Didactics in Early Childhood Education II

Scholar Year: 2020/2021 - 2S

Courses

Head Teacher Responsability Sofia Gago da Silva Corrêa Figueira 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 3,20 Filipe Fialho   1,06 Luciano Pereira   1,06 Sofia Figueira   1,06

Teaching language

Portuguese

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

-Deepening the knowledge of the role of language development in the overall development of the child;
-Understanding the role of educator of children, while Manager of curriculum in kindergarten;
-Understanding the implications of the observation process in planning and evaluation in the management of curriculum;
-Understanding the inherent mechanisms of motor development -Identify the modalities of representation, in the scope of theatrical-dramatic practices;
-Recognizing the globalizing character of Dramatization in education;
-Deepening basic knowledge in the field of literacy and musical terminology;
-Learning about the General and individual characteristics of graphic expression and plastic;
-Recognizing the evolution of representative concepts in children's drawings.

Syllabus

-The development of linguistic consciousness the development of pragmatic and the development of
communicative competence:-objectives and strategies.
-The educator while Manager of curriculum, observation, planning and evaluation at kindergarten.
-Theoretical model of Motor development-the; development stages Gallahue motor skills.
-The Drama, in the promotion of social and individual development.
-A dramatization as practice expression and communication. Theatrical practices and dramatic expression in the stimulation of curiosity and divergent thinking.
-The sound as communication support and expression; basic concepts, methodologies, techniques, and procedures specific to Musical expression.
-The child drawing: cognitive, emotional and artistic characteristics. Graphical expression Development Frameworks
The educator in nursery - educare, especificity.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The syllabus are based with the objectives of the Curricular Unit insofar as they cover the different areas that are complementary in the making of childhood educator, and will allow the theoretical support of the educational proposals.
This curriculum Unit is intended that students on internship in kindergarten can develop inclusive
educational proposals in different areas (English, drama, musical, plastic and motor). It is intended that the student understands the role of childhood educator while Manager of curriculum.
It is intended that the articulation of different areas allows the planning of comprehensive proposals, which will encourage appropriate action and learning and development turn. The syllabus will allow students a better understanding of the different areas and at the same time a more adequate and sustained intervention.

Teaching methodologies

The program organizes around their own content and is developed in close conjunction with the locations of students’ internship. Is staying at places of work placement that will allow intervention and implementation of comprehensive proposals.
Monitoring will be conducted by teachers, tutorial individual or group, which may be held in person or at a distance.
The evaluation will consist in the planning of pedagogical proposals, integrating sustainable development strategies of verbal language, combined with the development of expressions (100%).

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

Teaching methodologies are coherent with the objectives of learning the curriculum unit by the fact that students are on internship in the context of kindergarten. We believe it is the fact that students are on internship that will enable the implementation of inclusive educational proposals of different areas.
Students will have the opportunity of planning proposals and challenging to the Group of children from the room in which perform the internship, keeping the theoretical knowledge of different areas. Staying at places of work placement will, on the one hand, to enable an overview of childhood educator intervention in the context of room and will help students to understand the role of professionals in the construction of the curriculum and, on the other, allow a theoretical relationship practice and the development of competencies explained.

Assessment methodologies and evidences

Pedagogical proposals integrating planning, showing, in a sustained manner, language development strategies, linked to the development of expressions (musical, dramatic, and plastic).
This planning should be based according to the choices made in relation to the context of the guiding principles and the planning (pedagogical proposals).
90%-individual work
10% class participation

The works are individual, but may be articulated by educational institution.

Attendance system

Each student is expected to: (a) be present in at least 75% of the classes and participate in the discussion of the issues under review, as well as in the work proposed; (b) read, analyze and discuss the proposed documents; (c) perform the requested assessment products, highlighting, with clarity and precision, the knowledge gained; (d) engage in study/preparation for the various evaluation activities.

Bibliography

Bassedas, E., Huguet, T., & Sole, I. (1996). Aprender e Ensinar na Educação Infantil. Porto Alegre: Artmed.
Custódio, L. (2005). Música no jardim-de-infância (1ª ed.). Porto: Âmbar
Freitas, M.J., Alves, D., & Costa T. (2007). O Conhecimento da Língua: desenvolver a consciência
fonológica. Lisboa: ME – DGlDC.
Gallahue, D., & Ozmun, J. (1995). Uderstanding Motor Development. (3ª ed.). USA: Brown & Benchmark.
Godinho, J. C. (1993). Educação musical (1.ª ed.). Setúbal: ESE de Setúbal.
Haywood, K.M., & Nancy, G. (2005). Desenvolvimento Motor ao Longo da Vida. Porto Alegre: Artmed.
Landier, J.-C.; Barret, G. (1994). Expressão Dramática e Teatro. Porto: ASA.
Libâneo, J. (2004). A didática e a aprendizagem do pensar e do aprender: a Teoria Histórico-Cultural da Atividade. Rev. Bras. Educ. [online]. 2004, n.27, pp. 5-24. Fonte PDF: http://www.scielo.br/scielo.php?pid=S1413-24782004000300002&script=sci_ &tlng=pt.
Meirieu, P. (2002). A Pedagogia entre o Dizer e o Fazer: a coragem de começar. Porto Alegre: Artmed Editora.
Piaget, J. (1977). A linguagem e o pensamento da criança. Lisboa: Morais Editores.
Rebelo, D. & Diniz, M. A. (1998). Falar contigo. Caminho, Lisboa.
Rodrigues, H. & Rodrigues, P. M. (2003). BebéBabá – Da musicalidade dos afectos à música com bebés. Porto: Campo de Letras
Libâneo, J. (2004). A didática e a aprendizagem do pensar e do aprender: a Teoria Histórico-Cultural da Atividade. Rev. Bras. Educ. [online]. 2004, n.27, pp. 5-24. Fonte PDF: http://www.scielo.br/scielo.php?pid=S1413-24782004000300002&script=sci_ &tlng=pt.
Meirieu, P. (2002). A Pedagogia entre o Dizer e o Fazer: a coragem de começar. Porto Alegre: Artmed Editora.
Piaget, J. (1977). A linguagem e o pensamento da criança. Lisboa: Morais Editores.
Rebelo, D. & Diniz, M. A. (1998). Falar contigo. Caminho, Lisboa.
Rodrigues, H. & Rodrigues, P. M. (2003). BebéBabá – Da musicalidade dos afectos à música com bebés. Porto: Campo de Letras
Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge: CUP.
Pires, M. (2007) Educador de Infância teorias e práticas Porto, Proedições
Sim-Sim, I. (1998). O desenvolvimento da linguagem. Lisboa: U.A.
Telmo, I. C. (1992). Linguagem Gráfica Infantil. Setúbal: ESE de Setúbal