Fundamentals of Educational Action

Scholar Year: 2023/2024 - A

Courses

Head Teacher Responsability Elisabete Maria Xavier Vieira Gomes 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 2,00 Gina Lemos   1,60 Isaura Pedro   0,40

Teaching language

Portuguese

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

At the end of this course, the student will be able to:
(1) Identify and analyse the foundations and guiding principles of pedagogy for children, which constitute a common basis for the development of pedagogical action in crèches and kindergartens;
(2) Identify and analyse conceptions and values that give meaning to pedagogical action;
(3) Identify, analyse and promote the organisation of a quality inclusive early childhood education environment;
(4) Develop a set of attitudes, knowledge and skills that allow for an intentional, reasoned, judicious and detailed pedagogical practice.

Syllabus

1. The foundations and principles of pedagogy for children
1.1. Children's rights
1.2. Professional ethics in early childhood education
1.3. The image of the child and the educational process
1.4. Educare

2. Educational intentionality
2.1. Listening and the pedagogy of listening
2.2. Planning and unpredictability
2.3. The child's sense of time
2.4. Observation, documentation and interpretation
2.5. Family participation and involvement in early childhood education settings
2.6. Mistakes, feedback and learning

3. Organising an inclusive early childhood education environment
3.1. The power of play
3.2. The general welcoming atmosphere
3.3. The inclusive social environment
3.4. The child-centred approach
3.5. The physical environment adapted to the child
3.6. Materials for all children
3.7. Communication opportunities for all children
3.8. The inclusive teaching and learning environment
3.9. The family-friendly environment

Demonstration of the syllabus coherence with the UC intended learning outcomes

The syllabus for this course is centred on three main topics, aligned with the learning objectives defined as essential for the future nursery teacher. The first objective - to identify and analyse the foundations and guiding principles of early childhood pedagogy, which constitute a common basis for the development of pedagogical action in crèches and kindergartens - will be worked on mainly in the first topic, dedicated to the foundations and principles of early childhood pedagogy. The second objective - to identify and analyse conceptions and values that make it possible to give meaning to pedagogical action - will be worked on mainly in the second topic, which focuses on educational intentionality. The third and fourth objectives - to identify, analyse and promote the organisation of a quality inclusive pre-school education environment, and to develop a set of attitudes, knowledge and skills that enable intentional, reasoned, judicious and detailed pedagogical practice - although they may be more explicitly associated with the third topic, focused on the organisation of an inclusive pre-school education environment, are worked on throughout the three structuring topics of the course.

Teaching methodologies

The classes in this curricular unit are organised around four types: theoretical-practical teaching, tutorial guidance, theoretical teaching and fieldwork.
Theoretical-practical teaching favours active methodologies and pedagogical techniques such as simulation, role-playing, case studies, brainstorming, group dynamics and discussion groups between students and lecturers.
In tutorial guidance, the teacher provides individual and/or group support, both face-to-face and at a distance, with the aim of supporting and guiding students, clarifying questions and doubts, providing advice and information, monitoring the course and proposing improvements to the learning process.
Theoretical teaching involves presenting content in close dialogue with the students, who are encouraged to participate, comment, exemplify and answer questions raised by the teacher in the context of the content being explored.
In fieldwork, students document situations and episodes experienced during their internship, which are critically analysed in a classroom context, in a round table discussion led by the teacher.

Assessment methodologies and evidences

In order to pass this course, students can choose between continuous assessment or a final exam. In the first fortnight of classes, each student is responsible for informing the lecturer of their choice of assessment method. If they choose the final exam, they can, like the rest of the students, follow the activities carried out via the UC page on the Moodle platform.
Continuous assessment involves the completion of a report, developed individually throughout the year, and submitted in two stages: at the end of the first semester, the preliminary version; and at the end of the second semester, the final version. At the beginning of the academic year, students are familiarised with the Guide to preparing the report, which explains its pedagogical objectives, the fundamental stages in which it is structured, the basic documents and the respective analysis grid. There are five criteria for assessing the report: 1. Systematisation of the contribution; 2. Analysis of specific situations; 3. Self-appraisal of your teaching practice; 4. Integration of further reading; and 5. Clarity of the information and quality of the Portuguese. The final mark is awarded at the end of the second semester and takes into account the work carried out throughout the year and the progress made, as reflected in the final report.

Attendance system

The minimum attendance threshold for continuous assessment is 75 per cent.

Bibliography

Agência Europeia para as Necessidades Especiais e a Educação Inclusiva (2017). Instrumento de autoreflexão para um ambiente de educação pré-escolar inclusiva. AENEEI.
Associação de Profissionais de Educação de Infância (2011). Carta de princípios para uma ética profissional. APEI.
Brito, A. T. (2018). Modelo Touchpoints e educação de infância – Reconheça o que traz para a interação. Cadernos de Educação de Infância, 114, 6-10.
Cardona, M. (Coord.) (2021). Planear e avaliar na educação pré-escolar. Ministério da Educação/Direção-Geral da Educação (DGE).
Decreto-Lei nº 54/2018, 6 de julho. Diário da República n.º 129/2018, Série I, 2918-2928. https://diariodarepublica.pt/dr/detalhe/decreto-lei/54-2018-115652961
Dulčić, F. J. L., Peña, R. N. A., Orellana, P. E. S., & Jofré, D. A. C. (2021). Do instructions overwhelm the preschool classroom? Early childhood educators’ use of instructional vs regulative directive commands. Suvremena lingvistika, 92(6), 247-265. https://doi.org/10.22210/suvlin.2021.092.06
Edwards, C., Gandini, L., & Forman, G. (Org.) (2016). As cem linguagens da criança - A experiência de Reggio Emilia em transformação. (Vol. 2). Penso.
Gabas, C., Cutler, L., & Schachter, R. E. (2022). Making mistakes: Children's errors as opportunities for emergent literacy learning in early childhood. The Reading Teacher, 76(6), 664-672. https://doi.org/10.1002/trtr.2171
Hoyuelos, A. (2021). A ética no pensamento e na obra pedagógica de Loris Malaguzzi. Phorte Editora.
Hoyuelos, A. (2020). A estética no pensamento e na obra pedagógica de Loris Malaguzzi. Phorte Editora.
Malaguzzi, L. (2022). As cem linguagens das crianças: A exposição. Associação de Profissionais de Educação de Infância e Reggio Children.
Malaguzzi, L. (1993, June). Your image of the child: Where teaching begins. Seminar presented in Reggio Emilia, Italy. https://www.reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf
Mata, L., Pedro, I. (2021). Participação e envolvimento das famílias – Construção de parcerias em contextos de educação de infância. Ministério da Educação/Direção-Geral da Educação (DGE).
Mata, L., Pacheco, P., Brito, A. T., Pereira, M., & Cabral, S. (2022). Envolvimento das famílias no processo educativo: Perspetiva de futuros profissionais. Revista Portuguesa de Educação, 35(2), 263–290. https://doi.org/10.21814/rpe.24634
Neto, C. (2020). Libertem as crianças – A urgência de brincar e ser ativo. Contraponto.
Parreira, A. C., & Correia, I. (2022). Educuidar na educação de infância: Narrativas dos sentidos e vivências da prática de ensino supervisionada. Medi@ções, 10(1), 8–21. https://doi.org/10.60546/mo.v10i1.343
Pereira, M., Brito, A. T., & Mata, L. (2022). O sentido do tempo das crianças nos contextos de educação de infância. Medi@ções, 10(1), 132-142. https://doi.org/10.60546/mo.v10i1.333
Project Zero Reggio Children (2014). Tornando visível a aprendizagem. Crianças que aprendem individualmente e em grupo. Phorte Editora.
Silva, I. L. (Coord.) (2016). Orientações Curriculares para a Educação Pré-Escolar (OCEPE). Ministério da Educação/ Direção-Geral da Educação (DGE).
UNICEF (1990). A convenção sobre os direitos da criança. UNICEF.
Vecchi, V. (2017). Arte e criatividade em Reggio Emilia: Explorando o papel e a potencialidade do ateliê na educação da primeira infância. Phorte Editora.
Wiggins, G. (2012). Feedback for learning: Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.
Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M., (2018). The power of play: A Pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058

Observations

The teacher makes the resources used to support the lessons available on the course unit's page on the Moodle platform, including additional bibliographical references that are considered relevant and appropriate.