Play, Leisure and Development Activity Childhood

Base Knowledge

Not applicable

Teaching Methodologies

The topics of the course will be taught mainly in theoretical and practical sessions. To attain this goal, among
other methodologies, the analysis of specific reading materilas and videos and practical work will be used.
Individual work will be alternated with group work.
The evaluation of this curricular unit (UC) will include the assessment of involvement / quality of participation
in individual and group work of the master students during the sessions. Will also be asked to carry out an individual or group, within the programmatic contents to be presented by the graduate students at the end of
the UC.

Learning Results

1. To Analyze the role play and recreational activity following the stages of early development.
2. To Know the meaning of socio-cultural, pedagogical and educational play and the importance of playful
activity for early development in non-formal learning.
3. To study the characteristics of games and recreational events and their applicability and relation to early
4. To know the explanatory theories of the play, according to the different perspectives in the educational of
the play.
1. To Identify and understand the role of play and playful activity in the process of early development.
2. To frame the play and playful activity in children’s learning.
3. To be able to identify and compare the characteristics of the play and playful activity in the stages of early
4. To adjust actual theoretical perspectives of the play in line with what occurs in the early development.


1. Implications of the play and playful activity in early development.
2. The non-formal learning processes in childhood under the play and playful activity.
3. Taxonomy of the games and playful activities.
4. Explanatory theories and play perspectives

Grading Methods

  • - Appreciation of the involvement / quality of individual participation and in group work of the Master's students throughout the sessions. It will also be requested to carry out an individual or group work, within the scope of the syllabus, to be presented by the trainees at the end of the course. - 100.0%




Brougère, G. (1998). Jogo e Educação. Porto Alegre: Artes médicas.
Château, J. (1975). A criança e o jogo. Coimbra: Ed. Atlântida.
Neto, C. (1995). Motricidade e Jogo na Infância. Brasil: Editora Sprint, Lda.
Neto, C. (1997). Jogo & Desenvolvimento da Criança. Cruz Quebrada: Edições FMH.
Salgado, L.; Antoniou, L et Varnava-Skoura, G (2010). Approches préventives pour réduire l’échec scolaire.
Interventions précoces et scolarisation préprimaire. In Demeuse, M ; Frandji, D.; Greger, D. et Rochex, J.-I. Les
Politiques d’Éducation prioritaire en Europe – Vol.2. Éléments d’une analyse: questions sur le devenir et les
possibles en matière d´´egalité. Paris: Institut National de Recherche Pédagogique.
Cró, M.L. et al. (2009). How a Psychomotricity/Resiliency Program Helps Brazilian and Portuguese Students to
Deal with Adversity and Promove a Better Quality of Life and a Better Learning Process: A Comparative Study.
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