Master's Degree in Early Childhood: Perspectives and Lines of Intervention
Degree data and benchmarks
Students
Data and description
| 2012-13 | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | |
|---|---|---|---|---|---|---|
| New | 15 | 16 | 9 | 14 | 8 | 0 |
| SIIU New | 14 | 16 | 9 | 14 | 8 | 0 |
| Registered | 32 | 36 | 29 | 26 | 23 | 8 |
| Graduates | 10 | 13 | 12 | 7 | 10 | 2 |
New students: these students are starting their studies from the beginning for the first time. They may have recognised credits or not.
New SIIU students: these students are starting their studies from the beginning, registering on a programme for the first time and, in accordance with SIIU criteria, may have fewer than 10 credits (for a Master's) or 30 credits (for an undergraduate programme) recognised. This set of students may also be referred to as the optimum new entry group.
Registered students: these students have an active registration on a programme for an academic year. This set of students may also be referred to as the total student population.
- Registration reservations are not included (due to the students awaiting a place at another university or credit recognition)
- Registration cancellations are not included
- Students with unpaid debts are not included
Graduates: these students have passed (passed or accredited) all credits required for the degree programme and have, therefore, finished their course regardless of whether they have requested their degree certificate be issued or not.
Entry Cohort
Data and description
| 2011-12 | 2012-13 | 2013-14 | 2014-15 | 2015-16 | |
|---|---|---|---|---|---|
| Graduation Rate | 45% | 46% | 69% | 38% | 62% |
| Drop-out Rate | 23% | 7% | 6% | - | 7% |
Final drop-out rate: the percentage of students from a new entry cohort that, without graduating, have not re-registered on the degree or any other programme, either at this university or at any other insitution in Spain, for two academic years in a row.
Graduation rate (RD 1393/2007) is defined as the percentage of students from an entry cohort that finish their programmes in the theoretical planned timeframe for the curriculum, or within an additional academic year. The reference population is the New Full-time SIIU Student Group.
Graduating Class
Data and description
| 2012-13 | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | |
|---|---|---|---|---|---|---|
| Graduate Efficiency Rate | 91% | 91% | 88% | 95% | 85% | 79% |
The efficiency rate is defined as the percentage ratio between the total number of credits passed by students throughout the registered programme from which they have graduated, and the total number of credits they effectively registered for. The reference population is the optimum group.
Credits Taken and Passed
Data and description
| 2012-13 | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | |
|---|---|---|---|---|---|---|
| Degree Success Rate | 99% | 99% | 99% | 98% | 99% | 100% |
| Performance Rate | 84% | 82% | 75% | 76% | 71% | 26% |
Success rate: the percetage ratio between the number of passed credits and the number of credits taken for assessment.
Performance rate: the percentage ratio between the number of credits passed and the number of credits registered for.
Who directly oversees the quality of the degree programme?
The Quality Assurance Committee (CGQ) gathers all of the information regarding the degree programme (survey reports, data, statistics, complaints, suggestions, etc.) and analyses them. Here, you can see the regulations and duties of the Quality Assurance Committee (CGQ).
Suggestion/complaint form
Procedures for handling and revising incidents, complaints, and suggestions
Accountability and transparency
Link to the Register of Universities, Centres, and Degrees (RUCT)
| Procedure | Document | Date/Year |
|---|---|---|
| Monitoring | Annual follow-up and internal assessment report (2017-18) | 19/06/2019 |
| Monitoring | External follow-up report (2016-17) | 24/09/2018 |
| Monitoring | Annual follow-up and internal assessment report (2016-17) | 23/03/2018 |
| Monitoring | Annual follow-up and internal assessment report (2015-16) | 23/06/2017 |
| Accreditation | Final accreditation report | 20/06/2016 |
| Accreditation | Self-assessment report | 01/10/2015 |
| Verification | First official university statement modification | 09/05/2012 |
| Monitoring | External follow-up report (2013-14) | 2013-14 |
| Monitoring | Annual follow-up and internal assessment report (2013-14) | 2013-14 |
| Monitoring | External follow-up report (2012-13) | 2012-13 |
| Monitoring | Annual follow-up and internal assessment report (2012-13) | 2012-13 |
| Monitoring | Annual follow-up and internal assessment report (2011-12) | 2011-12 |
End of master projects
- La gestió dels conflictes entre infants: el rol del docent des d'una perspectiva sistèmica
- La participació de les famílies al CEIP Joan Miró: un tast per a descobrir el model que la representa.
- El Maltractament Infantil en l'àmbit educatiu: protocols d'actuació d'Espanya
- El procés de canvi a l'escoleta Els Molins. Un projecte en blanc.
- ¿Los profesionales como pieza clave en la implementación? Un análisis de los profesionales de los programas y servicios de apoyo parental en la Primera Infancia.
- Els espais a un programa per infants i famílies vulnerables. Dialogant amb els professionals
- Els instruments d’avaluació del vincle afectiu als programes d’espais familiars. L’avaluació del vincle afectiu al PAFPI de l’Associació XIAIF.
- Factores que potencian un cambio innovador en educación
- Iguals però diferents. Estudi de l'educació intercultural i recursos per a treballar a l'educació infantil
- Influencia del vínvulo afectivo en el neurodesarrollo y desarrollo emocional de neonatos prematuros o con bajo peso al nacer
- L'Afrontament dels pares i mares de fills amb discapacitat
- La construcción y desarrollo de la identidad profesional docente en Educación Infantil: características y peculiaridades en el caso de los hombres
- La equinoterapia como terapia complementaria en niños con autismo y parálisis cerebral
- Observació dels professionals en els programes de suport a famílies: el cas del programa PAFPI
- Demandes pedagògiques al context hospitalari. El cas d’Aroa.
- Documentar els processos d'innovació a les escoles
- Escuelas alternativas en Mallorca: una aproximación a sus principios y características
- Princesses uncovered: an analysis of the evolution of educational values and gender stereotypes in Disney filmography
- Promoting Resilience in School
- Relationship between children's mental health and exposure to gender violence. Invisible victims.
- Viure l’escola des de la infància: la qualitat de vida dels infants tutelats per protecció de menors
- "Ahead of time: personal experience of a group of mothers with preterm birt"
- Approach to non-formal education services for early childhood and family. Resources guide from Palma de Mallorca
- Educational Innovation as a change factor
- El aprendizaje cooperativo en la voz de sus protagonistas: alumnado y familias
- How foster care is experienced among kangaroo families
- Influence of parenting styles on the prosocial behavior of children
- La multiculturalitat en educació infantil-Anàlisi de les relacions entre els alumnes de quatre anys del ceip es pont i com es treballen: cap a una educació intercultural inclusiva
- Las experiencias de la paternidad en las VCIN desde un análisis crítico de género
- Quality of live of children hospitalized with cancer: the professionals perspective
- Resilience in children of parents with mental disorders
- The period of adptation in the first cycle of children's education
- The social representation of ADHD: knowledge and needs of teachers regarding the disorder
- Approach to the neonatology: from theory to pratice
- Assessment and family involvement in relation to snow educational. The work environments.
- Beginning of Work by Environments through the testimony of experts and professionals
- Consequences of Child Maltreatment.
- Educatives assessment contexts in environments work
- Promoting empathy in early childhood.
- Psichomotricity: differentiation between education and terapy.
- Research of children in temporary foster care to participate in a program to support families in early childhood
- Stimulation Project of Oral Language in Infant Education: La Doctora Bla Bla Bla.
- Students with Asperger syndrome and their educational inclusion.
- The concept of time from Waldorf pedagogy
- The Psychomotor Development and Stimulation in the stage of 0-3.
- Users and Professional Satisfaction assessment program to support familier in early childhood.
- Adult's emotional attachment and their influence on early childhood
- Heuristic Project aplication in the first cycle of Infant Education.
- Importance given educators to develop psychomotos activity in day care from 0-3 years.
- Interdisciplinary teams in early childhood. IBSMIA and EAP
- Networking the Early Intervention in the Balearic Islands
- Opening the eyes to th familiar diversity.
- Participation in famili-school. Reality of institutions for child education in Mallorca
- Resilience in childhood and their contexts.
- The corporal feelings of babies: attributions and meanings of fathers (that fathers give)
- The process of creation of the affective bond from pregnancy.