Didactics in Early Childhood Education I

Scholar Year: 2014/2015 - 1S

Instance: 2014/2015 - 1S

Courses

Teaching - Hours Contact hours: 4 Type Teacher Classes Hours Contact hours Totals 1 4,00 António Vasconcelos   1,30 Augusto Pinheiro   1,30 Luciano Pereira   1,30

Teaching - Responsibilities Teacher Responsability Luciano José dos Santos Baptista Pereira Head Sofia Gago da Silva Corrêa Figueira Head

Teaching weeks:

15

Teaching language

Portuguese

Aims

The UC Didactics in EarlyChildhood Education I includes the development of knowledge
integrated into the areas presented below and implies the design and organization of situations
within the framework of pedagogic education from Infancy, in conjunction with the pedagogical practice.
Thus, the area of Didactics of Portuguese language aimed at deepening the process of
acquisition and development of language by children; the area of Didactics of the expressions brings together
(i) musical expression whose purpose is the development and direction of musical creativity and the
experienciação and understanding of the qualities of sound and musical phenomena; (ii) the expression
the dramatic introduction to nonverbal language and symbolic game; (iii) the physical expression-motor
that essential capacity-building purposes coordinative purposes and of the skills
rudimentary and fundamental motor; (iv) the plastic expression to develop aesthetic sense and
creative and critical skills.

Contents

Deepen theoretical and experimental aspects, essential for understanding and ownership
communicative processes in verbal and pre-verbal and stress the importance of these periods
for the language development of children.
The educator, while curriculum Manager, fundamental decisions about the Education Act. The action
Education assumes the job of observing, recording and planning educational proposals and to monitor the
development of children, reflecting and evaluating your work constantly. The importance of motor activity in the development of the human being is indisputable, assuming a crucial role, particularly during childhood. by nature's own dramatic practices in the educational context, the study of
playful and educational dimensions of the performative experience, fundamental to the
integral development of the person

Teaching Procedures

Students must be able to plan educational activities that support integration, linking the areas
of knowledge in presence, in order to feed the professional practice

Evaluation Type

Frequency Attainment

Participation in processes of oral exposure, debate, practical experimentation, research, reading and production allow integrated knowledge is advertised in goals and that includes knowledge, understanding, ownership and multi-modal creation, as well as planning capacities and creating conditions for pedagogical evaluation learning occur in the context of didactics and pedagogy-expressions

Final Classification

Pedagogical proposals integrating planning, showing, in a sustained manner,
development of pre-verbal and/or verbal language, linked to the development of the expressions
(musical, dramatic, and plastic).
This planning should be based according to the choices made in relation to the context,
the guiding principles and the planning (pedagogical proposals).
The works are individual, and may be articulated by educational institution.
1-evaluation and classification – weighting
10%-Attendance/participation in class syllabus
90%-individual work

Special Evaluation
(Working Students, etc)

75%

Bibliography

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Educação de Setúbal, Departamento de Línguas. (não publicado)
Botelho, F. (2002). Educação para a Televisão e aprendizagem do Português- um estudo prospectivo. Tese
de doutoramento inédita, Universidade Aberta, Lisboa.
Costa, J., &, Santos, A. L. (2003). A falar como os bebés - o desenvolvimento linguístico das crianças.
Lisboa: Editorial Caminho.
Freitas, M.J., Alves, D., & Costa T. (2007). O Conhecimento da Língua: desenvolver a consciência
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Bassedas, E., Huguet, T., & Sole, I. (1996). Aprender e Ensinar na Educação Infantil. Porto Alegre: Artmed.
Gandini, L., & Edwards, C. (2002). Bambini; A Abordagem Italiana à Educação Infantil. Porto alegre:
Artmed.
Gallahue, D., & Ozmun, J. (1995). Uderstanding Motor Development. (3ª ed.). USA: Brown & Benchmark.
Haywood, K.M., & Nancy, G. (2005). Desenvolvimento Motor ao Longo da Vida. Porto Alegre: Artmed.
Perez, L. (1987). Desarrollo motor y actividades fisicas. Madrid: Gymnos S.A