Portuguese Language, Arts and Motricity in Childhood Education

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Ana Cristina Crespo Pires Sequeira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Ana Cristina Sequeira   1,60 Carlos Luz   0,60 Filipe Fialho   1,80

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

- Know and characterize the artistic, linguistic and perceptual-motor development of children from 0 to 6 years old.
- Experience and understand the contexts of appreciation, execution and artistic creation as enhancers of expression and development.

Syllabus

- Contexts of linguistic, artistic and perceptual-motor expression in childhood: from material manipulation to artistic expression.
- Appreciation, execution, creation and manipulation of technologies.
- Methodologies for planning curriculum integration activities.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The themes to be developed in this Curricular Unit aim to provide students with fundamental concepts related to the areas involved,namely aspects related to linguistic, artistic and motor development.

Teaching methodologies

The sessions will comprise the exhibition and debate around the programmatic themes and the practical experimentation, individual and group, of artistic processes, physical and the development of verbal and non-verbal language, with a view to an integration of knowledge, in a work developed in a group. This work of nature theoretical-practical, in the classroom, will lead to the interpretation of a work for children's literature, integrating artistic, linguistic and perceptual-motor knowledge.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Participation in integrative production allows for an integrated knowledge that includes multimodal knowledge, understanding, appropriation and creation.

Assessment methodologies and evidences

The final classification results from a weighted average of the three areas involved:
- Portuguese language - 40%
- Arts - 45%
- Motricity - 15%
The proposed continuous assessment elements and their respective weighting are as follows:

Portuguese language
- Attendance and participation - 20%
- Design and interpretation of an integrating proposal – 80%

Art
- Attendance and participation - 20%
- Design and interpretation of an integrating proposal – 80%

Motricity
- Attendance and participation - 20%
- Design and interpretation of an integrating proposal – 80%

In a situation of punctual assessment (for student workers) or examination, the assessment will focus on the design and interpretation of an integrating proposal
from a work of children's literature.

Attendance system

The attendance system provides for a minimum attendance of 50% for working students and 75% for all others.

Bibliography

Azevedo, F. (Coord.) (2006). Língua materna e literatura infantil. Lidel.
Azevedo, F. (2006). Literatura infantil e leitores. IEC, Universidade do Minho.
Fumoto, H., Robson, S., Greenfield, S. e Hargreaves, D. J. (2012). Young Children's Creative Thinking. London: Sage Publications.
Gabbard, C.P. (2011). Lifelong Motor Development. (6th ed.). San Francisco, CA: Benjamin-Cummings Publishing Company.
Godinho, J. C. e Brito, M. J. N. (2010). As Artes no Jardim de Infância. Lisboa: DGIDC.
Gallahue, D., Ozmun, J., & Goodway, J. (2012). Understanding Motor Development: Infants, children, adolescent and adults (7th ed.). Boston: McGraw-Hill.
Griffiths, F. (ed.) (2010). Supporting Children’s Creativity through Music, Dance, Drama and Art. Creative Conversations in Early Years. London: Routledge
Jones, R., e Wyse, D. (ed.) (2013). Creativity in the Primary Curriculum. London: Routledge.
Mata, L. (2008). A Descoberta da Escrita. Textos de Apoio para Educadores de Infância. Lisboa: ME/DGIDC.
Plano Nacional de Leitura. http://www.planonacionaldeleitura.gov.pt/
Pugh, A. & Pugh, L. (1998). Music in the early years. London: Routledge.
Rodrigues, H., Rodrigues, P., & Silva, P. (2016). Manual para a Construção de Jardins Interiores - Colos de Música. Lisboa: Fundação Calouste Gulbenkian.
Silva, I. L. (coord.), Marques, L., Mata, L. e Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Ministério da Educação/Direção-Geral da Educação (DGE).
Sim-Sim, I., Silva, A. & Nunes, C. (2008). Linguagem e Comunicação no Jardim-de-Infância. Lisboa: ME/DGIDC.
Swanwick, K. (2015). Developing Discourse In Music Education: The Selected Works Of Keith Swanwick. London: Routledge