IPLUSO 27749

Workshop on Communication and Language in Preschool Education

• ApresentaçãoPresentation

  This course unit focuses on communication and language in the context of pre-school education, considering the different ways in which children communicate, express themselves and construct meaning. It covers verbal and non-verbal communication, artistic languages, spoken language, children's literature, storytelling, language games and emerging literacy. Within the framework of the degree programme, it aims to deepen the knowledge and skills necessary for understanding the communicative and linguistic development of children aged 3 to 6 and for designing intentional, inclusive and culturally meaningful learning environments and pedagogical approaches. The module integrates scientific and pedagogical knowledge with the analysis and experimentation of situations related to professional practice in pre-school education.
• ProgramaProgramme

  PART I - COMMUNICATION  1. Communication, relationships and multiple forms of expression: verbal, non-verbal and multimodal communication; listening, dialogue, gestures, body language, images, sound, space and interaction. 2. The arts as forms of communication: visual arts, music, dance/movement and drama/theatre; expression, creation, interpretation and communication through different forms of expression. PART II - LANGUAGE 3. Spoken language and interaction: speaking and listening to communicate; conversation, vocabulary, storytelling, description, explanation and the quality of adult-child and child-child interactions. 4. Literature and playing with language: children's literature, reading aloud and dialogic reading, stories and retellings, poetry, rhymes, nursery rhymes, riddles, songs and word/sound games. 5. Emerging literacy: the social functions of reading and writing; literacy environments; emerging/invented writing; reading and writing through play, routines and projects
• ObjectivosObjectives

  1. To understand communication as a relational, expressive and multimodal process, and to recognise the arts as languages of communication in early childhood. 2. To explore and analyse forms of verbal, non-verbal, visual, auditory, bodily and dramatic communication appropriate for children aged 3 to 6. 3. To understand the role of interactions, listening and the educator's intentionality in the development of spoken language. 4. Explore children's literature, narrative, poetry, reading aloud, dialogic reading and language games as cultural, communicative and linguistic experiences. 5. Promote emerging literacy through authentic, playful and meaningful contexts for reading and writing, whilst avoiding early school-like instruction. 6. To plan, trial, justify and evaluate pedagogical approaches to communication and language, valuing linguistic diversity, participation, observation and documentation.
• BibliografiaBibliography

  Ministério da Educação, DGE. (2016). Orientações curriculares para a educação pré-escolar. Ministério da Educação. Aguiar, C., & Mata, L. (2022). Literacia emergente no jardim de infância. In R. A. Alves & I. Leite (Eds.), Ensino da leitura e da escrita baseado em evidências (pp. 133-148). Fundação Belmiro de Azevedo. Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? Acta Psychologica, 239, 103997. Pillinger, C., & Vardy, E. J. (2022). The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading, 45(4), 533-548. Weadman, T., Serry, T., & Snow, P. C. (2023). Oral language and emergent literacy strategies used by Australian early childhood teachers during shared book reading. Early Childhood Education Journal, 51, 1335-1348. Albuquerque, A., & Alves Martins, M. (2022). Invented spelling as a tool to develop early literacy. Journal of Writing Research, 14(1), 109-127.
• MetodologiaMethodology

  The UC is organised as a learning laboratory, bringing together research, experimentation, creation and reflection on practice. Active and experiential methodologies are employed: problem-based, case-based and challenge-based learning; multimodal workshops; exploration and mediation of literature; language games and emerging literacy; analysis of videos, interactions, documentation and children's work; simulation, role-play and micro-teaching. We draw on cycles of observation-experimentation-feedback-revision and the prototyping of environments, materials and proposals, which are peer-tested and analysed in the light of scientific evidence. Priority is given to authentic situations and issues arising from practice, promoting evidence-based pedagogical decision-making. The programme brings together specialists, artists, educators, projects, educational contexts, and cultural and scientific experiences, bridging the gap between training, research, intervention and the wider community,
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  7
• NaturezaNature

  Mandatory
• EstágioInternship

  Não