Skip to main content

IPLUSO 26405

Technology, Play and the Child's Agency

Primary Education
  • ApresentaçãoPresentation
    This course is part of the IPLUSO Basic Education degree programme, with 3 ECTS credits and a semester-long duration. Its scope focuses on understanding the role of play and technology in the integral development of children, promoting educational practices that value autonomy and active participation. The area of activity lies at the intersection of education, technology and playful pedagogy, preparing future professionals to integrate technological resources and playful experiences into inclusive and ethical educational contexts. The areas of intervention include promoting play as a strategy for cognitive, emotional and social development; the responsible integration of technology in childhood; and the creation of opportunities for child agency. Its relevance in the CE stems from the need to train educators/teachers capable of responding to contemporary challenges in education.
  • ProgramaProgramme
    Technology, technological resources and childhood development Creating opportunities for playful and technological experiences; Play: concept, types and functions; Children's agency in the contemporary educational and technological context.
  • ObjectivosObjectives
    Understand the importance of play in children's overall development, recognising different types of games and play and their role in cognitive, emotional and social growth; Analyse the concept of child agency and how it can be promoted through play activities, allowing children to make decisions and take an active role in their learning; Explore the use of technology in childhood in a responsible and creative way, identifying tools and methods that support child development; Develop practical skills to integrate playful and technological activities and resources into interventions focused on promoting child agency; Reflect critically on the role of the educator in creating opportunities for children and in the use of technology, considering ethical and inclusion issues.
  • BibliografiaBibliography
    Dowd, A. J. & Thomsen, S.(2021) Learning Through Play : Increasing impact, Reducing inequality. LEGO Foundation Pinheiro, A., Chaúque, D., Silva, B., Craveiro, C., Banze, D. e Medeiros, P. (org.) (2021). Brincar e Tchovar pela Infância. Porto: ESEPF http://hdl.handle.net/20.500.11796/2981 Resnick, M. (2020). Um Jardim de Infância para toda a vida: por uma aprendizagem criativa, na mão na massa e relevante para todos. Penso Silva, T., Pinheiro, A. (2021). Brincar e intervir à distância: Uma missão (quase) impossível. Sensos-E, 8(1), 43-54. https://doi.org/10.34630/sensose.v8i1.3791 Tisseron, S. (2015). 3-6-9-12 Computadores, telemóveis e tablets: como crescer e progredir com eles. Lisboa: Gradiva Tomás, C., Trevisan, G., Leote de Carvalho, M.J. & Fernandes, N. (Eds). Conceitos-chave em sociologia da infância. Perspetivas globais. Uminho Editora UNICEF (2018). Learning through play. LEGO Foundation WHO (2019). Guidelines on physical activity, sedentary behaviour and sleep. WHO  
  • MetodologiaMethodology
    Students are challenged with real-world problems that stimulate the active pursuit of knowledge and innovative approaches, reflecting a pedagogical model that values independent problem solving. Collaborative work is essential to strengthening the sense of community and is crucial to educational intervention. Through critical thinking, students have the opportunity to reflect on their own experiences, which is vital for professional growth and independence, pillars of a student-centred pedagogical model. Constructive feedback obtained through observation and analysis contributes significantly to the development of skills, in line with a pedagogical model that aims at continuous improvement and professional development.
  • LínguaLanguage
    Português
  • TipoType
    Semestral
  • ECTS
    3
  • NaturezaNature
    Optional
  • EstágioInternship
    Não