Students who obtain the official title "graduate in Early Childhood Education from the Abat Oliba CEU University" can pursue careers in the following areas:

• Educational centres (nurseries)
• Welfare establishments (marginal population, integration, etc.)
• Cabinets of psychology and speech therapy
• Teaching and research
• Nurseries
• Education in the Hospital Environment
• Cultural Centres and adult training
• Education services companies
• Religious Education teachers*

^{(*) In case of attending the courses required to obtain the Ecclesiastical Declaration of Academic Competition - DECA.}

In the final year of the degree course, students undertake a mandatory work placement in companies, offices or institutions in their preferred area of practice.

These practical training programmes are included in the study plans, and enable the student to apply and complement the knowledge they have acquired during their academic training, ensuring that they acquire professional competences that will assist them when they enter employment in the future. The group of activities that the student will develop in this programme will be jointly agreed between the company’s tutor and the Work Placement and Employment Service coordinator, who is in charge of the practicum.

The student will also have an academic tutor who will monitor and evaluate the internships to ensure that the students get the maximum use of their time at the organisation.
Please visit the Work Placement and Employment Service section for more information.

Students must have an interest in education, and value the teaching profession and a service vocation for personal well-being and for the common good, as it has been in most cultural traditions, particularly our own. They must also feel inclined to work for the benefit of children in early childhood education, despite the difficulties involved in teaching at this stage of their lives. They must have the intellectual capacities that can allow them to adapt to the cognitive conditions of their students, and to efficiently adapt the didactic resources in order to achieve successfully the expected learning goals.

In addition, the students must be good with the communication, not only by means of oral and written expression, but through the means that give them an active answer from their students, such as music, drawings, etc. They must also know how to work as a team, both in terms of specific teaching tasks as well as in more complex institutional environments, such as schools. An aspiring primary education teacher must also be able to mediate and resolve conflicts, both within the classroom, as well as in other areas of the educational community - in particular, they must know how to communicate with families, respecting the ancillary nature of the school’s role with regard to the parents.

• Having sound knowledge of the historical, philosophical, psychological, pedagogical and teaching disciplines of educating children from 0 to 6 years of age in an academic institution.
• Having sound knowledge of the content of the different disciplines of early childhood education.
• Having practical and applied teacher training in line with each academic discipline and academic organisation.
• Developing competences that enable the student to work professionally and efficiently, both individually and as a team, for the benefit of their pupils, meeting the needs of each pupil, always working closely with the pupil’s parents.

• Developing competences that enable the student to constantly keep up to date with knowledge and skills, particularly with regard to the changes in the information society.
• Developing competences that enable the student to make a constructive and professional contribution to the academic and sociocultural environment, particularly in terms of the relationship between schools and families.
• Developing scientific competences that enable the student to make innovative contributions to the development of Pedagogy in all aspects.