2025
Mother-Tongue (Portuguese) Learning in Early Childhood
Name: Mother-Tongue (Portuguese) Learning in Early Childhood
Code: PED11402M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
This course aims to provide students with a set of skills that will enable them to promote the ability to understand the importance of acquiring / learning the mother tongue in childhood. The main goal of the acquisition / learning of the mother tongue in pre-school education is the structuring of thought through language and, consequently, the awareness of the basic and linguistic mechanisms, with a view to the development of the child's communicative and linguistic skills. In fact, being a kindergarten teacher, taking into account the mother tongue, is not only to envision language acquisition / learning as a formal system, but above all, also to take into account aspects of the social and individual dimension of language use, or that is, the pragmatic and discursive - textual dimensions of the language. The role of the kindergarten teacher is, therefore, to try to ensure that children progressively use the language with more correctness, not only taking into account their structural improvement, but especially thinking about the adequacy of different verbal acts to different communication situations.
Sustainable Development Goals
Learning Goals
1- To analyze critically official documents for learning the mother tongue.
2- To understand the development of oral language and communicative and linguistic skills in children.
3- To understand the development of emerging literacy in children.
4 - To understand the cognitive processes of learning to read and write
5 - To develop and structure practical moments for the development of the mother tongue through reception activities and production activities.
6 - To understand the role of assessment in the mother tongue learning process.
7 - To know and analyze the research carried out in the field of learning the mother tongue.
2- To understand the development of oral language and communicative and linguistic skills in children.
3- To understand the development of emerging literacy in children.
4 - To understand the cognitive processes of learning to read and write
5 - To develop and structure practical moments for the development of the mother tongue through reception activities and production activities.
6 - To understand the role of assessment in the mother tongue learning process.
7 - To know and analyze the research carried out in the field of learning the mother tongue.
Contents
1. Official documents for learning the mother tongue.
2.The development of oral communication and communicative and linguistic skills.
3. Familiarization with written code: emergent literacy.
4. The cognitive processes of learning to read and write.
5.The promotion of literary education.
6. Assessment in mother tongue.
7. Designing practices for working with mother tongue planning, development and evaluation.
2.The development of oral communication and communicative and linguistic skills.
3. Familiarization with written code: emergent literacy.
4. The cognitive processes of learning to read and write.
5.The promotion of literary education.
6. Assessment in mother tongue.
7. Designing practices for working with mother tongue planning, development and evaluation.
Teaching Methods
Teaching methodology
- Theoretical expositions of the themes by the teacher, which will integrate the interventions and individual contributions of the students.
- Readings of texts guided by the teacher, followed by work and discussions about these readings.
- Individual and/or group practical work, followed by debate and synthesis of conclusions.
- Theoretical expositions of the themes by the teacher, which will integrate the interventions and individual contributions of the students.
- Readings of texts guided by the teacher, followed by work and discussions about these readings.
- Individual and/or group practical work, followed by debate and synthesis of conclusions.
Assessment
Assessment
Continuous assessment regime
- Attendance and effective participation of students in work - weighs 10%
- Work 1 - With this work n.º 1, the aim is for students to choose, read, analyze and present orally to the class, prompting reflection and debate, a topic, related to the contents of the uc, chosen together with the teacher - weight 45%
- Work 2 - With this work n.º 2, the aim is for students to choose, read and analyze, in writing, a text, related to the contents of the uc, chosen together with the teacher - weight 45%
Final assessment regime
In this regime, the student will take a 100% written test
Continuous assessment regime
- Attendance and effective participation of students in work - weighs 10%
- Work 1 - With this work n.º 1, the aim is for students to choose, read, analyze and present orally to the class, prompting reflection and debate, a topic, related to the contents of the uc, chosen together with the teacher - weight 45%
- Work 2 - With this work n.º 2, the aim is for students to choose, read and analyze, in writing, a text, related to the contents of the uc, chosen together with the teacher - weight 45%
Final assessment regime
In this regime, the student will take a 100% written test
Teaching Staff
- Ângela Maria Franco Martins Coelho de Paiva Balça [responsible]
Certificações
