Education of Children and Young Adults in their Free Time
Code: 101683 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OT | 3 | 2 |
| 2500260 Social Education | OT | 4 | 0 |
Contact
- Name:
- Paloma Valdivia Vizarreta
- Email:
- Paloma.Valdivia@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Maria Prat Grau
Prerequisites
There are no prerequisites.
It is recommended to have approved the subject education of nens i joves's third year.
Objectives and Contextualisation
a) Know the current framework of education in leisure.
b) Study the influences of globalization and industries of leisure with respect to proposals for leisure.
c) Study the historical and conceptual evolution of leisure time.
d) Know the fields of leisure and actions and possible educational interventions.
e) Know and apply different criteria, resources and methodologies for the design and implementation of educational proposals at the leisure of children and youth.
f) Analyze the possibilities of leisure as a tool of prevention and action against risky behavior.
g) Experience in practice leisure activities based, among others, in artistic activities, physical activity, game, sport and body expression.
Competences
- Social Education
- Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
- Analyse the organization and management of socio-educational institutions.
- Develop critical thought and reasoning and be able to communicate them effectively, both in your own language and second or third languages.
- Develop strategies for autonomous learning.
- In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
- Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
- Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
- Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
- Respect the diversity and plurality of ideas, people and situations.
Learning Outcomes
- Analyse the dysfunctions that occur in the development of children and adolescents at risk as a result of situations social and family breakdown.
- Analyse the ethical aspects of social education in the field of childhood.
- Analyse whether protection policies and interventions respect the rights of children.
- Deliver proposed activities on time and in the right way.
- Design and apply specific interventions for children at risk.
- Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights as involved in the values of public education.
- Develop strategies to foster resilience processes.
- Find and develop information independently.
- Identifying the features of neutrality and impartiality in real or simulated mediation processes.
- Know about the specific functions of institutions dedicated to early childhood and adolescence.
- Knowing how to relate to (empathise with) the different ideological and life options that make up the communities.
- Maintain an attitude of respect, practices and behaviors that address diversity and equality.
- Orally and in writing express their ideas and knowledge sufficient theoretical foundation and argumentative.
- Organising the work in a structured way in terms of the demands.
- Participating in discussions, while respecting other opinions and ideas.
- Understand the diversity and plurality of ideas, people and situations that make up a community.
- Understand the social risk factors in childhood and adolescence.
- Understand the specific legislation affecting the protection of children at risk.
Content
Block 1. Globalization, work, free time (6 hours)
1.1 conceptual delimitations:
-relevant authors in the field of education in leasure.
-educational significance of time free.
-factors of social risk in children and adolescents
-the preventive action of the education in the field of leisure
-strategic lines of action.
1.2.-possibilities of work:
-The creation of jobs within the field of leisure (possibilities of leisure professionals).
-Institutions that are dedicated.
-New opportunities for leisure: Self-employment and entrepreneurship in the field of leisure.
Blog 2. History of leisure and Recreation pedagogy (4 hours):
-The birth of the leisure industries.
-Historical Evolution of the concept of leisure and entertainment.
Block 3. Criteria and methodologies for the design of educational programmes of leisure (14 hours):
3.1.-planning of activities:
-Objectives and principles.
-Educational possibilities of leisure programmes for children and young people.
-Activities: artistic, cultural, expressive, environmental.
-Resources for the implementation of leisure.
-Evaluation and indicators.
3.2.-methods, strategies and techniques:
- Learning service
- Work for projects
- Cooperative work
- Others
Transversal aspects:
- Critical thinking and ethical commitment
- gender and diversity
Block 4. Physical activity, play and sport in the leisure time of children and young people (24 hours):
4.1-pedagogical Foundations of physical activity, the game and the sport in leisure time:
-Physical activity, sport and society. Yesterday and today in relation to the social and educational aspects: the community of children and young people, gender stereotypes, people with disabilities, etc.
–The physical activity, the game and the sport as a socio-educational toolsin the leisure time of children and young people. Contributions in the field of social education
-Methodological orientations inthe programme and organization of sports, recreational and physical activities in leisure time.
-Aspects to consider in the socio-educational intervention through play and physical activity and sports: time evolution of recipient groups and types of activity, attention to individual differences, interaction with the school learning, media and sports, etc.
4.2.-game and sport in leisure time:
-Functions and values of the game and the sport in leisure time.
-Play as a space of socialization and learning. Types of game.
-Sport in leisure time: sport training, sport for all, the modified games and alternative sports.
-Adapted sport: a tool for the integration of people with disabilities and an opportunity for social work with children and young people.
4.3.-the physical activities in the natural environment:
-Educational Interest of the physical activity and sport in the natural environment.
-Types of physical activities and sports.
-Conditions for the practice Aspects of physical activity and sport in the natural environment: facilities, personnel, economic and security issues, etc.
-Supply and recreational services for the practice of physical and sporting activity in the natural environment.
4.4.-body expression activities and games in the field of physical activity:
-Socio-educative Potential of the activities related to the bodily expression.
-Body language: non-verbal communication and expressiveness. Gesture and movement. Energy and which perception. The importance of control and body awareness. The work of emotions.
-The creative process: individual and group. Observation and interpretation.
-Games and activities of corporal expression. Dances, circus, theatre and dramatization. Sport and corporal expression.
Methodology
The proposed teaching methodology may undergo some modification depending on the attendance restrictions imposed by the health authorities.
The course will remain active and participative methodology and shall consider the following activities of teaching and learning:
| Types of activities | Hours | ECTS |
| Theoretical classes | 20 | 0.8 |
| Practical classes | 25 | 1 |
| Activities supervised and tutorials | 22 | 0.88 |
| Autonomous individual and group activities | 75 | 3 |
| Activities of evaluation | 8 | 0.32 |
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom practices | 25 | 1 | |
| Theoretical classes | 20 | 0.8 | 6 |
| Type: Supervised | |||
| Supervised activities | 30 | 1.2 | 16, 6 |
| Type: Autonomous | |||
| Autonomous learning | 75 | 3 |
Assessment
The evaluation of the course will be held throughout the semester by the evaluation activities above.
|
Activitat Type |
Activity Description |
% final grade |
|
Individual |
Reading and comment critical of selected articles |
25% |
|
Individual |
Reflective activities related to the theoretical and practical sessions |
30% |
|
Group |
Design and planning of educational proposals focused on the leisure time of children and young people |
25% |
|
Group |
Development and delivery of a proposed leisure practice with children and young people |
20% |
% of the final mark derived from the individual work: 55%
% of the final mark derived from the group work: 45%
It is necessary to bear in mind:
-Attendance at classes (theory and practice) is mandatory. You must attend a minimum of 80% of thesessions. Otherwise, the qualification of the subject will be "Not evaluable".
-Teachers will return to the students of all the activities of evaluation in a maximum period of 15 days.
-Delivery date of the final work on January 13.
-Date of review of the work January 20.
-Data of recovery February 3.
To pass this course, the student must show good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide.
In all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. We remind you that, in the case of the Catalan language, in the 1st and 2nd year it is requested that the student has a linguistic competence equivalent to Level 1 for Teachers of Infant and Primary Education and that from the 3rd year of the Degree the student must have shown a competence equivalent to Level 2 for Teachers of Infant and Primary Education. See: http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html and "Normativa d'avaluació en els estudis de la UAB" http://mat.uab.cat/~seccio/documents/arxiu/Normativa_avaluacio.pdf).
In accordance with UAB regulations, plagiarism or copying of any individual or grouppaper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. A paper or test will be consideredas plagiarism when a chunk of text of four words or longer authored by another person (another student, scholar, webpage, etc.) without citing the source according to academic norms. Further information available at:
https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Design and planning of educational proposals focus on the leisure of children and youth | 25% | 0 | 0 | 2, 8, 17, 16, 18, 7, 5, 6, 4, 12, 14, 15, 13 |
| Development and delivery of a proposed leisure practice with children and young people | 20% | 0 | 0 | 8, 17, 18, 7, 5, 6, 4, 12, 14, 13 |
| Reading and critical commentary of selected articles | 25% | 0 | 0 | 3, 10, 17, 4, 12, 14, 13 |
| Reflective activities related to the theoretical and practical sessions | 30% | 0 | 0 | 2, 1, 3, 10, 17, 18, 6, 9, 4, 14, 15, 13, 11 |
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