Jogo e Motricidade na Infância

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The TP contents are also addressed in expository sessions, also based on bibliography of the specialty. In addition, current data/facts are

presented that support the contents under analysis and/or good practice projects, which allow students to better understand the practical

applicability of the topics covered. Exercises, activities and/or tasks of a practical nature, individually and/or in groups, are proposed by the

teacher, and carried out by the students, to consolidate what is addressed in theoretical terms. In turn, the PL component is consolidated

with experience, exploration and experimentation as a practitioner, in a first phase, and as a Technician in a later phase, passing the

student through various microteaching situations, assuming the role of Teacher/Trainer/Instructor, both in moments of training or

pedagogical practice and in moments of formal evaluation. The UC teacher(s) will use NÓNIO, adopted by ESEC-IPC as a support platform

and interface with students, thus providing them with support materials (e.g., class slides), evaluation documents (e.g., minutes for the

preparation of session plans) and/or general information (e.g., punctual changes in timetable), among others (e.g., submission of papers).

This CU is assessed exclusively by continuous evaluation [100% = 20 values] considering the following items:

1. Theoretical-practical and practical-laboratory tests (60%).

2. Assignments (30%).

3. In-person participation (10%)

NOTE: for approval, the student must have a minimumof 50% in item 1 and 50% in item 2.

According to no. 8 of article 13 of the Academic Regulation of the 1st Cycle of Studies of ESEC, the student must meet the following

conditions to be eligible for exam:

1. Have attended at least 50% of the classes.

2. Have a minimum of 50% in item 2.

The exam consists of a theoretical test (60%) and a practical test (40%). For approval, the student must have a minimum of 50% in both

tests.

1. To know the social, cultural and educative signicance of play and the imporance of it in early motordevelopment.

2. To know the theories of play and its relation with the stages of motor development.

3. To analyse the characteristics of games and play and its aplicability in the development of the child up till10 years old.

4. To know the curricular guidelines and early motor development programmes.

5. To be capable of planning play situations, where various fundamental motor skills and games arecombined.

6. Observe, analyse and interpretate play and early motor development (PEMD) sessions.

7. To understand the technical and pegagogical intervention in PEMD, based in the research that is producedunder the scope of human

movement and sports sciences.

8. Observe, analyse and interpretate fundamental motor skills (locomotor and manipulative).

1. JMI: concepts, foundations and scientific, sociocultural, professional and pedagogical framework.

2. Theories and explanatory perspectives of play and playful activity.

3. Taxonomy of games and motor and playful activities.

4. Fundamental manipulative, postural and locomotor motor patterns and skills.

5. Perceptual-motor activities and games (body image and perception, perception and spatial representation).

6. Skill and Manipulation.

7. Displacements and Balances.

8. Basic gymnastic activities (soil, apparatus and objects).

9. Expressive Rhythmic Activities – Dance.

10. Nature activities and trails.

11. Cooperation and team games.

12. Integrated activities with curricular contents and objectives of domains and areas of training in Pre-School and 1st CEB.

13. Observation and evaluation of children’s motor behavior in practical JMI sessions.

• - Individual and/or Group Work - 30.0%
• - Laboratory work or Field work - 60.0%
• - Attendance and Participation - 10.0%

• - Exam - 40.0%
• - Practical component - 60.0%

NAO