Curricular Unit:			Code:
Psychomotor Development and its Disorders			1095DPP
Year:	Level:	Course:	Credits:
1	CTSP	Support for Children and Adolescents with Special Needs	5 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
1. Demonstrate knowledge of the development process throughout the life cycle. 2. Characterize the different phases/stages of typical psychomotor development 3. Identify changes in typical psychomotor development 4. Know strategies that promote psychomotor development and facilitate functionality in children with special needs 5.Knowing relational interaction strategies for children with psychomotor development disorders
Syllabus:
1. History of psychomotricity and approach to the ontogenesis of psychomotricity 2. Characteristics of typical psychomotor development and its different phases/stages 3. Identification of psychomotor development disorders 4. Strategies that promote psychomotor development and facilitate functionality 5. Relational interaction strategies for children with psychomotor development disorders
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Theoretical-practical (TP): The knowledge of ontogenesis and typical psychomotor development enables the student to understand and identify changes in psychomotor development in children. Practice: The simulated practice of the phases/steps that a child goes throughout their typical psychomotor development allows for a better understanding and integration of the concepts learned in TP classes.
Teaching Methodologies (Including Evaluation):
Theoretical-practical: Includes expository lessons and/or discussion of proposed topics. Practical: Includes demonstrative lessons and practice of the stages of neuromotor development of children through simulation (use of puppets). The assessment is comprised of 1 written test (40%) + 1 group assignment with oral presentation (10%) + 1 individual assignment with oral presentation (50%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Theoretical-practical: The expository and / or discussion of themes in the classroom allow the acquisition, by the student, of knowledge about ontogenesis and typical psychomotor development and situations of atypical development. Practice: The demonstrative/interactive form of the classes allows a better understanding of the phases/steps of typical psychomotor development and the identification of atypical psychomotor development in children.
Reading:
4. Palisano, R. J. (2004) Movement sciences: transfer of knowledge into pediatric therapy practice. The Haworth Press. 9. Tecklin, J. S. (2008). Pediatric physical therapy. 4th edition. Philadelphia, Lippincott Williams & Wilkins. Fonseca, F. (2006). Desenvolvimento psicomotor e aprendizagem. A psicomotricidade Cruz Quebrada.
Lecturer (* Responsible):
Andreia Castro (andreiac@ufp.edu.pt)