Universitat Internacional de Catalunya
Music, Plastic and Physical Expression 3
Other languages of instruction: English, Spanish
Teaching staff
Must make an appointment by emailing jamores@uic.cat
Introduction
In this subject we aim to provide the basis of psychomotor development of the child. Through combining the theoretical with the practical principles, the students give all they need to program and implement psychomotor sessions for 0-6 years old kids.
IMPORTANT: if any group followed a different model, this would be stated on the Moodle platform. The possible adaptations concerning the methodology and the assessment would be also specified in the Moodle.
Pre-course requirements
No previous knowledge is required.
Objectives
-
Internalize and differentiate the main theories of play.
-
Demonstrate the capability to do programming, intervention and evaluation of psychomotor classroom projects.
-
Provide of knowledge and resources to develop psychomotor childhood education programming.
-
Gain experience and develop basic criteria for assessment tasks and support strategy.
-
Investigate and acquire management tools for specific research in psychomotor and multidisciplinary environment, independently and critically.
Competences/Learning outcomes of the degree programme
- CEM-53 - To know the basics of music, the plastic arts and physical expression in the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
- CEM-55 - To know how to use play as a teaching resource, as well as to design learning activities based on recreational principles.
- CEM-56 - To develop teaching proposals promoting musical perception and expression, motor skills, drawing and creativity.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
16. Has sufficient knowledge of psychomotor matter for teaching assignments safely.
17. Know the curriculum of the infant stage in the concret area of knowledge.
18. Analyze, reasoning and communicating proposals about psychomotor intervention
19. Poses and solves problems related to the activity of psychomotor session with entrepreneurship.
20. Is capable of managing a session knowing interactive psychomotor aspects involved, providing motivation and allowing adequate treatment of student diversity
21. Design psychomotor sessions appropriate to educational groups depending on their maturity and creativity.
22. Identify the difficulties that have the teaching of motor skills in education.
23. Appreciates the relationship between psychomotor and other classroom activities, taking an overall view of the learning process of the child
24. Make interdisciplinary psychomotor activities with other areas of the curriculum, with entrepreneurship.
25. Analyse critically their performance to become aware of their influence on students and improve their competence as a teacher of bodily expression.
26. Makes use of tech information and communication to keep abreast of innovations in educational practices of bodily expression.
27. Be aware of the importance of work values from childhood education to promote gender equality, equity and respect for human rights.
28. Communicates ideas to others argued and expressed correctly in the language of instruction, both orally and writing, being able to represent it using concept maps or other procedures.
29. Interprets and integrates knowledge of English language documents in this matter.
Syllabus
- Psychomotor Development from 0 to 6 years
- Major disorders of psychomotor development
- Basics of cognitive development
- Basics of motor development
- Methodology of psychomotor work
- Organizational resources in the psychomotor classroom
- The world of feelings and emotional states of the child
- The whole body and its dimensions
- The movement
- The construction of body image
- The basic motor behavior: overall coordination dynamics, specific dynamic coordination and balance.
- The neuromotor behavior: relaxation, lateral dominance, breathing
- Perceptual motor behaviors: organization and structure of space and time
- The game and personally experienced stories
- Socio-emotional education and motor skills
- Symbolic representation: drawing, modeling, construction
- Psychomotor programming: content, skills and evaluation
- The graphomotor
- Contributions of psychomotor in the care of special educational needs.
Teaching and learning activities
In person
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
| CEM-53 | Cooperative learning Project-based learning Case studies Problem and exercise solving | Theory classes Individual / independent study and work Group study and work |
| CEM-55 | Cooperative learning Problem and exercise solving | Individual / independent study and work Group study and work |
| CEM-56 | Problem-based learning Case studies Presenting method / lecture | Theory classes Individual / independent study and work Group study and work |
| CET-1 | Problem-based learning Problem and exercise solving | Practical classes Tutorials |
| CET-2 | Case studies Problem and exercise solving | Practical classes Seminar-workshops |
| CET-3 | Problem-based learning Presenting method / lecture Problem and exercise solving | Theory classes Individual / independent study and work Group study and work |
| CET-4 | Project-based learning Learning contract | Group study and work Tutorials |
| CET-5 | Cooperative learning Project-based learning | Individual / independent study and work Group study and work |
| CET-6 | Problem-based learning Case studies | Practical classes |
| CG-01 | Problem-based learning Problem and exercise solving | Individual / independent study and work Group study and work |
| CG-01 | Cooperative learning Case studies | Practical classes Tutorials |
| CG-02 | Presenting method / lecture | Theory classes |
| CG-03 | Cooperative learning | Group study and work |
| CG-04 | Problem-based learning Problem and exercise solving | External practicums Seminar-workshops |
| CG-09 | Problem-based learning Cooperative learning Project-based learning Problem and exercise solving | Practical classes Group study and work Seminar-workshops |
| CG-10 | Project-based learning Learning contract | Practical classes Individual / independent study and work Seminar-workshops |
| CG-11 | Problem-based learning | External practicums Tutorials |
Evaluation systems and criteria
In person
Bibliography and resources
Aberastury, A (1968). El niño y sus juegos. Ed. Paidós. Barcelona.
Aucouturier, B. (2004) Los fantasmas de acción y la pràctica psicomotriz. Ed. Graó. nº7. Barcelona.
Aucouturier, B. (2004). Los fantasmas de acción y la Práctica Psicomotriz. Ed. Graó. Barcelona.
Aucouturier, B., Mendel, G. (2004). ¿Por qué los niños y las niñas se mueven tanto? Ed. Graó. Barcelona.
Aucouturier, B. & varis (2004) Miedo a nada… miedo a todo. Ed. Graò. Barcelona.
Bruner, J. (1984) Acción, pensamiento y lenguaje. Alianza. Madrid.
Castellví, P. (1997): Psicología del desenvolupament. De Proa. Universitat Ramon Llull. Barcelona.
Garaigordobil, M. (1990) Juego y desarrollo infantil. Seco Olea. Madrid.
Golse, B (1987). El desarrollo intelectual y afectivo. Ed. Masson. Barcelona.
Lapierre, A. (1968) La reeducación física. Dossat 2000. Barcelona
Lapierre, A. Abadie, M (1977) Educación psicomotriz en la escuela maternal: una experiencia con los”pequeños”, E. Científico Médica. Madrid.
Lapierre, A. (1981) La educación psicomotriz en la escuela maternal. Barcelona. E. Científico Médica.
Lapierre, A. (1996) El juego, expresión primaria del inconsciente pp 281-287. En Alemany, C. García, V. (Eds) El cuerpo vivenciado y analizado. Desclée de Brouwer. Bilbao.
Lleixà Arribas, T. (1999) Juegos sensoriales y de conocimiento corporal. Paidotribo. Barcelona.
Michelet, A. (1986) El maestro y el juego. Perspectivas V. XVI. Nº 1, PP. 117-
126.
Osborn, A. F., Milbank, J. F. (1987) The Effects of Early Education. Clarendon Press. Oxford.
Piaget, J. (1932) El juicio moral en el niño. Fontanella. Barcelona.
Piaget, J. (1966) Response to Sutton - Smith. Psychological Review, Nº 73, pp.
111-112.
Piaget, J. (1946) La formación del símbolo en el niño. Fondo de cultura
económica. México.
Rogoff, B. (1993) Aprendices del pensamiento. El desarrollo cognitivo en el
contexto social. Paidós. Barcelona.
Vygotsky, L. S. (1933, 1966) El papel del juego en el desarrollo. En Vygotsky,
L.S. El desarrollo de los procesos superiores. Crítica. (1982) Barcelona
Vygotsky, L.S. (1932) Thought and Language. Cambridge. MIT Press. Massachusetts
Vygotsky, L.S. (1979) El desarrollo de los procesos psicológicos superiores. Crítica. Barcelona.
Wild, R. (1996) Educar para ser, Ed. Herder, Barcelona.
Wild, R. (2005) Libertad y límites: Amor y respeto, Ed. Herder, Barcelona.
Winnicot, D.W. (1990) Los bebés y sus madres, Ed. Paidós. Barcelona.
Vila, I (1986) Introducción a la obra de Henri Wallon. Ed. Anthropos. Barcelona.