|
Type A
|
Code |
Competences Specific | | | A3 |
Dissenyar i regular espais d'aprenentatge en contextos de diversitat que atenguin a les singulars necessitats educatives dels estudiants, a la igualtat de gènere, a l'equitat i al respecte als drets humans. |
| | MEP1 |
Conèixer i valorar les possibilitats motrius del cos i la seva vinculació al concepte de globalitat de la persona. |
| | MEP2 |
Saber aplicar els fonaments i les tècniques de la psicomotricitat. |
|
Type B
|
Code |
Competences Transversal | | | B1 |
Learning to learn |
| | B2 |
Resoldre problemes complexos de forma efectiva en l'àmbit del Mestre/a d'Educació Infantil. |
| | B4 |
Autonomy, responsibility and initiative |
| | B5 |
Teamwork, collaboration and sharing of responsibility |
|
Type C
|
Code |
Competences Nuclear | | | C3 |
Be able to manage information and knowledge |
|
Type A
|
Code |
Learning outcomes |
| | A3 |
Entén significativament els diversos continguts de la psicomotricitat i la seva vinculació amb el concepte de globalitat de la persona.
Comprèn la dimensió aplicada de la psicomotricitat
| | | MEP1 |
Entén significativament els diferents continguts de la psicomotricitat i la seva vinculació al concepte de globalitat de la persona.
| | | MEP2 |
Comprèn la dimensió aplicada de la psicomotricitat.
|
|
Type B
|
Code |
Learning outcomes |
| | B1 |
Have an overview of the various theories and methodologies of a subject.
Construct shared knowledge, learn and facilitate the joint construction of learning.
| | | B2 |
Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis.
Follow a logical method to identify the causes of a problem and not merely accept the symptoms.
Draw up strategies to solve problems.
Understand problems and be able to break them down into manageable parts.
| | | B4 |
Manage and organize their work and time as scheduled.
Do the work planned in accordance with the quality criteria provided.
Present results before the stipulated deadlines.
| | | B5 |
Help to define, organize and distribute the group’s tasks.
Participate actively and share information, knowledge and experience.
Finish the tasks assigned to them in the time allowed and with the resources available.
Help to draw up and apply the team’s work processes.
Help to manage the differences, disagreements and conflicts that arise in the group in a positive manner.
|
|
Type C
|
Code |
Learning outcomes |
| | C3 |
Locate and access information effectively and efficiently.
Reflect on, review and evaluate the information management process.
|
| Topic |
Sub-topic |
| 1. Psychomotor education and inclusive school |
|
| 2. Alterations of psychomotor expressiveness: Understanding and intervention strategies. |
2.1 Alterations derived from the motor area
2.2 Alterations derived from the cognitive field
2.3 Alterations derived from the socio-affective field
2.4 Alterations resulting from communication |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
0 |
2 |
| Lecture |
|
10 |
0 |
10 |
| Debates |
|
3 |
3 |
6 |
| Practical cases/ case studies in the classroom |
|
6 |
8 |
14 |
| Portfolio / Learning Guide |
|
2 |
40 |
42 |
| Personal attention |
|
1 |
0 |
1 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Assessment of the prior disposition towards the subject (motivation, expectations), and towards independent and team work. Presentation of the program, explanation of the work methodologies and the evaluation system. Activation of prior knowledge at the start of each block or module. |
| Lecture |
Explanation of contents with digital support. Questions for reflection. Presentation of working documents and deepening. |
| Debates |
Reasoned and critical confrontation of different points of view on a practical case or situation. |
| Practical cases/ case studies in the classroom |
Case analysis, with possible video support, in a small group, and subsequent presentation. |
| Portfolio / Learning Guide |
Elaboration and presentation of individual and group work, which represent significant evidence of the student's learning process. Support for continuous assessment and self-regulation of the learning process. |
| Personal attention |
Monitoring and supervision of the student's work |
|
Description |
|
Monitoring and supervision of the student's work |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Practical cases/ case studies in the classroom |
|
Through an assumption, small group work is assessed to analyze and solve a case study |
30% |
| Portfolio / Learning Guide |
|
Through an assumption, small group work is assessed to analyze and solve a case study |
70% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
The evaluation is continuous and formative. To pass the subject you must pass each of the assessment sections (portfolio and case study) and attend 80% of the classes.
Recovery/Second call
In each of the sections of the subject a recovery is foreseen.
In accordance with the regulations in force, the teacher may establish those measures he considers appropriate for the smooth development of the assessment activities. The measures could include limitations regarding the use or possession of communication and data transmission devices during the tests and will be mandatory for students to comply with. |
| Basic |
Aucouturier, Bernard, Los fantasmas de acción y la práctica psicomotriz, , Barcelona: Grao
Sanchez, J. y Llorca, M. , Recursos y estrategias en psicomotricidad, , Málaga: Aljibe
Llorca, Miguel y Sánchez, Josefina, Psicomotricidad y necesidades educativas especiales, , Málaga: Aljibe
Aucouturier, Bernard, L'enfant terrible. ¿Qué hacer con el niño dificil en la escuela?, , Barcelona: Grao
, ENTRELÍNEAS . Revista especializada en psicomotricidad. , , Barcelona
, CUADERNOSDE PSICOMOTRICIDAD, , Bergara: UNED
, REVISTA IBEROAMERICANADE PSICOMOTRICIDAD y TÈCNICAS CORPORALES , , www.psicomotricidadum.com
Garcia Olalla, L., La construcción del saber hacer en la formación práctica del psicomotricista, , Revista Iberoamericana de Psicomotricidad y técnic
|
|
| Complementary |
, , ,
Aucouturier, B. y Mendel, G. , ¿Por qué los niños y las niñas se mueven tanto? , , Barcelona: Graó
Van Niuewenhoven, C.; Aucouturier, B.y otros, Miedo a nada.... Miedo a todo... El niño y sus miedos, , Barcelona: Graó
Mila, J. , De profesión psicomotricista, , Buenos Aires: Miño Dávila
Sánchez, J. y Llorca, M., Atención educativa al alumnado con parálisis cerebral. , , Málaga: Aljibe
, PSICOMOTRICIDAD . Revista de estudios y experiencias. , ,
, CUADERNOS DE PSICOMOTRICIDAD , , Bergara: UNED
Viloca, LLucia, El niño autista: detección, evolución y tratamiento , , CEAC, Barcelona.
|
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| Subjects that it is recommended to have taken before |
| TEACHING AND LEARNING MUSIC, ARTISTIC EXPRESSION AND CORPORAL EXPRESSION I/11254101 | | PSYCHOMOTOR DEVELOPMENT AND EDUCATION/11254213 | | DIDACTICS OF PSYCHOMOTOR LEARNING IN INFANT EDUCATION I/11254206 | | TEACHING AND LEARNING MUSIC, ARTISTIC EXPRESSION AND CORPORAL EXPRESSION III/11254103 | | OBSERVATION AND ASSESSMENT OF CHILDREN'S GAMES/11254226 |
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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