The aim of the course is a to acquire knowledge of the basic concepts of hygiene, epidemiology, prevention and Public Health issues related to school environments. The student at the end of the course should demonstrate knowledge on the evolution and current state on health legislation, prevention, infectious diseases and multifactorial illnesses, times of prevention, vaccine schedule and the principles of health education and promotion health, and elements of occupational hygiene, focusing on community medicine issues and school environments.

EDUCATIONAL OBJECTIVES

WITHIN THE PROGRAMME, AT THE END OF THE LABORATORY OF GENERAL PEDAGOGY THE STUDENT WILL BE CAPABLE OF PERFORMING ABILITIES IN THE CONTEXT OF:
KNOWLEDGE AND UNDERSTANDING
- IDENTIFYING THE EPISTEMOLOGICAL STATUS AND THE METHODOLOGY OF THE LABORATORY
- IDENTIFYING THE CONCEPTS AND THE PROBLEMS OF THE THEORY OF EDUCATION WITH NATIONAL EUROPEAN INTERNATIONAL REFERENCES
APPLYING KNOWLEDGE AND UNDERSTANDING
- ANALYZING THE BEST PRACTICES OF THE SCHOOL METHODS
- IDENTIFYING AND GENERALIZING EDUCATIONAL PHENOMENON AND HUMAN PROCESS OF LEARNING
MAKING JUDGEMENTS
- CONNECTING THE THEORY OF EDUCATION AND PEDAGOGY WITH SCHOOL LIFE
- EVALUATING THE INNOVATION IN PEDAGOGY
COMMUNICATION SKILLS
- INTERACTING USING MULTIPLE STRATEGIES AND ORIGINAL TOOLS
- COMMUNICATING PROJECTS AND ORGANIZING THE PEDAGOGICAL THOUGHT IN THE EDUCATIONAL ACTION
LEARNING SKILLS
- CARRYING ON SCIENTIFIC RESEARCH IN SCHOOL EDUCATION
- MANAGING THE EDUCATIONAL CHALLENGE WITH CREATIVITY AND IMAGINATION IN THE PERSPECTIVE OF LIFELONG LEARNING.

Prerequisites
The fundamental prerequisites are:
1. comprehension of the multiple interaction team education approach in the context of teacher and students work
2. ability of reading, comprehension and communication of the Italian texts, including the digital production
3. capability of discussion and argument in the field of cultural themes
4. flexibility and management of new knowledge
5. competence in the process of learning
6. development of proper competences for school involvement
7. responsibility in following the process of learning
8. definition of teacher profile and the profession of teaching
9. ability in internet research and use of the web site www.sandrachistolini.it, communication within the Laboratory: schistolini@uniroma3.it
10. ability of acquiring and transferring knowledge, procedures, strategies using several devices od communication.

EDUCATIONAL OBJECTIVES

WITHIN THE PROGRAMME, AT THE END OF THE STUDYING OF “GENERAL PEDAGOGY” THE STUDENT WILL BE CAPABLE OF PERFORMING ABILITIES IN THE CONTEXT OF FIVE DIMENSION OF STUDY AS FOLLOWING:
1. KNOWLEDGE AND UNDERSTANDING
- IDENTIFYING THE EPISTEMOLOGICAL STATUS AND THE METHODOLOGY OF THE DISCIPLINE
- IDENTIFYING THE CONCEPTS AND THE PROBLEMS OF THE THEORY OF EDUCATION WITH NATIONAL EUROPEAN INTERNATIONAL REFERENCES
2. APPLYING KNOWLEDGE AND UNDERSTANDING
- ANALYZING THE BEST PRACTICES OF THE SCHOOL METHODS
- IDENTIFYING AND GENERALIZING EDUCATIONAL PHENOMENON AND HUMAN PROCESS OF LEARNING
3. MAKING JUDGEMENTS
- CONNECTING THE THEORY OF EDUCATION AND PEDAGOGY WITH SCHOOL LIFE
- EVALUATING THE INNOVATION IN PEDAGOGY
4. COMMUNICATION SKILLS
- INTERACTING USING MULTIPLE STRATEGIES AND ORIGINAL TOOLS IN DIFFERENT CONTEXTS
- COMMUNICATING PROJECTS AND ORGANIZING THE PEDAGOGICAL THOUGHT IN THE EDUCATIONAL ACTION
5. LEARNING SKILLS
- CARRYING ON SCIENTIFIC RESEARCH IN GENERAL AND IN SCHOOL EDUCATION
- MANAGING THE EDUCATIONAL CHALLENGE WITH CREATIVITY AND IMAGINATION IN THE PERSPECTIVE OF LIFELONG LEARNING.

To provide students of this course, prospective teachers, the historical knowledge of the Italian school from its birth until today, to acquire skills of analysis of the effects of the most significant changes and appropriate knowledges about the trials that have marked these changes to start a professional career conscious

At the end of the course the participants will be able to:

• describe the key characteristics of teaching-learning process in relation to the cultural, social and environmental complexity of the present time.
• describe and analyze school environments in the light of the ecological perspective of education systems
• describe the most relevant aspects of the teaching-learning process and recognize and highlight the measurable factors of the involved variables
• analyze plans, procedures and tools for process observation
• identify the stages that characterize observation procedures
• individuate the main differences among typologies of observation tools
• specify and describe some aspects that characterize assessment and evaluation as regulators of teaching-learning processes
• explain the reasons why evaluation is an education factor aimed at improving the quality of teaching and learning in the perspective of auto efficacy
• link learning models with teaching functions
• individuate effective ways of communicating evalutation from the perspective of a socio-relational and affective framework.

The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society.

This course is designed to help the prospective elementary teachers make the transition from school mathematics to viewing elementary mathematics from an advanced standpoint. The course enables the student to: 1. Consider the different systems of numbers (natural numbers, integers, rational and real numbers) from an advanced standpoint. 2. Consider elementary geometry and algebra from and advanced standpoint. 3. Reach an understanding of the nature of mathematical thought (abstract concepts, mathematical problems, the idea of proof).

THE COURSE AIMS TO GIVE THE STUDENT A BASIC KNOWLEDGE IN THE FIELD OF PEDAGOGY AND DIDACTICS OF MUSIC

THE WORKSHOP AIMS TO DEVELOP THE MUSICAL KNOWLEDGE OF THE STUDENTS THROUGH A DIRECT EXPERIENCE OF MUSICAL EVENTS.

THE COURSE AIMS TO RETRACE THE HISTORY OF THE ITALIAN ANTI-CLERICALISM, FROM THE RISORGIMENTO TO THE PRESENT.

• to describe the main characteristics of the system approach to didactics;
• to individuate and describe real case study to put to comparison with the main models of lecture and management of digital and no digital learning environments;
• to analyze the network of roles in the school community in the perspective of the team teaching approach;
• to identify methodological and didactic strategies by integrating learning models and teaching schemes;
• to analyze the key elements of the education and didactic design

At the end of the year course students:
• will acquire criteria to analyze and differentiate the "language" of those who use the wall to say something;
• will distinguish the graphic production based on styles, shapes, colors chosen by the writers;
• will be able to understand the inside emotional message;
• will invent projects to be implemented in schools to prevent this phenomenon

Course objectives will focus on developing a variety of skills differently
associated with the following contents:
- The main methodological approaches to research in education (types of research
in relation to the quantitative neo-positivist paradigm and the qualitativeinterpretative
paradigm);
- Correlational research and Experimental research (with particular reference to
research on teaching practices);
- Research questions and research design;
- Constructs, quantitative and qualitative variables (dependent and independent)
- Scales (nominal, ordinal, continuous);
- hypotheses formulation and setting in experimental research;
- Data collection (assessment techniques and procedures);
- Tests features as a measurement tool in experimental research (main types of
tests);
- The presentation of research results.

Workshop objectives will focus on developing a variety of skills differently
associated with the following contents:
- Statistical tests for testing the hypotheses;
- How to measure scale reliability (Cronbach's alpha);
- How to select a statistical test based on the hypotheses;
- How to determine if a difference is statistically significant (chi-square,
nonparametric tests, different types of t-test);
- How to determine if two variables are associated (Pearson correlation).

To observe and identify some aspects of social communication and relate them to the prevailing didactic situations that characterize the communication at school

At the end of the year course students:
- will have knowledge of the history of education of the disabled, with particular reference to the Italian experience that has lead our country to totally and fully integrate students with disabilities in all levels and kind of schools;
- will be able to recognize, with appropriate cognitive tools, the centrality of the person and to promote the quality of life for everyone regardless of personal or social conditions;
- will be able to understand the importance of teaching strategies necessary to promote and facilitate the learning process;
- will acquire knowledge about the different learning disabilities and the implications that derive within the school;
- will identify the educational decisions to be taken in order to achieve an all-inclusive education;
- will acquire knowledge and skills about the teaching laboratory.

The course provides students with theoretical knowledge and operational tools to address issues related to the child’s psychology in educational context.

At the end of the course students will have acquired expertise in:

- Analysis of the contemporary mainstream sociological classic from the perspective of the educational process,
- Theories of socialization;
- Analysis of the processes of socialization in children of Primary School and Nursery School.

1. Reject some of the most common prejudices and popular ideas about language and languages and to replace them with the acquisitions of current research in the sciences of language.
2. Provide some sound background in order to enhance the students' foreign language learning.
3. Enhance linguistic awareness in students in order to improve their command of written Italian, and their capability of teaching it, both to native speakers and to L2 speakers of Italian.
4. Provide the would-be Primary School teachers with the linguistic knowledge involved in primary literacy teaching.
5. Provide the would-be Primary School teachers with a better alternative to traditional grammar as still taught at school

At the end of the second year of the course students will have acquired the ability to:
• know and understand their professional role within the framework of school autonomy as well as their rights and duties in a complex social reality;
• develop and deepen their knowledge and skills in both observational both in relationships.

The course of Goodwill to academic writing workshop aims to prepare the drafting of the final report and the thesis students of Primary Education, most of them ignore or have limited ability in the professional use of a modern software-writing and have an unsatisfactory electronic control with conventions of argument, for writers and format that are the basis of academic writing.

The purpose of the course is developing an educational approach (Inquiry-Based Science Education - IBSE) as it's possible to apply in school: 1) learning promotion and understanding of concepts with direct experience; 2) knowing how to ask questions and problem defining through discussion; 3) misunderstandings clearing; 4) base knowledge ensuring and competency promoting.

THE LAB SESSIONS ENABLE THE PROSPECTIVE ELEMENTARY TEACHER TO LEAD MATHEMATICAL ACTIVITIES WITH CHILDREN WITH FLEXIBILITY AND ATTENTION TO SINGLE STUDENTS

The activity is aimed at acquiring knowledge of the professional potential of the course of children's literature in the specific field of primary education.

AT THE END OF THE WORKSHOP STUDENTS WILL ACQUIRE:

- A BASIC KNOWLEDGE ABOUT USING PHOTOGRAPH AS NARRATIVE INTERLOCUTOR (REPORTAGE TECHNIQUE)
- A BASIC KNOWLEDGE ABOUT USING CINE-LANGUAGE AS NARRATIVE INTERLOCUTOR (USE OF VIDEO AT SCHOOL AND IN EDUCATION)
- COMPETENCES IN THE BUILDING OF NARRATIVE PATHS TROUGH IMAGES (PHOTOGRAPHIC AND CINEMATOGRAPHIC) DIRECTED TO PRE-SCHOOL AND ELEMENTARY PUPILS.

EDUCATIONAL OBJECTIVES

WITHIN THE PROGRAMME, AT THE END OF THE COURSE THE STUDENT WILL BE CAPABLE OF PERFORMING ABILITIES IN THE CONTEXT OF:
DISCUSSING KNOWLEDGE AND UNDERSTANDING
- IDENTIFYING THE ISSUES OF INTERCULTURAL AND CITIZENSHIP EDUCATION, AND METHODOLOGY OF THE DISCIPLINE
- IDENTIFYING THE CONCEPT OF ACTIVE CITIZENSHIP IN THE NATIONAL EUROPEAN INTERNATIONAL CONTEXT
APPLYING KNOWLEDGE AND UNDERSTANDING
- ANALYZING THE MEANING AND THE BEST PRACTICES OF THE SCHOOL CONCEPTS AND METHODS TO TACKLE THE SOCIAL PREJUDICE AND SOCIAL DISCRIMINATION
- RECOGNIZING AND GENERALIZING EDUCATIONAL PHENOMENON AND THE INTERCULTURAL HUMAN PROCESS OF LEARNING
MAKING JUDGEMENTS
- CONNECTING THE THEORY OF INTERCULTURAL AND CITIZENSHIP EDUCATION AND PEDAGOGY WITH MULTIETHNIC SCHOOL LIFE
- EVALUATING THE INNOVATION IN PEDAGOGY RESPECTFUL OF THE CHILDREN IDENTITY, HUMAN RIGHTS, DIGNITY AND JUSTICE
EXPLORING COMMUNICATION SKILLS
- INTERACTING USING MULTIPLE STRATEGIES, OPEN AND DEMOCRATIC TOPICS IN SCHOOL AND IN THE COMMUNITY DIALOGUE
- COMMUNICATING PROJECTS AND ORGANIZING THE PEDAGOGICAL THOUGHT IN THE EDUCATIONAL ACTION
USING LEARNING SKILLS
- CARRYING ON SCIENTIFIC RESEARCH IN MULTIETHNIC SCHOOLS
- MANAGING THE EDUCATIONAL CHALLENGE IN THE PERSPECTIVE OF LIFELONG LEARNING FOR THE SUSTAINABLE DEVELOPMENT.

THE COURSE ENABLES THE STUDENT TO
– DEVELOP A CULTURAL VIEW OF MATHEMATICS CONSIDERING ITS CONTENTS AS WELL AS HISTORICAL AND EPISTEMOLOGICAL ASPECTS
– UNDERSTAND THE AIMS AND STANDARDS OF CHILDREN MATHEMATICAL EDUCATION
– DEVELOP A GOOD UNDERSTANDING OF THE DIFFERENT GRADES (PRESCHOOL AND K-5) IN MATHEMATICS TRAINING AND LEAD THE MATHEMATICAL CLASSROOM OFFERING GOOD MATHEMATICAL TEACHING

The course has the aim to provide students with:
a) Knowledge of the historical development of theories and practices for children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry.
b) Basic knowledge of the main types of materials and artistic techniques of the illustrative children's book, even in their historical evolution.
a) Overview of the major contemporary methods of reading to / with / for children.

Aims of the course are:
- Introduce students to definitions, concepts and principles of “developmental psychopathology”;
- Identify symptoms of each developmental disorder and criteria that are used to define and diagnose it;
- Include problems in diagnostically defined syndromes.

At the end of the third year of the course students will have acquired the ability to:
• know and use procedures and observational tools to detect the phenomena of 'communicative interaction in school and in class
• know and observe the process of teaching-learning in order to come to an awareness of the main functions of observation for the continuous improvement of the educational
• know and use procedures of self-observation and self-assessment in the context of communication in school and in class
• understand and analyze legal sources and theoretical programs for preschool and primary identifying the differences between programs and finalizing programming
• identify and analyze the different forms of educational and didactic for kindergarten and primary school

STUDENTS WILL ACQUIRE THOROUGH KNOWLEDGE REGARDING:

A) THE DEBATE ABOUT THE CURRENT TRANSFORMATION FROM THE INTEGRATION SCHOOL SYSTEM TO THE INCLUSION ONE;
B) THE STILL OPEN SOCIAL QUESTION CONCERNING DISABLED PERSONS AND THEIR COLLOCATION INTO SOCIETY;
C)THE CRITICAL ANALYSIS CONDUCTED BY ACADEMICS THAT IDENTIFY THEMSELVES WITH DISABILITY STUDIES;
D)THE TALES (LITERARY, CINEMATOGRAPHIC, MUSICAL, THEATRICAL, ETC…) CARRYING OUT THE CULTURE OF INTEGRATION IN SOCIETY.
E)THE LEARNING DIFFICULTIES AND DISORDERS (PAYING MORE ATTENTION TO THE MOST FREQUENT ONES IN SCHOOL)
F)THE EDUCATIONAL MANAGEMENT OF THE CLASS IN THE PERSPECTIVE OF COMPLEXITY