Competencies to Develop

Fundamental Competencies

Fundamental competencies express the most relevant educational intentions and

significance. They are transversal competencies that allow for a relevant connection of everything
curriculum. They are essential for the full and comprehensive development of the human being in its various

dimensions are supported by the principles of human rights and universal values.

The fundamental competencies of the Dominican curriculum are:

Ethical and Citizen Competence

2. Communicative Competence

3. Competence in Logical, Creative, and Critical Thinking

4. Problem Solving Competence

5. Scientific and Technological Competence

6. Environmental and Health Competence

7. Personal and Spiritual Development Competence

Specific Competencies

In the Initial Level, specific competencies detail and sequence the competencies.
fundamentals, thus ensuring the coherence and progression of the curriculum in terms of the
learnings.

In this way, the specific competencies are:

They know that they belong to a local and national community in which they live, identifying their
rights and duties and the basic elements of Dominican culture and other cultures.

They participate in coexistence agreements to relate to each other in different ways.

moments and activities that take place in the routine.

They understand some spoken texts in everyday family and educational communication situations.
social and cultural.
They literally understand and try to progressively interpret the meaning in some texts.

They communicate some ideas, thoughts, feelings, and experiences with the intention that others
people understand the message.

They express ideas, experiences, thoughts, and feelings in a graphic or written form in a non
conventional and progressively conventional, identifying the structure of some texts.

They express their emotions, thoughts, and ideas by applying procedures and techniques from different.
artistic languages through the use of your body, materials, and instruments to create or reproduce
images, sounds, movements, and shapes.

They make simple interpretations and use mathematical symbols and vocabulary to express
ideas and relationships between objects and everyday situations, orally, in writing, graphically, bodily or
with concrete objects.

They progressively express and understand social and cultural facts and events of their
environment.

They establish simple relationships in their arguments, recreating and explaining the procedures.
used.

They perceive reality when they observe, compare, classify, and organize information taking into account
List some attributes or characteristics of concrete objects and situations.

They follow chronological sequences of actions, events or occurrences related to situations.

daily.

They identify and solve simple problems in their immediate environment by proposing some
alternatives.

They explore their natural and social environment by formulating questions and posing hypotheses, seeking

answers to understand it and contribute to its protection.

They offer explanations for certain natural phenomena, demonstrating an understanding of ideas and concepts.
that they interpret in a scientific way, with simple and understandable language for their age.

They know, explore, and relate to themselves and others, applying

some habits for care, nutrition and body hygiene, risk prevention, as well as
safety regulations.

They have the ability to identify their appropriate skills for their age and stage of development, using them
to carry out tasks and take on challenges.
 Nature of Early Childhood

The Initial Level encompasses the care and education provided to boys and girls from the
birth to 6 years through different strategies. Fosters the comprehensive development of children and
the girls by promoting the development of fundamental competencies and the display of their
cognitive, language, physical-motor, and socio-emotional skills.

The early years of a child are decisive, so an appropriate education is essential.

vital for their integral development as individuals and for their ability to integrate into the context
sociocultural in which they develop. In this stage, the neurological and physical foundations are structured.
cognitive and psychological aspects of the person, which will be present throughout life and that become consolidated
in successive stages of development. In this process, experiences and the
opportunities to connect with your environment and with the people around you.

Care and education in early childhood are conceived from an approach of integrality and
rights, oriented towards principles of attention to diversity and inclusion, achieving at the same time the
full participation and learning of all boys and girls, regardless of their social or cultural status
the individual. Likewise, the participation of the family and the community is considered necessary, as
actors and natural settings for the development and learning of children at this stage.

Profile of the Student in Early Childhood

Shows interest in knowing and understanding facts, phenomena, and situations of life.
daily.
Establish daily routines.
Expresses their ideas, feelings, emotions, and experiences naturally and creatively.
in various languages and artistic and playful manifestations.
Starts its socialization process.
Respect the agreements established in your group.
Good manners training begins.
He always tells the truth.
Know your body and enjoy its movements, showing gross motor coordination and
fine.
Assume behaviors that denote care for oneself in the face of dangerous situations.
Sports practice begins.
 Components of Early Childhood

■ Competencies
■ Contents
■ Pedagogical strategies
■ The activities
■ Pedagogical guidelines according to the developmental stage of children
■ The evaluation
■ Learning environment and resources
■ Guidelines for the organization of the environment and selection of material resources
learning
■ Time management

Profile of the Early Childhood Teacher

■ They know, understand, and respect the different stages and patterns of development and
learning of boys and girls to ensure a holistic education, and the development of
the fundamental and specific competencies.
■ They value individual differences and make adjustments and accommodations.
necessary to promote an empowering environment that responds to the needs and to the
interests of each boy and girl.
■ They design and implement appropriate, varied learning experiences that
they represent a challenge for all the children in their care.
■ They know the curriculum and all its components in order to implement it properly.
favoring comprehensive development and the achievement of fundamental and specific competencies
of their boys and girls.
■ They plan and organize meaningful, relevant, and pertinent learning processes.
that enable the development of all individual and group potential.
■ They encourage curiosity, questions, and the search for diverse answers by
boys and girls.
■ They plan with a clear intention and from a critical and proactive position, promoting
collaboration, teamwork, and a democratic attitude.
■ They assume their role in the comprehensive development process of the children with responsibility.
the girls.
■ They show social awareness, integrating and actively participating in the community.
■ They act with ethics in their professional practice and personal life.