Expressão Motora

Learning objectives
Become acquainted with the development of the motor skills of a child; Develop a learning process within the motor skills curriculum; know how to use it with rigorous scientific and methodological criteria. Create and develop the correspondent development curriculum, by planning, organizing and evaluating it throughout the entire teaching-learning process. Selecting meaningful experiences within the context of Motor Expressions and the Motor-Physical Education that allow for the realization and internalization of an array of motor activities suited to children in different age levels. Acquiring knowledge related to the organization of space and materials, using them as resources to the development of several goals. Know how to arouse the curiosity of a child regarding the more traditional activities and apply them to promote their social-cultural development.

Syllabus
The study of movements in the human being: Dynamic and static muscular activity The development of motor skills in children: Theories and laws of the motor development Newborn baby´s movements Tonus evolution Prehension development Locomotion evolution Thematic axis of a child´s motor skill Bodily knowledge and correspondent self consciousness Space knowledge and mastery Motor Expression in pre-school: The pedagogic intervention in the child´s motor skill Organization and planning of activities in accordance with the age group and the thematic axis of the child´s motor skill Motor Expression and Education Curriculum in the primary level of the Basic Education: Program characteristics Curriculum contents Motor skills (Conditional and coordinated) Space, children and movement The importance of space and the development of the motor behaviours

Teaching methodologies (including evalution)

Theoretical-practical classes where the expository and the active method work by making use of several strategies, chiefly among them: Group-works; visits to exhibitions, debates, documental analysis, and by actually living through several motor experiences. The evaluation results from the assessment of a theoretical-practical group work (20%) and performance in two individual written tests (80%). In the theoretical-practical group work it will be evaluated the planning of exercises for the baby; the acquisition of skills and knowledge will be evaluated in two individual written tests (1st test-30% and the 2nd test-50%).

Essential Bibliography (including ISBN)

CRUZ, S.; CARVALHO, L.D. ; e outros, (1998). Manual de Educação física - 1º ciclo do Ensino Básico, Lisboa, Edição do Gabinete Coordenador do Desporto Escolar. ISBN 972-9145-88-1 DE MEUR, A., STAES, L., (1984). Psicomotricidade - Educação e Reeducação, Editora Manole LÉVY, J. (1972). A Ginástica do Bebé - A Educação Psicomotora desde o Nascimento aos Primeiros Passos, Publicações Europa-América GALLAHUE, D.; OZMUN, J. (2003). Compreendendo o Desenvolvimento Motor - Bebés, Crianzas, Adolescentes e Adultos, Phorte Editora, Ltda. ISBN 85-7655-016-4 NETO, C., (1997). Jogo e Desenvolvimento da Criança, Edição FMH. ISBN 972-735-044-5 NETO, C. A. F., (1995). Motricidade e Jogo na Infância, Rio de Janeiro, Editora Sprint. ISBN 85-85031-97-2 SPODEK, B.; SARACHO, O. (1998). Ensinando Crianças de Três a Oito Anos, Artmed. ISBN 85-7307-436-1 RIGAL, R. et al., (1979). Motricidad: aproximación psicofisiológica, Madrid, Editorial Augusto. ISBN 84-85514-07-06