Portuguese Sign Language Didactics: Nursery and Pre-school

Not applicable

The contact sessions are organized to allow the participation of the masters students in the discussion of the contents exposed by the teacher, since they will have access to the materials related to the content, before the contact sessions. In the exhibition of the contents, whenever possible, illustrative videos will be used. During the seminar hours, students will use the PSL curriculum, the expected PSL skills, Curricular Guidelines for Pre-School Education and the knowledge acquired in the previous sessions (theoretical and theoretical / practical) to plan interventions according to the age of the children and to construct didactic materials .

At the end of this subject, the masters students must be able to:

describe the process and phases of language acquisition in the deaf child exposed to different modalities and methodologies of linguistic intervention;

frame the process of acquisition and development of language in the Portuguese context of Early Childhood Education, namely at the level of the Curricular Orientations for Pre-School Education (COPSE);

To plan, within the framework of PSL (Early Childhood and Pre – School) curriculum, using the strategies and didactic materials most appropriate to the development of the child;

Involve educators, family members and deaf people in the process of maximizing LGP skills by the deaf child.

1 – Concepts definition: First language (L1), Mother tongue, Native language, Natural language and Second language (L2);

2 – Curricular Guidelines for Pre-School Education

3 – Acquisition of language and deafness

4- Development of skills in PSL: the role of family members, deaf adults, deaf childrens, educators and  PSL teachers

5 – The PSL curriculum: 1st Childhood and Preschool

6 – Visual strategies during the sign language interactions:the importance and adequacy of didactic materials

• - individual test - 50.0%
• - group work - 50.0%

NAO

Brown, H., D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents.

Carmo, H.; [et ali] (2008). Programa curricular de LGP. Ministério da Educação, DGIDC.

Freire, M. (2009). O desenvolvimento da literacia na criança surda: Uma abordagem precoce centrada na família para uma intervenção precoce. Medi@ções – revista Online da Escola Superior da Educação de Setúbal, 1(1).

Mayer, C., & Leigh, G. (2010). The changing context for sign bilingual education programs: issues in language and the development of literacy. Deafness and bilingual education,Vol 13, Issue 2. DOI:10.1080/13670050903474085

O’Grady, W. (2007). How Children Learn Language. Cambridge: Cambridge University Press.

Simms, L., Baker, S., Clark, M. D. (2013). The Standardized Visual Communication an Sign Language Checklist for Signing Children. Sign Language Studies, 14 (1), 101-124.