Pre-School Education Workshop

Objectives

Students should be able to:
1) To problematize situations and experiences inherent in the context of pre-school education, in the various
curriculum areas;
2) To analyze consistent, meaningful and contextualized intervention strategies, which meet the needs inherent in working in the context of pre-school education;
3) To enhancing scientific knowledge and skills acquired in each of the curriculum areas of pre-school education;
4) To analyze materials and educational resources, to the design of new resources to support educational practice in pre-school settings;
5) To organize workshops that promote learning in each of the curriculum areas for preschool education

Program

The contents to mobilize are all those who are relate to the organization and functioning of the learning processes
in Preschool Education in each of the areas and content domains present in the Curriculum Guidelines for
Preschool Education, including:
1) the theoretical and methodological foundations of pedagogic practice in pre-school education;
2) the family, school and extra-school contexts as elements that create a favorable environments for preschool
education;
3) management of space, time and human resources and pedagogical materials;
4) the pedagogical intervention;
5) the role of early childhood educator in learning design, implementation and assessment;
6) learning environments while backers elements of meaningful learning.
These contents will be covered according to the interests and emerging training needs of students in each area

Teaching Methodologies

The methodology of teaching and learning will have the perspective to achieve practical activities - workshops.
However, may be delineate different times, namely:
- Exploration of the main concepts of the topics;
- Conducting individual and/or group work sessions;
- Presentation, discussion and reflection on the inherent scientific content areas and domains.
- Experience of situations, individually or in groups, where students can enhance their capabilities for organizing
workshops in different areas and domains.
The active, meaningful and systematic participation of the students will be encouraged.
For the various stages of evaluation of students' knowledge, is counted on a continuous and formative assessment.
The first time will be operationalized from the production of small group work in thematic workshops (60-70%). The second phase will run from proposal to conduct a research or field work (40-30%).

Bibliography

- Bigas, M. & Correig, M. (2001). Didáctica de la Lengua en la Educación Infantil. Madrid: Editorial Síntesis.
- Cascalho, J.; Nogueira, R. & Teixeira, R. (2012). O jogo e o desenvolvimento do raciocínio lógico-matemático:
explorações no jardim-de-infância. Jornal de Mathemática Elementar, 298, 5-12.
- Condessa, I.; Pereira, B. & Carvalho, G. (2012). Atividade Física, Saúde e Lazer. Braga: UM-IEC/CIEC.
- Dufour, B. & Maingain, A. (2008). Abordagens Didáticas da Interdisciplinaridade. Lisboa: Instituto Piaget.
- Gassó, A. (2004). La Educación Infantil. Métodos, técnicas y organización. Barcelona: Ediciones CEAC.
- Hayes, K. & Creange, R. (2001). Classroom Routines that really work for Prek and Kindergarten. USA: Scholastic.
- Ministério da Educação (1997). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Departamento de
Educação Básica.
- Sousa, A. (2003). Educação pela Arte e Artes na Educação. 1º, 2º, 3º Vol. Col. Horizontes Pedagógicos. Lisboa:
Piaget.