Early Development and Learning

N/A

The course has 25 hours of theoretical-practical teaching. In the sessions, the expository method will be used in alternation with methodologies that favor critical and reflective analysis, namely collaborative work in the analysis of diverse texts and documents, analysis of situations, preparation and discussion of works.

The evaluation will be carried out through an Individual Portfolio on the training process.

When considering the final classification, the following components will be considered:

– portfolio quality – 60%

– quality of participation throughout course sessions – 40%

The evaluation criteria of the portfolio will be explained in a specific document that will be delivered to students in the 1st course session

At the end of the course, the student should:

Understand the interconnection between development and learning;

Mastering essential concepts from neurobiological, ecological-systemic and transactional perspectives on childhood development, as part of the rationale behind IP practices in Portugal;

Understand the interdependencies between the characteristics of each child and the characteristics of the learning contexts and environments in which he / she develops;

Perspecting risk factors from a transactional perspective and in the dynamic relationship between protection and vulnerability factors, viewing IP as an enhancer for the former.

The importance of early childhood and the contribution of neuroscience to the understanding of the neurobiological foundations of development.

Bioecological and systemic approaches to development

Key principles of development.

Paradigm of the diversity of developmental trajectories: risk and resilience

Early intervention as a right and a strategy within the framework of childhood policies.

• - portfolio quality - 60.0%
• - quality of participation throughout course sessions - 40.0%

NAO

Conkbayir, M. (2017). Early childhood and neuroscience. Bloomsbury

https://www.zerotothree.org/

Sameroff, A. J. (2010) A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, 6-22.

Guralnick, M. (2005). The developmental systems approach to early intervention . Baltimore, MD: Paul H. Brookes Publishing Co.

Bairrão, J. (Coord.) (2003). Tendências actuais em investigação precoce. Psicologia, Vol. 17 (1). Oeiras: Celta Editora.

Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development . Washington: National Academy Press.