Università Roma Tre

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
- TO HAVE A CONCEPTUAL KNOWLEDGE THE BASIC CONCEPTS OF STRUMENTALISM;
- TO IDENTIFY DIFFERENCES BETWEEN COMMON SENSE PROPOSITIONS AND SCIENTIFIC INTERPRETATION;
- TO POSE WORDS AND CONCEPTS OF THE EDUCATIONAL FIELD TO A CRITICAL REVIEW;
- TO IDENTIFY THE KEY FORMS OF DEDUCTION AND INDUCTION;
- TO DEFINE PROBLEMS;
- TO FORMULATE HYPOTHESES;
- TO SET PATHWAYS FOR A CRITICAL REVIEW OF HYPOTHESES;
- TO IDENTIFY POSSIBLE SOLUTIONS TO THE PROBLEMS;
- TO MAKE DECISIONS:
- TO EVALUATE THE RISKS INVOLVED IN DECISION-MAKING;
- TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK FOR THE EMPIRICAL RESEARCH;
- TO HAVE KNOWLEDGE OF THEORETICAL, METHODOLOGICAL, AND TECHNICAL FRAMEWORK FOR EDUCATIONAL EVALUATION AND ASSESSMENT.

Promote in the students knowledge about the psychicologial functioning in order to develop basic skills for the recognition of psychological variables that co-determine educational phenomena.

The course aims to provide an overview of sources of law to protect the child, both nationally and internationally, in order to ensure knowledge of the fundamental human rights and intervention in childhood to protect the rights of minors. It parses the regulations concerning the international and domestic adoption, foster care, laws intended to support the parental relationship, laws to protect family members from violence in family relationships, the laws on the distribution of public powers, on 'organization of support services to the person. It also analyzed the regulation of the juvenile justice process and the different forms of protection. The course will therefore provide the tools necessary knowledge to those who are prepared to act as binding support, promote and protect human subjects in education, at risk deviance.

THE COURSE IS DESIGNED TO ACHIEVE THE FOLLOWING OBJECTIVES: SOFT APPROACH TO COMPUTER; RECOVERY OF PRACTICAL SENSE WHEN USING THE PC; UTILITY RELATIONSHIP WITH THE MACHINE.

The education in group and help education.
The course has the finality of practcice the students of the complessity of the Ethic and professional deontology in comunity of groups.. The teacher examination the concept of respionssability and of empathy for the real communication . These Concepts are fondamental for the profession of professional educator of community and in general for the people wich work in Uman Science.

THE OBJECTIVES OF THE COURSE ARE: TO HAVE A GOOD KNOWLEDGE OF THE HYGIENE, OF THE PREVENTION OF THE MAIN INFECTIOUS AND SOCIAL DISEASES AND OF THE MAIN PROBLEMS RELATED TO THE SALUBRIOUSNESS OF THE ENVIRONMENT; TO HAVE A GOOD KNOWLEDGE OF THE MAIN MATTERS OF THE REHABILITATION.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

INTEGRATION OF DIFFERENT SCIENTIFIC KNOWLEDGE - NEUROLOGICAL, NEUROPSYCHOLOGICAL, PSYCHODYNAMIC, DEVELOPMENTAL, COMMUNICATIONAL - WITH SCIENTIFIC CONTENTS INFORMING ON THE MODELS OF MIND AND OF INTELLIGENCE, WITH INNOVATIVE ASPECTS OF PRESENT PEDAGOGICAL RESEARCH. ANALYSIS OF MEANINGS AND OF DYNAMIC INTERACTIONS IN HUMAN COMMUNICATION; THE COMPETENCES NEEDED WHILE READING AND RE-NARRATING SELF: THE AUTOBIOGRAPHICAL, BIOGRAPHICAL AND SOCIO-BIOGRAPHICAL NARRATION. PERCEPTION, ORGANIZATION AND USABILITY OF KNOWLEDGE WITHIN PRESENT CHANGES.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

THE MOST IMPORTANT PURPOSES OF THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES ARE A GAINING OF THE BASIC PHILOSOPHICAL GLOSSARY, IN ITS HISTORICAL DIMENSION INSIDE THE PHILOSOPHICAL REFLECTION AND ITS DEVELOPMENT IN WESTERN CULTURE.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

Use the training intervention for the reduction of social risk and distress, for the professional, social and cultural integration of subjects at risk, using appropriate methods and strategies. Methods and strategies to enhance the educational opportunities for the development of individuals and groups.

The course means to introduce the student to the thematic ones of the uneasiness and the marginality in the pedagogical perspective reported to the minor and to the adolescent, second the following purposes: - to know the complexity of the tipologie of deviance and marginality; - to in existence analyze the educational strategies put in the different truth; - to analyze to the knowledge and knowing to make specific of the engaged professional educator in the educational development of the minors; - to stimulate a greater knowledge of own professional himself; - to consolidate relative acquaintances to the relational members.

The course aims to provide an overview of sources of law, organization of public powers, the constitutional organs of the State, the European Union, Regional and Local Government. It is also proposed to introduce and analyze the legislation for the protection of fundamental rights and freedoms guaranteed by the Constitution.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

ACHIEVING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
ACHIEVING ELABORATIVE COMPETENCES IN ENGLISH.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
1. TO HAVE A CONCEPTUAL KNOWLEDGE OF THE ORIGINS AND THE KEY DEVELOPMENTS OF TESTING AND ASSESSMENT TECHNIQUES (DOCIMOLOGY), AND EVALUATION RESEARCH;
2. TO MASTER THE THEORETICAL AND EPISTEMOLOGICAL FRAMEWORK OF EVALUATION RESEARCH AND DOCIMOLOGY;
3. TO IDENTIFY THE DRAWBACKS OF MAINSTREAM ASSESSMENT TESTS;
4. TO ALIGN ASSESSING TASKS TO COURSE OBJECTIVES AND OBJECTS;
5. TO IDENTIFY THE BASIC FEATURES OF EVALUATION VALIDITY AND RELIABILITY;
6. TO IDENTIFY THE RELATIONSHIP BETWEEN EVALUATION AND DECISION-MAKING, AT MICRO AND MACRO LEVELS ;
7. TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK OF ADULT EDUCATION SURVEYS.

Promote in the students knowledge about the psychicologial functioning in order to develop basic skills for the recognition of psychological variables that co-determine educational phenomena.

THE MAIN OBJECTIVES OF THE DISCIPLINE CONSIST IN THE ACQUISITION OF A BASIC PHILOSOPHICAL GLOSSARY, IN A HISTORICAL FRAME OF THE PHILOSOPHICAL REFLECTION AND IN ITS DEVELOPMENT IN THE WESTERN CULTURE, IN THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES.

To acquire the key concepts of anthropological research;
To develop a critical comparison on issues of globalization;
Raising awareness of the comparison with the cultural and social pluralism;
To emphasize the gender approach.

BASIC KNOWLEDGE OF ANATOMY, PHYSIOLOGY, PATHOLOGY, IMMUNOLOGY, SOCIAL AND COMMUNITY MEDICINE

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

The main objective of the course is to provide the student with knowledge and skills related to:

- theories and functions of the game.
The course wants to provide knowledge about the principal theorical researchs of the game and it shows the theories of famous scholars: E. Fink, H. G. Gadamer, J. Huizinga, R. Caillois, G. Bateson, J. Piaget, L. S. Vygotskij, J. S. Bruner, S. Freud, M. Klein, F. Fröebel, J. Dewey, M. Montessori, etc.

- game room, as socio-cultural institution with a specific educational aim based on the game and the toy.
The game room isn’t a place intended for the sole commercial loan of toys, or as a recreation center for children, with characteristics similar to amusement-game bars or of shopping malls, but it is a space reserved for the game, pedagogically valid, structured taking into account the suggestions from psychology to pedagogy, then carried on a scientific basis, in which the true protagonist is the recreational infant condition;

- the animation as a training method.
The course wants to present the animation as an authoritative "method" able to develop, in the subject, communicative relational organizational skills and to answer the question: the teacher should use such tools to make the "play" an effective pedagogical technique of animation and what techniques and methodologies should be used?

- the aspect of group work in educational and organizational field.
In particular, the course aims to introduce the use of methods and techniques of the group, allowing an overview of the main themes of the group dynamics and group work.
This will be considered the basic elements of social psychology related to the formation of working groups, the group work and class groups.

- techniques of the game.
The second part of the course proposes studies and investigations related to different playing techniques used in scholastic and extra-scholastic activities, aiming at building of capacity for strategic use of methodologies and tools to an effective animation

- knowledge of "Toys in the life of the child".
The relationship between the child and the toy is an issue that needs to be reviewed and kept current to avoid losing the relevant and significant implications for psychological and educational level.
Then, this course explores the psychological significance of toys in different ages (from infancy to adolescence) analyzing the evolutionary processes more involved at this level. After a careful psycho-pedagogical and sociological analysis about “commercial” , a significant space is devoted to two other important types: "creative toy" and "the toy of the folk tradition." In particular, we will analyze the pedagogical importance of the construction of toys in the overall development of the child and the recovery of the traditional toy. The course is enriched also by some insights related to classification, "selection criteria" to be taken away from purchasing the toy (also for children in terms of disability) and by appropriate information about its "security "examining the legislation.

After the study of toys that belonged to our grandparents, Ludoteconomia examines the search, recovery and restoration of the popular traditions disappeared.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course will offer basic knowledge for the realization of a Lab Theatre d'Animation Pedagogy and tooks they need to know and use the potential of the theater for teaching and educational.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
- TO HAVE A CONCEPTUAL KNOWLEDGE THE BASIC CONCEPTS OF STRUMENTALISM;
- TO IDENTIFY DIFFERENCES BETWEEN COMMON SENSE PROPOSITIONS AND SCIENTIFIC INTERPRETATION;
- TO POSE WORDS AND CONCEPTS OF THE EDUCATIONAL FIELD TO A CRITICAL REVIEW;
- TO IDENTIFY THE KEY FORMS OF DEDUCTION AND INDUCTION;
- TO DEFINE PROBLEMS;
- TO FORMULATE HYPOTHESES;
- TO SET PATHWAYS FOR A CRITICAL REVIEW OF HYPOTHESES;
- TO IDENTIFY POSSIBLE SOLUTIONS TO THE PROBLEMS;
- TO MAKE DECISIONS:
- TO EVALUATE THE RISKS INVOLVED IN DECISION-MAKING;
- TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK FOR THE EMPIRICAL RESEARCH;
- TO HAVE KNOWLEDGE OF THEORETICAL, METHODOLOGICAL, AND TECHNICAL FRAMEWORK FOR EDUCATIONAL EVALUATION AND ASSESSMENT.

The course aims to provide an overview of sources of law to protect the child, both nationally and internationally, in order to ensure knowledge of the fundamental human rights and intervention in childhood to protect the rights of minors. It parses the regulations concerning the international and domestic adoption, foster care, laws intended to support the parental relationship, laws to protect family members from violence in family relationships, the laws on the distribution of public powers, on 'organization of support services to the person. It also analyzed the regulation of the juvenile justice process and the different forms of protection. The course will therefore provide the tools necessary knowledge to those who are prepared to act as binding support, promote and protect human subjects in education, at risk deviance.

THE COURSE IS DESIGNED TO ACHIEVE THE FOLLOWING OBJECTIVES: SOFT APPROACH TO COMPUTER; RECOVERY OF PRACTICAL SENSE WHEN USING THE PC; UTILITY RELATIONSHIP WITH THE MACHINE.

The education in group and help education.
The course has the finality of practcice the students of the complessity of the Ethic and professional deontology in comunity of groups.. The teacher examination the concept of respionssability and of empathy for the real communication . These Concepts are fondamental for the profession of professional educator of community and in general for the people wich work in Uman Science.

THE OBJECTIVES OF THE COURSE ARE: TO HAVE A GOOD KNOWLEDGE OF THE HYGIENE, OF THE PREVENTION OF THE MAIN INFECTIOUS AND SOCIAL DISEASES AND OF THE MAIN PROBLEMS RELATED TO THE SALUBRIOUSNESS OF THE ENVIRONMENT; TO HAVE A GOOD KNOWLEDGE OF THE MAIN MATTERS OF THE REHABILITATION.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

INTEGRATION OF DIFFERENT SCIENTIFIC KNOWLEDGE - NEUROLOGICAL, NEUROPSYCHOLOGICAL, PSYCHODYNAMIC, DEVELOPMENTAL, COMMUNICATIONAL - WITH SCIENTIFIC CONTENTS INFORMING ON THE MODELS OF MIND AND OF INTELLIGENCE, WITH INNOVATIVE ASPECTS OF PRESENT PEDAGOGICAL RESEARCH. ANALYSIS OF MEANINGS AND OF DYNAMIC INTERACTIONS IN HUMAN COMMUNICATION; THE COMPETENCES NEEDED WHILE READING AND RE-NARRATING SELF: THE AUTOBIOGRAPHICAL, BIOGRAPHICAL AND SOCIO-BIOGRAPHICAL NARRATION. PERCEPTION, ORGANIZATION AND USABILITY OF KNOWLEDGE WITHIN PRESENT CHANGES.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

THE MOST IMPORTANT PURPOSES OF THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES ARE A GAINING OF THE BASIC PHILOSOPHICAL GLOSSARY, IN ITS HISTORICAL DIMENSION INSIDE THE PHILOSOPHICAL REFLECTION AND ITS DEVELOPMENT IN WESTERN CULTURE.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

Use the training intervention for the reduction of social risk and distress, for the professional, social and cultural integration of subjects at risk, using appropriate methods and strategies. Methods and strategies to enhance the educational opportunities for the development of individuals and groups.

The course means to introduce the student to the thematic ones of the uneasiness and the marginality in the pedagogical perspective reported to the minor and to the adolescent, second the following purposes: - to know the complexity of the tipologie of deviance and marginality; - to in existence analyze the educational strategies put in the different truth; - to analyze to the knowledge and knowing to make specific of the engaged professional educator in the educational development of the minors; - to stimulate a greater knowledge of own professional himself; - to consolidate relative acquaintances to the relational members.

The course aims to provide an overview of sources of law, organization of public powers, the constitutional organs of the State, the European Union, Regional and Local Government. It is also proposed to introduce and analyze the legislation for the protection of fundamental rights and freedoms guaranteed by the Constitution.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

ACHIEVING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
ACHIEVING ELABORATIVE COMPETENCES IN ENGLISH.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
1. TO HAVE A CONCEPTUAL KNOWLEDGE OF THE ORIGINS AND THE KEY DEVELOPMENTS OF TESTING AND ASSESSMENT TECHNIQUES (DOCIMOLOGY), AND EVALUATION RESEARCH;
2. TO MASTER THE THEORETICAL AND EPISTEMOLOGICAL FRAMEWORK OF EVALUATION RESEARCH AND DOCIMOLOGY;
3. TO IDENTIFY THE DRAWBACKS OF MAINSTREAM ASSESSMENT TESTS;
4. TO ALIGN ASSESSING TASKS TO COURSE OBJECTIVES AND OBJECTS;
5. TO IDENTIFY THE BASIC FEATURES OF EVALUATION VALIDITY AND RELIABILITY;
6. TO IDENTIFY THE RELATIONSHIP BETWEEN EVALUATION AND DECISION-MAKING, AT MICRO AND MACRO LEVELS ;
7. TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK OF ADULT EDUCATION SURVEYS.

THE MAIN OBJECTIVES OF THE DISCIPLINE CONSIST IN THE ACQUISITION OF A BASIC PHILOSOPHICAL GLOSSARY, IN A HISTORICAL FRAME OF THE PHILOSOPHICAL REFLECTION AND IN ITS DEVELOPMENT IN THE WESTERN CULTURE, IN THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES.

To acquire the key concepts of anthropological research;
To develop a critical comparison on issues of globalization;
Raising awareness of the comparison with the cultural and social pluralism;
To emphasize the gender approach.

BASIC KNOWLEDGE OF ANATOMY, PHYSIOLOGY, PATHOLOGY, IMMUNOLOGY, SOCIAL AND COMMUNITY MEDICINE

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

The main objective of the course is to provide the student with knowledge and skills related to:

- theories and functions of the game.
The course wants to provide knowledge about the principal theorical researchs of the game and it shows the theories of famous scholars: E. Fink, H. G. Gadamer, J. Huizinga, R. Caillois, G. Bateson, J. Piaget, L. S. Vygotskij, J. S. Bruner, S. Freud, M. Klein, F. Fröebel, J. Dewey, M. Montessori, etc.

- game room, as socio-cultural institution with a specific educational aim based on the game and the toy.
The game room isn’t a place intended for the sole commercial loan of toys, or as a recreation center for children, with characteristics similar to amusement-game bars or of shopping malls, but it is a space reserved for the game, pedagogically valid, structured taking into account the suggestions from psychology to pedagogy, then carried on a scientific basis, in which the true protagonist is the recreational infant condition;

- the animation as a training method.
The course wants to present the animation as an authoritative "method" able to develop, in the subject, communicative relational organizational skills and to answer the question: the teacher should use such tools to make the "play" an effective pedagogical technique of animation and what techniques and methodologies should be used?

- the aspect of group work in educational and organizational field.
In particular, the course aims to introduce the use of methods and techniques of the group, allowing an overview of the main themes of the group dynamics and group work.
This will be considered the basic elements of social psychology related to the formation of working groups, the group work and class groups.

- techniques of the game.
The second part of the course proposes studies and investigations related to different playing techniques used in scholastic and extra-scholastic activities, aiming at building of capacity for strategic use of methodologies and tools to an effective animation

- knowledge of "Toys in the life of the child".
The relationship between the child and the toy is an issue that needs to be reviewed and kept current to avoid losing the relevant and significant implications for psychological and educational level.
Then, this course explores the psychological significance of toys in different ages (from infancy to adolescence) analyzing the evolutionary processes more involved at this level. After a careful psycho-pedagogical and sociological analysis about “commercial” , a significant space is devoted to two other important types: "creative toy" and "the toy of the folk tradition." In particular, we will analyze the pedagogical importance of the construction of toys in the overall development of the child and the recovery of the traditional toy. The course is enriched also by some insights related to classification, "selection criteria" to be taken away from purchasing the toy (also for children in terms of disability) and by appropriate information about its "security "examining the legislation.

After the study of toys that belonged to our grandparents, Ludoteconomia examines the search, recovery and restoration of the popular traditions disappeared.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course will offer basic knowledge for the realization of a Lab Theatre d'Animation Pedagogy and tooks they need to know and use the potential of the theater for teaching and educational.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
- TO HAVE A CONCEPTUAL KNOWLEDGE THE BASIC CONCEPTS OF STRUMENTALISM;
- TO IDENTIFY DIFFERENCES BETWEEN COMMON SENSE PROPOSITIONS AND SCIENTIFIC INTERPRETATION;
- TO POSE WORDS AND CONCEPTS OF THE EDUCATIONAL FIELD TO A CRITICAL REVIEW;
- TO IDENTIFY THE KEY FORMS OF DEDUCTION AND INDUCTION;
- TO DEFINE PROBLEMS;
- TO FORMULATE HYPOTHESES;
- TO SET PATHWAYS FOR A CRITICAL REVIEW OF HYPOTHESES;
- TO IDENTIFY POSSIBLE SOLUTIONS TO THE PROBLEMS;
- TO MAKE DECISIONS:
- TO EVALUATE THE RISKS INVOLVED IN DECISION-MAKING;
- TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK FOR THE EMPIRICAL RESEARCH;
- TO HAVE KNOWLEDGE OF THEORETICAL, METHODOLOGICAL, AND TECHNICAL FRAMEWORK FOR EDUCATIONAL EVALUATION AND ASSESSMENT.

The course aims to provide an overview of sources of law to protect the child, both nationally and internationally, in order to ensure knowledge of the fundamental human rights and intervention in childhood to protect the rights of minors. It parses the regulations concerning the international and domestic adoption, foster care, laws intended to support the parental relationship, laws to protect family members from violence in family relationships, the laws on the distribution of public powers, on 'organization of support services to the person. It also analyzed the regulation of the juvenile justice process and the different forms of protection. The course will therefore provide the tools necessary knowledge to those who are prepared to act as binding support, promote and protect human subjects in education, at risk deviance.

THE COURSE IS DESIGNED TO ACHIEVE THE FOLLOWING OBJECTIVES: SOFT APPROACH TO COMPUTER; RECOVERY OF PRACTICAL SENSE WHEN USING THE PC; UTILITY RELATIONSHIP WITH THE MACHINE.

The education in group and help education.
The course has the finality of practcice the students of the complessity of the Ethic and professional deontology in comunity of groups.. The teacher examination the concept of respionssability and of empathy for the real communication . These Concepts are fondamental for the profession of professional educator of community and in general for the people wich work in Uman Science.

To acquire the key concepts of anthropological research;
To develop a critical comparison on issues of globalization;
Raising awareness of the comparison with the cultural and social pluralism;
To emphasize the gender approach.

THE OBJECTIVES OF THE COURSE ARE: TO HAVE A GOOD KNOWLEDGE OF THE HYGIENE, OF THE PREVENTION OF THE MAIN INFECTIOUS AND SOCIAL DISEASES AND OF THE MAIN PROBLEMS RELATED TO THE SALUBRIOUSNESS OF THE ENVIRONMENT; TO HAVE A GOOD KNOWLEDGE OF THE MAIN MATTERS OF THE REHABILITATION.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

INTEGRATION OF DIFFERENT SCIENTIFIC KNOWLEDGE - NEUROLOGICAL, NEUROPSYCHOLOGICAL, PSYCHODYNAMIC, DEVELOPMENTAL, COMMUNICATIONAL - WITH SCIENTIFIC CONTENTS INFORMING ON THE MODELS OF MIND AND OF INTELLIGENCE, WITH INNOVATIVE ASPECTS OF PRESENT PEDAGOGICAL RESEARCH. ANALYSIS OF MEANINGS AND OF DYNAMIC INTERACTIONS IN HUMAN COMMUNICATION; THE COMPETENCES NEEDED WHILE READING AND RE-NARRATING SELF: THE AUTOBIOGRAPHICAL, BIOGRAPHICAL AND SOCIO-BIOGRAPHICAL NARRATION. PERCEPTION, ORGANIZATION AND USABILITY OF KNOWLEDGE WITHIN PRESENT CHANGES.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

THE MOST IMPORTANT PURPOSES OF THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES ARE A GAINING OF THE BASIC PHILOSOPHICAL GLOSSARY, IN ITS HISTORICAL DIMENSION INSIDE THE PHILOSOPHICAL REFLECTION AND ITS DEVELOPMENT IN WESTERN CULTURE.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

Use the training intervention for the reduction of social risk and distress, for the professional, social and cultural integration of subjects at risk, using appropriate methods and strategies. Methods and strategies to enhance the educational opportunities for the development of individuals and groups.

The course means to introduce the student to the thematic ones of the uneasiness and the marginality in the pedagogical perspective reported to the minor and to the adolescent, second the following purposes: - to know the complexity of the tipologie of deviance and marginality; - to in existence analyze the educational strategies put in the different truth; - to analyze to the knowledge and knowing to make specific of the engaged professional educator in the educational development of the minors; - to stimulate a greater knowledge of own professional himself; - to consolidate relative acquaintances to the relational members.

The course aims to provide an overview of sources of law, organization of public powers, the constitutional organs of the State, the European Union, Regional and Local Government. It is also proposed to introduce and analyze the legislation for the protection of fundamental rights and freedoms guaranteed by the Constitution.

The primary objective for the training of the third year is to maintain constant the relationship between theory and educational practice, increasingly using the sciences and their integration into a perspective of global approach.
The choice of training will focus in the operational areas of greater hardship (drug addiction, mental illness, autism, social rehabilitation, etc.), in harmony, as far as possible, with the interests of students and in relation to prior experience of training, with particular attention to the free observation and structured observation.
There will be excluded training which repeat already made experiences and / or additional experiences of Civil Service when they were made and approved by the University.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
1. TO HAVE A CONCEPTUAL KNOWLEDGE OF THE ORIGINS AND THE KEY DEVELOPMENTS OF TESTING AND ASSESSMENT TECHNIQUES (DOCIMOLOGY), AND EVALUATION RESEARCH;
2. TO MASTER THE THEORETICAL AND EPISTEMOLOGICAL FRAMEWORK OF EVALUATION RESEARCH AND DOCIMOLOGY;
3. TO IDENTIFY THE DRAWBACKS OF MAINSTREAM ASSESSMENT TESTS;
4. TO ALIGN ASSESSING TASKS TO COURSE OBJECTIVES AND OBJECTS;
5. TO IDENTIFY THE BASIC FEATURES OF EVALUATION VALIDITY AND RELIABILITY;
6. TO IDENTIFY THE RELATIONSHIP BETWEEN EVALUATION AND DECISION-MAKING, AT MICRO AND MACRO LEVELS ;
7. TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK OF ADULT EDUCATION SURVEYS.

THE MAIN OBJECTIVES OF THE DISCIPLINE CONSIST IN THE ACQUISITION OF A BASIC PHILOSOPHICAL GLOSSARY, IN A HISTORICAL FRAME OF THE PHILOSOPHICAL REFLECTION AND IN ITS DEVELOPMENT IN THE WESTERN CULTURE, IN THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES.

BASIC KNOWLEDGE OF ANATOMY, PHYSIOLOGY, PATHOLOGY, IMMUNOLOGY, SOCIAL AND COMMUNITY MEDICINE

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.

The main objective of the course is to provide the student with knowledge and skills related to:

- theories and functions of the game.
The course wants to provide knowledge about the principal theorical researchs of the game and it shows the theories of famous scholars: E. Fink, H. G. Gadamer, J. Huizinga, R. Caillois, G. Bateson, J. Piaget, L. S. Vygotskij, J. S. Bruner, S. Freud, M. Klein, F. Fröebel, J. Dewey, M. Montessori, etc.

- game room, as socio-cultural institution with a specific educational aim based on the game and the toy.
The game room isn’t a place intended for the sole commercial loan of toys, or as a recreation center for children, with characteristics similar to amusement-game bars or of shopping malls, but it is a space reserved for the game, pedagogically valid, structured taking into account the suggestions from psychology to pedagogy, then carried on a scientific basis, in which the true protagonist is the recreational infant condition;

- the animation as a training method.
The course wants to present the animation as an authoritative "method" able to develop, in the subject, communicative relational organizational skills and to answer the question: the teacher should use such tools to make the "play" an effective pedagogical technique of animation and what techniques and methodologies should be used?

- the aspect of group work in educational and organizational field.
In particular, the course aims to introduce the use of methods and techniques of the group, allowing an overview of the main themes of the group dynamics and group work.
This will be considered the basic elements of social psychology related to the formation of working groups, the group work and class groups.

- techniques of the game.
The second part of the course proposes studies and investigations related to different playing techniques used in scholastic and extra-scholastic activities, aiming at building of capacity for strategic use of methodologies and tools to an effective animation

- knowledge of "Toys in the life of the child".
The relationship between the child and the toy is an issue that needs to be reviewed and kept current to avoid losing the relevant and significant implications for psychological and educational level.
Then, this course explores the psychological significance of toys in different ages (from infancy to adolescence) analyzing the evolutionary processes more involved at this level. After a careful psycho-pedagogical and sociological analysis about “commercial” , a significant space is devoted to two other important types: "creative toy" and "the toy of the folk tradition." In particular, we will analyze the pedagogical importance of the construction of toys in the overall development of the child and the recovery of the traditional toy. The course is enriched also by some insights related to classification, "selection criteria" to be taken away from purchasing the toy (also for children in terms of disability) and by appropriate information about its "security "examining the legislation.

After the study of toys that belonged to our grandparents, Ludoteconomia examines the search, recovery and restoration of the popular traditions disappeared.

THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

The course will offer basic knowledge for the realization of a Lab Theatre d'Animation Pedagogy and tooks they need to know and use the potential of the theater for teaching and educational.

The primary objective for the training of the third year is to maintain constant the relationship between theory and educational practice, increasingly using the sciences and their integration into a perspective of global approach.
The choice of training will focus in the operational areas of greater hardship (drug addiction, mental illness, autism, social rehabilitation, etc.), in harmony, as far as possible, with the interests of students and in relation to prior experience of training, with particular attention to the free observation and structured observation.
There will be excluded training which repeat already made experiences and / or additional experiences of Civil Service when they were made and approved by the University.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.

Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

INTERCULTURAL DIDACTICS


EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.

ACHIEVING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
ACHIEVING ELABORATIVE COMPETENCES IN ENGLISH.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.

Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

OBJECTIVES OF SUBJECT: ACQUISITION OF KNOWLEDGE OF WHAT THE ERRORS OF COMMUNICATION AFFECT ON QUALITY AND EFFECTIVENESS OF EDUCATION REPORT;HIGHLY SENSITIZATION TOWARDS OPPORTUNITIES WHICH STIMULATE THE VERBAL EXPRESSION,LINGUISTIC INTERACTION,GRAPHIC EXPRESSION;SPOTTING OF CHARACTERISTICS OF A COMMUNICATION THAT DEALS SPOKEN LANGUAGE AND THE ABILITY TO BE UNDERSTOOD.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.

How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.