Università Roma Tre

The lessons' purpose is providing a cognitive base useful to analyze elements and processes that characterize social domain in general and mainly society.

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 course aims to analyze the role that the body plays in individual and collective training, through the examination of the most significant theories developed by different pedagogical approaches. in particular, the emphasis falls on the educational aspects of the image of the body that society currently offers. the educational action is located on a system whose two objectives are the formation and realization of the person, with the concretization of its slopes and with a balanced relationship with others.

The principle of educational continuity constitutes the background of contemporary educational thought. The new educational philosophical orientations require a reflection on the adaptation of the conceptual and operational tools that serve to address the relationship between experience and education.

The discipline has as crucial objectives the integration of specific knowledge of the neurological, neuropsychological, psychodynamic, psychomotor, communicative, knowledge cone related to models of mind and intelligence, with the deepening of innovative aspects that come from contemporary pedagogical research.

Specific objectives of the discipline are the definition, characterization, deepening of the meaning, characteristics and behaviors to be referred to the pathologies of childhood and adolescence. Moreover: to read, analyse and understand the implications that the behaviours determined by pathologies derive at an educational level in such a way as to make possible a training perspective committed to improving the quality of life of the users and to allow them to give the best possible of themselves.

The discipline has a strong orientation towards the definition of an educational language and vocabulary in L2. Its objectives are: acquisition of phonatory, lexical, grammatical, syntactic and English pronunciation skills; acquisition of processing skills for understanding and expressing in English.

The discipline focuses specifically on the integration of in-depth knowledge of the fields of psychodynamics, psychomotor, morpholinguistics, communication, with detailed knowledge of the characteristics of diseases and psychopathologies, with methodological, strategic and technical skills from the point of view of teaching.

The discipline expresses its foundation on the cognitive and speculative level for the professional educator. Referring to Platonic and Aristotelian thought on issues such as freedom, knowledge and justice lead to and find construction of the identity of the person allowing it to fit with greater awareness in a civic and human context.

The main objectives of the discipline consist in the acquisition of a basic philosophical vocabulary, in a historical framework of philosophical reflection and its development within Western culture, in the understanding of the main philosophical theories.

The discipline aims to deepen the knowledge and perfect the skills of an educational language and vocabulary in L2. Its objectives are: to enhance and personalise grammatical, syntactic and English pronunciation skills; to acquire processing skills for understanding and expressing in English, in particular through knowledge of current EU guidelines on the objectives and reality of the knowledge and skills society.

The disciplinary approach aims to allow the student to learn the essential characteristics of the physiology and pathology of the patient through anatomy and clinic. Knowledge of medical equipment and its applications is fundamental.

The internship is an integral part of the training. The internship experience is divided into two moments characterized by different activities, but interconnected and preparatory to each other: internal and external. The objectives are to recognize the trainee's construction of the training experience and its impact on professional orientation. The internship is a real start of the training experience in the field and creates a direct contact with the world of work and the acquisition of application elements of a specific professional activity, in line with the university training path of each student.

The course aims to provide the basic scientific-disciplinary skills, concerning the study of the main functions (cognitive, affective and motor). The course offers the basic knowledge of the history of psychology and the methods and techniques of psychological research. In this regard, students are put in a position to try both the techniques of experimental investigation, both with those of clinical investigation, also participating directly in the systematic collection of data and their processing.

The course has as its object, on the one hand, the study of the legal condition of the child as an essential and essential prerequisite for its protection, in family and social context, on the other hand, the study of factors of deviance and institutional corrective actions. His figure, as a subject of right to protection, is relevant within the analysis of legal and social aspects to be referred to the protection of the freedom of each individual.

The course aims to highlight stereotypes and prejudices in the mass media, through an analysis and decoding of the image of women and men conveyed mainly through advertising messages.

Politics as a decision-making field: aims, means and relationships with the different types of power; political science as a key to interpretation (nature, fundamentals and instruments). Aspects of educational policies: interaction with other aspects of politics; interconnections with scientific, echnological and economic development, and with cultural, social and civil growth; democracy, education and the concept of citizenship; the relationship between educational principles and ideological and religious principles; the links between politics, legislation and organization in education. Evolution of education and training systems in western countries in the second half of the twentieth century: from quantity reforms to quality reforms; parallel crises of centralisms and traditional autonomies; new roles of local authorities in school policy and new distribution of decision-making powers in training systems; the relationship between public and private.

The course aims to provide basic knowledge elements for learning the potential for use of the multimedia system in education, from the digital camera to the use of the computer. We live in the era of globalization and digitization, and we are in a sense pursued by images broadcast by various media, which we must be able to decode.

The objective of the course is the analysis and knowledge of the transformations of the family, the theoretical and methodological tools to understand the intra-family and extra-family dynamics, a perspective on the link between the family as a microstructure and macro-demographic trends. Finally, an in-depth study of the major problems of the contemporary family such as de facto families, heterosexuality and homosexuality, issues of bioethics, problems related to separation and divorce and the relationship between the family and the family. between family and social networks.

The course aims to offer students the techniques and methods to live in educational and re-educational environments, the experiences of dramatization, theater-game-life, and psychodrama.

Provide the basic concepts of General Psychology: perception, memory, learning, thinking, language and communication, motivation, emotion. To develop the ability to analyse the cognitive, affective and relational mechanisms of the human mind, and to identify possibilities of applying psychological research to teaching.

The course aims to make students understand what are the disorders in the field of psychopathology and the conditions that do not determine the onset. The course also includes a reference to the psychopathological problems in prison institutions. Training objectives - Increased awareness - Development of observation skills - Promotion of awareness of diversity and richness in relationships - Activation of capacities for analysis of disorders in the field of psychopathology - Increased desire for experimentation and research - Promotion of the ability to use the learning and skills gained in other fields.

Verify and reinforce the emotional balance and theoretical training related to verbal and non-verbal communication.

The course aims to make students aware of the complexity of the Ethics of communication in bioethics. The concept of responsibility and empathy will be examined as conditions for the possibility of integrated intersubjective communication. These concepts are fundamental for the profession of Community Vocational Educator and, more generally, for those who deal with human sciences.

Training in the practical application of games and animation for the integration of diversity in all languages.

The course aims to achieve the following objectives: - Use of information technology. - Work organization. - Improvement of practical performance.

The course aims to make students aware of the complexity of the Ethics of communication in bioethics. The concept of responsibility and empathy will be examined as conditions for the possibility of integrated intersubjective communication. These concepts are fundamental for the profession of Community Vocational Educator and, more generally, for those who deal with human sciences.

To allow the student to acquire a critical knowledge of specific knowledge to capture and mature training paths closely related to professional use.

Starting from the educational needs and the key role of the pedagogical commitment in the intervention of prevention and recovery of deviance and juvenile crime, the course aims to address the phenomena and dynamics of discomfort and deviance by comparing theory and practice, involving the student in a path to acquire a critical knowledge of specific knowledge to capture and mature training processes closely related to professional use.

Training in the practical application of games and animation for the integration of diversity in all languages.

- acquire the basic concepts of experimentalism; - distinguish common sense propositions from scientific judgements; - critically review words and concepts of educational language; - identify the main forms of deduction and induction; - define a problem; - formulate hypotheses; establish pathways for critical review of hypotheses; - select pathways for problem solving; make decisions; assess the risk of decisions; - acquire the theoretical and methodological foundations of empirical investigation; - acquire the theoretical, methodological and technical foundations of educational evaluation.

Training in the practical application of games and animation for the integration of diversity in all languages.

Training in the practical application of games and animation for the integration of diversity in all languages.

The course aims to analyze and reflect on the processes of social integration, to identify the skills and attitudes that can facilitate the understanding of the questions and resources of people with disabilities in different relational contexts: family, university, work.

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.

CERCARE OBIETTIVI

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.

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 AIMS TO PROVIDE THE TOOLS FOR UNDERSTANDING THE LEGAL FRAMEWORK RELATING TO THE SOCIAL SECURITY SYSTEM BY CLARIFYING THE FUNDAMENTAL INSTITUTIONS RESULTING FROM THE MOST RECENT REGULATION OF THE SUBJECT IN THE NATIONAL, EUROPEAN AND INTERNATIONAL SPHERES.

The discipline has a strong orientation towards the definition of an educational language and vocabulary in L2. Its objectives are: acquisition of phonatory, lexical, grammatical, syntactic and English pronunciation skills; acquisition of processing skills for understanding and expressing in English.

The course aims to make students understand what are the disorders in the field of psychopathology and the conditions that do not determine the onset. The course also includes a reference to the psychopathological problems in prison institutions. Training objectives - Increased awareness - Development of observation skills - Promotion of awareness of diversity and richness in relationships - Activation of capacities for analysis of disorders in the field of psychopathology - Increased desire for experimentation and research - Promotion of the ability to use the learning and skills gained in other fields.

The course aims to offer students the techniques and methods to live in educational and re-educational environments, the experiences of dramatization, theater-game-life, and psychodrama.

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 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 internship is an integral part of the training. The internship experience is divided into two moments characterized by different activities, but interconnected and preparatory to each other: internal and external. The objectives are to recognize the trainee's construction of the training experience and its impact on professional orientation. The internship is a real start of the training experience in the field and creates a direct contact with the world of work and the acquisition of application elements of a specific professional activity, in line with the university training path of each student.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The main objectives of the discipline consist in the acquisition of a basic philosophical vocabulary, in a historical framework of philosophical reflection and its development within Western culture, in the understanding of the main philosophical theories.

The main objectives of the discipline consist in the acquisition of a basic philosophical vocabulary, in a historical framework of philosophical reflection and its development within Western culture, in the understanding of the main philosophical theories.

THE OBJECTIVES OF THE DISCIPLINE REQUIRE THE ANALYSIS AND INVESTIGATION OF THE THEMES TO BE REFERRED TO ALL EDUCATIONAL SETTINGS: THE DEFINITION AND CHARACTERIZATION OF THE CONTEXTS, ENVIRONMENTS, AND PLACES OF EDUCATION FOCUS ON THE SET OF FORMAL, INFORMAL, AND NONFORMAL SKILLS. EACH OF THESE CONTENTS IS INTERCONNECTED WITH THE STUDY OF PHENOMENA AFFECTING THE REALITY AND CHARACTERISTICS OF THE THEMES JUST INDICATED.

- acquire the basic concepts of experimentalism; - distinguish common sense propositions from scientific judgements; - critically review words and concepts of educational language; - identify the main forms of deduction and induction; - define a problem; - formulate hypotheses; establish pathways for critical review of hypotheses; - select pathways for problem solving; make decisions; assess the risk of decisions; - acquire the theoretical and methodological foundations of empirical investigation; - acquire the theoretical, methodological and technical foundations of educational evaluation.