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Degree in Infant Education

This degree offers students the academic training and human development required to work as infant education teachers (0 - 6 years), with the skills to help children develop and awaken their interest in the world through observation, exploration, and play.


240 ECTS

4 years

Spanish and Bilingual*

Degree certificate:
University of Alcalá
Specialisation courses:

- Foreign language
- Special educational needs
- Art education

What does the Degree in Infant Education offer?

During this four-year degree programme, students acquire resources and strategies to facilitate children’s autonomy and ability to communicate and express themselves. At CUCC, we provide the kind of friendly and supportive learning environment that we hope our students will emulate in the future to foster the development and growth of their pupils.

To become good teachers, we believe that our students require a combination of theory and practice. For this reason, our degree programmes place importance on real classroom contact. In the 2nd, 3rd and 4th years, you will obtain first-hand experience working in schools alongside tutors, teachers and directors. Most importantly, you will help to organise and carry out activities with children and engage in their learning process.

English language training is a key component of our degree programmes. In order to graduate, education students must have at least a B1 English level according to the CEFR (Common European Framework of Reference for Languages). In addition, official language certifications are extremely useful in the professional and academic world, and may be required for certain job positions, public examinations, and postgraduate programmes. Therefore, CUCC offers students different options for learning languages and obtaining official certificates.

Objectives and competences


This degree qualifies graduates to work as infant education teachers (children aged 0 to 6 years) and respond to the following challenges: 

  • To contribute to children’s development and growth, while considering their family and socio-cultural context.
  • To teach children to observe the world around them, ask questions, and interpret reality with the help of adults.
  • To awaken children’s interest in language, mathematics, music, nature, and sport, through games and activities.
  • To create a welcoming environment inside and outside the classroom to facilitate children’s growth and learning.
  • To enhance children’s ability to express themselves and communicate with each other and with adults, based on listening and respect.


  • To promote respect for fundamental rights and gender equality.
  • To promote respect, human rights, and the principles of universal accessibility and design for all in accordance with Provision 10 of Law 51/2003, of 2 December, on equal opportunities, non-discrimination and universal accessibility for persons with disabilities.
  • To promote the values inherent in a culture of peace and democracy.
  • To acquire and understand the subject matter presented in different areas of study of the degree to work as a qualified infant education teacher.
  • To know how to apply this knowledge in a professional manner, demonstrating mastery of skills to construct and defend arguments and resolve problems in different areas of study.
  • To be able to collect and interpret relevant data from different areas of study and express informed opinions related to socio-educational, scientific and ethical topics.
  • To be able to transmit information, ideas, problems, and solutions to specialised staff involved directly and indirectly their education.
  • To acquire the necessary learning skills to further their education independently.

Download objectives and competences

Career opportunities

Regulated professions for Infant Education graduates

Regulated professions for holders of the infant education degree:

  • Public, state-subsidised, and private schools with children aged 0 to 6 years old.
  • Nurseries and private schools with children aged 0 to 3 years old.
  • Other centres outside the school context, such as education programmes for children aged 0 to 6 years old in hospitals, prisons, and other organisations.
  • Institutions that offer education projects, such as museums, play centres, arts and sports clubs, theatres, etc.
  • Education-related sectors, such as the creation of teaching materials, textbooks and computer programs.

To teach religion in primary education schools (public, private and state-subsidised), students must hold the Ecclesiastical Declaration of Academic Competence (DECA) certificate. CUCC students can take the DECA course as part of their degree programme.

Postgraduate and specialisation programmes for Infant Education graduates

Infant Education graduates have different options to further their training:

  • Postgraduate programmes

Master's degrees offer an advanced level of training based on academic and professional specialisation and research.

PhD programmes provide graduates with advanced research training. The duration of PhD programmes is not based on credits. They involve a period of training and a period of research (PhD thesis).

  • Second degree in Primary Education. As many subjects taken in the Infant Education degree are eligible for credit transfer, students can complete a second degree in Primary Education in just one and a half academic years.
  • Specialisation and continuing education courses.
Programme description

Degree programme

Degree in Infant Education

Teaching centre

Centro Universitario Cardenal Cisneros          
Avda. Jesuitas 34
28806 Alcalá de Henares (Madrid)

Date of publication in the Spanish Official State Gazette (BOE)


Year introduced

  • 2010/11: 1st year
  • 2011/12: 1st and 2nd year
  • 2012/13: 1st, 2nd and 3rd year
  • 2013/14: 1st, 2nd, 3rd, and 4th year


240 ECTS

Teaching format




Area of knowledge

Social and Legal Sciences

Places available for incoming students


Teaching language

Spanish and Bilingual (Spanish & English)

English level

B1 (information on English certificates

Minimum number of ECTS credits

Continuance policy

Credit distribution

Subject group Credit
Basic training 100
Compulsory 60
Elective subjects from the degree programme 30
External internships 38
Final degree project 12
Total 240

STUDY PLAN - Spanish group

STUDY PLAN - Bilingual group

Documentations and related resources

An approach that goes far beyond attaining a good English level

Effective teachers in bilingual contexts must have a strong command of English and teaching knowledge.

CLIL approach

At CUCC, we implement the CLIL approach (Content and Language Integrated Learning) in our education degree programmes.

Students gain first-hand experience and extensive practice with CLIL so that they can implement this approach as teachers in their future classrooms.

Bilingual groups

Progressive immersion

The number of subjects taken in English increases from the 1st to the 4th year. In total, 50% of the degree programme is taught in English.

Teaching internships in bilingual schools

Students can take teaching internships in schools located in Spain and overseas, including England, Ireland, Finland, USA, Nepal, and Australia.  

This practical training period will enhance your academic and professional opportunities in Europe.

Option to take a specialisation course

Our bilingual programmes are compatible with any of our specialisation courses: Foreign Language, Physical Education, Special Educational Needs, and Artistic Expression. You can also opt to take the DECA course (Ecclesiastical Declaration of Academic Competence).

Specialist teaching staff

The Bilingual Project is formed by professors specialising in different areas of knowledge. The entire team has received extensive CLIL training. Also, additional language support is provided in classes by native English-speaking language assistants.

An award-winning innovative teaching and learning project

In 2014, our bilingual programme received the European Language Label from the Ministry of Education, Culture and Sport through the Spanish Service for the Internationalisation of Education (SEPIE).

The “European Language Label for Innovative Initiatives in Language Teaching and Learning" of the European Commission aims to promote language learning as a necessary vehicle for authentic European integration.

This award recognises innovative experiences in the field of teaching and learning foreign, national or regional languages, and other actions carried out at the community level by citizens.

English level requirements

If you would like to enrol for the Bilingual Infant Education Degree, after completing pre-enrolment, you need to demonstrate that you have at least a B1 English level. You can do this either by presenting an official English certificate or taking our English level test.

For further information on how to access the Bilingual Infant Education Degree, please click here.

Active and constructive methodology

We use an active and constructive methodology based on the principles of student-centred learning. This active and participatory approach involves planning and developing training actions that foster independent learning.

These methodologies enable students to learn and experiment with useful tools and resources for their future teaching careers, such as:

  • Problem-Based Learning (PBL): PBL allows students to learn from real situations through analysis and joint reflection with other students, and the creation of specific actions.
  • Cooperative learning: Strong teamwork skills are valued highly by students and employers. This learning model helps students to develop basic teamwork skills, work towards common goals, solve problems, and get the most out of cooperative learning.
  • Dialogic talks: This teaching resource is based on reading books and joint reflection. It enables students to connect new and existing knowledge, discover new ideas, listen to others, and enrich their own perspectives with the opinions of others.
  • Project-based learning and interdisciplinary activities: This methodology demonstrates that knowledge is not fragmented. Students learn to recognise the connections between different courses and subjects. This comprehensive perspective of learning is extremely useful for future teachers.

Teaching staff

CUCC’s teaching staff is formed by professionals committed to teaching, research, innovative projects, and social and environmental actions. 

Meet your future professors

Our teaching and learning model is based on maintaining a close and supportive relationship with students. At CUCC, we make students the protagonists of learning to foster their critical thinking, autonomy and personal growth.

Teaching internships in schools

The 2nd, 3rd, and 4th years of the degree programme involve practical teaching internships in schools. You will have the opportunity to experience first-hand an infant education classroom, learn from teachers, and put your acquired knowledge and skills into practice.

The practicum offers real contact with innovative, engaged, and open schools, providing meaningful and valuable experiences for your personal and professional future.


Students can take internships in public, private and state-subsidised schools.

The practicum coordinators will guide you through the entire process of choosing an internship at schools in the Community of Madrid and the province of Guadalajara, many of which are bilingual schools.

Students can also apply to take internships in different autonomous communities or countries by contacting the Practicum Coordinators.

The Practicum in our Education Degrees is organised as follows:

Practicum subject Year Term Credits Internship in schools
Practicum I 2nd 1st 8 ECTS
200 hours 
22 days over 5 weeks
Practicum II 3rd 2nd 12 ECTS
300 hours
32 days over 7 weeks
Practicum III 4th 2nd 18 ECTS
450 hours
62 days over 13 weeks.
Total     38 ECTS
950 hours
116 days over 25 weeks

The duration of the internship is calculated based on full school days, regardless of the timetable of each school.

Each year, CUCC publishes a list of available internships. Students then apply to schools in order of preference. After the selection deadline, students are assigned internship placements in accordance with the regulations of the autonomous community, UAH, and CUCC.

Practicum structure
  • Practicum I. This subject is taken in the 2nd year and introduces students to the real school context. The aim is for students to learn how schools and classrooms work by observing and participating in class activities. We refer to this stage as participant observation.
  • Practicum II. This subject is taken in the 3rd year. The aim is for students to engage in teaching children and participate in class activities. The students are supervised and guided by a class teacher at all times. We refer to this stage as guided intervention.
  • Practicum III. This subject is taken in the 4th year. In this final internship, students have more independence and play an active role in classes with children. They have the chance to apply their expertise and resources in a real class environment. We refer to this stage as autonomous intervention.
International internships

In the 3rd and 4th years, you can apply to take your internships abroad (e.g., Ireland, UK, Finland, Canada, Nepal, Australia, etc.)

You can also complete your practicum as part of the Erasmus programme or other international student mobility programmes. If you are interested in doing so, please contact the Practicum and International Relations departments at CUCC.


Each student is assigned two practicum tutors: one from CUCC and another from the internship school. These tutors offer guidance and support to help students develop excellent teaching skills. The school tutor provides support during the internship. Meanwhile, the CUCC tutor holds preparatory and guidance sessions during the internship period:

  • Previous training sessions: The aim of the prior training sessions is to facilitate reflection about teaching and to prepare students for their role during the internship.
  • Simultaneous training sessions: These sessions are held during the internship period. The aim is to encourage students to reflect on what they have observed in classes and to suggest improvements together with their classmates and tutor.


The CUCC tutor maintains contact with the students throughout the internship, while also monitoring their performance in the internship school and the previous and simultaneous sessions.


Assessment is based on three components:

  • External assessment by the school tutor.
  • Internal assessment by the CUCC Practicum tutor.
  • Self-assessment by the student regarding their performance.

Telephone: 91 889 12 54 Ext. 116 & 117
Location: Office 10 (Coordinator)
                    Office 12 (Practicum secretary)
Office hours: Monday to Friday: 9.00 a.m. - 3.00 p.m.

Teacher profile

To become a teacher and dedicate yourself to one of the most rewarding professions in the world, you should have:

  • An interest in education
  • The ability to analyse, pay attention, communicate and persuade.
  • Creativity and the ability to engage in effective teaching proposals.
  • The ability to think critically about reality and the teaching environment.
  • Desire and enthusiasm to work in teams through respect, tolerance and cooperation.
Access routes

Official Degree Programmes can be accessed by holders of the following qualifications:

  • Secondary school certificate (LOMCE) and university entrance exam (EvAU)
  • Higher Technician Diploma (FP II).
  • Certificate from Foreign Education Systems.
  • University degrees.
  • Partial university studies.
  • Students from previous legislation (LOE, LOGSE, COU, PREU or equivalent) and the PAU university entrance exam.
  • People over the age of 25 years.
  • People over the age of 40 years (with work experience).
  • People over the age of 45 years.

Registration and enrolment procedure

To study at a private centre like CUCC, you must follow the General Admission Procedure of the Single University District of Madrid. Applicants must apply through the pre-enrolment application of the single university district of Madrid. You can list up to twelve degree programmes in order of preference at public universities and affiliated centres of the Community of Madrid

The process involves three steps: 

  1. Pre-enrolling in the single district
  2. Consulting the admissions list
  3. Enrolling in the university where you are admitted