Movement and Play as a Learning Activity in Early Childhood Education
Code: 101998 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OT | 4 | 2 |
Contact
- Name:
- Francisco Cortes Ferrero
- Email:
- francisco.cortes.ferrero@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
Other comments on languages
UNDER INSTITUTIONAL REVIEW IN ENGLISH LANGUAGETeachers
- Lurdes Martinez Minguez
- Francisco Cortes Ferrero
- Carolina Nieva Boza
Prerequisites
This subject is the continuation of the “Corporeal and Psychomotor Education in the schools of Early Childhood Education I” (3rd course) and II (4th course), reason why it is necessary to have reached the competences and contents worked in these two areas, and in this way, they will be able to take this subject.
Objectives and Contextualisation
This subject adopts as a basic axis the play and movement at the age of 0 to 6 years, focusing on knowing the ways of playing of children of these ages as well as the movement needs that arise from them. It also focuses on creating and designing of game scenarios, considering the needs of each age, space and material.
Targets:
• Expand knowledges about the evolution of children’s play in the corporeal area during the first six years of life.
• Detect the movement needs of these ages in relation to body play.
• Design “game scenarios” as well as choose appropriate materials and contexts for body play.
• Use observation and documentation as research and reflection on the teacher’s intervention.
Competences
- Acquire habits and skills for cooperative and autonomous learning and promote the same in pupils.
- Be familiar with the music, plastics and body language curriculum at this stage as well as theories on the acquisition and development of the corresponding learning.
- Consider classroom practical work to innovate and improve teaching.
- Critically analyse personal work and use resources for professional development.
- Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
- Demonstrate knowledge of the evolution of the fundamentals of early care and the bases and developments that make it possible to understand the psychological processes of learning and personality construction in early childhood.
- Develop educational proposals that promote perception and musical expression, motor skills, drawing and creativity.
- Express other languages and use them for educational purposes: corporal, musical, audiovisual.
- Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
- Promote awareness of artistic expression and artistic creation.
- Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Understand how to use play as a didactic resource and design learning activities based on the principles of play.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse and make critical contributions in different examples of classroom practices.
- Critically analyse personal work through self-evaluation processes.
- Design and create educational scenarios for play and movement in response to aesthetic criteria.
- Develop educational proposals in which play and movement play a central role and considering this global perspective.
- Express, through personal observations, reflections and perceptions regarding children's play.
- Know the basics of the corporal expression curriculum at this stage as well as theories on the acquisition and development of learning related to the subject.
- Know the basics of the corporal expression curriculum at this stage as well as theories on the acquisition and development of relevant learning.
- Knowing how to use personal resources for learning as well as knowing how to create contexts that foster independent learning.
- Produce educational proposals that promote the perception and expression of motor skills and creativity, using other languages such as music and plastics.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Understand the evolution of child development and use this knowledge to develop an educational proposal.
- Use play as a teaching resource, as well as designing learning activities based on principles of play.
- Using different languages (body, music and audio-visual) to express the learning acquired in the subject.
- Working as a team using body work sessions.
Content
Contents:
• Body play between the ages of 0 and 6 years.
• The needs of movement in early childhood.
• Scenarios, materials, and contexts for body play.
• Reflection on the teacher’s intervention in the playful action and corporal of the children.
Methodology
The protagonist in the teaching-learning process is the student and under this premise the methodology of the subject has been planned.
The training activities that take place in this subject can be directed, supervised and autonomous:
- The directed activities are led by the teacher or by the students themselves. They are carried out in the spaces of the Faculty and in external visits to spaces destined to the early childhood at the level of formal and informal education. There will also be different collaborations from professionals from the world of Early Childhood Education who will share their expertise with us.
The guided activities will be “body practice sessions” in the Faculty gym and in the field practice spaces. For the different sessions, complementary and / or extension theoretical material (article, book chapter, video, etc.) will be offered, which the students will have to review before or after.
The “body practice” sessions are work spaces for experimenting, deepening, analysing, contrasting, debating, reflecting and evaluating the contents of the subject but, above all, for experiencing these contents in one's own body and as future teachers. They are done through activities such as: case study, analysis of material (readings, videos, etc.), group dynamics, working cooperatively, problem solving, one's own bodily experience in practical activities, discussion-debates through bodily experiences lived in sessions in the Faculty gym, etc.
- The activities supervised by the teacher outside the classroom include the set of individual and group tutorials, rather virtual, which must serve to accompany the student in his learning process guiding tasks, solving difficulties and supervising and tracking their learning evidences.
- The autonomous work is the one that realizes the student of independent form to develop the autonomous work competences and achieve of the subject aims.
The teaching methodology and the proposed assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| practical work and practical field | 30 | 1.2 | 2, 1, 6, 7, 11, 9, 4, 5, 14, 13, 12 |
| Type: Supervised | |||
| Supervised | 75 | 3 | 2, 11, 3, 9, 4, 12 |
| Type: Autonomous | |||
| Autonomous | 45 | 1.8 | 2, 1, 6, 7, 11, 3, 9, 4, 5, 14, 13, 12 |
Assessment
The assessment to pass the subject will be continuous, formative, and shared.
It will be an indispensable condition to pass the subject the minimum attendance to 80% of the classes, independently of the causes that can cause the absences of attendance (the receipts that present in case of absence will serve only to explain the absence, in no case will they be an exemption from attendance). It is also highly advisable to attend the different field internship outings that will be carried out at the level of formal and non-formal education in municipalities close to the Faculty, which will take place within the schedule of the subject and managing the displacement the student himself.
A student who has not submitted or participated in any assessment activity will be considered NP (Not Presented).
To pass the subject, each of the 4 blocks of assessment activities that make up the subject must be passed.
The student must also show, in the activities proposed, a good general communicative competence, both orally and in writing, a good command of the language or languages that appear in the teaching guide, and be able to express themselves fluently and correctly.
At the same time it is absolutely necessary to demonstrate an attitude compatible with the teaching profession: active listening, respect, participation, cooperation, empathy, kindness, punctuality, not judging, arguing and proper use of electronic devices (mobile, computer, etc.). It is also essential that the student demonstrates that he / she is responsible and rigorous in independent work, actively participating in classes, showing critical thinking and behaviors that favor a friendly, positive and democratic environment, where the differences of gender, culture, etc. In addition, specifically in the practical sessions it is necessary to come dressed in sportswear that allows to execute all the proposed activities and to show a predisposition and active participation. All gym and classroom equipment must be treated with care and respect and the hygienic measures established by the Faculty must be respected, leaving it clean, in perfect condition and tidy after use. If any waste is generated, each group is responsible for taking it directly to the containers outside just after class. If some of these attitudinal requirements are not met, the grade for the subject will be a 3.
EVALUATION DATES:
- The activity "Dissemination article on play and movement" (individual work) will be delivered: May 9 (Tuesday group) and May 11 (Thursday group).
- The activity “Development and application of a game scenario” (group work) will be delivered: from March 19 to June 11 (group on Tuesday each subgroup the day before its session) and from March 21 to June 13 (group Thursday each subgroup the day before their session).
- The activity “Story of body game” (Individual work) will be delivered: June 13 (Tuesday group) and June 15 (Thursday group).
- The activity "Assessment report" (individual work) will be delivered: June 20 (Tuesday group) and June 22 (Thursday group).
-Recoveries: June 27 (Tuesday group) and June 29 (Thursday group).
The grades of each of the evidence of evaluation will be communicated in a period not exceeding 4 weeks following its delivery. The student who wants to revise the note, will have to do it in the 15 days subsequent to his communication in the schedule of tutorials that the professoriate has established for this subject and that is a consign in the same program.
Copying and plagiarism are intellectual thefts and therefore constitute a crime that will be punished with a zero throughout the all subject. In the case of copying between two students, if it is not possible to know who copied from whom, the sanction will be applied to both. We want to remember that a work that reproduces all or a large part of the work of another colleague is considered a "copy". "Plagiarism" is the act of presenting all or part of a text by another author as one's own. That is, without citing its sources, whether published on paper or digitally on the Internet. (see UAB documentation on plagiarism in:
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Before you give evidence of learning, make sure it is written correctly sources, notes, quotations, and references following the rules of the UAB:
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Body game story (individual work) | 30% | 0 | 0 | 9, 5, 8, 13, 12 |
| Outreach article about moviment and play (individual work) | 40% | 0 | 0 | 2, 1, 6, 5, 8, 12 |
| Preparation and application of a game scenary (group work). | 25% | 0 | 0 | 2, 1, 6, 7, 11, 3, 9, 4, 10, 14, 12 |
| Valuation report (individual work) | 5% | 0 | 0 | 2 |
Bibliography
The bibliography used in this subject considers the gender perspective.
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Bruchner, P. (2017). Bosquescuela. Guía para la educación infantil al aire libre. Valencia: Ediciones Rodeno.
Calmels, D. (2018). El juego corporal. Buenos Aires. Paidós.
Calmels, D. (2010). Juegos de crianza: el juego corporal en los primeros años de vida. Buenos Aires: Biblos.
Cebrián, B., Martín, M.I., i Miguel, Á. (2013). Cómo trabajar la motricidad en el aula. Cuñas Motrices para infantil y primaria. Madrid: Miño y Dávila.
Ferrer, R. (2013). La presentació dels materials. In-fàn-cia: Educar de 0 a 6 anys, 194, 12-13.
Freire, H. (coord.) (2020). Patios vivos para renaturalizar la escuela. Octaedro: Barcelona.
Freire, H. (2010). Educar en verd. Barcelona: Graó.
Garcia-Debesa, D. (2021). El ioga a l’escola. Octaedro: Barcelona.
Gallardo-Vázquez, P., Gallardo-Basile, F.J. i Gallardo-López, J.A. (2021). Fundamentos teóricos de la educación emocional. Claves para la transformación educativa. Octaedro: Barcelona.
Hanscom, A. (2016). Equilibrats i descalços. Barcelona: Angle Editorial.
Henstenberg, E. (1994). Desplegándose. Barcelona: Liebre de Marzo.
Hoyuelos, A. (2005). Territorios de la Infancia. Barcelona: Graó.
Hueso, K. (2029). Jugar al aire libre. Barcelona: Plataforma Actual.
Jubete, M. (ed.) (2010). Espais i temps per al joc (3a ed.). Barcelona: Temes d’Infància.
Le Breton, D. (2005). Cuerpo sensible. Santiago de Chile: Ediciones Metales Pesados.
Lesbegueris, M. (2014). ¡Niñas jugando! Ni tan quietes ni tan actives. Biblos: Buenos Aires.
Lleixà, T. and Nieva, C. (2020). The social inclusion of immigrant girls in and through physical education. Perceptions and decisions of physical education teachers. Sport, Education and Society, 25,(2), 1-14.
Martínez-Mínguez, L., Palou, S. and Anton, M. (2016). El joc corporal com a base de tots els jocs. In M. Edo, Blanch, S. and M. Anton, El joc a la primera infància (pp. 124-140). Barcelona: Octaedro.
Martínez-Mínguez, L., Forcadell, X., Moya, L., Heras, G., Bru, E., Llecha, M., Sánchez, C., Pérez, M. and Anton, M. (2017). 8 idees clau sobre l’educació del moviment, Guix d’Infantil, 91, 31-35.
Moro, J.L. and Domínguez, R. (2016). La cooperación como modelo de aprendizaje en Educación Física, Revista digital EFDeportes.com, 214. Recuperat de: https://www.efdeportes.com/efd214/la-cooperacion-en-educacion-fisica.htm
Nieva, C., and Lleixà, T. (2018). Inclusión de las niñas inmigrantes en Educación Física: creencias del profesorado. Apunts Educació Física i Esport, 34,(134), 69-83.
Núñez, G. (2014). Però el cent existeix: els ambients d’aprenentatge a l’escola. In-fàn-cia: Educar de 0 a 6 anys, 198, 32-33.
Pérez, M. and Morales, L. (2019). Psicomotricitat i vida quotidiana, 98, 13-16.
Rischer, P. (2003). El jardí dels secrets. Barcelona: Temes d'Infància.
Ruiz de Velasco, M.A. and Abad, J. (2011). El juego simbólico. Barcelona: Graó.
Sassano, M. and Bottini, P. (coord.) (2018). Jugarse jugando. Reflexiones acerca del juego corporal en Psicomotricidad. Buenos Aires: Miño y Dávila.
Stern, A. (2014). Del dibujo infantil a la semiología de la expresión: Introducción a otra mirada sobre el trazo. Barcelona: Carena.
Stern, A. (2017). Jugar. Litera: Barcelona
Sugrañes, E., Alòs, M., Andrés, N., Casal, S., Castillo, C., Medina, N. and Yuste, M. (2012). Observar para interpretar. Actividades de la vida cotidiana en educación infantil. Barcelona: Graó.
Tardos, A. (1995). L'adult i el joc de l'infant. Barcelona: Temes d'infància-Rosa Sensat.
Velázquez, C. (2015). Enfoques y posibilidades del aprendizaje cooperativo. Tándem magazine. Didáctica de la Educación Física, 50, 25-31.
Velázquez, C. (2016). Desafíos físicos cooperativos: relato de una experiencia. Tándem magazine. Didáctica de la Educación Física, 53, 54-59.
Wild, R. (2012). Etapas del desarrollo. Barcelona: Herder.
Software
No specific syllabus is needed for this subject.