Degree Course: Early childhood education and care Syllabus for A.Y. 2021/2022

Italian version

FIRST YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910168 - General education (objectives)

Group: A - L

- FIORUCCI MASSIMILIANO (syllabus) (reference books)

- GIOSI MARCO (syllabus)

The text by Bruno Bettelheim, an Austrian psychoanalyst who has come back from the experience of the Nazi concentration camps, is the result of a long study experience and is a reflection on the value and meaning of affective dynamics in human growth. Emotional-affective maturation (this is one of the central themes) is a difficult, complex path towards the identity and authenticity of the self. A crucial element of all this are the profound identifications by which the child welcomes in the internal world behaviors, ways of feeling and thinking of parents, the family world, the social environment. According to Bettelheim, one becomes a person precisely for the quality of these relationships, for the strength of the presence of the other, for the stability of personal contact, which is established between adult and child. If we think for a moment about the problem of exercising authority, self-control and self-discipline, we discover that what has weight and meaning in learning to live the common rules is not orders and even less threats and punishments. What matters is a coherent system of values, that set made up of emotional communication and inner firmness that creates the conditions for introjecting stability and self-control. We must add that for Bettelheim identification processes have this protective quality if the nature of the parent-child relationship is less and less what seems to have become in the industrial and post-industrial societies of our time, dominated by emotional separation, the solitude of young and adults, by mass conformism. In the book, therefore, we do not find a set of pedagogical advice to provide to educators in difficulty (even if there are obviously no lack of regulatory principles and models of conduct) but above all the indication of an inner attitude: the need to achieve self-awareness in order to get there to the knowledge of the other. In short, the fantasies, the feelings of a child, Bettelheim tells us, can easily find the wall of our defenses, but if we can get down in our emotions by listening to ourselves to some extent, if we feel a deeper contact and understanding with our past experiences, we can use all this to reduce defenses and create a wider mental space that allows the other to live and grow. In other words, the relationship with a child should be able to increase our personal insight and translate into awareness of the ambivalences and conflicts that go through the human condition.

(reference books)

Group: M - Z

- BROCCOLI AMELIA (syllabus) (reference books)

M-PED/01

Basic compulsory activities

ITA

22910172 - DIDACTIC ORGANISATION AND ASSESSMENT PROCESSES (objectives)

Design and organize educational activities in childcare services, preparing appropriate interventions for users and territory; use educational-didactic strategies and methodologies oriented to the promotion of skills, respecting the times and styles of development and learning of each; monitor and self-evaluate the effectiveness of one's educational activity; develop critical skills for quality assessment of early childhood interventions; use computer tools and new technologies applied to educational contexts.

By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.

Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.

Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.

Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.

Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved

Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.

Group: A - L

- MORETTI GIOVANNI (syllabus) (reference books)

Group: M - Z

- LA ROCCA CONCETTA (syllabus) (reference books)

M-PED/03

Basic compulsory activities

ITA

22910173 - GENERAL PSYCHOLOGY (objectives)

- FAGIOLI SABRINA (syllabus)

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

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

(reference books)

M-PSI/01

Basic compulsory activities

ITA

22910166 - Computer skills (objectives)

- MEZZINI MAURO (syllabus) (reference books)

INF/01

Other activities

ITA

22910165 - CONTEMPORARY HISTORY (objectives)

- IMPAGLIAZZO MARCO (syllabus) (reference books)

M-STO/04

Core compulsory activities

ITA

Optional group: un esame a scelta M-PED/02-I ANNO - (show)

22910169 - Children's literature (objectives) With the course of Children’s literature, students will be able to achieve the following educational goals: In terms of knowledge and understanding: - knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children - knowledge of the prospects and theoretical models of children’s literature - knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship. - knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts In terms of ability to apply knowledge and understanding: - ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading; - ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression; In terms of autonomy of judgment: - Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective; - Aptitude to consider alternative solutions to problems and to make decisions that respond to the children’s training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives; - Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products. In terms of communicative abilities: - ability to expose in an organized manner the objectives and the nature of the educational activity through educational planning, with particular reference to the use of illustrated stories; - the ability to entertain positive relationships with families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of different culture or religion; - the ability to use digital communication tools in educational contexts. In terms of learning ability: - Aptitude to always extend their knowledge of editorial novelties in the field of literature for children. Group: A - L - CANTATORE LORENZO (syllabus) The course will take place in both the first and second semester. The Children's Literature course is aimed at future nursery and children's services educators in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools useful to face, with due pedagogical awareness, the reading of texts intended for children. The lessons will be mainly dedicated to the identification of strategies and methods to educate children in reading and to stimulate in them the necessary motivational processes. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of images, the places to promote reading (nursery, school, library, playroom, home, etc.), the creative relationship between narration, reading and writing: these are just some of the great themes that go through and determine the complex relationship of the child with the literary and iconic text and that need to be tackled with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. Alongside these theoretical aspects, the lessons of Prof. Cantatore will be characterised by: 1. appropriate historical focus to identify the most important steps in the progressive formation of a literary tradition specifically dedicated to early childhood; 2. practical demonstrations of how to read a book to/with children (in this case the active participation of the students is foreseen). During the course, cinematic transpositions of literary texts for children will be shown and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lessons. The course will also include virtual meetings between the teacher and the students by telematic means (exchange of teaching materials, urgent notices, information on events related to children's literature in which it is possible to participate such as exhibitions, shows, exhibitions, fairs, etc.). It is therefore essential that all students subscribe to the Roma Tre formonline platform. Translated with www.DeepL.com/Translator (free version) (reference books) Manuale: • Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019 Testi critici: • Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021 • Giuseppe Lombardo Radice, Come si uccidono le anime, ETS, Pisa 2020 Albi illustrati: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Roberto Innocenti, Rosa Bianca, La Margherita Romanzi (da leggere in edizione integrale): • Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli) • Johanna Spyri, Heidi (edizione consigliata Giunti) • Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli) • Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli) • L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli) • P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli) • Michael Ende, La storia infinita (edizione consigliata Salani) • Roald Dahl, Il G.G.G. (edizione consigliata Salani) Group: M - Z - BARSOTTI SUSANNA (syllabus) The course in Children's Literature is dedicated to future nuesery educators and children's services, in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools which will help them to approach the reading of books destined for children with the necessary pedagogical awareness. The aim of the course is to provide the historical, theoretical, conceptual and methodological foundations of children's literature. The course aims to analyse the concept of children's literature, a discipline whose historical development will be explored in depth, focusing on both its classic and contemporary characteristics. The lessons will also seek to shed light on the many stereotypes and misconceptions about this literature, generally seen as simple or serene entertainment, whereas it contains, at its best, high levels of complexity. Lessons will also be devoted to identifying strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Some of the lessons will be specifically focused on the 0-3 years old, with particular attention to the relationship between early childhood and reading. Reading aloud, animated reading, the constraints of the reading environment, the physical relationship with the book-object, reading images, places where reading is promoted, the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary texts and that need to be addressed with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. These theoretical aspects of reading education will be accompanied by practical demonstrations of how a book can be read to/with children, with the active participation of the students. (reference books) Essays: • Susanna Barsotti, Lorenzo Cantatore (eds), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci • Susanna Barsotti, Vamba e “la grandezza dei piccoli. “Il giornalino della domenica” (1906-1911), Ancia • Lorenzo Cantatore et al., In cerca di guai. Studiare la letteratura per l’infanzia, Junior. For those who are interested in the subject, from the May 2022 round, the book "Vamba e la 'grandezza dei piccoli' ", can be replaced with the work edited by Emanuele Ortu "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior, which will be published in March 2022. Picture books: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Roberto Innocenti, Cappuccetto Rosso. Una fiaba moderna, La Margherita Novels (to be read in full-length edition): • Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli) • Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli) • Ferenc Molnár, I ragazzi della via Pál (suggested edition Feltrinelli) • Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli) • Hector Malot, Senza famiglia (suggested edition Rizzoli) • Vamba, Il giornalino di Gian Burrasca (suggested edition Giunti Junior) • Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani) • Philip Pullman, La bussola d’oro (suggested edition Salani) • Roald Dahl, Matilde	9	M-PED/02	54	-	-	-	Basic compulsory activities	ITA
22910170 - HISTORY OF CHILDHOOD AND EDUCATION (objectives) The History of Pedagogy Course’s program is focused on the history of children through the examination of theories on education. One the main objectives of this course is understanding the history of sentimental education, as new issue that emerged recently in the field of historical-educational studies. The course’s program included a first part devotes to the history of theories on education and second part- during which movies projection and meeting with will be provide, where specific themes, coherently with objectives formatives. INGLESE By the study of the student will be able to achieve the following training objectives. Knowledge and understanding: -The epistemological and methodological dimension of the subject matter Applying knowledge and understanding: -History of childhood and History of the most innovative pedagogical thinking Making judgements: -The close relatonship between history of childhood and contemporaney society Communication skills: -Cooperative learning in the class-room Learning skills: -Ability to perform critical-historical analyses of educational phenomena -Developing the aptitude to making research in history of education. - COVATO CARMELA (syllabus) The History of Pedagogy Course's program is focused on the history of children through the examination of the theories on education (with special attention to the revolutionary thinking of J.J. Rousseau) as well as of real life histories of children and girls and the educational models devoloped for them. Special attention will be devoted to the history of sentimental education, a new issue that emerged recently in the field of historical- educational studies. The program, therefore, includes a first part devotes to the historyof theories on education and second part -during which movies projection and meeting with experts will be provied - where specific issues are explored, such as history of women's education and history of education to sentiments. (reference books) ) S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano 2019; chapters 6,7,8, 9 2)J.-J. Rousseau, L'Emilio o dell'educazione, Mondadori, Milano 2014 (chapters 1, 2 e 5); 3)C. Covato, Idoli di bontà, Milano, Unicopli 2014; 4) L. Alcott, Piccole donne (una edizione a scelta) o alternatively: E. Gianini Belotti, Dalla parte delle bambine, Milano, Feltrinelli	9	M-PED/02	54	-	-	-	Basic compulsory activities	ITA
22910171 - HISTORY OF CULTURAL AND EDUCATIONAL PROCESSES (objectives) The course aims to retrace the history of cultural and educational processes in Italy in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions. By the study of History of cultural and educational processes the student will be able to achieve the following training objectives. Knowledge and understanding: - define and identify the epistemological and methodological field of the discipline; - know and understand the cultural and educational processes, with particular reference to the main educational agencies. Applying knowledge and understanding: - analyze cultural and educational processes, with particular reference to the "pedagogies" of the Twentieth century; - identify, from a historical perspective, cultural and educational phenomena. Making judgements: - develop critical-interpretative processing capacity of cultural and educational processes with reference to different educational theories. Communication skills: - develop relationship strategies within the class; - know and use the disciplinary vocabulary. Learning skills: - be able to build an independent path of study of specific issues addressed in the course through the use of historical and historiographical sources, as well as through a bibliographic research and the construction of appropriate reading paths. - LEPRI CHIARA (syllabus) The course aims to retrace the history of cultural and educational processes in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions. In the first part of the course, which will take place in the first semester, the educational models developed during the twentieth century will be examined; the second part of the course, which will take place in the second semester, is dedicated to early childhood and applications to educational contexts for children through an in-depth study of the main lines of the history and languages of children's literature. (reference books) F. Borruso, Infanzie. Percorsi storico-educativi fra immaginario e realtà, Milano, FrancoAngeli, 2019. S. Barsotti, L. Cantatore (a cura di), Letteratura per l’infanzia. Forme, temi e simboli del contemporaneo, Roma, Carocci, 2019 (Introduction and chapters 1, 2, 3, 6, 7, 10, 11, 15). C. Lepri, Di bugia in bugia. Tra le pagine di narrativa per bambini e ragazzi, Pisa, Pacini, 2020 (ebook avalaible too).	9	M-PED/02	54	-	-	-	Basic compulsory activities	ITA

Optional group: un esame a scelta L-LIN-I ANNO - (show)

22910162 - Spanish language (objectives)

- Derived from 22910132 Lingua spagnola in Scienze dell'educazione per Educatori e Formatori L-19 CASTORINA ANTONIO (syllabus) (reference books)

L-LIN/07

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910174 - THEORY AND METHODS OF MOTOR ACTIVITY IN CHILDHOOD (objectives)

- COCO DANIELE (syllabus) (reference books)

M-EDF/01

Core compulsory activities

ITA

Optional group: un esame a scelta M-PED/02-I ANNO - (show)

22910169 - Children's literature (objectives) With the course of Children’s literature, students will be able to achieve the following educational goals: In terms of knowledge and understanding: - knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children - knowledge of the prospects and theoretical models of children’s literature - knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship. - knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts In terms of ability to apply knowledge and understanding: - ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading; - ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression; In terms of autonomy of judgment: - Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective; - Aptitude to consider alternative solutions to problems and to make decisions that respond to the children’s training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives; - Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products. In terms of communicative abilities: - ability to expose in an organized manner the objectives and the nature of the educational activity through educational planning, with particular reference to the use of illustrated stories; - the ability to entertain positive relationships with families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of different culture or religion; - the ability to use digital communication tools in educational contexts. In terms of learning ability: - Aptitude to always extend their knowledge of editorial novelties in the field of literature for children. Group: A - L - CANTATORE LORENZO (syllabus) The course will take place in both the first and second semester. The Children's Literature course is aimed at future nursery and children's services educators in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools useful to face, with due pedagogical awareness, the reading of texts intended for children. The lessons will be mainly dedicated to the identification of strategies and methods to educate children in reading and to stimulate in them the necessary motivational processes. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of images, the places to promote reading (nursery, school, library, playroom, home, etc.), the creative relationship between narration, reading and writing: these are just some of the great themes that go through and determine the complex relationship of the child with the literary and iconic text and that need to be tackled with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. Alongside these theoretical aspects, the lessons of Prof. Cantatore will be characterised by: 1. appropriate historical focus to identify the most important steps in the progressive formation of a literary tradition specifically dedicated to early childhood; 2. practical demonstrations of how to read a book to/with children (in this case the active participation of the students is foreseen). During the course, cinematic transpositions of literary texts for children will be shown and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lessons. The course will also include virtual meetings between the teacher and the students by telematic means (exchange of teaching materials, urgent notices, information on events related to children's literature in which it is possible to participate such as exhibitions, shows, exhibitions, fairs, etc.). It is therefore essential that all students subscribe to the Roma Tre formonline platform. Translated with www.DeepL.com/Translator (free version) (reference books) Manuale: • Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019 Testi critici: • Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021 • Giuseppe Lombardo Radice, Come si uccidono le anime, ETS, Pisa 2020 Albi illustrati: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Roberto Innocenti, Rosa Bianca, La Margherita Romanzi (da leggere in edizione integrale): • Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli) • Johanna Spyri, Heidi (edizione consigliata Giunti) • Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli) • Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli) • L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli) • P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli) • Michael Ende, La storia infinita (edizione consigliata Salani) • Roald Dahl, Il G.G.G. (edizione consigliata Salani) Group: M - Z - BARSOTTI SUSANNA (syllabus) The course in Children's Literature is dedicated to future nuesery educators and children's services, in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools which will help them to approach the reading of books destined for children with the necessary pedagogical awareness. The aim of the course is to provide the historical, theoretical, conceptual and methodological foundations of children's literature. The course aims to analyse the concept of children's literature, a discipline whose historical development will be explored in depth, focusing on both its classic and contemporary characteristics. The lessons will also seek to shed light on the many stereotypes and misconceptions about this literature, generally seen as simple or serene entertainment, whereas it contains, at its best, high levels of complexity. Lessons will also be devoted to identifying strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Some of the lessons will be specifically focused on the 0-3 years old, with particular attention to the relationship between early childhood and reading. Reading aloud, animated reading, the constraints of the reading environment, the physical relationship with the book-object, reading images, places where reading is promoted, the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary texts and that need to be addressed with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. These theoretical aspects of reading education will be accompanied by practical demonstrations of how a book can be read to/with children, with the active participation of the students. (reference books) Essays: • Susanna Barsotti, Lorenzo Cantatore (eds), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci • Susanna Barsotti, Vamba e “la grandezza dei piccoli. “Il giornalino della domenica” (1906-1911), Ancia • Lorenzo Cantatore et al., In cerca di guai. Studiare la letteratura per l’infanzia, Junior. For those who are interested in the subject, from the May 2022 round, the book "Vamba e la 'grandezza dei piccoli' ", can be replaced with the work edited by Emanuele Ortu "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior, which will be published in March 2022. Picture books: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Roberto Innocenti, Cappuccetto Rosso. Una fiaba moderna, La Margherita Novels (to be read in full-length edition): • Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli) • Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli) • Ferenc Molnár, I ragazzi della via Pál (suggested edition Feltrinelli) • Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli) • Hector Malot, Senza famiglia (suggested edition Rizzoli) • Vamba, Il giornalino di Gian Burrasca (suggested edition Giunti Junior) • Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani) • Philip Pullman, La bussola d’oro (suggested edition Salani) • Roald Dahl, Matilde	9	M-PED/02	54	-	-	-	Basic compulsory activities	ITA
22910171 - HISTORY OF CULTURAL AND EDUCATIONAL PROCESSES (objectives) The course aims to retrace the history of cultural and educational processes in Italy in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions. By the study of History of cultural and educational processes the student will be able to achieve the following training objectives. Knowledge and understanding: - define and identify the epistemological and methodological field of the discipline; - know and understand the cultural and educational processes, with particular reference to the main educational agencies. Applying knowledge and understanding: - analyze cultural and educational processes, with particular reference to the "pedagogies" of the Twentieth century; - identify, from a historical perspective, cultural and educational phenomena. Making judgements: - develop critical-interpretative processing capacity of cultural and educational processes with reference to different educational theories. Communication skills: - develop relationship strategies within the class; - know and use the disciplinary vocabulary. Learning skills: - be able to build an independent path of study of specific issues addressed in the course through the use of historical and historiographical sources, as well as through a bibliographic research and the construction of appropriate reading paths. - LEPRI CHIARA (syllabus) The course aims to retrace the history of cultural and educational processes in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions. In the first part of the course, which will take place in the first semester, the educational models developed during the twentieth century will be examined; the second part of the course, which will take place in the second semester, is dedicated to early childhood and applications to educational contexts for children through an in-depth study of the main lines of the history and languages of children's literature. (reference books) F. Borruso, Infanzie. Percorsi storico-educativi fra immaginario e realtà, Milano, FrancoAngeli, 2019. S. Barsotti, L. Cantatore (a cura di), Letteratura per l’infanzia. Forme, temi e simboli del contemporaneo, Roma, Carocci, 2019 (Introduction and chapters 1, 2, 3, 6, 7, 10, 11, 15). C. Lepri, Di bugia in bugia. Tra le pagine di narrativa per bambini e ragazzi, Pisa, Pacini, 2020 (ebook avalaible too).	9	M-PED/02	54	-	-	-	Basic compulsory activities	ITA

Optional group: un esame a scelta L-LIN-I ANNO - (show)

22910160 - French language (objectives) Acquire/improve the ability to understand written and oral French texts related to Education issues. Acquire/improve the ability to read aloud such texts and the linguistic tools allowing to re-elaborate them, thus producing autonomously simple and correct texts in French, written or oral. Reinforce the interest in cooperation and debate within a French language context, and increase the level of motivation, skills and autonomy in activities carried out through this language. Knowledge and understanding - Knowledge of grammar, phonetics and syntax of the French language; - Knowledge of the main educational contexts of the French linguistic area. Applying knowledge and understanding -Use the French language for understanding and producing texts; -Use the French language for the main communication exchanges. Making judgements -to be able to evaluate and use independently textual materials in French; -to be able to select and manage interpersonal relationships in the educational field. Communication skills -understanding and production of written and oral texts in French; -manage group activities and collaboration in French. Learning skills -acquire autonomy in self-learning vocabulary and content in French on educational issues; -improve the ability to select content in French on the basis of specific educational goals. - Derived from 22910129 Lingua francese in Scienze dell'educazione per Educatori e Formatori L-19 GEAT MARINA (syllabus) The 54 hour/9 Cfu course will take place in the second semester. Students of other courses of study (or who must achieve integration) will attend the course for the number of hours / cfu (or study a program proportionally reduced and agreed with the teacher) as provided in the ordering of their course of study. The commitment to attend the course must be assumed in a rigorous and continuous manner, as it provides a structured study path, in-progress checks, individual and group work with weekly deadlines. Attending students are those who are present at least 2/3 of the hours of the course and who participate assiduously in all activities, both individual and collective, both carried out in the presence and through the multimedia platform Formonline. Anyone who, for whatever reason, cannot ensure such continuity of attendance and/or participation, may also attend the course by reporting their particular situation to the Teacher and in any case referring to the program and the examination test provided for non-attendants. The course includes the study of the fundamental structures of the French language (pronunciation, vocabulary, grammar, syntax) applied to specific exercises and to the reading, re-elaboration, deepening, written and oral, of Charles Perrault's fairy tales and other children's literature (reference books) Grammar part: French grammar book and exercises: Grammatica francese, Lingua in pratica, con esercizi di autoverifica, CD audio per l’ascolto e esercizi online (seconda edizione), Zanichelli, 2015 (ISBN 978-88-08-13657-2), https://www.ibs.it/grammatica-francese-con-esercizi-di-libro-vari/e/9788808136572?lgw_code=1122-B9788808136572&gclid=Cj0KCQiAm4TyBRDgARIsAOU75soNDXXBKisq86ZQY4jsXtkNu_6qDs1lfK1EYXiMkmRklvJhNRWq2MAaAkAZEALw_wcB Text of reading and deepening: Charles Perrault, Contes, online downloadable text. Reading texts, listening materials and in-depth videos will be provided during the course and available via the formonine platform. During the course all these materials will be used and compared. Links: https://fr.wikisource.org/wiki/Contes_de_Perrault_(%C3%A9d._1902) http://ticsenfle.blogspot.com/2015/07/charles-perrault-et-ses-contes-lire.html http://clpav.fr/ https://www.ricochet-jeunes.org/articles/15-suggestions-douvrages-qui-revisitent-les-contes-classiques http://www.francaisfacile.com; http://www.lepointdufle.net	6	L-LIN/04	36	-	-	-	Core compulsory activities	ITA
22910175 - LANGUAGE AND TRANSLATION - ENGLISH (objectives) The aim is to provide a mainly pragmatic introductory approach to English language learning, paying particular attention to the cultural specificity of certain types of text. The main objective is to stimulate reflection on some specialist languages of English, including communication. With the study of English the student will be able to achieve the following educational objectives. In terms of knowledge and comprehension: - to know the grammatical, phonetic and syntactic structures of the English language; - to know the main educational contexts of the English language area. In terms of ability to apply knowledge and understanding: - use the English language for comprehension and production of texts; - use the English language for the main communication exchanges. In terms of autonomy of judgement: - be able to evaluate and use independently text materials in English; - be able to select and manage interpersonal relationships in the field of education. In terms of communication skills: - understanding and production of written and oral texts in English; - English language management of group and collaborative activities. In terms of learning ability: - Gain autonomy in self-directed vocabulary and English language content on educational issues; - Improve the ability to select English language content on the basis of specific educational objectives. - LUPPI FABIO (syllabus) Lessons will focus on short extracts dealing with biligualism and teaching of English as a L2 in pre-primary school contexts (texts will be available on the department e-platform, formonline). These materials are meant to be both theoretical and linguistic tools; the issues at stake will help enhance a linguistic competence in the specific field of study and can be read as a CLIL project. Texts will be pretexts to deal with the English language, its grammar, its structures and its idiomatic expressions. Videos on the same issues will be shared and discussed together; these will enhance listening skills. Together with these texts and videos a selection of TED talks dealing with SL acquisition / learning will be part of the program. The book English for Educators is used to help students acquire familiarity with a specific vocabulary (social studies and education science). (reference books) - Facchinetti, Roberta e Belladelli, Anna. English for Educators, MILANO: CEDAM. Unità: 1 (Freud); 2 (Piaget); 13 (Dewey); 14 (Montessori); 15 (Freire); 18 (Dalai Lama); - TED TALKS (list available in a word document on the professor dashboard); - Extracts from (available at the professor dashboard): Zurer, Barbara. Raising a Bilingual Child A Step-by-step Guide for Parents, New York, Living Language, 2007; Steiner, Naomi & Jayes, Susan, L.,7 Steps to Raising a Bilingual Child, New York, AMACOM, 2009 and other materials). - Online lessons on formonline	6	L-LIN/12	36	-	-	-	Core compulsory activities	ITA

SECOND YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910178 - EXPERIMENTAL EDUCATION (objectives)

- CORSINI CRISTIANO (syllabus) (reference books)

M-PED/04

Core compulsory activities

ITA

Optional group: un esame a scelta SPS-II ANNO - (show)

22910180 - SOCIOLOGY OF EDUCATION (objectives)

The teaching of Sociology of Education aims to provide students with the fundamental concepts related to traditional and new socio-identity training paradigms, the prevailing theoretical framework and the interconnections with the other social dimensions and the new informal socializing agents: the group of peers and the new communicative-digital realities. The latter constitute a sort of "intermediate sphere", along the axis of the adaptive process to the environment, intervening with their non-formal action, to give organization and coherence to the patterns of objectification of experience.

Knowledge and understanding
- provide historical, theoretical and methodological knowledge related to the transition from educational models based on the control paradigm, positivist-functionalist, to the current interaction
Applying knowledge and understanding
- develop skills and competences in the analysis of educational models regarding the socio-individual identity configuration, the development of learning and the various forms of transmission: institutional (through specific agencies, from the family to the school); inter-generational (from adults to young people) that especially today is not only vertical, from one generation to the next, but can also be horizontal, from a juvenile lever to the other.
Making judgements
- develop the critical thinking to analyse the evolution and transformation of educational models, especially regarding the passage from the traditional unidirectional, cumulative, normative, teleological model to the current more symmetrical, informative, negotiable and prone to a "form of polycentrism", to a "shared construction" of knowing, thinking and practicing education as a social relationship.
Communication skills
- know how to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the appropriate educational strategies to the contemporary socio-cultural context and to promote the ability to manage the multiplicity of communicative and experiential challenges.
Learning skills
- to develop the learning skills that are necessary for them to undertake further studies, related to many of the sociological, pedagogical and psychological disciplines that deal with the themes of identity building, training processes and educational-communicative relationships, with a high degree of autonomy.

- COSTA CECILIA (syllabus) (reference books)

SPS/08

Basic compulsory activities

ITA

22910181 - DEVELOPMENT PSYCHOLOGY (objectives)

Group: A - L

- PALLINI SUSANNA (syllabus) (reference books)

Group: M - Z

- BELLO ARIANNA (syllabus) (reference books)

M-PSI/04

Basic compulsory activities

ITA

Optional group: un esame a scelta MED-II ANNO - (show)

22901962 - SOCIAL MEDICINE (L39) (objectives) The aim of the course is to provide knowledge and skills that allow the student to know how to orientate himself in the panorama of issues concerning hygiene and social medicine, with regard to health, epidemiological and social impact aspects. At the end of the course the student: - has become familiar with the basic concepts of hygiene and social medicine. - can critically orient itself between the different models of health systems, the fundamental means to prevent the main infectious and multifactorial diseases, the timing of prevention, elements of occupational safety, as well as the principles of health education and health promotion of single and community. By the study of Social Medicine the student will be able to achieve the following training objectives. In terms of knowledge and understanding: the student will have acquired knowledge on knowledge of the basic concepts of hygiene and social medicine, such as health, epidemiological and natural history of infectious diseases, with application focus on the main broad diseases social impact. The course will be articulated in a precise path that will start from the definition of health and will end with interventions to promote it and to prevent the onset of pathology. In terms of ability to apply knowledge and understanding: The student at the end of the course will have acquired the knowledge to know how to move and orientate in the evolution and the current state of health legislation and to have learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and the principles of health education and the promotion of the health of the individual and of the community. In terms of independent judgment: - develop the capacity for critical analysis of the evolution and transformation of health models, especially regarding the transition to the current state of health legislation and having learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and to know and practice the principles of health education and the promotion of the health of the individual and of the community. In terms of communication skills: - being able to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the strategies of health promotion suitable to today's socio-epidemiological fabric and to support the ability to know how to manage the multiplicity of experiential and communicative challenges, above all in the mother-child area. In terms of learning ability: - develop the learning skills that are necessary for them to undertake subsequent studies, related to many of the sociological, pedagogical and psychological disciplines that also deal with health education and community issues, with a high degree of autonomy. - VALERIANI FEDERICA (syllabus) Definition of health and illness, determinants and health promotion - Scope and definition of Hygiene and Social Medicine Primary, secondary and tertiary prevention - Primary and secondary prevention: theory and applications Notions of epidemiology, how sanitary phenomena are measured - How scientific evidence is constructed: introduction to the main types of epidemiological study - Notions of demography, social and health impact of aging, children. - Epidemiology of infectious diseases, transmission, with examples on pathologies with a high social impact - Epidemiology of chronic-degenerative diseases, the example of neoplasia, metabolic diseases Prophylaxis of infectious diseases - Natural history of infectious diseases - Vaccines and principles of immunology National Health Service - History and founding principles - Current structure and regulations - Basic health care: health district, general doctor, social assistance - Health education Occupational Safety - Epidemiology of Occupational risk - National and European references for health and safety at work Role of the lifestyle on health: ex. nutrition, alcohol, sedentary lifestyle, smoking, addictions, environment Health in sub-groups of population and age groups (maternal-child, elderly, prisoners, immigrants, etc.) Reference books Romano Spica V, Brandi G., Valeriani F. Igiene, Educazione alla Salute e Sanità Pubblica. Quaderni Sanitari, Volume 5. Antonio Delfino Editore, Roma. 2014. Study material: www.wikigiene.it (reference books) Reference books Romano Spica V, Brandi G., Valeriani F. Igiene, Educazione alla Salute e Sanità Pubblica. Quaderni Sanitari, Volume 5. Antonio Delfino Editore, Roma. 2014. Study material: www.wikigiene.it	6	MED/42	36	-	-	-	Core compulsory activities	ITA
22910184 - PEDIATRY (objectives) The objective of the course is to acquire a suitable cultural background to identify, interpret and manage, in a reasoned manner, the basic pediatric problems, with particular reference to the range 0-6. At the end of the course the student: - has acquired basic knowledge about knowledge and skills of pediatrics and the psychomotor, psychic, emotional and social development of the child. - grimaldi valentina (syllabus) 1. Introduction to general pediatrics: characteristics and peculiarities 2. Developmental Ages of Pediatrics: psychomotor development, anatomy and physiology, characteristics of the child in early and late childhood, principles of auxology 3. Teething 4. Nutrition in pediatric age: breastfeeding and formula feeding, complementary feeding, self-weaning, the importance of the Mediterranean diet as a healthy lifestyle 5. Childhood obesity 6. Nutrition as an important relationship tool 7. The development of language organic and psychic bases and the delay of language development 8. Respiratory tract infections in pediatric age 9. The main gastrointestinal infectious diseases 10. Children with special needs (autism, down syndrome, diabetes, congenital pathologies, celiac disease, hyperactivity) 11. Monozygotic and dizygotic twins 12. Functional and dysfunctional families, parenting 13. Children with disadvantaged families or family conflicts, bereavement, divorce 14. New Models of Families 15. Fever and Pain: A Brief Overview of Physiology. How to measure fever and what to do about it 16. What are febrile convulsions and what should be done about them? 17. Exanthematous diseases and skin rash 18. Vaccinations in pediatric age and the calendar of life 19. Allergies 20. Pediatric emergencies and accidents: Fever, Cough, Colds, Skin rashes and exanthems, trauma, excoriations and wounds, sunburn, sunstroke and heat stroke, accidental ingestion of a foreign body what you need to know how to do (theoretical and practical part with exercise) 21. First aid (practical exercise) 22. Child hygiene in early and late childhood, oral hygiene, the use of creams and diapers, clothing 23. Continence, hints of physiology and enuresis 24. The International Convention on the Rights of the Child and Adolescent of 1989 25. The game and sporting activity 26. Behavior disorders . 27. The mechanism of somatization 28. The maltreated child, neglect and abuse 29. The Interview with Parents. (Group work exercises with simulated situations). Part of the program is dedicated to early childhood and applications to educational contexts for childhood. (reference books) Riccardo Riccardi, Vademecum di diagnosi e terapia pediatrica Editore: Com Publishing	6	MED/38	36	-	-	-	Core compulsory activities	ITA

Optional group: un esame a scelta M-PSI/MED-II ANNO - (show)

22910186 - CHILD NEUROPSYCHIATRY (objectives)

- VILLANOVA MATTEO (syllabus) (reference books)

MED/39

Core compulsory activities

ITA

22910187 - SPECIAL EDUCATION, PLAY, ANIMATION (objectives)

- DE ANGELIS BARBARA (syllabus) (reference books)

M-PED/03

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: un esame a scelta M-PED/01-II ANNO - (show)

22910176 - INTERCULTURAL EDUCATION (objectives) The course allows to acquire: a) theoretical knowledge related to education and socialization of children from 0 to 6 years with attention to individual and intercultural differences; b) intervention skills aimed at promoting social inclusion and developing the prevention of exclusion and discrimination. Through the study of Intercultural Education the student will be able to achieve the following educational objectives: Knowledge and understanding:  knowledge and critical understanding of the epistemological foundations of the discipline, of the main currents of thought and of the historical and social dimensions of the educational models and of the policies of the processes of social inclusion Applying knowledge and understanding:  Understand the specificity of educational situations by analyzing them from different points of view (social, cultural, etc.) so as to adopt appropriate educational practices;  apply intercultural education and mediation techniques; Making judgements:  awareness of the ethical and formative responsibility connected to the exercise of the educational function and the consequent duties towards children, families, the institution and the territory;  aptitude to read and interpret the needs and behavior of children and families in the light of contemporary social contexts; Communication skills:  ability to listen to and understand the needs expressed by children in the care, education and socialization activities and ability to await and recognize their eventual manifestation;  ability to recognize and promote relational and communicative skills (narration, verbal and non-verbal languages) of girls and children in care, education, socialization and play; Learning skills:  ability to observe the contexts and to reflect critically on the dynamics that characterize them; ability to access scientific literature by identifying reliable sources;  awareness of the importance of learning from the comparison with operators and experts with the same professional profile and with the other figures operating in the sector. - FIORUCCI MASSIMILIANO (syllabus) IDENTIFY THE KEY FACTORS THAT DETERMINE INTERNATIONAL MIGRATION. KNOWING THE STATISTICS ON IMMIGRATION IN ITALY. COMPARING DIFFERENT DEFINITIONS OF "CULTURAL DIFFERENCE". UNDERSTANDING THE LINKS BETWEEN MIGRATION AND IMMIGRATION. INTRODUCTION TO THE INTERCULTURAL EDUCATION THE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION. THE CULTURAL MEDIATION. THE DISCIPLINES OF INTERCULTURAL EDUCATION. GLOBALIZATION AND THE DYNAMICS OF MIGRATION FLOWS. IMMIGRATION IN ITALY AND EUROPE. EMIGRATION, IMMIGRATION AND SOCIO-CULTURAL DIVERSITY. (reference books) FIORUCCI M., PINTO MINERVA F., PORTERA A. (a cura di), Gli alfabeti dell’intercultura, ETS, Pisa 2017 (saranno oggetto d’esame i saggi indicati in basso; il volume è disponibile anche in versione e-book); FIORUCCI M., Educazione, formazione e pedagogia in prospettiva interculturale, Franco Angeli, Milano 2020 PESCARMONA I., Crescere al plurale. Uno studio interculturale sulla prima infanzia, Progedit, Bari 2020. - RICCARDI VERONICA (syllabus) IDENTIFY THE KEY FACTORS THAT DETERMINE INTERNATIONAL MIGRATION. KNOWING THE STATISTICS ON IMMIGRATION IN ITALY. COMPARING DIFFERENT DEFINITIONS OF "CULTURAL DIFFERENCE". UNDERSTANDING THE LINKS BETWEEN MIGRATION AND IMMIGRATION. INTRODUCTION TO THE INTERCULTURAL EDUCATION THE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION. THE CULTURAL MEDIATION. THE DISCIPLINES OF INTERCULTURAL EDUCATION. GLOBALIZATION AND THE DYNAMICS OF MIGRATION FLOWS. IMMIGRATION IN ITALY AND EUROPE. EMIGRATION, IMMIGRATION AND SOCIO-CULTURAL DIVERSITY. (reference books) FIORUCCI M., Educazione, formazione e pedagogia in prospettiva interculturale, Franco Angeli, Milano 2020 AIME M., Classificare, separare. escludere. Razzismi e identità, Einaudi, Torino 2020 PESCARMONA I., Crescere al plurale. Uno studio interculturale sulla prima infanzia, Progedit, Bari 2020.	9	M-PED/01	54	-	-	-	Core compulsory activities	ITA
22910177 - SOCIAL EDUCATION (objectives) The course provides students with knowledge of authors and main concepts of social pedagogy (education and society, educational and cultural needs, promotion of well-being, prevention of discomfort and educational emergencies, continuous training, association for parenting, interculturalism, anti-racism) with particular reference to early childhood. The course peovides also in-depth information on the main authors of the 900. The different topics covered will be framed in the broader debate on pedagogical knowledge in relation to other disciplinary areas. In the laboratory the students will be involved in activities aimed at integrating theory and practice and between biography and profession also in preparation for the internship experience. At the end of the course the student: - will acquire knowledge about the authors and currents of thought relevant in the history of social pedagogy (Greek philosophers, religions and societies, great utopias, militant pedagogies, early childhood educators, etc..) and the problems that characterize the discipline today with particular reference to early childhood (rights and duties, care, respect for diversity, hospitality and relationship, play, support for parenting, biographical thinking); - acquire basic research and intervention skills in the field of pedagogical and social research (action research). Thanks to the laboratory, students will have the opportunity to retrace their educational experience and to lay the foundations for consciously facing their professional future. - OLIVIERI FABIO (syllabus) The Appreciative inquiry was born in the 80s of the last century, by David Cooperrider and Suresh Srivastva (1987), as a positive action research model aimed at identifying in each situation the elements of strength and the best environmental and relational synergies inferring them from new ways of observing and narrating the reality process through narrative devices. Its application, in operational terms, primarily concerned the processes of change within company management contexts and then it is expanded to include the school environment and education, parent training for parents, guidance school and supervision for social workers. The social pedagogy laboratory intends to involve future socio-pedagogical professional educators by expanding their professional intervention toolbox. The objective of the meetings is to familiarize yourself with the basic knowledge of the theoretical-methodological assumptions of the orientation Appreciative to use them firstly on themselves, as self-analysis of the strengths in relation to personal experiences and, secondly, apply them in the contexts of professional socio-educational work. (reference books) Gheno S. La formazione generativa. Un nuovo approccio all'apprendimento e al benessere delle persone e delle organizzazioni. Edizioni Franco Angeli, Milano 2010 - ALUFFI PENTINI ANNA (syllabus) Students will acquire knowledge of authors and of relevant currents of thought in the history of social pedagogy and of the problems that characterize the discipline today (role of the educator) with particular reference to early childhood (childhood cultures, educational deprivation, territoriality, rights and duties, care, respect for diversity, contact making and relationship, parenting skills, play). Students will also have the opportunity to acquire basic research and intervention skills in the field of pedagogical and social research (action research). (reference books) per gli studenti Erasmus sarà possibile concordare dei testi in lingua diversa dall'italiano NB Erasmus Students may discuss 2 books (B and C) in english an 1 in italian (A) A) Santerini Milena Pedagogia socio-culturale Mondadori Università 2019) Celine Alvarez Sherab Chodzin (2019) The natural laws of childrens: why children thrive when we understand how their brain are wired, Shambhala, Boulder C) Raccomandation of Council of Europe and other documents available during the semester The laboratory will be held by dr. Fabio Olivieri who will communicate the program on his bulletin board and how to register for the laboratory In any case, the text to study for those who do not attend the workshop is: D) Geno La formazione generativa German French and Spanish students should contact the lecturer	9	M-PED/01	54	-	-	-	Core compulsory activities	ITA

Optional group: un esame a scelta SPS-II ANNO - (show)

22910179 - GENERAL SOCIOLOGY (objectives) The aim of the course is to provide an essential picture of the concepts and theoretical perspectives that can be used to observe and account in a sociologically appropriate way for the main phenomena of contemporary social reality At the end of the course the student has: - knowledge and ability to use the basic sociological lexicon - ability to apply sociological concepts to the analysis of the main phenomena and processes that characterize the transformations of contemporary society. - GAMMAITONI MILENA (syllabus) If you think of sociology as reflective thinking about man, on his acting in society, one can say that he has always existed: from philosophy, literature, scholars of all ages to the most diverse fields. A science stems from the need for men to meet certain needs, proposing answers, practical solutions to certain problems or cognitive needs. Early sociological elaborations were attempts to reach an understanding of how, and through which actors, society was transforming and provide some guidance in establishing new social orders. As the problems of urban and industrial societies worsened, both in size and complexity, as the capitalist system developed, new political movements emerged and with them collective movements, sociology assumed the task of investigating and try to solve the multiple problems of a modern society. Today, the sociologist has to be able to analyze and respond to other issues of social coexistence: globalization, ecology, gender and sexuality, migrations ... great themes that bring in the transformations of social relationships, family, stratification , education, religion, the arts, the use of mass media. The course intends to address the forms and changes of living in society, according to different theories and methods of investigation. Particular attention will be paid to the topics closest to the professional path of the Degree Course. During the course seminars will be organized. Students are required to present on the day of the exam (not in written form) an oral speech relating to a research project conceived and freely chosen from one of the topics covered by the course (e.g. how to study in the field the presence of immigrants in a district of one's city / country) using sociological theories, elaborating personal research hypotheses, choosing research techniques that are considered most suitable. For further information, students are invited to attend the lessons or contact the teacher to arrange a meeting during the student reception. (reference books) Suggested: Testi di esame consigliati: 1) Neil J. Smelser, Manuale di Sociologia, Il Mulino oppure Franco Ferrarotti, Manuale di Sociologia, Laterza (in biblioteca) oppure Nuovo Manuale di Sociologia, a cura di R. Cipriani, Maggioli Ed, Seconda edizione 2) un testo a scelta tra: E. Goffman, La vita quotidiana come rappresentazione o I rituali dell’interazione, L. Berger, T. Luckmann, La realtà come costruzione sociale, M. Weber,Lo spirito protestante e le origini del capitalismo o La scienza come professione. La politica come professione, , E. Durkheim, Il Suicidio, P. H. Marcuse, L’uomo ad una dimensione, W. Adorno, La personalità autoritaria, P. Bourdieu, Il dominio maschile, Feltrinelli, C.W. Mills, L'immaginazione sociologica, Il Saggiatore, Hannah Arendt, Vita activa o Le origini del totalitarismo, qualsiasi edizione, Franco Ferrarotti, La sociologia alla riscoperta della qualità/oppure/ La sociologia, Agnes Heller, Per una teoria dei sentimenti, Mary Wollstonecraft, I diritti delle donne, Z. Bauman, Amore liquido. 3) Milena Gammaitoni, Storie di vita di artiste europee, dal Medioevo alla contemporaneità, Cleup, Padova 4) Un testo a scelta tra: (qualsiasi edizione, molti testi sono presenti in biblioteca e si possono richiedere nel sistema interbibliotecario nazionale) M. D’Amato a cura, Immaginario e satanismo, K. Carnà, S. Rossetti, Corpi e identità, donne dal subcontinente indiano all’Italia, Maori Ed. 2021, Grassi E., Etica e intelligenza artificiale, questioni aperte, Armando, 2020, Chiara Carbone, Voci indigene e saperi sovversivi, Le donne Maori innovano le conoscenze, Mimesis, 2021, K Carnà, Nuove identità in una società multietnica, Percorsi tra scuole, religioni, famiglie, Cleup, 2020, C. Costa, B. Morsello, Incerta religiosità, forme molteplici del credere, Franco Angeli, 2020, F. Antonelli, a cura, Genere, sessualità e teorie sociologiche, Cedam, 2018, A. Romeo, Per una sociologia del corpo, Mondadori, 2018, I. Bartholini, Violenza di prossimità. La vittima, il carnefice, lo spettatore e il «grande occhio», M. Gammaitoni, a cura, Le arti e la politica. Le risposte della sociologia, Cleup, 2015, M. Gammaitoni, a cura, Per una sociologia delle arti. Storia e storie di vita, Cleup, 2012 L. Aversano, O. Caianiello, M. Gammaitoni, a cura, Musiciste e Compositrici, Storia e storie di vita, SEdM, 2021 ( ordinabile nel sito www.sedm.it), M. Gammaitoni, a cura, Roma in mutamento? Intercultura e inclusione per servizi pubblici innovativi, Cleup, 2021. I libri dell'editore Cleup si possono ordinare direttamente a redazione@cleup.it oppure on line su ibs libri,	9	SPS/07	54	-	-	-	Basic compulsory activities	ITA
22910180 - SOCIOLOGY OF EDUCATION (objectives) The teaching of Sociology of Education aims to provide students with the fundamental concepts related to traditional and new socio-identity training paradigms, the prevailing theoretical framework and the interconnections with the other social dimensions and the new informal socializing agents: the group of peers and the new communicative-digital realities. The latter constitute a sort of "intermediate sphere", along the axis of the adaptive process to the environment, intervening with their non-formal action, to give organization and coherence to the patterns of objectification of experience. Knowledge and understanding - provide historical, theoretical and methodological knowledge related to the transition from educational models based on the control paradigm, positivist-functionalist, to the current interaction Applying knowledge and understanding - develop skills and competences in the analysis of educational models regarding the socio-individual identity configuration, the development of learning and the various forms of transmission: institutional (through specific agencies, from the family to the school); inter-generational (from adults to young people) that especially today is not only vertical, from one generation to the next, but can also be horizontal, from a juvenile lever to the other. Making judgements - develop the critical thinking to analyse the evolution and transformation of educational models, especially regarding the passage from the traditional unidirectional, cumulative, normative, teleological model to the current more symmetrical, informative, negotiable and prone to a "form of polycentrism", to a "shared construction" of knowing, thinking and practicing education as a social relationship. Communication skills - know how to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the appropriate educational strategies to the contemporary socio-cultural context and to promote the ability to manage the multiplicity of communicative and experiential challenges. Learning skills - to develop the learning skills that are necessary for them to undertake further studies, related to many of the sociological, pedagogical and psychological disciplines that deal with the themes of identity building, training processes and educational-communicative relationships, with a high degree of autonomy. - COSTA CECILIA (syllabus) Program The educational system and the contribution of sociologists. Identity paths. The actors and the agencies in the formative processes: the family and the socialization: the generational meeting; the transmission of culture: school and teachers; informal socialization: the peer group and the mass media. Part of the program is dedicated to early childhood and to applications to educational settings for children (reference books) MANUAL Luisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano, 2012. The second can be chosen among following books: A. Caneva, C. Caneva, C. Costa, F. Orlando, L'immaginario contemporaneo. La grande pro-vocazione delle serie Tv, Mimesis, Milano 2018 E. Tripaldi, L'etica della cura nel counseling analitico transazionale, Aracne, Roma 2010 C. Caneva, M. Sinsin, S. Thuruthiyil, Filosofie in dialogo. Lexikon universale: India Africa Europa, Prefazione di Cecilia Costa, Mimesis Milano 2017. Delli Poggi, S. (2019), Nuove lezioni di sociologia elementare. Manuale per Assistenti sociali, Educatori, Insegnanti e Professionisti del sociale Autori Associati - Roma, ISBN: 9781702440257 Disponibile su Amazon	9	SPS/08	54	-	-	-	Basic compulsory activities	ITA

Optional group: un esame a scelta M-PSI/MED-II ANNO - (show)

22910185 - CHILD DEVELOPMENT PSYCHOPATHOLOGY (objectives)

The Course aims to provide students theoretical knowledge and skills related to the knowledge of diseases that can occur in childhood. It aims to provide students knowledge related to the care, education and socialization of children from 0 to 6 years, with attention to gender, to individual and intercultural differences.
It aims to provide students knowledge related the use of adequate educational and didactic strategies with the aim to promote the well-being, identity, the autonomy, the curiosity, the creativity and the play.

By the study of the Psychopathology in Infancy and Early Childhood the student will be able to achieve the following training objectives.
- Knowledge and understanding: - knowledge of models, tools and techniques for the observation of the child in the socio-cultural and educational contexts;
- - the ability to recognize the educational needs of children in an inclusive logic and to adapt educational strategies, also in relation to age and context;
- Applying knowledge and understanding: - the ability to use in an informed and flexible way what was learned, applying it to resolve specific problems in several socio-educational services and with several subjects;
- -the ability to use tools and instruments for the observation and relationship strategies with children and their families; - observe the different situations and contexts, understanding the care, educational and socialization needs
- Making judgements: the ability to critically analyze and elaborate educational choices in a reflexive way;
- -ability to evaluate alternative solutions to problems and to take decisions that meet the educational needs of children and their families;
- - the aptitude to reformulate educational practices, based on research, experimentation and innovation.
- Communication skills: the ability to listen and understand the needs expressed by children through the care, education and socialization activities and the ability to recognize their eventual manifestation;
- - ability to recognize and promote relational and communicative skills (storytelling, verbal and non-verbal communication) of children through the care, education, socialization and play activities;
- Learning skills: The student is able to access and to consult the scientific literature on the argument, identifying reliable sources. He/She is aware of the importance of the relationship and cooperation with operators and experts with the same professional profile and with other figures operating in this sector. He/She is able to observe the contexts in which he/she operates and to reflect critically on the dynamics that characterize them.

- IOVERNO SALVATORE (syllabus) (reference books)

M-PSI/08

Core compulsory activities

ITA

22910188 - LABORATORY FOR PSYCHOLOGICAL OBSERVATION OF CHILD BEHAVIOUR (objectives)

Group: A - L

- PERUCCHINI PAOLA (syllabus) (reference books)

Group: M - Z

- BELLO ARIANNA (syllabus) (reference books)

M-PSI/04

Other activities

ITA

THIRD YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: un esame a scelta M-PED/01-III ANNO - (show)

22910189 - PEDAGOGY AND PEDAGOGICAL CARE (objectives) Bridging a) the voices of present pedagogy with b) the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children aged 0-6, with a specific attention to genre, individual and inter-cultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, and with c) the usability of traditional and innovative educational strategies and meth-odologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity. By the study of Pedagogy and pedagogical care the student will be able to achieve the following training objectives. Knowledge and understanding: - defining and identifying the epistemological and methodological subject field; - adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links; - knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups; - knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents; - knowing the usability of the tools that allow effective educational relationships; - adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal; - knowing the role and function of present educational agencies; - knowing the strategies and tools of the policies for inclusion; - knowing the results of national and international research on the specific objectives of inclusive education. Applying knowledge and understanding: - analysing and deepening the meanings of the best educational school practices with specific reference to consolidated pedagogical strategies and methods; - being available to networking and group-working; - being aware of his ethical and professional responsibility, of the need if being reliable and credible; - being able to build inclusive contexts for all children, those with cognitive and social difficulties included; - identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles; - reading, grasping, identifying, defining care, educational and socialization needs within the child's life contexts; - assessing the quality of the educational and cognitive processes fostered in different educational settings; - identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations.. Making judgements: - linking pedagogical theory to learning processes; - assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches; - using a systemic thinking. Communication skills: - using effective interaction strategies within traditional educational settings and parallel schools; - listening to and understanding the needs communicated by children in care, education and socialization activities; - adopting projectual styles based on a pedagogical thinking and a reliable educational action; - adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives; - significantly interacting in a L2 and knowing its pedagogical vocabulary. Learning skills: - being available to participate in scientific and cultural research within school settings; - understanding the meaning of present educational challenges; - valorising the sense of pedagogical approaches able to support the perspective of inclusive education; - interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning. - PICCIONE VINCENZO ANTONIO (syllabus) Definition and characterization, from the viewpoint of pedagogical care, of educational and didactical processes fostered by the elaborative processes of knowledge, thinking and learning, by mental processes of identification and definition of meaning, by the use of conscious memory, by the elaboration of social experiences, by the specific processes of mediation concerned with emotions, motivations and behaviours. Transferrable professional models in socio-educational childhood settings. Organizational and projectual strategies based on the network model. 6 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme. (reference books) Piccione V.A., Manifesto della Comunità Educante Diffusa Tizzano S., Nemmeno con un fiore Virga R.M., Terezin, i bambini di Terezin, i loro disegni	6	M-PED/01	36	-	-	-	Core compulsory activities	ITA
22910190 - ADULT EDUCATION (objectives) The objectives are as follows: to acquire and develop knowledge related to the theoretical framework of adult education; to acquire knowledge and basic skills related to intergenerational educational and relational processes; to develop basic skills related to qualitative methodologies in research and design of training interventions; to promote skills related to study literature of past and present in adult education. By the study of Adult Education the student will be able to achieve the following training objectives. - Knowledge and understanding: theoretical framework of adult education; - Applying knowledge and understanding: Applying knowledge and understanding to solve problems in the fields and contexts of adult education; - Making judgements: critical reflexing and ability to gather and interpret relevant data to formulate independent judgments about issues concerning adult and intergenerational education; - Communication skills: to be able to communicate information, reflexions, problems and solutions. - ALEANDRI GABRIELLA (syllabus) - Part of the program is dedicated to early childhood and applications to educational settings for children, with particular attention to intergenerational education. - Knowledge of the theoretical foundations and historical roots of adult education - knowledge of the process related to becoming adults - in-depth knowledge of research fields and intervention in Adult Education - to understand the needs of the territory - being able to promote an educational relationship with an adult or a child - Adult Education in the perspective of lifelong learning - knowledge of international indicators and national and international educational policies for the adults - the autobiography and in adult education e lifelong learning. (reference books) 1. G. ALEANDRI, Educazione permanente nella prospettiva del lifelong e lifewide learning, Armando editore, 2011 2. G. ALEANDRI, I sistemi formativi nella prospettiva dell'economia globale. Per una pedagogia del lifelong learning, Armando editore, 2003 3. G. ALEANDRI, Scritture adulte. L’autobiografia come ricerca e costruzione del sé, Armando editore, 2012, pp. 1-62	6	M-PED/01	36	-	-	-	Core compulsory activities	ITA

Optional group: un esame a scelta M-DEA/M-FIL - III ANNO - (show)

22910191 - Moral philosophy (objectives)

- Derived from 22910128 Filosofia morale in Scienze dell'educazione per Educatori e Formatori L-19 RUSSO MARIA TERESA (syllabus) (reference books)

M-FIL/03

Basic compulsory activities

ITA

22910167 - Statistics (objectives)

Group: A - L

- Derived from 22910167 STATISTICA in Scienze dell'educazione per Educatori e Formatori L-19 A - L BOVE GIUSEPPE (syllabus) (reference books)

Group: M - Z

- marella daniela (syllabus) (reference books)

SECS-S/01

Related or supplementary learning activities

ITA

Optional group: un esame a scelta GRUPPO OPZIONALE-III ANNO - (show)

22910194 - MODELS AND TECHNIQUES OF PSYCHOLOGICAL OBSERVATION (objectives)

- PERUCCHINI PAOLA (syllabus) (reference books)

M-PSI/04

Related or supplementary learning activities

ITA

Optional group: esami a scelta, tra cui consigliati-III ANNO - (show)

22910197 - FRENCH CHILDREN'S LITERATURE (objectives) Increase the knowledge of significant examples of French children's literature in the French and Francophone areas. Urge reflection on educational and civic values in connection with some historical-cultural specificities of the French-speaking areas. Analyze the texts on the basis of the narrative characteristics useful in education, with particular reference to the problems inherent to childhood and adolescence, to the difficulties inherent in growth, family life, issues of social difficulty and migration. By the study of French literature for children the student will be able to achieve the following training objectives. Knowledge and understanding - Knowledge of some exemplary texts of French literature for children - Knowledge of language and text analysis tools for the educational effectiveness of narrative texts. Applying knowledge and understanding - Ability to place texts with respect to historical social and cultural situations of creation - Ability to select and use texts with respect to educational intervention settings Making judgements - To be able to select and evaluate texts on the basis of educational potential - To be able to propose ways of presenting and reading texts on the basis of educational objectives Communication skills - Enhancing the understanding and the textual revision of French texts for children - Become familiar with some recurring French lexical elements in the French literature for children Learning skills - Ability to select and expand independently your own "library" of French children's literature - Ability to cross context data and textual features to deal with complex situations intervention in education. - GEAT MARINA (syllabus) Teaching programme The programme includes 8 authors and/or texts, representing three main categories of French literature designed or used for children: 1) The great classics Charles Perrault, from the Tales of Mother Goose (Little Red Riding Hood, Thumbelin, Sleeping Beauty, Cinderella, Bluebeard, Cat in Boots). Jean de La Fontaine, from the Fables (The cicada and the ant, the wolf and the fox, the wolf and the stork, the wolf and the painter, the cock and the fox, the sick lion and the fox). The Arabian Nights, abridged edition (Arabic text disseminated in France and Europe by the translation of Antoine Galland). 2) the visionary literature of the 19th century, between exploration and new technologies Jules Verne, 20,000 leagues under the sea, children's version. 3) children's literature in the face of the great problems of the contemporary world: the world war, the Shoah and emigration. Antoine de Saint-Exupéry, The Little Prince Tomi Ungerer, Otto. Autobiography of a teddy bear Azouz Begag, The island of Siloo or La Force du Berger (or Daniel Pennac, L'occhio del lupo) Marie-Aude Muriail, Simple. (reference books) Charles Perrault, any edition, available pdf texts https://www.liberliber.it/mediateca/libri/p/perrault/i_racconti_delle_fate/pdf/perrault_i_racconti_delle_fate.pdf Jean de La Fontaine, any edition available pdf texts http://www.letturegiovani.it/E-book/La%20Fontaine%20-%20Favole.pdf http://dinamico2.unibg.it/lazzari/2002em/progetti/tuttigiuperterra/Pdf/favole%20_fontaine.pdf Jules Verne, 20.000 leghe sotto i mari, any edition or Dami publisher. Also available in ebook format on the site www.unilibro.it https://www.unilibro.it/ebook/jules-verne/20-000-leghe-sotto-mari-e-book-epub/29747465 Antoine de Saint-Exupéry, Il Piccolo Principe, any edition available pdf texts http://www.yourskypeschool.com/book_yss/Antoine_Marie_Roger_de_Saint-Exupery-Il_Piccolo_Principe-ITA.pdf Tomi Ungerer, Otto. Autobiografia di un orsacchiotto, Mondadori Oscar Junior Azouz Begag, L’isola di Siloo, AIEP Editore, available on paper or ebook http://www.aiepeditore.com/prodotto/lisola-di-siloo-azouz-begag/ or La Force du Berger, available through explanation during the course. Or Daniel Pennac, L'occhio del lupo, Salani Editore Marie-Aude Murail, Mio fratello Simple, Giunti editore. Attention: There are no books on the topics, but please note that all recorded lessons are available on Microsoft Stream through the link in Formonline. Therefore, all the recorded lessons, with the relative in-depth analysis in video and texts in Formonline, are an integrated part of the program.	6	L-LIN/03	36	-	-	-	Elective activities	ITA
22902570 - Musicology, history and sociology of music (objectives) The aim of the course is to develop in the student a specific sensitivity and a critical conscience towards music as a fundamental expressive form of man and to provide knowledge and skills that enable the student to know how to orientate himself in the field of Musicology, History and Sociology of Music by providing methodologies and basic knowledge. At the end of the course the student: - has become familiar with the basic concepts of Musicology, History and Sociology of Music - is able to orient critically between the different models and scientific approaches to music - Derived from 22902570 MUSICOLOGIA, STORIA E SOCIOLOGIA DELLA MUSICA ( L39/40) in Servizio sociale e Sociologia L-40 N0 POZZI RAFFAELE (syllabus) The aim of the course is to provide the students with basic methodologies and knowledge in the fields of Musicology, History and Sociology of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms etc.) and to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; the second one, monographic, is focused on the following subject: "Music and Poetry: Claudio Monteverdi Madrigals". (reference books) The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 and reprinted versions; A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042; D. Arnold, Monteverdi. I Madrigali, Milano, Rugginenti-Volontè & Co, 1994-2015. For the performance of the Madrigals analysed during the Course and quoted in the Arnold’s book refer to the recording of Concerto Italiano, conducted by Rinaldo Alessandrini, available on the Web.	6	L-ART/07	36	-	-	-	Elective activities	ITA
22910311 - workshop e-Portfolio for the documentation of educational paths in the 0-6 system (objectives) By attending the workshop, the student will be able to achieve the following educational objectives. In terms of knowledge and understanding. - To know the theories and operational skills of a methodological-didactic nature related to the design, organization, implementation, documentation and evaluation of educational interventions - To know digital tools for observing girls / boys in socio-cultural and educational contexts. In terms of the ability to apply knowledge and understanding. - To conceive, plan and evaluate educational interventions, recognizing the theoretical assumptions and the logic of intervention, consistent with the needs of children in different contexts - To Know how to collect information on the educational path using digital technologies (Mahara ePortfolio platform) for the registration, processing and transmission of information. In terms of autonomy of judgment. - To develop the ability to document, observe and detect information that allows an ecological, dynamic and orientative assessment - To develop the ability to monitor and self-evaluate the effectiveness of one's educational action. In terms of communication skills. - To acquire the expressive use of multimedia in education with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved. In terms of learning ability. - To be able to observe the contexts and critically reflect on the dynamics that characterize them - To be able to use digital technologies for the documentation of educational pathways - To be aware of the importance of learning from comparing with operators and experts of the same professional profile and with other figures operating in the sector. - LA ROCCA CONCETTA (syllabus) The workshop “ePortfolio for the documentation of educational paths in the integrated system 0-6” will allow to: evaluate educational projects and interventions; employ appropriate research methods in the educational field; use digital tools suitable for both the collection of information and its evaluation; use digital technologies in educational contexts; use digital tools to design communication methods in the work team and in relationships with parents. In particular, the laboratory's objective is the construction of an ePortfolio to be used as a documentation tool in the integrated system 0-6. (reference books) Didactic materials for the laboratory activities will be provided by the teacher and inserted in the department platform www.formonline.it	3	M-PED/03	18	-	-	-	Elective activities	ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: un esame a scelta M-DEA/M-FIL - III ANNO - (show)

22902482 - CULTURAL AND SOCIAL ANTHROPOLOGY (objectives)

- PINELLI BARBARA (syllabus) (reference books)

M-DEA/01

Basic compulsory activities

ITA

22910192 - THE RIGHT OF PUBLIC ADMINISTRATIONS AND TERRITORIAL POLICIES (objectives)

- FARES GUERINO MASSIMO OSCAR (syllabus) (reference books)

IUS/09

Core compulsory activities

ITA

Optional group: un esame a scelta GRUPPO OPZIONALE-III ANNO - (show)

22910193 - FAMILY SOCIOLOGY+LABORATORY (objectives) The aim of this course is to provide students with basic knowledge of family models that have changed over time and of the role and function of their members, as well as to provide them with conceptual tools and research data suitable for understanding and interpreting the events of family changes that affect individuals throughout their lives. The aim of the workshop is to provide students with food for thought and materials suitable for knowing and understanding the relationship between family and institutions in the context of public policies for early childhood. At the end of the course, the student acquired the ability to frame and interpret in a sociological way the contemporary phenomena that mark the transformation of the family, making appropriate use of statistical documentation. At the end of the workshop, the student is able to critically analyse the nature and objectives of public policies aimed at the family. - CASAVECCHIA ANDREA (syllabus) The aim of the course is to provide information and interpretation keys for the analysis of family structures and their transformation processes in contemporary society. Therefore it is presented and discussed how gender relations and between generations are defined in the family context, how parental networks are constructed and how social capital is produced. The role of the family as an active subject in the processes of socialization is then addressed. A part of the program is dedicated to issues related to early childhood. An in-depth study of the topics covered in the course concerns the analysis of the family's potential as a resource for social policies, taking into consideration the couple and the peculiarities that characterize their vulnerability and social generativity. (reference books) 1. Di Nicola P., Famiglia sostantivo plurale. Nuovi orizzonti vecchi problemi, FrancoAngeli, Milano 2017 2. Casavecchia A., Equilibri di coppia. Tra vulnerabilità e generatività sociale una ricerca in due municipi di Roma, Aracne, Roma 2014 3. Canta CC., Famiglie in dialogo. Indagine sui matrimoni misti in Italia, Aracne, Roma 2015 For workshop 4. Fiore B., La relazione tra famiglie e scuola, Carocci, Roma 2021	9	SPS/08	54	-	-	-	Related or supplementary learning activities	ITA
22910194 - MODELS AND TECHNIQUES OF PSYCHOLOGICAL OBSERVATION (objectives) Acquire theoretical and practical knowledge related to observation as a technique for detecting infant behavior, with particular reference to: characteristics, theoretical perspective, types of observation, validity and reliability, techniques (narrative descriptions, coding systems, evaluation scales, questionnaires and interviews, qsort), tools for observing cognitive, communicative and linguistic, social and relational, emotional development. Furthermore, starting from this knowledge, develop the skills required for the use of observation of child behavior in educational contexts. By the study of Observational method in developmental psychology the student will be able to achieve the following training objectives. - Knowledge and understanding: Knowledge of method, techniques, tools for the psychological observation of children behaviors. - Applying knowledge and understanding: Capacity to apply the method and techniques for the psychological observation of children behaviors. - Making judgements: Ability to recognize the techniques used in specific situation and assess the appropriateness of the observation procedures used. - Communication skills: Master the specific language of observational methods. - Learning skills: Attitude to life-long learning on the observational methods apply in psychology. - PERUCCHINI PAOLA (syllabus) The course related to the observation as a systematic technique for gathering information on child behavior. It includes the history of this methodology in developmental psychology; the different types of observation; the characteristics of the different observational strategies; the validity and the reliability; the practical planning of observation. To allow student's acquisition of the skills necessary to use observation, different tools will be presented relating to different aspects of child development (cognitive, communicative and linguistic, social and relational, etc.). Course topics: Method and theory of observation • Myths and reality about observation • Observation as a way to collect information • Different types of observation Observation in practice • Observer quality • Validity of the observation • Data recording techniques Observational tools • Cognitive development • Communication and linguistic development • Social and interpersonal development • Emotional development (reference books) Aureli T., Perucchini P., Osservare e valutare il comportamento del bambino, il Mulino, Bologna 2014 D’Odorico e Cassibba, Osservare per educare, Carocci To do exercises use the book by Cassibba e Salerni, Osservare i bambini: Tecniche ed esercizi, Carocci. The book by Aureli T., Perucchini P., "Observing and evaluating the child's behavior", editor il Mulino, Bologna 2014, provides online material accessible on the www.pandoracampus.it platform. By buying the printed volume, you can access the edition on Pandoracampus for 6 months using the code on the second cover page. It is also possible to purchase online only the entire book or a selection of chapters directly on the platform.	9	M-PSI/04	54	-	-	-	Related or supplementary learning activities	ITA
22910195 - PEDAGOGY OF STORYTELLING (objectives) The aim of this course is to present systematic reflections on the relationship between pedagogy and narrative, valorizing the educational potentialities of stories in the growth process of girls and childrens in the current multi-cultural contexts. Following a general presentation of the topics, narrative typologies for early childhood will be analyzed with regard to the needs of socio-educational services, promoting networks with the resources of territory. Knowledge and understanding -to know the main paradigms of the narrative in relation to representations of the forms of diversity; -to know the characteristics of the specific setting of the moment narrator and the main theoretical contributions in the field of pedagogy. Applying knowledge and understanding -to analyze the different narrative languages and to distinguish the different products; -to promote reading education programs. Making judgements -to design educational- training interventions to enhance the recognition of the need to tell/self tell in narrative setting; -to appraise the more proper narrative forms for the different contexts. Communication skills -to master the different expressive languages with the children aged 0-6 years; -to use different book formats. Learning skills - to orientate between the forms of narrative and to propose new pathways; - to identify the network links with services such as libraries and expressive-creative laboratories, enhancing the language specificity. - ZIZIOLI ELENA (syllabus) The aim of this course is to present systematic reflections on the relationship between pedagogic knowledge and narrative, giving value to the educational potential of stories in the growth process of girls and boys in the current multi-cultural contexts. The course is organized into two parts. In the first, the importance of narrative practices and expressive languages in cognitive and emotional development and in the construction of gender identity in early childhood (0-6 years old) will be analysed. In the second, different types of narrations will be analysed, with a focus on fables and silent books for the deconstruction of stereotypes and the construction of supportive communities. (reference books) Recommended texts For the first part E. Mignosi, G. Nuti (a cura di) (2020), Un'infanzia fatta di scienza e arte, FrancoAngeli, Milano. All first part (pp.23-88) and the last chapter of the second part (pp. 174-186). Pages chosen from the text by Maria Montessori, Lezioni da Londra 1946, a cura di Annette Haines, Il leone verde, Torino, pp.12-17 (Education as an aid to life); pp.187-196 (The construction of immagination); pp. 204-210 (Truths and Fables). E. Fierli, G. Lancia, G. Franchi, S. Marini (2017). Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro, Settenove,Cagli (Pu). For the second part B. Bettelheim, Il mondo incantato. Uso, importanza e significati psicoanalitici delle fiabe, qualsiasi edizione purché integrale. Il testo è disponibile anche in formato e-book. Only one fairy tale chosen from the texts: V. Ongini, C, Carrer (2011), Le altre Cenerentole. Il giro del mondo in 80 scarpe, Sinnos, Roma (ed. or. 2009);Beatrice Solinas Donghi (2020), Fiabe incatenate, Topi Pittori, Milano; Karrie Fransman, Jonathan Plackett (2021), Fiabe d'altro genere. Cambia il punto di vista per cambiare la storia, Rizzoli, Milano. picture book for each of the proposed paths. First path: Grow up authentically F. Sharafeddine (2018), Le mie mani, Gallucci, Roma 2018. F. Sharafeddine (2018), I miei piedi, Gallucci, Roma 2018. Leo Leonni (2018), Pezzettino, Babalibri, Milano (ed. or.1975). Fulvia Degl’Innocenti, Anna Forlati (2015), Io sono Adila, Settenove, Cagli (Pu). Ed Vere (2019), Questo (non) è un leone, Terre di mezzo, Milano. Raquel Díaz Reguera (2019), Libere di volare, EDT Giralangolo,Torino. Sophie Gourion, Isabelle Maroger, Anche le ragazze lo possono fare! Anche i ragazzi lo possono fare!, Valentina Edizioni, Milano. Giulio Fabroni, Gloria Francella (2021), Achille cane quadrato, Sinnos, Roma. Crockett Johnson (2020), Harold e la matita viola, CameloZampa, Monselice (PD) (ed.or.1955). Second path: girls and boys in the world Daniela Valente, Ilaria Bochicchio, Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS) 2012. Claude K. Dubois, Akim corre, Babalibri, Milano 2014. Chiara Lorenzoni, Paolo Domeniconi (2016), Amali e l’Albero, Giralangolo, EDT,Torino. Alessandra Ballerini, Lorenzo Terranera (2017), Fifa nera/fifa blu, Donzelli, Roma. Daniele H. Chambers, Federico Delicato (2018), Un viaggio diverso, Kalandra, Firenze. TERZO PERCORSO – Insieme si può Aaron BecKer (2013), Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014). JI Hyeon Lee (2015), La piscina, Orecchio Acerbo, Roma . Marie-Louise Fitzpatrick (2016), Testa in su. Testa in giù, Lapis Edizioni, Roma. Amy Nielander (2016), La gara delle coccinelle, Terre di mezzo, Milano.	9	M-PED/01	54	-	-	-	Related or supplementary learning activities	ITA
22910196 - READING DIDACTICS (objectives) Design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading in childcare services; understand the cognitive, affective and emotional components involved in reading; assess the quality of the books in relation to children’s cognitive development; build reading comprehension tests on different types of text; understand the variety of reading practices in multimedia environments and conduct shared reading experiences for early childhood; become better aware of the relationship between reading, writing, listening, telling and building of personal identity; communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher. By the study of "Didactics of Reading" the student will be able to achieve the following training objectives. Knowledge and understanding - understand the cognitive, affective and emotional components involved in reading; - understand the variety of reading practices in multimedia environments and conduct shared reading experiences for early childhood. Applying knowledge and understanding - design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading in childcare services; - build reading comprehension tests on different types of text. Making judgements - assess the quality of the books in relation to children’s cognitive development; - become better aware of the relationship between reading, writing, listening, telling and building of personal identity. Communication skills - communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher; - share readings, considerations, personal or produced in the working group papers. Learning skills - be able to observe the contexts in which they operate and reflect critically on the dynamics that characterize them; - be able to collaborate on the development of an online learning “narrative community” that makes more meaningful the understanding of the topics covered. - MORETTI GIOVANNI (syllabus) THE COURSE “DIDACTICS OF READING” CONSIDER READING AS A COMPLEX SKILL. THE COURSE DEEPING THE MULTIPLE DIMENSIONS OF READING, ANALYSE THE REASONS THAT ORIENTED THE INSTRUCTIONAL DISEGNING CONNECTED TO THE READING. THE READING STRATEGIES NEED TO BE SHARED, MOTIVATING, DOCUMENTED AND SHOULD BE EVALUATED WITH AN INCLUSIVE, PROACTIVE AND GUIDANCE APPROACH. THIS APPROACH SHOULD CHARACTERIZE THE “CHILDCARE SERVICES AND THE INTEGRATED SYSTEM OF EDUCATION AND TRAINING”. THE COURSE, IN PARTICULAR, DISCUSSES THE EDUCATIONAL STRATEGIES TO PROMOTE THE PLEASURE OF READING AND THE READING COMPREHENSION. THE CHILDREN’S COGNITIVE DEVELOPMENT AND THE DIFFERENT COGNITIVE, AFFECTIVE, MOTIVATIONAL NEEDS, SHOULD ORIENTED THE INDIVIDUALIZATION OF THE LEARINIG PATH. THE PATHS COULD USE ORAL, WRITTEN AND MULTIMEDIA STRATEGIES AND SELECT HIGH QUALITY BOOKS IN DIFFERENT FORMAT. IT IS ALSO SUGGESTED THE CHOSEN OF BOOKS AS AN ALTERNATIVE TO SCHOOL TEXTBOOKS. DIFFERENT CRITERIA ARE EXAMINED IN THE COURSE IN ORDER TO ASSESS THE QUALITY OF THE BOOKS AIMED AT CHILDREN, TO DIAGNOSE COMPREHENSIBILITY AND TO IDENTIFY THE MOST EFFECTIVE WAYS OF THEIR MEDIATION. IN ORDER TO OVERCOME THE OPPOSITION BETWEEN THE READING PRACTICE IN FAMILY, SCHOOL AND EXTRACURRICULAR CONTEXT, THE DEVELOPMENT OF “ATELIERS”, READING CORNERS AND SCHOOL MULTIMEDIA LIBRARIES, ALSO LINKED TO THE CIVIC AND TERRITORIAL ONES, ARE CONSIDERED STRATEGIC. THE COURSE ANALYZED MANY TYPE OF TEXT, INCLUDING DIGITAL RESOURCES SUCH AS TABLET AND E-BOOK, TO PROMOTE DIFFERENT KIND OF READING PRACTICE. MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED). ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY SUBDIVISION IN FORMS FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU). DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..). FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW. 1) TEAM WORKS IN PRESENCE AND ONLINE. STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED. 2) TEAM WORKS ONLINE. STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED. 3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED. ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS. BEGINNING OF LESSONS BASIC COURSE: SECOND SEMESTER, MARCH 3, 2022, ROOM 7. LESSONS TIMETABLE: MONDAY, 11.00-13.00. THURSDAY 9.00-11.00 ROOM 7, AT THE NEW EDUCATIONAL CENTER IN VIA PRINCIPE AMEDEO, N ° 184 "IN THE CASE OF AN EXTENSION OF THE HEALTH EMERGENCY BY COVID-19 ALL THE PROVISIONS GOVERNING THE CONDUCTION OF TEACHING ACTIVITIES AND STUDENT EVALUATION WILL BE IMPLEMENTED. ESPECIALLY, THE FOLLOWING MODALITIES WILL BE APPLIED: THE TEACHING ACTIVITIES WILL BE CARRIED OUT THROUGH THE INTEGRATED USE OF THE ONLINE ENVIRONMENT OF THE DEPARTMENT OF EDUCATIONAL SCIENCES, FORMONLINE, AND THE ONLINE PLATFORM INDICATED BY THE UNIVERSITY TO CARRY OUT VIDEO CONFERENCING IN SYNCHRONOUS". (reference books) - Giovanni Moretti, Il piacere della lettura. Seduzione e comprensione del testo nella scuola dell’obbligo, Anicia, Roma, edizione 2015. - Roberta Cardarello, Storie facili e storie difficili. Valutare i libri per bambini, Edizioni Junior, Azzano San Paolo (BG), 2004. - Morini Arianna Lodovica, Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico, Anicia, Roma, 2017.	9	M-PED/03	54	-	-	-	Related or supplementary learning activities	ITA

Optional group: esami a scelta, tra cui consigliati-III ANNO - (show)

22910312 - Workshop on professional writings in educational professions (objectives)

- GIULIANI ARIANNA (syllabus) (reference books)

M-PED/03

Elective activities

ITA

22910313 - laboratory Language Didactics in pre-school age (objectives)

- CASTORINA ANTONIO (syllabus) (reference books)

L-LIN/07

Elective activities

ITA

22910319 - Laboratory Early childhood education in Italy:yesterday and today (objectives)

- CHISTOLINI SANDRA (syllabus) (reference books)

- PICCIONE VINCENZO ANTONIO (syllabus) (reference books)

- CANTATORE LORENZO (syllabus) (reference books)

- BARSOTTI SUSANNA (syllabus) (reference books)

- LEPRI CHIARA (syllabus) (reference books)

- ALUFFI PENTINI ANNA (syllabus) (reference books)

M-PED/01

Elective activities

M-PED/02

Elective activities

ENG

22910321 - Laboratory Emotion processing in different cultural contexts: perception, art and communication (objectives)

- FAGIOLI SABRINA (syllabus) (reference books)

- MASTANDREA STEFANO (syllabus) (reference books)

M-PSI/01

Elective activities

ENG

22910198 - placement (objectives)

Other activities

300

Per stages e tirocini presso imprese, enti pubblici o privati, ordini professionali (art.10, comma 5, lettera e)

ITA

22910199 - FINAL TEST (objectives)

Final examination and foreign language test

ITA