Course Presentation

The goals of this Master are train competent and autonomous education professionals, for the exercise of pre-school education, whose professional intervention is consistent with the exercise of a conscious and active citizenship;Ensure training that leads to a professional practice where the integrated and coordinated use of different curricular knowledge is present, allowing learning to be contextualized and meaningful; Develop interpersonal skills essential to a kindergarten teacher to enable them to interact positively and effectively with different stakeholders in the educational community; Develop an inquiring and reflexive attitude, stemming from concrete situations of educational practice, but that seeks answers with support derived from current research and theoretical references; Train for the respect and appreciation of students diversity and heterogeneity of characteristics and needs

Profile of the Programme and Level of Qualification

1.5 (one and a half) years, 3 (three) semesters, 38 weeks of full-time study per academic year, 90 ECTS.

University Higher Education – Masters Level 7 (National Framework of Qualifications, Decree-Law 782/2009, published in Diário da República, 1ª Série, nº 141, July 23th.

Key Learning Outcomes

- Demonstrate in-depth knowledge about different areas and contents considered in Curricular Guidelines for Preschool Education.
- Acquire knowledge on the development and learning so that in the educational interaction, the educator can understand each child and may provide support and safety necessary to promote their autonomy and development.
- Develop planning and evaluation skills to enable continuous monitoring of the effectiveness of the pedagogical intervention and learning processes of children.
- Develop skills for the organization of education environments and effective pedagogical strategies that are consistent with the curricular/ pedagogical model adopted by the educator.
- Develop skills for the curricular articulation (both horizontal and vertical), seizing knowledge and strategies that allow their implementation in pedagogical practice and appealing to the effective participation of the educational community.