Education of Children and Young Adults in their Free Time
Code: 101683Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Social Education | OP | 3 |
| Social Education | OP | 4 |
Contact lecturer
- Name :
- Paloma Valdivia Vizarreta
- Email :
- paloma.valdivia@uab.cat
Teaching staff
- Manuela Simancas Genicio
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites.
It is recommended to have approved the subject education of nens i joves's third year.
Objectives
a) Know the current framework of education in leisure.
b) Study the influences of globalization and industries of leisure with respect to proposals for leisure.
c) Study the historical and conceptual evolution of leisure time.
d) Know the fields of leisure and actions and possible educational interventions.
e) Know and apply different criteria, resources and methodologies for the design and implementation of educational proposals at the leisure of children and youth.
f) Analyze the possibilities of leisure as a tool of prevention and action against risky behavior.
g) Experience in practice leisure activities based, among others, in artistic activities, physical activity, game, sport and body expression.
Learning outcomes
- Understand the social risk factors in childhood and adolescence.
- Analyse the dysfunctions that occur in the development of children and adolescents at risk as a result of situations social and family breakdown.
- Understand the specific legislation affecting the protection of children at risk.
- Design and apply specific interventions for children at risk.
- Know about the specific functions of institutions dedicated to early childhood and adolescence.
- Analyse the ethical aspects of social education in the field of childhood.
- Develop strategies to foster resilience processes.
- Maintain an attitude of respect, practices and behaviors that address diversity and equality.
- Identify situations in which a change or improvement is needed.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Propose projects and actions that incorporate the gender perspective.
- Communicate using language that is not sexist or discriminatory.
Contents
Block 1. Foundations of free time and leisure education (6 hours)
- Current framework and main contributions of education in leisure time.
- Areas of free time and the educational, social and community meaning of leisure in childhood, adolescence and youth.
- Inequalities in access and socioeducational action in situations of risk.
Block 2. Current transformations and debates on free time (4 hours)
- Social, cultural and economic changes that have transformed free time.
- Globalization, leisure industries, consumption and digital culture.
- Critical perspectives on free time: freedom, care, participation, well-being and community.
Block 3. Design and innovation in educational leisure programmes (14 hours)
- Criteria for the diagnosis, design, implementation and evaluation of educational leisure proposals.
- Resources and active methodologies for working with children, adolescents and young people: service-learning, project work, cooperation, co-design and play.
- Educational interventions situated in the territory, with an inclusive, community-based and preventive perspective.
Block 4. Play, physical activity and body expression in leisure education (24 hours)
- Physical activity, play, sport and body expression as socioeducational resources in free time.
- Cooperative play, non-competitive physical activities and adaptation of proposals to group diversity.
- Artistic, playful, sporting and expressive activities in educational, community, natural and urban contexts.
- Practical experimentation with leisure proposals oriented towards participation, coexistence, creativity and well-being.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Theoretical classes | 20 | 0.8 | |
| Supervised activities | 30 | 1.2 | |
| Autonomous learning | 75 | 3 | |
| Classroom practices | 25 | 1 |
The course will remain active and participative methodology and shall consider the following activities of teaching and learning:
| Types of activities | Hours | ECTS |
| Theoretical classes | 20 | 0.8 |
| Practical classes | 25 | 1 |
| Activities supervised and tutorials | 22 | 0.88 |
| Autonomous individual and group activities | 75 | 3 |
| Activities of evaluation | 8 | 0.32 |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Individual critical analysis of intervention projects in leisure time | 25% | 0 | 0 | 1, 4, 5, 8, 9, 11, 12, 13 |
| Design and planning of educational proposals focus on the leisure of children and youth | 25% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 |
| Development and delivery of a proposed leisure practice with children and young people | 20% | 0 | 0 | 1, 3, 4, 7, 8 |
| Reflective activities related to the theoretical and practical sessions | 30% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 |
The evaluation of the course will be held throughout the semester by the evaluation activities above.
| Activitat Type | Activity Description | % final grade |
| Individual | Individual critical analysis of intervention projects in leisure time | 25% |
| Individual | Reflective activities related to the theoretical and practical sessions | 30% |
| Group | Design and planning of educational proposals focused on the leisure time of children and young people | 25% |
| Group | Development and delivery of a proposed leisure practice with children and young people | 20% |
% of the final mark derived from the individual work: 55%
% of the final mark derived from the group work: 45%
Autonomy, creativity and adaptation in the performance of the activities willbe taken into account.
This subject does not include a single assessmentsystem.
It is necessary to bear in mind:
-Attendance at classes (theory and practice) is mandatory. You must attend a minimum of 80% of thesessions. Otherwise, the qualification of the subject will be \"Not evaluable\".
-Teachers will return to the students of all the activities of evaluation in a maximum period of 15 days.
-Delivery date of the final work on January 13.
-Date of review of the work January 21.
-Data of recovery January 27.
To pass this course, the student must show good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide.
In all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts.
The course allows a Synthesis Test for students who are enrolling for the second time.
In this course, the use of Artificial Intelligence (AI) technologiesis permitted as an integral part of the development of the work, provided that the final outcome clearly reflects a significant contribution by the student in terms of analysis and personal reflection. The student must explicitly identify which parts were generated using such technology, specify the tools employed, and include a critical reflection on how these have influenced the process and the final result of the activity. Failure to transparently disclose the use of AI will be considered a breach of academic integrity and may result in a penalty on the activity’s grade or, in more serious cases, lead to further disciplinary measures.
In accordance with UAB regulations, plagiarism or copying ofanyindividual or grouppaper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. A paper or test will be consideredas plagiarism when a chunk of text of four words or longer authored by another person (another student, scholar, webpage, etc.) without citing the source according to academic norms. Further information available at:
https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Bibliography
Books, chapters of books, journals and articles
Aguirre García-Carpintero, Arecia; Moliner Miravet, LLidón; & Traver-Martí, Joan A. (2017). La Pedagogía Social, la Animación Sociocultural y la Educación No Formal en el tiempo libre y de ocio de la ciudadanía. Con URL: http://repositori.uji.es/xmlui/bitstream/handle/10234/167666/53036.pdf?sequence=1
Arostegui, Elisabete; Laespada, M. Teresa & Iraurgi, Ioseba. (2016). Violència en parelles adolescents, context recreatiu i consum d’alcohol: anàlisi de les representacions lligades al gènere. Educació social. Revista d'intervenció sòcioeducativa, (63), 49-59. Con URL: https://www.raco.cat/index.php/EducacioSocial/article/view/312775
Carranza, Marta & Maza, Gaspar. (Coords.) (2011). Deporte, actividad física e inclusión social. Una guía para la intervención social a través de las actividades deportivas. Madrid: Consejo Superior de Deportes. Con URL: http://www.planamasd.es/sites/default/files/programas/medidas/actuaciones/WEB-GUIA+I.pdf
DeValenzuela, Ángela; Gradaílle, Rita & Caride, José Antonio. (2018). Las prácticas de ocio y su educación en los procesos de inclusión social: un estudio comparado con jóvenes (ex) tutelados en Cataluña, Galicia y Madrid. Pedagogía social: revista interuniversitaria, (31), 33-47. Con Url: https://recyt.fecyt.es/index.php/PSRI/article/view/59978
del Toro Alonso, Victor (2013). El juego como herramienta educativa del educador social en actividades de animación sociocultural y de ocio y tiempo libre con niños con discapacidad. Revista de Educación Social, (16), 1-13. Con URL: http://riberdis.cedd.net/xmlui/bitstream/handle/11181/4025/El%20juego%20como%20herramienta%20educativa.pdf?sequence=1
Franch, Joaquim (1985). El lleure com a projecte. Generalitat de Catalunya: Direcció General d’Educació.
Hernández, Antonio. (2001). Cuestionario para valoración de actividades de ocio y tiempo libre. Anuario de psicología, 32(3), 67-80. Con URL: https://www.raco.cat/index.php/AnuarioPsicologia/article/viewFile/61587/88448
Iglesias, E., Soler,P. and Espona, B. (2020). \"El lleure educatiu d'estiu a la ciutat de Barcelona: guia de suport i orientacions pedagògiques.\" https://dugi-doc.udg.edu/handle/10256/20931
López Ros, Victor & Eberle, Thomas. (2003). Utilizar los juegos para aprender a resolver conflictos. Tándem. Didáctica de la Educación Física, (10), 41-51. Con URL: https://dugi-doc.udg.edu/bitstream/handle/10256/10622/utilizar-los-juegos.pdf?sequence=1
Morata, Txus, et al. (2021) \"The influence of leisure-based community activities on neighbourhood support and the social cohesion of communities in Spain.\" International Social Work . https://doi.org/10.1177/00208728211021144
National COVID-19 Outbreak Monitoring Group. (2020). COVID-19 outbreaks in a transmission control scenario: challenges posed by social and leisure activities, and for workers in vulnerable conditions, Spain, early summer 2020. Eurosurveillance, 25(35), 2001545. https://www.eurosurveillance.org/content/10.2807/1560-7917.ES.2020.25.35.2001545?crawler=true
Pereda Beltran, Noemí. (2009). Consecuencias psicológicas iniciales del abuso sexual infantil. Papeles del psicólogo: revista del Colegio Oficial de Psicólogos, 30(2), 135-144. Con URL: http://www.redalyc.org/pdf/778/77811726004.pdf
Santibañez, Rosa, Ruiz-Narezo, Marta, de Audikana, Manuel & Fonseca, Janire (2016). Parelles adolescents en conflicte: explorant la incidència de la violència en les primeres relacions afectives. Educació social. Revista d'intervenció sòcioeducativa, (63), 79-94. Con URL: https://www.raco.cat/index.php/EducacioSocial/article/view/312777
Takiguchi, Y., Matsui, M., Kikutani, M., & Ebina, K. (2023). The relationship between leisure activities and mental health: The impact of resilience and COVID‐19. Applied Psychology: Health and Well‐Being. https://doi.org/10.1111/aphw.12394
Trullols i Mojal, Paula (2016). Sortim de festa?. Elaboració d'una guia didàctica per a la visibilització i prevenció del sexisme en els espais d'oci nocturn. Con URL: http://diposit.ub.edu/dspace/bitstream/2445/110249/1/TFG_Paula_Trullols_Mojal.pdf
Valdivia, Paloma & Carbonero, Laura (2016) La formación inicial del educador/a social y la educación en el tiempo libre con el colectivo de jóvenes. Ámbitos de intervención. En: Soler, Pere; Planas, Anna & Bellera, Jaume. Conference: Congreso Internacional - XXIX Seminario Interuniversitario de Pedagogía Social. Universitat de Girona (Girona) . Con URL: https://www.researchgate.net/publication/303784879_La_formacion_inicial_del_educadora_social_y_la_educacion_en_el_tiempo_libre_con_el_colectivo_de_jovenes_Ambitos_de_intervencion
Software
A technological device that can connect to the Internet is indispensable for this subject.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 4 | Catalan | first semester | morning-mixed |