2025
Pedagogical practice in crèche
Name: Pedagogical practice in crèche
Code: PED14979L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
Know the characteristics of quality education with children up to 3 years old in a creche context
Characterize the organization of the Creches educational environment and critically reflect on the underlying organizational options
Understand the characteristics and needs of children up to three years of age and reflect on appropriate educational experiences for this age group
Understand modalities of interaction between family contexts and institutional contexts of education for children of these ages
Progressively develop skills underlying educational action: relational and communication skills; the civic and formative dimension of their duties, with the associated ethical and deontological demands; observation, planning, action and evaluation skills
Develop reflective skills in the face of lived experience using self-assessment practices and cooperative assessment
Characterize the organization of the Creches educational environment and critically reflect on the underlying organizational options
Understand the characteristics and needs of children up to three years of age and reflect on appropriate educational experiences for this age group
Understand modalities of interaction between family contexts and institutional contexts of education for children of these ages
Progressively develop skills underlying educational action: relational and communication skills; the civic and formative dimension of their duties, with the associated ethical and deontological demands; observation, planning, action and evaluation skills
Develop reflective skills in the face of lived experience using self-assessment practices and cooperative assessment
Contents
1. Early childhood education: the typology and organization of educational settings for children up to 3 years of age.
2. Underpinning principles of early childhood education and their contextualization in creche.
3. Objectives and functions of the creche: the concept of educare; the creche center as a place for learning for children and adults (parents and professionals).
4. Pedagogical guidelines for creche in Portugal and other countries
5. The role of the early years teacher in the creche;
6. Educational intention in care: observe/listen, record, plan, act, evaluate, communicate
7. The organization of the educational environment in a creche: spaces and materials, time and group;
8. Areas of experience and learning
9. Working with family and community: determining factors; communication strategies.
10. Welcoming the baby and family at the creche; facilitating strategies.
11. Qualification of responses to basic needs: safety, food, hygiene, rest.
2. Underpinning principles of early childhood education and their contextualization in creche.
3. Objectives and functions of the creche: the concept of educare; the creche center as a place for learning for children and adults (parents and professionals).
4. Pedagogical guidelines for creche in Portugal and other countries
5. The role of the early years teacher in the creche;
6. Educational intention in care: observe/listen, record, plan, act, evaluate, communicate
7. The organization of the educational environment in a creche: spaces and materials, time and group;
8. Areas of experience and learning
9. Working with family and community: determining factors; communication strategies.
10. Welcoming the baby and family at the creche; facilitating strategies.
11. Qualification of responses to basic needs: safety, food, hygiene, rest.
Teaching Methods
Methodologies used encourage the construction of meaningful knowledge through the involvement and participation of students, individually and in groups, in dialogue with theoretical and practical references and with creche educational contexts, namely:
- Co-operative management of the learning process;
- Lectures with debate;
- Group or individual research work;
- Discussion and critical analysis of problem situations posed by students;
- Participant observation in a preschool + one week of co-operative intervention,
- Co-operative reflection and analysis of pedagogical actions developed in preschool;
- Use of the moodle platform as a common resource where relevant information is made available within the scope of the subject and a communication network is built to feed the learning processes.
- Co-operative management of the learning process;
- Lectures with debate;
- Group or individual research work;
- Discussion and critical analysis of problem situations posed by students;
- Participant observation in a preschool + one week of co-operative intervention,
- Co-operative reflection and analysis of pedagogical actions developed in preschool;
- Use of the moodle platform as a common resource where relevant information is made available within the scope of the subject and a communication network is built to feed the learning processes.
Assessment
From a perspective of assessment for learning, the assessment process includes:
- a dimension of self-regulation by each student supported by an Individual Work Plan that gives meaning to the work carried out.
- dialogue to monitor the students' work, both orally and in writing, by the teacher of the course and the cooperating teachers;
- production of a portfolio with evidence of the learning process and the work carried out in the institutions, guided by the PIT.
- Co-operative assessment of participant observation and intervention based on the educator's professional performance profile.
Grading: Portfolio grade (60%) + preschool intervention grade (40%)
Note: Due to its specific nature, this course does not include exams.
- a dimension of self-regulation by each student supported by an Individual Work Plan that gives meaning to the work carried out.
- dialogue to monitor the students' work, both orally and in writing, by the teacher of the course and the cooperating teachers;
- production of a portfolio with evidence of the learning process and the work carried out in the institutions, guided by the PIT.
- Co-operative assessment of participant observation and intervention based on the educator's professional performance profile.
Grading: Portfolio grade (60%) + preschool intervention grade (40%)
Note: Due to its specific nature, this course does not include exams.
Teaching Staff
- Maria da Assunção da Cunha Folque de Mendonça [responsible]
Certificações
