2023
Early Years Pedagogy from 0 to 6
Name: Early Years Pedagogy from 0 to 6
Code: PED14021M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
The CU aims to develop and deepen teacher education in pedagogy issues in early childhood education and contribute to the construction of the specific profile of professional performance.
Sustainable Development Goals
Learning Goals
1. Understand the systemic and interactive dimension of educational practices in Early Childhood Education (ECE) as a guarantee of children's rights and education for sustainability;
2. Embracing the interdisciplinary dialogue as the means to support effective and inclusive educational practices in ECE
3-To know various curricular contents to work in ECE as well as learning strategies for all children
4. To know pedagogical and curricular models for ECE
5. To know, experiment, and critically analyze protocols for evaluating the quality of contexts and learning in ECE
6. Develop observational, documentational and analysis skills to regulate of educational situations and actions.
7. Use a scientific language in the description and interpretation of educational phenomena.
8. Develop a reflective and investigative attitude that allows problematizing the reality of educational contexts and foreseeing the adequacy of educational action
2. Embracing the interdisciplinary dialogue as the means to support effective and inclusive educational practices in ECE
3-To know various curricular contents to work in ECE as well as learning strategies for all children
4. To know pedagogical and curricular models for ECE
5. To know, experiment, and critically analyze protocols for evaluating the quality of contexts and learning in ECE
6. Develop observational, documentational and analysis skills to regulate of educational situations and actions.
7. Use a scientific language in the description and interpretation of educational phenomena.
8. Develop a reflective and investigative attitude that allows problematizing the reality of educational contexts and foreseeing the adequacy of educational action
Contents
. Early childhood education (ECE) Pedagogy, children's rights and education for sustainability
2. Quality ECE
2.1. Quality assessment in ECE: different perspectives
2.2. Quality Assessment tools for ECE
3. Pedagogical and Curricular Approaches to ECE
3.1. Curricular Guidelines for Pre-school Education in Portugal and other countries (ex: Brazil; Australia)
3.2. Pedagogical models for ECE: theoretical foundations and practice
3.2.1. Modern School Movement; High-scope; Reggio-Emilia; Emi Pikler; Waldorf; Forest schools.
4. Ways of learning in childhood
4.1. Play
4.2. The Project Work
4.3. Interaction / communication and representation
5. Curriculum management and construction in ECE
5.1. From evaluation to planning: the educational intentionality
5.2. Observe, Record, Analyze and Communicate: assessment for learning through pedagogical documentation
5.3. Group Curricular Project as a conceptual and organizational tool for educational practice
2. Quality ECE
2.1. Quality assessment in ECE: different perspectives
2.2. Quality Assessment tools for ECE
3. Pedagogical and Curricular Approaches to ECE
3.1. Curricular Guidelines for Pre-school Education in Portugal and other countries (ex: Brazil; Australia)
3.2. Pedagogical models for ECE: theoretical foundations and practice
3.2.1. Modern School Movement; High-scope; Reggio-Emilia; Emi Pikler; Waldorf; Forest schools.
4. Ways of learning in childhood
4.1. Play
4.2. The Project Work
4.3. Interaction / communication and representation
5. Curriculum management and construction in ECE
5.1. From evaluation to planning: the educational intentionality
5.2. Observe, Record, Analyze and Communicate: assessment for learning through pedagogical documentation
5.3. Group Curricular Project as a conceptual and organizational tool for educational practice
Teaching Methods
Cooperative management of the learning process with student participation in planning and evaluation.
- Lectures with debates.
- Conducting research with classroom presentation
- Fieldwork with observation, field notes and written reflections, at daycare and preschool settings.
- Analyses of videos on pre-school education settings.
- Critical analysis of practice problem situations posed by the students.
- Individual or group tutorials.
- Interactive processes and resource sharing through e-learning platform Moodle
-The continuous assessment scheme involves:
A) Group research with a classroom presentation about one of the contents (50%).
B) Individual reflection focusing on one teaching work component, whose data will be collected during the field work carried out by each student. (50%).
- Final assessment regime implies a written test on all UC content (100%).
- Lectures with debates.
- Conducting research with classroom presentation
- Fieldwork with observation, field notes and written reflections, at daycare and preschool settings.
- Analyses of videos on pre-school education settings.
- Critical analysis of practice problem situations posed by the students.
- Individual or group tutorials.
- Interactive processes and resource sharing through e-learning platform Moodle
-The continuous assessment scheme involves:
A) Group research with a classroom presentation about one of the contents (50%).
B) Individual reflection focusing on one teaching work component, whose data will be collected during the field work carried out by each student. (50%).
- Final assessment regime implies a written test on all UC content (100%).
Teaching Staff
- Ana Artur Marques [responsible]
