Specialize with us to teach English to children and apply the most effective methodology in your lessons"

Knowing the Teaching of English in the Pre-School is essential for teachers, since it allows them to acquire the necessary skills to make their classes more effective and beneficial for their students. 

It should be taken into account that English language teaching is being taught from an increasingly younger age, which favors and facilitates its learning. The earlier a foreign language is learned, the easier it will be for the knowledge to take place innately, achieving, with perseverance and time, a high or practically native level. But, for this, it is essential that pre-school teachers are prepared and also have a high level, in this case, of English, which favors a proper study and learning by children. At TECH Global University I want to specialize them in this field, with the best possible education and methodology: a benefit for teachers and students.

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of students, in an asynchronous and completely self-manageable manner. Students will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program, always in tune with the abilities and aptitudes dedicated to it.

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and work on decision making that demonstrates your high level education within this field of teaching.

A higher level program aimed at those students who wish to surround themselves with the best and compete to excel in their profession, not only as a personal matter, but also with the main objective of wanting to make a difference in the education of their students. 

TECH provides you with the main educational tools to enable you to develop your work in the field of teaching"

This Postgraduate diploma in the Teaching English in Pre-School Education contains the most complete and up-to-date program on the market. The most important features include:

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competencies
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest news on the educational task of the pre-school education teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

In this comprehensive program you will find everything you need to acquire a higher professional level and compete with the best"

It includes in its teaching staff professionals belonging to the field of Teaching English in Pre-School Education who bring to this program the experience of their work, as well as recognized specialists belonging to reference societies and prestigious universities.

Thanks to their multimedia content developed with the latest educational technology, they will allow professionals to learn in a situated and contextual way, i.e., a simulated environment that will provide immersive learning programmed to prepare them for real situations.

The design of this program focuses on Problem-Based Learning, by means of which teachers must try to solve the different professional practice situations that are presented to them throughout the program. To do so, they will have the help of an innovative interactive video system created by recognized experts in the field of Teaching English in Pre-School Education and with great teaching experience.

The program invites us to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms"

You will have access to the contents from any fixed or portable device with internet connection, even from your cell phone"

The structure of the contents has been designed by top level professionals within the educational panorama, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching.

The best content to create the best teachers”

Module 1. Teaching English Language 

1.1. Theories and Learning Styles: Towards the Teaching-Learning of Foreign Languages 

1.1.1. Piaget: The Child and the Interaction with the Social Environment 
1.1.2. Vygotsky: The Importance of Social Interaction 
1.1.3. Bruner and the Concept of "Scaffolding" 
1.1.4. Gardner and the Theory of Multiple Intelligences 
1.1.5. The Emotional Dimension in Learning 
1.1.6. Learning Styles 

1.2. Foreign Language Teaching and Learning 

1.2.1. Introduction to Foreign Language Teaching and Learning 
1.2.2. The Influence of Age on Foreign Language Learning 
1.2.3. The Influence of the Mother Tongue on Foreign Language Learning 
1.2.4. Individual Differences and Their Influence on Foreign Language Learning 
1.2.5. Bilingual Education and Multilingual Education 
1.2.6. English as an International Language or Lingua Franca 

1.3. Spoken Language Learning in English 

1.3.1. The Importance of Spoken Language in the Foreign Language Learning Process 
1.3.2. Basic Principles on the Teaching-Learning of Spoken Language
1.3.3. The Development of Oral Speech in Children 
1.3.4. Promoting Interaction in English: Cooperation in the Classroom
1.3.5. Written Language as a Support for Spoken Language Development
1.3.6. Use of "Authentic" Materials 
1.3.7. Non-Threatening Atmosphere: Verbal and Non-Verbal Communication and the Role of the Teacher 

1.4. Learning English Vocabulary 

1.4.1. Basic Principles of Vocabulary Teaching-Learning
1.4.2. Word Categories Applied to Vocabulary Learning
1.4.3. Vocabulary Learning and Teaching Techniques 
1.4.4. Selecting Vocabulary 
1.4.5. Expanding Vocabulary 
1.4.6. Examples of Exercises to Work on Vocabulary 

1.5. Introduction to Literacy in English

1.5.1. The Literacy Process 
1.5.2. Factors that Influence Literacy Learning in the English Language 
1.5.3. Creating an Environment Conducive to English Language Literacy Learning 
1.5.4. Methods for Teaching Literacy in the English Language 
1.5.5. Next Steps in the Teaching-Learning of Literacy in English

1.6. Learning English Through Literary Resources and Play 

1.6.1. The Use of Stories for English language Learning 
1.6.2. The Organization of Discourse in Stories 
1.6.3. The Use of Language in Stories 
1.6.4. The Quality of Stories as Material for Foreign Language Teaching 
1.6.5. Development of Tasks Around a Story 
1.6.6. Use of Songs and Rhymes/Poems in the Classroom 
1.6.7. The Use of Games as Culture Maintenance: Different Concepts of Culture in the Classroom 
1.6.8. Games and the Moral and Social Development of Children: Theories of Piaget, Kohlberg, Mead and Vygotsky
1.6.9. Games in the Learning of the English Language 

1.7. Content and Language Integrated Learning (CLIL) 

1.7.1. Definition and CLIL Principles 
1.7.2. Content Learning: Cognitive Development 
1.7.3. CLIL Curriculum Models in Early Childhood and Primary Education 
1.7.4. Planning CLIL Sessions 

1.8. Thematic Approach or Project-Based Work 

1.8.1. Holistic Approach to Language Learning: Thematic or Project-Based Approach
1.8.2. Preparing a Class Based on Thematic or Project-Based Learning 
1.8.3. Communication in the Thematic or Project Approach 
1.8.4. Results After a Lesson with a Thematic or Project-Based Approach 

1.9. ICT in English Language Teaching and Learning 

1.9.1. Advantages and Risks of Using ICT in the Classroom 
1.9.2. The Role of ICT in the English Classroom 
1.9.3. Prepared Materials 
1.9.4. Interactive Whiteboards 
1.9.5. Webquests 
1.9.6. Design of Materials: Software for Language Teaching with the Internet 

1.10. Formative/Informal Evaluation of English Language Teaching and Learning 

1.10.1. Introduction to Evaluation 
1.10.2. Basic Principles of Assessment 
1.10.3. Quality Criteria in Evaluation 
1.10.4. Evaluation Planning 
1.10.5. Different Types of Evaluation 
1.10.6. Characteristics and Types of Formative/Informal Evaluation

Module 2. English Grammar

2.1. Nouns and Pronouns

2.1.2. Gender and Number
2.1.3. Countable and Uncountable Nouns
2.1.4. Genitive Case
2.1.5. Pronouns

2.2. Adjectives and Adverbs

2.2.1. Adjectives and Adverbs
2.2.2. Adjectival Group
2.2.3. Adverbial Group

2.3. The Verb

2.3.1. The Verbal Group
2.3.2. Auxiliaries and Their Use
2.3.3. Time
2.3.4. Aspect
2.3.5. Active and Passive
2.3.6. Phrasal Verbs

2.4. The English Tense System

2.4.1. The English Tense System
2.4.2. Present Tenses
2.4.3. Past Tenses
2.4.4. Future Forms

2.5. Real and Unreal Tense Usage

2.5.1. Real and Unreal Tense Usage
2.5.2. Conditional Sentences
2.5.3. Hypothesizing

2.6. Infinitives and Participles

2.6.1. Infinitive and Participles
2.6.2. Verb Patterns

2.7. Modal Verbs

2.7.1. Introduction to Modal Verbs
2.7.2. Modal Verbs of Probability
2.7.3. Modal Verbs for Obligation
2.7.4. Other Uses of Modal Verbs

2.8. Relative Clauses

2.8.1. Introduction to Relative Clauses
2.8.2. Defining Relative Clauses
2.8.3. Non-Defining Relative Clauses
2.8.4. Relative Clauses in Context

2.9. Indirect Speech

2.9.1. Introduction to Indirect Speech
2.9.2. Indirect Statements
2.9.3. Indirect Questions
2.9.4. Indirect Commands, Requests, and Service
2.9.5. Pronouns, Adjectives, and Expressions of Time and Place

2.10. Adding Emphasis, Discourse Markers and Prepositions

2.10.1. Adding Emphasis
2.10.2. Discourse Markers
2.10.3. Prepositions

Module 3. ICT Tools Applied to the Learning of English Language

3.1. Already Created Materials for Preschool Education

3.1.1. Online Resources for Practicing Oral Skills
3.1.2. Games for Acquiring Vocabulary
3.1.3. Cross-Curriculum Resources in English Language
3.1.4. Preparation of Preschoolers for Enhancing Written Skills

3.2. Evaluation of Online Resources

3.2.1. Evaluation of Online Resources
3.2.2. How to Organise and Bookmark Materials

3.3. Creativity and Genuine Resources

3.3.1. Online Worksheets
3.3.2. Online Worksheet Creators

3.4. Tools for Creating Authentic Materials for Preschoolers

3.4.1. Tools for Creating Authentic Materials for Preschoolers
3.4.2. Sites for Sharing Materials

3.5. Web 2.0 for ESL

3.5.1. Social Software: Creativity for Collaborative Materials
3.5.2. Social Networks for Keeping Up To Date

3.6. Educational Networks

3.6.1. Educational Networks
3.6.2. Cooperation and Collaboration in E-Learning: C-Learning

3.7. ICT Tools for Enhancing Oral Skills (I)

3.7.1. Commercial ICT Tools
3.7.2. Examples of Commercial ICT Tools

3.8. ICT Tools for Enhancing Oral Skills (II)

3.8.1. Freeware ICT tools
3.8.2. Examples of Freeware ICT tools

3.9. ICT for Enhancing Written Skills

3.9.1. Commercial ICT Tools for Written Skills
3.9.2. Examples of Commercial ICT Tools for Written Skills
3.9.3. Freeware ICT Tools for Written Skills
3.9.4. Examples of Freeware ICT Tools for Written Skills

3.10. Current Trends in E-learning

3.10.1. The Digital Era
3.10.2. Digital Natives: The New Generation
3.10.3. Learning Environments (VLE-PLE)
3.10.4. The Use of Tablets in E-Learning
3.10.5. The Future of the Learning Environments

This program is the key to advancing your professional career, don't let this opportunity pass you by"