Traineeship (Internship) 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 12,00 Elisabete Gomes   6,13 Isabel Maria Tomásio Correia   0,00 Sofia Figueira   2,86

Teaching language

Portuguese

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

It is intended with this UC students are able to:
-knowledge of joint action with the theoretical knowledge and with the
knowledge of the various UC;
-to use interactive switching between educational interventions developed
in stages performed in contexts of daycare and training sessions
developed ESS/IPS;
-Learn to combine a sensitivity of human professionals, practical thinking –
theoretical;
-know intervene coherently and consistently with either your own pedagogic project,
want the educational project of the institution where they will perform their duties
professionals;
-develop the educuidar, i.e. know articulate educate and caregiving;
-build an identity of professional educators, i.e., relationship expert
teaching in early childhood education

Syllabus

A. Working with families
Nursery-school as a democratic place
Separation/adaptation children’s process
Devices and procedures to enhance flexible reception of parents and to soften
Issues on parents’ involvement
The principle of co-education: a critical approach
B. Daily routines in nursery-school
Reception
Feeding time
Siesta time
Hygiene
Farwell time
Spontaneous play and activities
Intentional intervention and planning
B. Arrangement of space and materials
Creating and equipping an environment for under threes
Didactic materials and open materials
Outdoor arrangement

Demonstration of the syllabus coherence with the UC intended learning outcomes

intentionality of this unit guides the analysis undertaken on all of syllabus issues.
Reflection on these issues is an opportunity for students to undertake the specific practical-theoretical
relationship characterizing teacher’s functions in nursery schools. This movement that leads from the
concrete to the abstract, is based in alternation interactive framework, matching the central purpose of UC: to prepare the students to know how to intervene effectively in early childhood educational stings where they will play their professional functions.

Teaching methodologies

methodologies are organized into the following devices:
a) Reflection sessions aiming to prepare internship periods.
b) Sessions of retrospective reflection on work developed in each week of internship in plenary sessions in
class and in small groups of internship.
c) Sessions of reflection that will focus on aspects set out in Syllabus section
d) Follow-up sessions held by teachers in the institutions of internship period.

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

sessions, as well as in reflection sessions in internship settings, with teachers, cooperative educators and
students.
All these sessions are opportunities for students to learn how to act in the institutions of the probationary
period, discerning with lucidity the status of interns and assuming the concomitant responsibility (duties
and rights) that comes from such status. Thus, students have the opportunity to learn how to take part
both in the work done by the teams of the activity rooms, either on the work done by teams of educational
institutions. In addition, these sessions are privileged moment for the students to do prospective and
retrospective reflections on its educational intervention, either in a global sense, or in relation to the
themes provided by tutors of internship and by teachers of different units. On the other hand, these
sessions allow students to exercise their relationship both with children, either with their families, ruled by fair distance conception (neither too close nor too much distance).
In this sense, students are urged to develop their ability to listen attentively and empathically what say and do cooperative educators, children and their parents. In summary, these methodologies of teaching allow students to assume effectively the functions of early childhood

Assessment methodologies and evidences

Continuous assessment:
The evaluation of UC is accomplished through two devices:

the report prepared by cooperating teachers) in collaboration with the counselors of training, in which various aspects will be taken into account regarding the performance of interns in the different areas of intervention developed in the institutions in which perform their stages. These aspects of the performance of interns will be assigned in achievement levels, which should be translated into qualitative ratings; (50%)
b) elaboration of a Pedagogical Dossier (cf. Document Advisor for your structure), and discussion with the supervisor training course. (50%)

The teaching Dossier will have to be delivered in the evaluation scheme continues until 17 may 2019

Our students must attend the mandatory 75% of the classes. Exception to our students who enjoy special arrangements and to inform teachers of the UC in the first 15 school.

Note:
A student who has insufficient intervention component and performance on stage will be considered/not approved;
-the pedagogical dossier is mandatory under evaluation continues on the date set by the teachers;
This UC cannot be held for examination (or improvement of note).

Attendance system

75%

Bibliography

Barbosa, M.C. (2007). Por amor e por força: Rotinas na Educação Infantil. Porto
Alegre: Artmed.
Gandini, L.; Edwards, C. (2002). Bambini; A Abordagem Italiana à Educação Infantil.
Porto Alegre: Artmed.
Goldschmied, E.; Jackson S. (2006). Educação de 0 a 3 anos – O atendimento em
creche (2ª ed.). Porto Alegre: Artmed.
Gonzales-Mena, J.; Eyer, D. (2014). O cuidado com bebés e crianças pequenas na
creche. Porto Alegre: AMGH.
Paige-Smith, A.; Craft, A. (2010) O desenvolvimento da prática reflexiva na educação
infantil. Porto Alegre: Artmed.
Post, J.; Hohmann, M. (2003). Educação de bebés em infantários: cuidados e
primeiras aprendizagens. Lisboa: Fundação Calouste Gulbenkian.
Sinclair, H.; Stambak, M.; Rayna, M.; Verba, M. ; Lézine, I.(2012). Os bebés e as
coisas. Campinas: Autores Associados.
Sinclair, H.; Stambak, M.; Rayna, M.; Verba, M.; Lézine, I. (2012). Os bebés entre eles:
descobrir, brincar, inventar juntos. Campinas: Autores Associados.