2025
Preschool Pedagogical Practice
Name: Preschool Pedagogical Practice
Code: PED14971L
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
1. To know the characteristics of quality educational action with children aged 3 to 5 in a kindergarten setting.
2. Characterise the organisation of the kindergarten educational environment and critically reflect on the underlying organisational choices.
3. Know the characteristics and needs of children up to the age of six and reflect on the educational experiences appropriate for this age group.
4. Know how to interact with the family context and the community
5. Progressively develop competences 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
6. Developing reflective skills in the face of lived experience using a self-assessment and co-operative assessment practices
2. Characterise the organisation of the kindergarten educational environment and critically reflect on the underlying organisational choices.
3. Know the characteristics and needs of children up to the age of six and reflect on the educational experiences appropriate for this age group.
4. Know how to interact with the family context and the community
5. Progressively develop competences 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
6. Developing reflective skills in the face of lived experience using a self-assessment and co-operative assessment practices
Contents
1. The framework law on pre-school education
2.Foundations and principles of pre-school education
3.Curriculum guidelines for pre-school education
4.The intentionalisation of educational action: observing, listening, recording, planning, acting, evaluating
5.Organising and managing the educational environment: spaces and materials, time, group.
6.Integrated learning of curricular content
7.Family participation in kindergarten life
8.Interaction with the community
9.Educational continuity: Transition from kindergarten to primary school.
10.The role of the educator and monodocency
11.Professional and reflexive writing: the training notebook
2.Foundations and principles of pre-school education
3.Curriculum guidelines for pre-school education
4.The intentionalisation of educational action: observing, listening, recording, planning, acting, evaluating
5.Organising and managing the educational environment: spaces and materials, time, group.
6.Integrated learning of curricular content
7.Family participation in kindergarten life
8.Interaction with the community
9.Educational continuity: Transition from kindergarten to primary school.
10.The role of the educator and monodocency
11.Professional and reflexive writing: the training notebook
Teaching Methods
Methodologies are used that 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 pre-school 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 preeschool + 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 preeschool + 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 educators;
- 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 with differente evidences.
- 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 educators;
- 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 with differente evidences.
Teaching Staff
- Ana Artur Marques [responsible]
- Ana do Rosário de Carvalho Arcadinho
Certificações
