goal is a responsibility of teachers. With this in mind, the following TFG aims to analyse different methodological practices defined as active in early childhood education classrooms and their influence on the social-emotional development of students by conducting documentary research. The methodology used is a review of academic literature available in six online databases and published in the last 10 years. The sample from the review shows that the most widely used methodology is game-based learning, that there is statistical evidence proving the influence of active methodologies on the socio-emotional development of early childhood education students, and that there are a number of variables to be taken into account. It is considered that the introduction of active methodologies in the classroom will be beneficial for children of this age and their learning.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
Emotion art
Authorship
A.F.C.C.
Bachelor's Degree in Early Childhood Education
A.F.C.C.
Bachelor's Degree in Early Childhood Education
Defense date
02.04.2026 12:15
02.04.2026 12:15
Summary
This Final Degree Project analyzes the importance of emotional education in the Early Childhood Education stage, exploring the possibilities of Art Education specifically the visual arts as a tool for the expression, channeling, and regulation of emotions. Based on a theoretical review of children's emotional development and the relationship between art and emotion, a practical proposal has been designed for 4-5-year-old students. This proposal is based on an active methodology centered on the creative process, aiming to foster self-awareness, emotional self-regulation, and empathy through sensory exploration and artistic creation. Throughout the study, the value of art is emphasized as a fundamental pedagogical resource for achieving the comprehensive development of the students.
This Final Degree Project analyzes the importance of emotional education in the Early Childhood Education stage, exploring the possibilities of Art Education specifically the visual arts as a tool for the expression, channeling, and regulation of emotions. Based on a theoretical review of children's emotional development and the relationship between art and emotion, a practical proposal has been designed for 4-5-year-old students. This proposal is based on an active methodology centered on the creative process, aiming to foster self-awareness, emotional self-regulation, and empathy through sensory exploration and artistic creation. Throughout the study, the value of art is emphasized as a fundamental pedagogical resource for achieving the comprehensive development of the students.
Direction
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
Healthy and quality leisure in people with sereval mental disorders: strategies and proposals for improving well-being in severe mental disorders
Authorship
L.R.C.
Social Education Degree
L.R.C.
Social Education Degree
Defense date
02.03.2026 16:00
02.03.2026 16:00
Summary
People with severe mental disorders (SMD) live in a very complex situation that leads to the appearance of barriers that hinder their full inclusion in society. In addition to encountering the barriers produced by the fact of having a serious mental disorder, people who suffer from it are often stigmatized and judged. The general objective of this thesis is to promote the well-being and quality of life of people with SMD through their participation in healthy leisure activities. A healthy and quality leisure activity contributes significantly to the overall well-being of people, facilitates social integration and reduces the isolation that many people with mental health conditions suffer from. Throughout this project, the documentary research work carried out will be reflected, with special emphasis on the importance of people with severe mental disorders having a space to participate in leisure activities that produce an improvement in their quality of life while adding to their own learning process and implementing communication and social skills
People with severe mental disorders (SMD) live in a very complex situation that leads to the appearance of barriers that hinder their full inclusion in society. In addition to encountering the barriers produced by the fact of having a serious mental disorder, people who suffer from it are often stigmatized and judged. The general objective of this thesis is to promote the well-being and quality of life of people with SMD through their participation in healthy leisure activities. A healthy and quality leisure activity contributes significantly to the overall well-being of people, facilitates social integration and reduces the isolation that many people with mental health conditions suffer from. Throughout this project, the documentary research work carried out will be reflected, with special emphasis on the importance of people with severe mental disorders having a space to participate in leisure activities that produce an improvement in their quality of life while adding to their own learning process and implementing communication and social skills
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Nature as a Framework for Learning and Scientific Literacy. A Didactic Proposal for Early Childhood Education.
Authorship
J.F.N.
Bachelor's Degree in Early Childhood Education
J.F.N.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2026 13:00
02.05.2026 13:00
Summary
This Final Degree Project aims to highlight the importance of providing students with outdoor learning experiences in the current curriculum and details the design of an educational proposal tailored for students in the second cycle of Early Childhood Education. The objective of this proposal is to facilitate learning and the development of scientific competencies through the exploration of the natural environment. For its development, a thorough literature review was conducted using various academic sources, which confirm the need to reconnect children with nature, thereby revitalizing environmental connections that have progressively diminished in recent years. Direct engagement with the natural environment facilitates holistic development of children by positively impacting the various aspects of their growth and promotes the development of attitudes of respect and care towards the environment. Furthermore, nature constitutes an optimal context for cultivating scientific observation and scientific thinking by acting as a living laboratory that provides diverse opportunities for exploration and investigation, thereby fostering experiential and meaningful learning.
This Final Degree Project aims to highlight the importance of providing students with outdoor learning experiences in the current curriculum and details the design of an educational proposal tailored for students in the second cycle of Early Childhood Education. The objective of this proposal is to facilitate learning and the development of scientific competencies through the exploration of the natural environment. For its development, a thorough literature review was conducted using various academic sources, which confirm the need to reconnect children with nature, thereby revitalizing environmental connections that have progressively diminished in recent years. Direct engagement with the natural environment facilitates holistic development of children by positively impacting the various aspects of their growth and promotes the development of attitudes of respect and care towards the environment. Furthermore, nature constitutes an optimal context for cultivating scientific observation and scientific thinking by acting as a living laboratory that provides diverse opportunities for exploration and investigation, thereby fostering experiential and meaningful learning.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
Dynamization of Galician language learning based on the Game-Based Learning methodology
Authorship
S.G.C.
Bachelor's Degree in Early Childhood Education
S.G.C.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2026 16:30
02.05.2026 16:30
Summary
This document is an intervention project that presents research grounding the Game-Based Learning (GBL) methodology in previous theories, such as constructivism, among many others, highlighting the cognitive, linguistic, and social benefits of serious play. The analysis reveals limitations in student autonomy and planning but confirms the potential of GBL to invigorate minoritized languages. Additionally, the document addresses a project aimed at enhancing the learning of the Galician language through the application of the GBL methodology in an Early Childhood Education context. The project’s objective was to promote the learning of Galician, contextualized as a minoritized language in relation to Spanish. To this end, the proposed activities designed to counteract this situation are presented within a previously established teaching unit, using the story of Little Red Riding Hood as the guiding thread.
This document is an intervention project that presents research grounding the Game-Based Learning (GBL) methodology in previous theories, such as constructivism, among many others, highlighting the cognitive, linguistic, and social benefits of serious play. The analysis reveals limitations in student autonomy and planning but confirms the potential of GBL to invigorate minoritized languages. Additionally, the document addresses a project aimed at enhancing the learning of the Galician language through the application of the GBL methodology in an Early Childhood Education context. The project’s objective was to promote the learning of Galician, contextualized as a minoritized language in relation to Spanish. To this end, the proposed activities designed to counteract this situation are presented within a previously established teaching unit, using the story of Little Red Riding Hood as the guiding thread.
Direction
PONCE ROMERO, CLARA MACARENA (Tutorships)
PONCE ROMERO, CLARA MACARENA (Tutorships)
Court
PONCE ROMERO, CLARA MACARENA (Student’s tutor)
PONCE ROMERO, CLARA MACARENA (Student’s tutor)
Growing up in Galician: a didactic proposal for linguistic immersion in Early Childhood Education. Galician as a language of use, learning, and identity.
Authorship
N.G.S.
Bachelor's Degree in Early Childhood Education
N.G.S.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2026 10:00
02.05.2026 10:00
Summary
This Final Degree Project presents the design of an educational intervention aimed at promoting the authentic, meaningful, and spontaneous use of Galician in Early Childhood Education. Language is conceived as a living, contemporary resource closely connected to children’s everyday experiences. The intervention is structured as a whole-class project that seeks to create a linguistic immersion environment by integrating Galician across all aspects of school life, including routines, learning spaces, play, and children’s literature. The proposal is grounded in active learning methodologies and a communicative approach to language learning, using Galician as the main vehicle for interaction, exploration, and discovery. Through this approach, the project aims to contribute to the normalization of the Galician language in the early stages of education from a natural, positive, and emotionally supportive perspective.
This Final Degree Project presents the design of an educational intervention aimed at promoting the authentic, meaningful, and spontaneous use of Galician in Early Childhood Education. Language is conceived as a living, contemporary resource closely connected to children’s everyday experiences. The intervention is structured as a whole-class project that seeks to create a linguistic immersion environment by integrating Galician across all aspects of school life, including routines, learning spaces, play, and children’s literature. The proposal is grounded in active learning methodologies and a communicative approach to language learning, using Galician as the main vehicle for interaction, exploration, and discovery. Through this approach, the project aims to contribute to the normalization of the Galician language in the early stages of education from a natural, positive, and emotionally supportive perspective.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
Language as a Tool for Development: A Montessori-Inspired Perspective in Early Childhood Education.
Authorship
C.M.P.
Bachelor's Degree in Early Childhood Education
C.M.P.
Bachelor's Degree in Early Childhood Education
Defense date
02.04.2026 10:15
02.04.2026 10:15
Summary
This Final Degree Project analyses the relationship between the official Early Childhood Education curriculum and the Montessori pedagogy, with special attention to language development and communicative competence. Based on a theoretical and normative review, the study examines the main approaches to language acquisition in early childhood as well as the pedagogical foundations of the Montessori method, highlighting key concepts such as the absorbent mind, sensitive periods and the prepared environment. Through a comparative analysis, methodological convergences between both models are identified, including a holistic view of learning, respect for individual learning rhythms, intrinsic motivation and the active role of the child in their own learning process. The project also reflects on the real possibilities of integrating Montessori-inspired practices within regulated educational contexts, without modifying the existing legal framework. As a practical application, a pedagogical proposal focused on the language area in Early Childhood Education is presented, designed from a Montessori perspective and adapted to the official curriculum. Finally, a qualitative evaluation based on systematic observation is proposed, in line with the principles of this educational stage. The study highlights that Montessori pedagogy offers valuable contributions to enrich teaching practice and to promote a respectful and meaningful language development in early childhood.
This Final Degree Project analyses the relationship between the official Early Childhood Education curriculum and the Montessori pedagogy, with special attention to language development and communicative competence. Based on a theoretical and normative review, the study examines the main approaches to language acquisition in early childhood as well as the pedagogical foundations of the Montessori method, highlighting key concepts such as the absorbent mind, sensitive periods and the prepared environment. Through a comparative analysis, methodological convergences between both models are identified, including a holistic view of learning, respect for individual learning rhythms, intrinsic motivation and the active role of the child in their own learning process. The project also reflects on the real possibilities of integrating Montessori-inspired practices within regulated educational contexts, without modifying the existing legal framework. As a practical application, a pedagogical proposal focused on the language area in Early Childhood Education is presented, designed from a Montessori perspective and adapted to the official curriculum. Finally, a qualitative evaluation based on systematic observation is proposed, in line with the principles of this educational stage. The study highlights that Montessori pedagogy offers valuable contributions to enrich teaching practice and to promote a respectful and meaningful language development in early childhood.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Student’s tutor)
ZAS VARELA, MARIA LUZ (Student’s tutor)
The impact of family involvement on students' academic performance in Compulsory Secondary Education (ESO).
Authorship
R.R.S.
Pedagogy Degree
R.R.S.
Pedagogy Degree
Defense date
02.04.2026 13:00
02.04.2026 13:00
Summary
This paper analyzes, through a systematic review, the influence of family involvement on the academic performance of students in Compulsory Secondary Education (ESO) in Spain. The main objective is to determine which parental involvement variables effectively foster academic success at this stage. To this end, the SALSA methodology was applied, selecting 11 scientific articles published in the last decade in specialized databases. The results show that factors such as emotional support, high parental expectations, and the promotion of autonomy have a much more significant impact than rigid task control or formal participation in schools. It is concluded that an affective family climate and fluid communication with the school act as key protective factors, highlighting the need to move towards more humanized and less bureaucratized relationship models.
This paper analyzes, through a systematic review, the influence of family involvement on the academic performance of students in Compulsory Secondary Education (ESO) in Spain. The main objective is to determine which parental involvement variables effectively foster academic success at this stage. To this end, the SALSA methodology was applied, selecting 11 scientific articles published in the last decade in specialized databases. The results show that factors such as emotional support, high parental expectations, and the promotion of autonomy have a much more significant impact than rigid task control or formal participation in schools. It is concluded that an affective family climate and fluid communication with the school act as key protective factors, highlighting the need to move towards more humanized and less bureaucratized relationship models.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
VILA COUÑAGO, ESTHER (Student’s tutor)
VILA COUÑAGO, ESTHER (Student’s tutor)
Leisure Among Older Adults in Rural Contexts. A Case Study in Castrelo do Val (Ourense).
Authorship
X.R.G.
Social Education Degree
X.R.G.
Social Education Degree
Defense date
02.04.2026 12:00
02.04.2026 12:00
Summary
This article presents a qualitative study on leisure activities for older adults in rural areas. The study focuses on the Castrelo do Val region (Ourense) and addresses the role of leisure activities as a social education tool for achieving well-being, personal development, and social participation through active aging. To obtain information, in addition to a documentary review, several interviews were conducted with various stakeholders in the leisure field: a social worker, an association representative, and four older adults (two who participate in supervised leisure activities and two who do not). Throughout the article, special attention is paid to the difficulties in accessing leisure activities in rural areas, such as geographical dispersion, lack of resources and limited budgets, and the lack of adapted activities.
This article presents a qualitative study on leisure activities for older adults in rural areas. The study focuses on the Castrelo do Val region (Ourense) and addresses the role of leisure activities as a social education tool for achieving well-being, personal development, and social participation through active aging. To obtain information, in addition to a documentary review, several interviews were conducted with various stakeholders in the leisure field: a social worker, an association representative, and four older adults (two who participate in supervised leisure activities and two who do not). Throughout the article, special attention is paid to the difficulties in accessing leisure activities in rural areas, such as geographical dispersion, lack of resources and limited budgets, and the lack of adapted activities.
Direction
CABALLO VILLAR, MARIA BELEN (Tutorships)
CABALLO VILLAR, MARIA BELEN (Tutorships)
Court
CABALLO VILLAR, MARIA BELEN (Student’s tutor)
CABALLO VILLAR, MARIA BELEN (Student’s tutor)
Project based learning in early childhood education: The Universe project
Authorship
I.S.D.P.
Bachelor's Degree in Early Childhood Education
I.S.D.P.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2026 12:00
02.05.2026 12:00
Summary
This Final Degree Project examines project-based learning as an active methodology in the Early Childhood Education stage, and its capacity to generate meaningful, inclusive, and participatory learning experiences. The research is structured around two main axes: on the one hand, a theoretical framework that addresses the origins of the project method, its historical evolution, pedagogical foundations, as well as its characteristics, phases, and transformative potential within the classroom. On the other hand, it presents a case study carried out in a 6th-year Early Childhood classroom, in which the didactic project “The Universe” is designed, implemented, and evaluated. This intervention was developed during the practicum and was adapted to the real context of the school, balancing the demands of the curriculum with the principles of project-based work. Through experimental, cooperative, and creative activities, the students became the protagonists of their own learning, demonstrating a high level of engagement, curiosity, and skills development. The results obtained, together with the positive feedback from the teaching team, allow us to conclude that project-based learning is not only viable in Early Childhood Education but also recommended at all educational stages, provided that appropriate conditions of planning, resources, support, and training are in place.
This Final Degree Project examines project-based learning as an active methodology in the Early Childhood Education stage, and its capacity to generate meaningful, inclusive, and participatory learning experiences. The research is structured around two main axes: on the one hand, a theoretical framework that addresses the origins of the project method, its historical evolution, pedagogical foundations, as well as its characteristics, phases, and transformative potential within the classroom. On the other hand, it presents a case study carried out in a 6th-year Early Childhood classroom, in which the didactic project “The Universe” is designed, implemented, and evaluated. This intervention was developed during the practicum and was adapted to the real context of the school, balancing the demands of the curriculum with the principles of project-based work. Through experimental, cooperative, and creative activities, the students became the protagonists of their own learning, demonstrating a high level of engagement, curiosity, and skills development. The results obtained, together with the positive feedback from the teaching team, allow us to conclude that project-based learning is not only viable in Early Childhood Education but also recommended at all educational stages, provided that appropriate conditions of planning, resources, support, and training are in place.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
Digital exclusion and Social Education: a look to vulnerable groups and the reasons of their exclusion
Authorship
M.T.M.
Social Education Degree
M.T.M.
Social Education Degree
Defense date
02.03.2026 12:00
02.03.2026 12:00
Summary
This study seeks to identify the reasons that lead to the digital exclusion of vulnerable groups such as senior citizens, women, and people with disabilities. Through a review of documentation in Spain, it emphasizes the need to overcome the lack of digital skills in these groups in order to integrate them optimally into today's society, which is increasingly marked by technological advances. It also seeks to analyze the role of social education as fundamental to the acquisition of these skills by defining its scope within this area
This study seeks to identify the reasons that lead to the digital exclusion of vulnerable groups such as senior citizens, women, and people with disabilities. Through a review of documentation in Spain, it emphasizes the need to overcome the lack of digital skills in these groups in order to integrate them optimally into today's society, which is increasingly marked by technological advances. It also seeks to analyze the role of social education as fundamental to the acquisition of these skills by defining its scope within this area
Direction
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
Court
ALVAREZ SEOANE, CARMEN DENEBOLA (Student’s tutor)
ALVAREZ SEOANE, CARMEN DENEBOLA (Student’s tutor)
Introduction to research on learning difficulties and modeling processes in Natural Sciences in sixth grade Primary Education.
Authorship
A.T.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.T.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
02.03.2026 17:00
02.03.2026 17:00
Summary
This paper analyzes the main conceptual difficulties encountered by Galician students in the sixth grade of Primary Education when addressing the content of Matter, Forces, and Energy (Decree 155/2022). The purpose is to identify the most common obstacles (both in the understanding of physical quantities and in the interpretation of changes of state) in order to optimize the design of teaching interventions at this stage. To this end, students' written and graphic productions are examined and classified. These were obtained after a cooperative modeling process focused on two everyday phenomena: the perceptual mismatch between lightning and thunder, and the breaking of a bottle when water freezes. Using action research and a qualitative-descriptive approach, data are collected from 19 students divided into four groups, which are assessed using a three-level analytical rubric. These records are complemented by a theoretical synthesis that contextualizes modeling as a key tool for conceptual change, according to authors such as Justi, Gilbert, and Oliva. The number and precision of concepts, the coherence of causal connections, and the degree of use of scientific terminology were compared; in addition, the evolution of drawings was analyzed as an indicator of the transition from concrete to abstract thinking. The results show significant progress in articulating cause and effect, although errors in units of measurement and persistent conceptions about pressure and density persist. This highlights the need to develop contextualized teaching proposals, with rotating cooperative roles and visual scripts, that respond to students' real needs and enhance STEM, linguistic, and learning-to-learn skills.
This paper analyzes the main conceptual difficulties encountered by Galician students in the sixth grade of Primary Education when addressing the content of Matter, Forces, and Energy (Decree 155/2022). The purpose is to identify the most common obstacles (both in the understanding of physical quantities and in the interpretation of changes of state) in order to optimize the design of teaching interventions at this stage. To this end, students' written and graphic productions are examined and classified. These were obtained after a cooperative modeling process focused on two everyday phenomena: the perceptual mismatch between lightning and thunder, and the breaking of a bottle when water freezes. Using action research and a qualitative-descriptive approach, data are collected from 19 students divided into four groups, which are assessed using a three-level analytical rubric. These records are complemented by a theoretical synthesis that contextualizes modeling as a key tool for conceptual change, according to authors such as Justi, Gilbert, and Oliva. The number and precision of concepts, the coherence of causal connections, and the degree of use of scientific terminology were compared; in addition, the evolution of drawings was analyzed as an indicator of the transition from concrete to abstract thinking. The results show significant progress in articulating cause and effect, although errors in units of measurement and persistent conceptions about pressure and density persist. This highlights the need to develop contextualized teaching proposals, with rotating cooperative roles and visual scripts, that respond to students' real needs and enhance STEM, linguistic, and learning-to-learn skills.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)