Early Educational Intervention

N/A

Given the type T/P of CU its development focus on the use of methodologies that encourage critical and reflexive analysis, such as analysis of text and documents and videos, analysis of case studies, group analysis of pedagogical questions. Subsidiary the teacher will use explanations for scientif deepening the areas of program content.
In the c.u. assessment, there are options for frequency or exam. The modality by frequency will obtain the final classification resulting from:
– Participation and work developed in class – 70%;
– Written Assessment of Knowledge – 30%;

This course unit aims to provide students with opportunities to build knowledge in the field of education and care for children between 0 and 3 years, fostering their ability to engage in settings of early education.
At the end of the CU the student:
-Questions his/her previous ideas about children between 0 and 3 years, and has updated knowledge on the processes of development and learning.
– Recognizes the importance and lasting impact of early childhood experiences, deducting guiding principles for the organization of education and care for young children.
– Understands the relationship between culture and care, identifying methods of action compatible with respect for different cultural and family practices.
– Identifies the characteristics of early educational intervention, particularly with regard to education in nursery, distinguishing its specific curricular features.

1. Culture and care for the young children: Diversity of cultural practices of early education and early socialization – The childhood and early childhood education as social constructions -The contribution of ecological-systemic model for understanding the relationship between culture and care
2. Organization of the provision of education and care for young children: – Perspectives and international policy -Data from the national context -Data research: contributions from neuroscience, developmental psychology and sociology of childhood.
3. The care of the young child in daycare: Generic curricular characteristics of the intervention in nursery – The professional identity of the teacher working in nursery settings.

• - Written assessment of knowledge - 30.0%
• - Attendance and Participation - 70.0%

• - Exam - 100.0%

NAO

BONDOLI, A., & MANTOVANI, S. (1998). Manual de Educação Infantil (pp. 13-37). Porto Alegre: Artmed.
COELHO, A. (2004). Educação e Cuidados em Creche: Conceptualizações de um grupo de educadoras (27-67). Dissertação de doutoramento. Departamento de Ciências da Educação, Universidade de Aveiro.
COELHO, A. (2007b). Repensar o campo da educação de infância. Revista Iberoamericana de Educación, nº44/3, 1-10.
PORTUGAL, G. (1998). Crianças, famílias e creches: Uma abordagem ecológica da adaptação do bebé à creche. Porto: Porto Editora.
SHONKOFF, J., & PHILLIPS, D. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development (pp. 19-32). Washington, DC: National Academy Pres
UNICEF (2008). A transição dos cuidados na primeira infância: Uma tabela classificativa dos serviços de educação e cuidados na primeira infância nos países economicamente desenvolvidos. Innocenti Report Card
nº 8.Centro de Pesquisa Innocenti da UNICEF. Florença.