Università Roma Tre

Bridging a) the voices of present pedagogy with b) the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children aged 0-6, with a specific attention to genre, individual and inter-cultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, and with c) the usability of traditional and innovative educational strategies and meth-odologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity.

By the study of Pedagogy and pedagogical care the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.

Applying knowledge and understanding:
- analysing and deepening the meanings of the best educational school practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for all children, those with cognitive and social difficulties included;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within the child's life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by children in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.