Portuguese Language, Arts and Motricity in Childhood Education

Ficha de unidade curricular - Ano letivo 2019/2020

Teaching language

Portuguese

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

1. To understand and characterize the artistic and linguistic development of children aged 0 to 6 years
2. To experience and understand the contexts of artistic appraisal, performance and creation as enhancers of expression and development.
3. To understand the mechanisms of motor development and the periods/stages of motor skills development in kindergarten.
4. To understand aspects of the structure and functioning of Portuguese language that might enhance linguistic development of the child.

Syllabus

A. Artistic development in infancy: from the manipulation of materials to the artistic expression;
B. Contexts of expression and development: appraisal, performance, creation and manipulation of digital technologies and media;
C. Changes in growth and maturation indicators. The perceptual-motor and motor skills development in kindergarten;
D. Phonology: the syllable, rhyme;
E. Lexicon: Family words, polysemy, synonymy, antonymy;
F. Syntax: Types of sentences; the phrase constituents;
G. Text: Narrative, poetic, dialogue; Textual genres;

Demonstration of the syllabus coherence with the UC intended learning outcomes

The topics to be developed within this curricular unit aim to develop fundamental concepts of the participating areas, in relation to topics of linguistic, artistic and motor development. The syllabus is articulated around two main pillars – the theoretical component and the practical implementation – in order to facilitate the effectiveness of learning.
The articulation between syllabus and objectives is as follows: A with 1; B with 2; C with 3; D, E, F, G with 4.

Teaching methodologies

The sessions will include the presentation and debate around the themes of the program and the practical experimentation of artistic processes and the development of verbal language, individually and in groups, in the pursuit of holistic knowledge and consistency of learning. This theoretical and practical work in the classroom will be complemented with research, reading documents and producing an integrative performance. This performance, in small groups, consists on telling a story combining all the areas of the unit.

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

The participation in processes of oral presentation, debate, practical experimentation, research, reading and production enables students to develop the integrated knowledge that is announced in the objectives and which includes multimodal knowledge, understanding, integrating and creating.

Assessment methodologies and evidences

The final classification will result from a weighted means of all the areas:
- Portuguese language - 40%
- Arts – 45%
- Motor development – 15%
The elements of assessment and the respective weights are as follows:
Portuguese language
- Presence and participation in sessions – 25%
- Producing a performance “Telling a story” – 50%
- Creating a text about a material for infancy – 25%
Arts
- Presence and participation in sessions – 45%
- Producing a performance “Telling a story” – 55%
Motor development
- Presence and participation in sessions – 40%
- Accomplishing a physical performance – 60%
In the context of punctual assessment or exam, assessment will include a written, performing and oral test, about the topics developed.

Attendance system

The attendance system establishes a minimum of 50% of attendance for working students and of 75% for the rest of the students.
If these values cannot be reached, students will have to submit to punctual assessment or exam.

Bibliography

DGIDC (2008). Dicionário Terminológico. Lisboa: Ministério da Educação. Acedido em http://dt.dge.mec.pt/
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.
Pugh, A. & Pugh, L. (1998). Music in the early years. London: Routledge.
Raposo, E.B.P. & outros (orgs) (2013). Gramática do Português. 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.