Daniel: SDA i suport individualitzat a infantil-AI support for SDA creation

Example

A P3 teacher wants to introduce students to the concept of community helpers. Daniel generates an SDA titled 'Who Helps Us?', including contextualized activities, specific and transversal competences, evaluation strategies, and grouping recommendations (individual work, cooperative groups, etc.).

Scenario

A school in Girona wants to ensure their P4 curriculum includes at least four SDA that target communication, emotional expression, and environmental awareness. Daniel provides four complete SDA options, each with learning outcomes, linked sabers, and classroom materials adapted to the age group.

Example

A P5 student shows fine motor difficulties. Daniel creates a support plan focused on enhancing pre-writing skills through multisensory activities and collaboration with a psychomotricity specialist.

Scenario

A rural school has a 3-year-old newly arrived from another country who doesn’t speak Catalan or Spanish. Daniel designs a language acquisition support plan involving visual aids, peer pairing, and gradual introduction to basic classroom routines.

Example

An educator is unsure how to apply the 'sabers bàsics' related to emotional development. Daniel clarifies their meaning, links them with suitable classroom experiences, and explains how they connect to the official competence framework.

Scenario

During a staff meeting, teachers discuss how to integrate digital competence into early childhood without using screens. Daniel suggests unplugged coding games, interactive storytelling, and logical sequencing tasks aligned with digital competence development.