The workshop aims to deepen the central themes of general pedagogy within the context of the integrated 0-6 system through the reflection and shared discussion of ministerial documents and guidelines, as well as the deepening of the key words concerning education and care in early childhood educational settings. This work will make use of moments of debate, cooperative work and the production of written and / or multimedia material that accounts for the in-depth work for the acquisition of a specific terminology of reference, capable of guiding future knowledge. The laboratory will be a space for experimentation, in which students will be able to build moments of exchange, sharing, questions and proposals of a theoretical and practical nature in reference to the proposed stimuli.

1) M. Amadini- A. Bobbio - A.Bondioli - E. Musi, Itinerari di pedagogia dell'infanzia, Morcelliana, Brescia, 2022 (Le parti del testo da studiare saranno indicate in sede di inaugurazione delle lezioni laboratoriali).
2) Due documenti ministeriali:
A) Adozione degli “Orientamenti nazionali per i servizi educativi per l’infanzia” di cui all’articolo 5, comma 1, lettera f) del decreto legislativo 13 aprile 2017, n. 65
B) Adozione delle “Linee pedagogiche per il sistema integrato zerosei” di cui all’articolo 10, comma 4, del decreto legislativo 13 aprile 2017, n. 65.

General Pedagogy Program (A-L) 2022-2023 (Prof. Marco Giosi)

This General Pedagogy Course intends to focus on some crucial problems relating to the pedagogical-educational dimension in its complex articulation of themes, issues and problems that are very current.

First Part: Historical introduction to General Pedagogy and its basic notions
1) The analysis and deepening of the fundamental issues relating to key categories such as education, training, pedagogy, education.
2) How crucial is the question concerning the origin, nature and significance of the Educational Sciences. These have been affirming themselves, during the twentieth century, within a progressive and constant growth, particularly in recent decades, when a definitive and total conversion of Pedagogy in the Sciences of Education has been highlighted. In fact, in today's condition, pedagogy is increasingly being defined through the reference to specific, multidisciplinary, extra-pedagogical knowledge: psychology, sociology, neuroscience, psychoanalysis, anthropology, linguistics, history, philosophy, etc. The pedagogical harmonization of knowledge or education sciences must therefore be activated through a reflexivity that highlights the peculiar elements of the pedagogical, namely that of educating / forming, which operates as a giver of meaning.
3) And it is precisely the General Pedagogy, understood in its aspect of critical reflection, as a reflection on the problems of educating and forming, which is called to carry out this coordination action: both by promoting the unitary elaboration of the various disciplines that are part of the of the Sciences of Education, both by highlighting the dissonances with respect to the pedagogical, and by orienting itself in the sense of translating and integrating different languages, methods and assumptions on the common ground which is, precisely, that relating to the action of educating and of forming. In essence, the General Pedagogy must operate an action which is to:
a) coordination between the different sectoral disciplines that are part of the Educational Sciences;
b) translation of lexicons and methods born in different epistemological contexts (Psychology, Psychoanalysis, Sociology, etc.) on the ground of the "pedagogical";
c) critical reflection on the problems of educating, training and caring, addressing them "in situation" (historical, social, institutional), by gender, by area (family, school, etc.), by emerging problems (schial marginality, immigration, sexual difference, etc.
d) analysis of the fundamental pedagogical antinomies: form-process, mind-body, identity-difference, authority-freedom, rationality-emotions, culture-profession
4) Within this perspective, Franco Cambi's text, Le pedagogie del Novecento, will provide students with the necessary and indispensable historical introduction relating to the birth and development of Pedagogy during the twentieth century, in its different orientations and lines of thought (Idealism , Marxism, Personalism, etc.), knowing full well that the philosophical reflection on educating was born well before, starting from the Socratic-Platonic philosophy, the first true form of critical Pedagogy ever. But Cambi's text puts pedagogical knowledge in dialogue with the historical, social, political, economic dimension of the entire twentieth century, as well as with the history and development of Educational Institutions summarized in the trinomial Family, School, Society (and State), in addition to projecting this pedagogical knowledge towards a constant confrontation with the great social issues still open: the migration issue, the issues of social justice, the problems relating to the school-work connection, training within the current learning environments and growth (with advanced technology) typical of today's communications society, etc.

Second Part: analysis of the processes of development, care, and educational relationship in children from 0 to 6 years.


The other crucial point of this Course is that which specifically concerns the analysis of the psycho-pedagogical development of the child, from 0 to 6 years, as well as the related models and care practices.
1) The approach proposed here will use the most significant contributions to the study of growth processes developed by Psychology of the Developmental Age, by Psychoanalysis, as well as the indispensable contributions offered by Sociology, Neuroscience, Philosophy of Education, in the belief that only within a very broad, global, interdisciplinary perspective (but always within the pluralism that is proper to the Sciences of Education, as underlined) it is possible to have an adequate and in-depth analysis of the crucial and peculiar problems faced.
2) The essential point of reference will be that constituted by the Psychology of the Evolutionary Age and by its greatest representatives, Piaget and Vygotskij in primis. It will be above all the psycho-pedagogical conception developed by Lev Vygotskij to constitute the guiding principle of this Course, through the study of his text The cognitive process, a work of crucial importance in the analysis of the processes of cognitive, emotional, perceptual-sensorial and imaginative of the child, within a dialogic vision of "giving shape". Focal points of the perspective developed by Vygotsky: a) dialogue b) social construction of learning c) mutual cooperation in this learning process d) proximal zone of development. Of fundamental importance is the role assigned by Vygotskij (but, from a different perspective, also by Winnicott), to play and creativity as primary factors aimed at promoting more complex and open care and teaching practices on the front of the crucial aesthetic experience as a factor. central to the growth of the child.
Based on the study of this text, the following key categories related to the development of the child will be analyzed:
development of perception and attention
mastery of memory and thought
relationship between language and thought
interaction between learning and development
role of play and creativity in the growth of the child

3) The theme constituted by the mother-child relationship will be of fundamental importance, which Psychoanalysis, in particular, has placed in due importance through decades of scientific research and investigations of inalienable value: from the contributions of René Spitz and Margaret Mahler to those of Donald Winnicott and John Bowlby (always against the background of the tradition inaugurated by Freud and differently declined by scholars such as Melanie Klein and Anna Freud, etc.), without ignoring the precious suggestions coming from the Psychology of the Self, with the studies of Heinz Kohut and Daniel Stern, in particular. Pedagogy, we can say, precisely by virtue of these contributions and contributions, has reached a much greater understanding and analysis of the phenomena connected to the development processes of the first years of life in infancy, with particular reference to the mother-child dyad, such as said.


Exam texts
1) F. Cambi, The Pedagogies of the Twentieth Century, Laterza, Rome-Bari, 2005
2) L.S. Vygotskij, The cognitive process, Bollati Boringhieri, Turin, 2021
3) B. Bettelheim, Un genitore quasi perfetto, Feltrinelli, MIlano, 2022.
4) R. Sardelli- M. Fiorucci, On the side of the least. A popular school in the shacks of Rome, Donzelli Editore, 2020.





General Pedagogy Laboratory (A-L) 2022-2023
Dr. Lisa Stillo (3 CFU)
Program
The workshop aims to deepen the central themes of general pedagogy within the context of the integrated 0-6 system through the reflection and shared discussion of ministerial documents and guidelines, as well as the deepening of the key words concerning education and care in early childhood educational settings. This work will make use of moments of debate, cooperative work and the production of written and / or multimedia material that accounts for the in-depth work for the acquisition of a specific terminology of reference, capable of guiding future knowledge. The laboratory will be a space for experimentation, in which students will be able to build moments of exchange, sharing, questions and proposals of a theoretical and practical nature in reference to the proposed stimuli.

Texts
1) M. Amadini - A. Bobbio - A. Bondioli - E. Musi, Itineraries of childhood pedagogy, Morcelliana, Brescia, 2022 (The parts of the text to be studied will be indicated at the inauguration of the laboratory lessons).
2) Two ministerial documents:
A) Adoption of the "National guidelines for educational services for children" referred to in Article 5, paragraph 1, letter f) of Legislative Decree 13 April 2017, no. 65
B) Adoption of the "Pedagogical guidelines for the integrated zerosei system" referred to in Article 10, paragraph 4, of Legislative Decree 13 April 2017, no

1)F. Cambi, Le Pedagogie del Novecento, Laterza, Roma-Bari, 2005
2) B. Bettelheim, Un genitore quasi perfetto, Feltrinelli, MIlano, 2022
3) L.S. Vygotskij, Il processo cognitivo, Bollati Boringhieri, Torino, 2002
Come lettura (obbligatoria ai fini dell'esame):
4)R. Sardelli- M. Fiorucci, Dalla parte degli ultimi. Una scuola popolare tra le baracche di Roma, Donzelli Editore, 2020.

The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.
Part of the program is dedicated to early childhood and applications to educational settings for children.

Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (recommended edition);
A. Broccoli, Educazione senza morale? Risorse e limiti dell'etica pedagogica, La Scuola, Brescia 2017;
M.F. D'Amante, Perché tutto è musica. Un progetto di educazione musicale integrata per bambini in età prescolare, Anicia, Roma 2021;
A. Attinà, A.Broccoli, Inattualità Pedagogiche. Ripensare l’educazione nella riflessione pedagogica contemporanea, FrancoAngeli 2021.


THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS

The course “Instructional design and evaluation processes” is carried out with interactive teaching methods and takes into account the connection that exists between the educational planning and the interventions carried out over time. The teaching explores some issues useful for defining the educational system between 0-6 years old. The key topics of the course are useful to design quality educational experiences, the curriculum, the educational relationship (adult-child, peer to peer and peer to adult), the space-time environment, the game. The course includes tools to identify information, design, documents and narrate the educational experience: concept maps, the interview, the questionnaire, the focus group, the logbook, the observation and exploration of the space.
The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. In the perspective of educational continuity and of the vertical curriculum, some quality practices and action research paths are presented in the framework of the First cycle of Education.

- Anna Bondioli, Donatella Savio (2018). Educare l’Infanzia. Temi chiave per i servizi 0-6. Roma: Carocci.

- Emilia Restiglian (2012). Progettare al nido. Teorie e pratiche educative. Carocci: Roma.

- Giovanni Moretti (a cura di) (2003). Pratiche di qualità e ricerca-azione. Costruire la scuola dell’autonomia. Roma: Anicia (sono esclusi dallo studio i capitoli terzo, settimo, ottavo, sedici; a scelta dello studente un percorso di ricerca-azione tra quelli presentati nei capitoli dodici, tredici e quindici).

- Orientamenti nazionali per i servizi educativi per l'infanzia, Ministero dell'Istruzione, approvati nel 2022.

Academic Year 2020-2021

Instructional design and evaluation processes

Program

Degree Course in “Nursery Educator and Child Services”
(Surnames from M to Z)

6 UFC


Teacher: Concetta La Rocca


Introduction

The course aims to provide theoretical and practical elements for the design, implementation and evaluation of educational and evaluative projects and interventions in children's educational contexts, through the use of appropriate educational and didactic strategies and methodologies oriented towards full development of the potential, respecting the times and styles of growth and learning of each child. It is also proposed a reflection on the use of digital technologies in didactic planning for the 0-6 sector.
The course also provides for the activation of paths for reflection and self-assessment of the knowledge and skills acquired during attendance and with the help of comparison with authoritative witnesses.

Objectives

The attendance of the course "Didactic organization and evaluation processes" will allow the student to achieve the following training objectives:
• Know the strategies and techniques of educational intervention
• Know models, tools and techniques for observing girls / girls in socio-cultural and educational contexts
• Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
• Use modern technologies for recording, processing and transmission of information
• Develop the ability to evaluate educational situations and actions on the basis of appropriate documentation
• Develop the ability to monitor and self-evaluate the effectiveness of one's educational activity
• Develop the ability to reformulate educational practices, based on research, experimentation and innovation
• Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
• Being able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them.
• Being able to access the scientific literature of the sector, identifying reliable sources.
• Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.


Ways of organizing teaching
The course is structured in presence, with in-depth materials on the Department platform: www.formonline.roma3.

Study materials
Basic course: (6 CFU)
The lessons in presence will cover topics related to the following texts:
1. Mantovani S., Ferri P., (2008). Digital Kids. Come i bambini usano i computer e come potrebbero usarlo genitori e insegnanti. Milano: Rizzoli ETAS
2. Mantovani S., Siva C., Freschi E. (2016). Didattica e nido d’infanzia. Metodi e pratiche d’intervento educativo. Parma: edizioni junior.
3. Bondioli A., Savio D., Gobbetto B., TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6. San Paolo d’Argon (BG): Zeroseiup





Final evaluation
Evidence of profit is an oral test about texts and on the in-depth online activities.



Non-attending students

Non-attending students are required to carry out the same program as for attending students, including the study of any materials posted on the Departm

Study materials
Basic course: (6 CFU)
The lessons in presence will cover topics related to the following texts:
1. Mantovani S., Ferri P., (2008). Digital Kids. Come i bambini usano i computer e come potrebbero usarlo genitori e insegnanti. Milano: Rizzoli ETAS
2. Mantovani S., Siva C., Freschi E. (2016). Didattica e nido d’infanzia. Metodi e pratiche d’intervento educativo. Parma: edizioni junior.
3. Bondioli A., Savio D., Gobbetto B., TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6. San Paolo d’Argon (BG): Zeroseiup

The first part of the course will address the historical foundation of Psychology as a scientific discipline, the principal theoretical approaches and the research methods of psychology. The second part will deepen understanding of the cognitive and affective functioning within the framework offered by experimental psychology and cognitive neuroscience. The third part of the course will focus on application of theory and procedures of general psychology through laboratory activities.

Main contents: 1) Historical introduction and research methods: It will be illustrated the historical origins of psychology as a scientific discipline, as well as the classic theoretical frameworks to the study of psychology. The research methods of experimental psychology and cognitive neuroscience will also be presented. 2) Brain and behavior: It will be introduced some basic concepts about the functioning of the brain, discussing how this knowledge has influenced the study of behavior in psychology. 3) Sensation and perception: Presentation of the main theoretical models to the study of sensation and perception; In-depth analysis of the mechanisms that control perception across sensory modalities for understanding our environment. 4) Attention: Introduction to the main theoretical models and mechanisms involved in the process of selecting information from the environment for subsequent processing. 5) Conditioning and learning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that make it possible learning processes. 6) Memory: Introduction to the main theoretical models (i.e., memory systems) and in-depth analysis of the mechanisms that regulate the processing, storage and retrieval of information. 7) Thinking and reasoning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that fulfil functions related to concept formation, decision making and problem solving. 8) Language: Introduction to the main theoretical models and analysis of language functions that allow communication and sharing of knowledge. 9) Intelligence: Introduction to the main theoretical models and analysis of the factors that determine intelligence, the component of the intelligence and instruments for measuring intelligence. 10) Motivation: Introduction to the main theoretical models and analysis of the main forms of motivation that guide the individual behavior. 11) Emotions: Introduction to the main theoretical models and mechanisms by which affective systems modulate human behavior. 13) Personality: Introduction to the main theoretical models describing and defining personality.

Required textbooks:

1) Coon, D., Mitterer, J.O. (2020 -in corso di stampa- Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. UTET
2) D'Amico A. (2018) Intelligenza emotiva e metaemotiva. Il Mulino


ATTENTION!
Students are not required to study some parts of the primary textboox “Psicologia Generale”, di Coon & Mitterer (Edizione a cura di S. Mastandrea e S. Fagioli). Please check in the table below chapters and/or paragraphs that may be skipped:


CAPITOLO 2, Cervello e comportamento
Only the following paragraphs are required:
All 2.5, including:
2.5.1 Gli emisferi cerebrali
2.5.2 La specializzazione emisferica
2.5.3 I lobi della corteccia cerebrale
Study also 2.6.4 Il sistema limbico

CAPITOLO 3, Sensazione e realtà
Only the following paragraphs are required:
3.2 La vista
3.3 Percezione dei colori
3.4 Adattamento al buio
3.5 L’udito

CAPITOLO 5, Percepire il mondo
All the chapter is required EXCEPT:
5.9 Percezione extrasensoriale e fenomeni paranormali
CAPITOLO 6, Stati di coscienza
This chapter is NOT required

CAPITOLO 7, Condizionamento e apprendimento
All the chapter is required EXCEPT:
7.7 Rinforzo Parziale: Las Vegas, la gabbia di Skinner per l’uomo?

CAPITOLO 9, Pensiero e immagini mentali
All the chapter is required EXCEPT:
9.4.4 Ciclo inferenziale
9.6.3 Sillogismi lineari

CAPITOLO 12 Motivazione
All the chapter is required EXCEPT:
12.2.2 Meccanismi cerebrali della fame


Students’ online resources:
All relevant information will be available at this webpage. Additional online facilities including other recommended readings, internet websites and other materials are available on the “Formonline” platform.

The first part of the course will address the historical foundation of Psychology as a scientific discipline, the principal theoretical approaches and the research methods of psychology. The second part will deepen understanding of the cognitive and affective functioning within the framework offered by experimental psychology and cognitive neuroscience. The third part of the course will focus on application of theory and procedures of general psychology through laboratory activities.

Main contents: 1) Historical introduction and research methods: It will be illustrated the historical origins of psychology as a scientific discipline, as well as the classic theoretical frameworks to the study of psychology. The research methods of experimental psychology and cognitive neuroscience will also be presented. 2) Brain and behavior: It will be introduced some basic concepts about the functioning of the brain, discussing how this knowledge has influenced the study of behavior in psychology. 3) Sensation and perception: Presentation of the main theoretical models to the study of sensation and perception; In-depth analysis of the mechanisms that control perception across sensory modalities for understanding our environment. 4) Attention: Introduction to the main theoretical models and mechanisms involved in the process of selecting information from the environment for subsequent processing. 5) Conditioning and learning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that make it possible learning processes. 6) Memory: Introduction to the main theoretical models (i.e., memory systems) and in-depth analysis of the mechanisms that regulate the processing, storage and retrieval of information. 7) Thinking and reasoning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that fulfil functions related to concept formation, decision making and problem solving. 8) Language: Introduction to the main theoretical models and analysis of language functions that allow communication and sharing of knowledge. 9) Intelligence: Introduction to the main theoretical models and analysis of the factors that determine intelligence, the component of the intelligence and instruments for measuring intelligence. 10) Motivation: Introduction to the main theoretical models and analysis of the main forms of motivation that guide the individual behavior. 11) Emotions: Introduction to the main theoretical models and mechanisms by which affective systems modulate human behavior. 13) Personality: Introduction to the main theoretical models describing and defining personality.

Required textbooks:

1) Coon, D., Mitterer, J.O. (2020 -in corso di stampa- Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. UTET
2) D'Amico A. (2018) Intelligenza emotiva e metaemotiva. Il Mulino


ATTENTION!
Students are not required to study some parts of the primary textboox “Psicologia Generale”, di Coon & Mitterer (Edizione a cura di S. Mastandrea e S. Fagioli). Please check in the table below chapters and/or paragraphs that may be skipped:


CAPITOLO 2, Cervello e comportamento
Only the following paragraphs are required:
All 2.5, including:
2.5.1 Gli emisferi cerebrali
2.5.2 La specializzazione emisferica
2.5.3 I lobi della corteccia cerebrale
Study also 2.6.4 Il sistema limbico

CAPITOLO 3, Sensazione e realtà
Only the following paragraphs are required:
3.2 La vista
3.3 Percezione dei colori
3.4 Adattamento al buio
3.5 L’udito

CAPITOLO 5, Percepire il mondo
All the chapter is required EXCEPT:
5.9 Percezione extrasensoriale e fenomeni paranormali
CAPITOLO 6, Stati di coscienza
This chapter is NOT required

CAPITOLO 7, Condizionamento e apprendimento
All the chapter is required EXCEPT:
7.7 Rinforzo Parziale: Las Vegas, la gabbia di Skinner per l’uomo?

CAPITOLO 9, Pensiero e immagini mentali
All the chapter is required EXCEPT:
9.4.4 Ciclo inferenziale
9.6.3 Sillogismi lineari

CAPITOLO 12 Motivazione
All the chapter is required EXCEPT:
12.2.2 Meccanismi cerebrali della fame


Students’ online resources:
All relevant information will be available at this webpage. Additional online facilities including other recommended readings, internet websites and other materials are available on the “Formonline” platform.

- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Online collaboration: remote storage and on-line forms.
- Elementary python programming

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, seconda edizione 2020


See also the website http://host.uniroma3.it/docenti/mezzini/teaching.html

The course examines the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1948 and the formation of the European nation states, up to recent events. Special attention will be given to World History and to framing events in a global perspective. The topics of minorities and international migrations in our age, particularly to and from Italy, will be the focus of specific in-depth analysis.
Detailed descriptions:

Credits 1-2: The general characteristics of the contemporary age. The European nineteenth century and the formation of modern political cultures. The transition from the old regime society to the rule of law. Constitutionalism. Liberalism, socialism, nationalism. Mass society. The apogee of the European projection in the world. Colonialism and imperialism. Democratic ideals. International relations from the "Concert", to arbitration, to power politics. Liberal Italy. The second industrial revolution. The elicating factors of the First World War.
Cfu 3-4: Europe 1914-1945: a continent destroys itself. Outcomes of the First World War: the triumph of nations and the disappearance of empires. The spread of the authoritarian and totalitarian contagion. Characteristics of illiberal regimes in Italy and Germany. Racism in Europe: origins and manifestations. The crisis of 1929. Towards a new European and world war. The second world war, characteristics and development. The Shoah. The world enters the nuclear age.
Cfu 5-6: The new international order after the Second World War: bipolarism, the Iron Curtain, "second world", cold war. Republican Italy. The great questions of the contemporary world: the phenomenon of migration.

Attending students who have passed the mid-term written examination:

Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondadori, 2017 (chapters 17 - 18 - 19 - 20 - 21)

A. Riccardi, La guerra del silenzio. Pio XII, il nazismo, gli ebrei, Laterza 2022.

Non-attending students

Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondador (Chapters 2-21)

A. Riccardi, La guerra del silenzio. Pio XII, il nazismo, gli ebrei, Laterza 2022.

Part of the programme is dedicated to early childhood and to applications to childhood education contexts.
- The pedagogical value of the body and movement in recreational and motor activities.
- Motor development: the ontogenesis and evolution of the basic motor patterns in evolutionary age.
- Psychomotor education in its various aspects and the relationships between body growth, neuromotor and psychic development.
- The acquisition of motor skills, the description of postural patterns and the development of co-ordinative and conditional abilities in the developmental age.
- Motor activity and autonomy: socio-intellectual, emotional and moral development.
- Teaching strategies, teaching styles and interdisciplinary approaches.
- The first forms of gesture applied to micro and mini-sports.
- Motor learning and executive functions.
- Routes and design of recreational activities at ages 0-6.
- Roles and competences of educators in different educational contexts and services.
- Observation and assessment of motor skills at nursery school.
- Educational setting: space, time, struments and tools.
- Motor education and education: environmental, sensory, road, citizenship and intercultural, health and food.
- Discovering and educating emotions for psychophysical well-being.
- Supplement background and symbolic recreational activities in preschool settings.
- Moving in a natural environment, between creative, sustainable and adventurous activities.
- Outdoor Movement Education - Outdoor Adventure Education.

Ceciliani A. (2016). Gioco e movimento al nido. Facilitare lo sviluppo da zero a tre anni. Roma: Carocci.
Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.

Other publications will be recommended during the course

With particular reference to the 0/6 age group, the course will focus on developmental assessment and more specifically on the following key topics:

1) development lines, theoretical framework and methods of empirical research in education;

2) Design of empirical research in education: problem, hypothesis, experiment, experiment, observation, conclusion.

1. Manuale.
G. Domenici, P. Lucisano, V. Biasi, Ricerca sperimentale e processi valutativi in educazione, McGraw-Hill, 2021, capitoli: 1,2,3,4,5,7,8,9,10l. Totale pagine: 280.
oppure
P. Lucisano, A. Salerni, "Metodologia della ricerca in educazione e formazione", solo i primi tre capitoli. Carocci, Roma, 2003. Totale pagine: 352.

2. Rapporto di ricerca “Stereotipi di genere, relazioni educative e infanzie”(scaricabile da: https://parita.regione.emilia-romagna.it/documentazione/documentazione-temi/documentazione-stereotipi-di-genere/ricerca-201cstereotipi-di-genere-relazioni-educative-e-infanzie201d-1)

3. J. Dewey, 1939, Unity of science as social problem, trad. it. in P. Lucisano, L’unità della scienza come problema sociale, “Cadmo”, n. 22, pp. 30-35 , trovate il testo su formonline.

Integrazioni: per 3 o 2 cfu possono essere concordati o una parte del testo di Lucisano e Salerni o la ricerca sugli stereotipi.
Per 6 cfu va studiato il Manuale.

Some clue about the cognitive and emotional developmental will be offered, particularly on referring to the main theories as The Cognitive Psychology, to the current research, and to the method of research as the observation. The Theory of attachment will be discussed on specifying methods, strategies and research in this field. The goal is to offer to the students a framework of analysis of child's emotional and interpersonal processes and instruments for their educational work

Belsky, J, (2009). Psicologia dello sviluppo I vol., Zanichelli, Bologna (eccetto l’ultimo capitolo).
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.

The topics of this course are the following:
• The contribution of developmental psychology in the nursey
• Social and emotional development in infancy
• Nature and function of attachment behaviour
• Cognitive, motor, perceptual, communicative, linguistic development in infancy and early childhood: an overview
• Language development and literacy: typical development and children at risk
• Literacy and reading and writing development

• Bosi. R (2018). Pedagogia al nido. Sentimenti e relazioni. Carocci
• Murray. L (2014). Le Prime Relazioni Del Bambino. Dalla Nascita Ai Due Anni, I Legami Fondamentali Per Lo Sviluppo. Raffaello Cortina Editore.
• Berti AE, Bombi AS (2018). Corso di Psicologia dello sviluppo. Mulino. Study only Chapiters 1-10.

The Course aims to develop the necessary professional competences for high quality integration processes in the educational inclusive context of the day nursery. Through the elaboration of didactic planning skills (abilities?) in an inclusive environment, the course suggests games, performative arts and narration experiences as effective methods for the learning and participation of every girl and boy.
A part of the program is dedicated to the applications of the aforesaid in educational infancy environments.
During the course students will prepare their own works, which will be evaluated by the lecturer.

• De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, Milano: F. Angeli, 2017.
• Chiappetta Cajola L., Didattica del gioco e integrazione. Progettare con l’ICF, Roma: Carocci, 2012.
• Teaching materials and pages that are required to be read, analyzed and studied, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it).

The class aims to develop the necessary professional skills to make the nursery educational context an inclusive environment. Through the development of educational design skills for an inclusive context, the course offers play, performing arts and narrative practices as effective ways for all children to learn and participate.
Part of the program is dedicated to applications to educational contexts for children.
During the class the students will produce group projects that will be evaluated by the teacher.

BOCCI F., DE ANGELIS B., GREGANTI P., GUERINI I., ORLANDO A. (2022). Formazione degli insegnanti in ottica inclusiva. Esiti di un’indagine esplorativa con un focus sulla scuola dell’infanzia. BAMBINI, 4, 48-54;
CHIAPPETTA CAJOLA L. (2012). Didattica del gioco e integrazione. Progettare con l’ICF. Roma: Carocci;
CHIAPPETTA CAJOLA L., RIZZO A.L. (2014). Gioco e disabilità: l’ICF-CY nella progettazione didattica inclusiva nel nido e nella scuola dell’infanzia. Form@re, 3, 14, 25-42;
DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli;
DE ANGELIS B., GREGANTI P., ORLANDO A., PRONTI M. (2022). Corporeità, movimento e UDL. Idee per la formazione degli insegnanti specializzati di sostegno. Italian Journal of Special Education for Inclusion, X, 1, 175‐189;
GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85.
RECHILD (2019). Invece il cento c’è. Reggio Children Newsletter. https://www.reggiochildren.it/assets/Uploads/Rechild-24x34-MALAGUZZI-ESEC-taglio-low.p1.pdf

The course is an introduction to the methodological approaches to the observation in developmental psychology.
The first part aims to analyze the idea of child's behavioral observation and the different methodologies. The second part presents the different intruments of evaluation of the linguistic and communicative development.

Aureli T., Perucchini P. (2014). Osservare e valutare il comportamento del bambino, Il Mulino, Bologna

La prof.ssa Pallini ha predisposto una dispensa sul testo d’esame sopra indicato, sostitutiva allo studio del volume citato.

Caselli M.C., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano.

La prof.ssa Bello ha predisposto una dispensa sul testo d’esame sopra indicato,

Le dispense sono reperibili su formonline nella cartella MATERIALI CONDIVISI

Observation in practice
• Definition of behavior observation
• Systematic observation
• Data recording techniques

Assessment tools for communicative and linguistic development
• Presentation of communicative-linguistic development tool
• Tabulation exercise
• Identification of the development profile

Caselli M.C., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano (chap 1.; chap. 2, -par. 5 and 6; chap 4 - par. 1 and 2).

Observation in practice
• Definition of behavior observation
• Systematic observation
• Data recording techniques

Assessment tools for communicative and linguistic development
• Presentation of communicative-linguistic development tool
• Tabulation exercise
• Identification of the development profile

Aureli T., Perucchini P., (2014) Osservare e valutare il comportamento del bambino, il Mulino, Bologna. (chap 1 - par. 3 ; chap. 2).

Caselli MC., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano (chap 1.; chap. 2, -par. 5 and 6; chap 4 - par. 1 and 2).

BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), statistical ratios , bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

STATISTICS INTEGRATION (3 CFU)
Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Esercizi del Laboratorio di Statistica, pdf manuscript available on-line.

BASICS STATISTICS (6 CFU)

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), statistical ratios , bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

STATISTICS INTEGRATION (3 CFU)

Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Esercizi del Laboratorio di Statistica, pdf manuscript available on-line.

Study of the public administrations’ organization and operation, with particular regard to the scholastic and socio-educational sphere. Analysis of decision-making processes related to the social and cultural reality of the territories. Recognition of legislation concerning educational agencies. History, theory and practice of public authorities. Evaluation of public policies at local level. Institutional relationships between the State and the associated organizations. Legal framework for interventions aimed at promoting social inclusion and preventing distress and social bias. Administrative rules and sources of the law: Article 117 of the Italian Constitution.

1) T. Groppi - A. Simoncini, Introduzione allo studio del diritto pubblico e delle sue fonti, Giappichelli editore, 2019;
in addition
2) V. Lopilato, Manuale di diritto amministrativo, I - Parte generale, Terza edizione, Estratto "Procedimento amministrativo, Provvedimento amministrativo, Accordi pubblici", Giappichelli editore, 2021;
in addition
3) Lecture notes prepared by the professor about legal sources of the administrative activities.