Objetivos de aprendizagem e a sua compatibilidade com o método de ensino (conhecimentos, aptidões e competências a desenvolver pelos estudantes)
Based on a perspective of educational care that unites care and education in an inseparable logic, it is intended that students are able to:
-Understand the diversity of children's life experiences in order to assume in educational practises an integral dimension of the cultures of families and the cultures of belonging;
-Know the official guidelines and the state of the art on the quality of education from 0 to 3;
-Understand the way children learn and the role of the educator in this process ensuring the well-being and involvement of children and the development of personal and social skills;
-Understanding the dynamics of the pedagogical relationship;
-Use evaluation strategies and pedagogical documentation that underpin the learning process;
-Perspecting your own intervention in promoting the child's learning in the various literacies (linguistic, mathematics, artistic, motor);
-Build a reference framework that bases the practice in daycare.
Conteúdos programáticos
The link and importance of the first Others. Good beginnings for the childcare of children and families in daycare
- The contexts for welcoming children from 0 to 3 years old and the diversity of children's life experiences
- Perspectives on children's learning and development and relationship with the curriculum
- Partnerships with families and the community
- The role of the adult in the co-construction of the curriculum
- Educational Principles and Pedagogical Practises in Daycare
- Evaluation and Pedagogical Documentation
- The valorisation of daily care (quality routines: reception, hygiene, food, rest)
- The organisation of the educational environment (space, materials, time, personnel)
- The promotion of the child's well-being and involvement
- Education of Motricity and Motor Interaction in the Context of Daycare
- Education and Musical Expression
- Potential of the book for childhood-evaluation, selection and dynamics of mediation
Demonstração da coerência dos conteúdos programáticos com os objetivos de aprendizagem da unidade curricular
This curricular unit is articulated with that of Supervised Teaching Practice - Daycare. In this sense, it intends to integrate the different didactic components, providing the future educator with a pedagogical framework that allows him/her to read and base his/her educational practice in the Daycare.
Based on a perspective of educational care that unites care and education in an inseparable logic, it is intended that at the end of the attendance of the curricular unit students are able to build a reference framework that bases the analysis of contexts and practises during the moment of initiation to professional practice in the context of daycare.
The 150 hours of autonomous work will be divided as follows:
Research and survey of information -20h
Study of the specialised bibliography - 20h
Preparation of oral presentations and exercises requested in class - 35h
Preparation of the portfolio- 75h
Metodologias de ensino e de aprendizagem específicas da unidade curricular articuladas com o modelo pedagógico
The achievement of the objectives provides for expository classes or focussed on the development of training activities from essential texts, audiovisual resources, interactive platforms, etc.; Seminars organised within the scope of the UC; Autonomous work of students (namely complementary work to be carried out in EAD)
The continuous evaluation will focus on: Participation in classes 10%, Individual and/or small group work requested by the teachers of the respective modules 30%; Portfolio with evidence of the learnings carried out in the curricular Unit and that underlie the intervention to be carried out in pedagogical practice 60%.
The criteria for evaluating the portfolio are:
Structure and internal organisation of work
Accuracy and rigour of the content and language used
Appropriation of the main concepts of the reference bibliography
Ability to critically reflect, highlighting contributions to professional practice
Avaliação
The final evaluation will result from: 1- The performance in Internship (60%); 2- The Portfolio corresponding to the work developed in the internship where the evidence of the work developed in the field during the semester (contextualization, planning, materials, evaluations, projects, analytical reports) must be included; periodic investigative reflections (at least 2), supported by supporting documentation collected and consulted, instruments constructed, procedures developed, conclusions and implications drawn. These reflections should constitute the basis for the construction of the Internship Report (30%).3-Oral presentation of the work developed throughout the semester (10%).
Demonstração da coerência das metodologias de ensino e avaliação com os objetivos de aprendizagem da unidade curricular
The curricular unit works in articulation with the moments of insertion in a professional context seeking to cross moments of observation and intervention in the context of daycare with moments of reflection and theoretical deepening. In this sense, most of the hours of contact in the classroom will be at a time before or parallel to the PES in Daycare and during the period of insertion in context teachers continue to support students with hours of tutorial guidance. The student should in autonomous working time build a portfolio with evidence of the knowledge acquired, problematization of situations and evidence of practical work in the context of daycare.
In this way we will seek to ensure the construction of a reference framework and the development of skills for working with children from 0 to 3 years old.
The methodology outlined for the development of this training proposal presupposes that the academic preparation of students should be organised in accordance with the principles that they want to put into practice in their future performance. It is intended that students develop an important autonomy of work and research and build some theoretical tools to support and substantiate their practises. The complex and vast nature of the themes addressed, associated with the time available for their development in the present training cycle, requires however a close monitoring of the proposed readings with a view to their understanding and deepening, carried out in the hours of contact/classes. In this sense, the presence and participation in classes is valued. It seems to us equally desirable and unavoidable the expository dimension provided by the teacher, with a view to the synthesis and deepening of the programmatic contents. The individual or group monitoring in the realisation of the Portfolio during service hours also aims to ensure a tutoring of the teaching-learning process. This Portfolio brings together the syntheses of bibliographic research and readings made, reflections and critical comments (carried out in classes and by the group) and the transfer of knowledge to practice. It aims at the permanent updating of the contents worked within the scope of the discipline, the reflection, articulation and integration of knowledge by students. The Portefolio also includes duly contextualised, commented and reflected, material resulting from students' autonomous research (images, various readings, viewing of films, newspaper/magazine articles, etc.) thus seeking to stimulate an attitude of interest, research and integration of knowledge.
Bibliografia de consulta (existência obrigatória)
Bilton, H, Bento, G & Dias, G. (2017) Brincar ao Ar Livre. Porto Editora. Carvalho, C e Portugal, G. (2024). Avaliação em Creche. Porto Editora. Day, L. (2024) Descobrir a criatividade com bebés. APEI. Fochi, P. (org)(2023) O brincar heurístico na Creche. APEI. Goldschmied, E. e Jackson, S. (2023) Pessoas com menos de 3 anos. APEI Gonzalez-Mena, J. e Eyer, D.W. ( 2014). O cuidado com bebés e crianças pequenas na creche. McGrawHill Ed. 9 ed. Marques, A. (coord.) (2024) Orientações pedagógicas para a creche. Ed Ministério da Educação. Oliveira-Formosinho, J; Araújo, S (2018) Modelos pedagógicos para a educação em creche. Porto Editora. Portugal, G e Luís, H. (2016) ¿A atenção à experiência interna da criança e estilo do adulto - contributo das escalas de empenhamento para a melhoria das práticas pedagógicas em educação de infância¿ In Revista ¿Saber & Educar¿, v21, pp. 66-75. Tomás, Almeida e Lino (Coord) (2024).Entrelaçamentos sobre a Educação em Creche: Perspetivas, Olhares e Desafios, APEI.
Observações
Note: in the case of student workers and students with father/mother status, the classification regarding participation in classes may be replaced by complementary work to be articulated with the teaching team.
It will not be possible to carry out an internship in daycare without the approval or simultaneous realisation of the Daycare Didactics
Evaluation by Exam: The exam will be of a theoretical nature and will integrate the contents of all the modules of this curricular unit.
