Introduction Professional Practice in Pre-school

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1. Consolidate knowledge on main curricular models that guide the pedagogical action in early childhood education in order to understand the practices observed in kindergartens;
2. To identify the pedagogical-didactic principles that underlie the educational practice in early childhood education and guide the organization and management of the educational sites;
3. To analyze the curriculum guidelines for early childhood education, discussing different possibilities educators have to use them in the classroom;
4. To involve students in the context of early childhood education, studying real problematic situations with the collaboration of other courses;
5. To assess the intervention procedures, critically analysing the process and results of the pedagogical actions.


1. Curricular Models for Early Childhood Education;
2. Curriculum Guidelines for Early Childhood Education: Curriculum Guidelines for Pre-School Education, Learning Goals for Pre-school Education, Regional Curriculum for Basic Education;
3. Curriculum, gender and citizenship in Early Childhood Education;
4. Organization and management of pedagogical intervention in early childhood education: space and equipment
organization, time organization, planning and organization of educational activities;
5.The role of the kindergarten teacher in planning, organizing, implementing and assessing the educational activities

Teaching Methodologies

In accordance with the "Regulation of the component Introduction to Professional Practice of LEB", this course integrates observational practices of educators and intervention in real schools, some of them supervised by professors of the UAc, and sessions at the UAc. In the framework of the training model adopted, the practices observed and performed by students are subject of systematic study, in small-scale research, conducted over the course in conjunction with other UCs, under the leadership of the course coordinator and the teachers responsible for UCs more directly focused on research questions.

Summative assessment will be based on: characterization of educational environments (10%), characterization of professional practices (20%), teaching plans and discussing them (30%), and educational intervention (40%). All these works may stress some research skills.


- M. J. Cardona (Coord.) et al (2009). Guião de Educação Género e Cidadania.
Educação Pré-Escolar . Lisboa: Comissão para a Cidadania e Igualdade de Género.
- Gasó, A. (2004). La educación infantil. Métodos, técnicas y organización. Barcelona: CEAC
- Luisa Alonso et al (Coord.) (2011). Referencial Curricular para a educação Básica na RAA . Angra do Heroísmo: DREF
- Ministério da Educação (1997). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: M.E.
- Muñoz, C. & Zaragoza, C. (2003). Didáctica de la Educación Infantil . Barcelona: Itamar
- Saracho, O.N. & Spodek, B. (Ed.) (2003). Studying Teachers in Early Childhood Settings. A volume in contemporary perspectives in early childhood education . USA: IAP
- Vasconcelos, T.M. (1997). Ao redor da mesa grande. A prática educativa da Ana . Porto: Porto Editora
- Portugal, G. & Laevers, F. (2010). Avaliação em Educação Pré-Escolar. Sistemas de acompanhamento das crianças. Porto: Porto Editora.



ECTS Credits



  • Estágio - 30 hours
  • Orientação Tutorial - 3 hours
  • Teórico-Práticas - 15 hours