• Developing the observance ability, consignment, analyse and evaluation for the instructive-educational activities, on main objectives and in totality;
• Forming the ability of counselling the parents related to the programme of the child during the family time, the educational methods, the knowledge of the child etc.;
• Knowing the research specific of the educational process (characteristic, stages, functions, types, methodology etc.);
• Developing the capacity to cooperate with various educational factors, stimulating their participation in the instructive-educational activity.

Forming a system of operational abilities to project, achieve and evaluate instructive-educational activities: the ability to project full lessons, various types and variants, and other types of educational organisation forms (trips, visits, practica

- The observation and the registering of the integral development of different instructive-educational activities with the help of adequate instruments (grids, files, guides etc.); - The analyse, the debate and the group evaluation of the observed activities; - The creation of weekly and semestral planning, on domains and themes, and the creation of projects for various activities and of projects for other organisational forms of the educational process; - Completely conduct instructive-educational activities according to the planning projected by the coordinator and the mentor of pedagogic practice; - Using evaluation (self-evaluation) instruments for the instructive-educational activities; measuring and evaluating the objectives and the lesson; - Practicing a positive attitude in the relation with the preschool children and the profession and practicing a creative attitude in the development of the activities ; - Applying methods and procedures for the prevention and the recovery of the retard in the development of the preschool children; - Applying strategies for the identification and the development of the preschool dispositions and aptitudes; - Applying specific strategies for the development of cooperation/communication and for the development of positive/stimulating psychosocial relations, of superior motivation for the group appurtenance, of affiliation, spiritual and for the development of the group as entity etc.; - Practicing the observance, the conversation, the experiment, the inquiry etc. as main research methods inside a research project; - Participating to various activities with the educational partners (family, consultations, visits, lectures, negotiations, debates with several governmental and nongovernmental organisations etc.). Using the techniques of negotiation, argumentation/ dispute, prognosis, reasoning and communication and persuasion

Conversation, Exemplification

The study of curricular documents specific to preschool: The Curriculum for preschool; the methodical guide for preschool; the auxiliary curriculum for preschool - Creating observation files for the assisted lessons - Creating the activity project for the lesson

- Creating projects for instructive-educational activities, using concepts, theories, paradigms, principles and methodologies specific to the educational sciences or to the taught disciplines;- Practicing instructive-educational activities that use

Petrovan Ramona Ştefana, Lucia Buda, Caiet de practică pedagogică, Editura Focus , Petroşani , 2007 , 20
Petrovan Ramona Ştefana, Lucia Buda, Ghid de practică pedagogică, Editura Focus , Petroşani , 2007 , 20
Stan L, Pedagogia preşcolarităţii şi a şcolarităţii mici,, Editura Polirom , Iași , 2014 , 1-80
Voiculescu, E, Pedagogie preşcolară,, Editura Aramis , București , 2003 , 1-50
MECT, Curriculum pentru educaţia timpurie a copiilor de la 3 la 6/7 ani, MECT , București , 2019 , 1-90