Early Childhood Education Framework: Decree 201/1008

Decree 201/1008: Early Childhood Education Curriculum

Curricular Structure

The curriculum is organized into two cycles:

• First Cycle: 0-3 years
• Second Cycle: 3-6 years

Both cycles include three identical areas:

• Area 1: Self-knowledge, Personal Autonomy, Affection, and Early Social Relations.
• Area 2: Discovery of the Environment / Knowledge of the Environment.
• Area 3: Languages: Communication and Representation.

Stage Objectives

To develop oral communication skills, initiate discovery and exploration of the social uses of literacy, and explore the possibility of communicating in another language.

First Cycle Objectives (0-3 years)

To understand verbal messages addressed to them in normal contexts, learning to regulate their behavior according to content. To use oral language and other forms of communication to express feelings, emotions, and ideas, and to influence the behavior of others.

Pedagogical Principles

• Stimulate curiosity through activities where children experience the pleasure of knowing.
• Foster a climate of emotional security that enables interaction with peers and adults.
• Implement globalizing activities of interest and significance.
• Utilize a work method based on experience, attitudes, and games.

Area 3: The Different Languages – Communication and Representation

This area mediates between the other two. Children will discover, experience, and use various communication tools, including verbal, musical, plastic, body, and audiovisual languages. Activities that encourage the child to use spoken language are of particular importance. The center should encourage various situations for children to understand and express language about things that interest them.

The Game is the activity best suited to fostering communication and the development of the regulatory functions of language. The center should stimulate the curiosity of children.

Content: Verbal Language

• Gradual understanding of words, phrases, and messages.
• Using appropriate elements to express different needs.
• Progressive acquisition of oral language, curiosity, and interest in understanding messages.
• Initiation to the rules governing communicative exchange.
• Active participation in communicative situations.
• Memorization and playing of songs, dialogues.
• Appreciation for listening to and watching stories.
• Interest in the meaning of texts.

Assessment

Assessment refers to the fundamental processes of teaching and learning. It will be comprehensive, encompassing the set of capacities outlined in the stage objectives and across all areas.

Related Legislation: Decree 183/2008