The course teaching objectives are the following:
1) to get knowledge of the main historical-educational transformations (form both a legislative and pedagogical viewpoint) of the Italian School since the post-unitary age to present;
2) to get knowledge of the history of teacher training, with particular consideration to primary school teachers, from post-unitary age to present;
3) to get knowledge of some aspects of the most innovative pedagogical thought between the Nineteenth and Twentieth centuries, by reading some classics authors in History of Pedagogical Thought;
4) to understand the difference between History of the institutions and the Annalistic school of History, through the use of literary and autobiographical sources of history of school and educational institutions.

1. Saverio Santamaita, Storia della scuola, Milano, Bruno Mondadori, (latest edition).
2. Anna Ascenzi, Drammi privati e pubbliche virtù: la maestra italiana dell'Ottocento tra narrazione letteraria e cronaca giornalistica, EUM, Macerata, 2012
3. Giuseppe Lombardo-Radice, Come si uccidono le anime, Editing and Preface by L. Cantatore, ETS, Pisa, 2020.
4. 1 Book chosen by the student from this list:

a) John Dewey, Scuola e società, Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018
b) Albino Bernardini, Un anno a Pietralata, Editing and Preface by E. Zizioli, Edizioni Conoscenza, Roma, 2019;
c) Antonio Gramsci, Quaderno dal carcere n. 12, Editing and Preface by C. Meta, Edizioni Conoscenza, Roma, 2018;
d) Giorgio Crescenza, Mosaici di scuola, Pensa Multimedia, Lecce, 2020

This teaching is proposed for increasing or encouraging the comprehension of
- the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action
- the connection between didactic actions and actions of the media
- the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”

MIUR, Indicazioni Nazionali per il curricolo della scuola dell'infanzia e per il primo ciclo di istruzione, 2012
BRUNO CIARI, Le nuove tecniche didattiche, edizioni dell'Asino, 2012
KEN ROBINSON, Fuori di testa, Erickson, 2015
SONIA COLUCELLI, Montessori incontra... Intrecci pedagogici tra scuola montessoriana e didattiche non tradizionali, Erickson, 2108
GIANNI RODARI, Grammatica della fantasia, Einaudi

The course main objective is to illustrate and define the main lines of educational research and to provide the principal evaluation tools.
Lecturing is based on active participation of the students, providing interactive situation studies and using new technologies.

Poce, Antonella (2018). Il Patrimonio Culturale per lo Sviluppo delle Competenze nella Scuola Primaria, Milano, FrancoAngeli.
Poce, Antonella (2019) (a cura di). Studi Empirici di Educazione Museale. Napoli: ESI, ISBN 978-88-495-4063-5.
POCE A. (2020). Education research in museum settings: methodologies, tools and functions. La ricerca empirica al museo: metodologie, strumenti e funzioni. ISBN 978-88-495-4255-4. Edizioni Scientifiche Italiane: Napoli.
Other resources will be made available during the course.

- Teaching sciences: the role of history in science teaching (The structure scientific revolutions, T. Kuhn ); the scientific method according to the vision of Mary Everest Boole; meaning of anomalies in the history of science; the false myth of certain knowledge and absolute truth.
- Ordinary associations with the word chemistry: a microscopic view coupled with the preconception of chemistry as responsible for pollution. A humanistic vision of science and chemistry.
- Why teaching chemistry in the primary school: between scientific illiteracy, practical utility in everyday life and education for democracy (Roald Hoffmann, The same and not the same)
The role of teacher in science teaching, the importance of mimesis and storytelling.
The prehistoric origins of chemistry and chemistry today: beyond mistrust and hyperspecialization.
- Topics of chemistry in primary school. Chemistry from macro to micro. The role of the unconscious in child science education.
- The matter: definitions and key concepts through a microscopic analysis, didactic examples. Matter seen according to a historical approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conception.
- The atom: The atomic model today and the periodic table today. Subatomic particles, features and functions. Orbitals and electronic configuration. The Lewis structure. The periodic table: periodic properties of the elements (atomic radius, first ionization energy, electron affinity and electronegativity). Didactic examples, good and bad practices. The renaissance of atom conception and the affirmation of atomism (Gutemberg, Galilei, Gassendi, Boyle): the role of air and gases.
- Modern chemistry: the different views of atom, element and compound. Lavoisier: element and compound. The Ponderals Law and the concept of molecule. The law of conservation of mass. Didactical experiments on the law of conservation of mass. Towards a quantitative approach (Van Helmont). Proust and Dalton. Dalton's atomic theory. Molecules: Avogadro and Gay-Lussac. The Mole.
- Chemical bond: strong bonds (ionic bond, covalent, metallic); weak interactions (Van der Waals forces, Hydrogen bond). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds.
- The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. Phase transitions. The influence of temperature and pressure on phase transitions. Water phase diagram. How to quantify a solution (molarity, molality and volume percentage). The polarity, examples. Solubility variation with temperature and pressure. Dispersions: suspensions, foams and emulsions. Colligative properties.
- Chemical transformations, historical path. Alchemy. Reversible and irreversible chemical processes (Examples) Why do reactions occur? Reaction rate (Examples): Collision Theory, activation energy, catalysts. Examples. Combustion, didactic examples. Exo and endo-thermic reactions (didactic examples).
-Acid-Base reactions. Historical path of acid and base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Lewis theory. Didactic proposals.

Asimov I., Breve storia della chimica. Introduzione alle idee della chimica, Zanichelli, 2011
Magrone P. Millan Gasca A. I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci, 2018
Nivaldo J. Tro., Introduzione alla chimica, Pearson, 2013

Course title: Teacher education and the values of education

Course programme:
General Pedagogy concerns the theoretical and practical training in general education of the future teacher in kindergarten and primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted to the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating community and whole responsibility.

Reference books
Books for the following a typology of 6 groups of students, according to the required CFU.
Please read the file titled “Organizzazione del corso di Pedagogia generale” Organisation of the course of General Pedagoy” (formonline).
Consider also the bibliography of the Laboratory of General Pedagogy.
Presentation (May) of the Manual of General Pedagogy (MGP) which is the Study Report written by the student.

□ Group 1: 8 CFU
First semester
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52 online.
3) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
4) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.

Second semester
5) A classic book of pedagogy assigned by the teacher with an identification number.
6) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.
7) A book given for free to students. The book will be distributed by November 2020.

□ Group 2: 6 CFU
First semester
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52 online.
3) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
4) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.

Second Semester
5) A classic book of pedagogy assigned by the teacher with an identification number.
6) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

□ Group 3: 5CFU
First semester
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
3) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.

Second semester
4) A classic book of pedagogy assigned by the teacher with an identification number.
5) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

□ Group 4: 4CFU
First semester
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
2) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.

Second semester
3) A classic book of pedagogy assigned by the teacher with an identification number.
4) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

□ Group 5: 3CFU
First semester
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.

Second semester
2) A classic book of pedagogy assigned by the teacher with an identification number.
3) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

□ Group 6: 2CFU
First semester
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.

Second semester
2) A classic book of pedagogy assigned by the teacher with an identification number.

Further information: sandra.chistolini@uniroma3.it

Contents of the Laboratory
Laboratory title: Educating in a school of innovation

Laboratory programme

The Laboratory of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as the action to contrast social exclusion, training as the formation of the human person, work culture for the person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build new pedagogic knowledge.

Reference books and tools

1. Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81 (online).
2. Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
3. Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Franco Angeli, Milano, 2018.
4. Chistolini S., Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Franco Angeli, Milano, 2006.
5. Chistolini S., Etica ed estetica nella scuola dell’infanzia di ispirazione pizzigoniana, in “Le Nuove Frontiere della Scuola”, anno VII, n. 20, luglio, 2009, pp. 25-30.
6. Chistolini S., Piccole vittime da proteggere. Identificare e affrontare le conseguenze della vittimizzazione dei bambini esposti alla violenza domestica, Libellula, Tricase (LE), 2017.
7. Chistolini S., L’Asilo nel Bosco: un’esperienza di educazione alla sostenibilità e alla responsabilità, in CRUL – Comitato Regionale di Coordinamento delle Università del Lazio (a cura di), Dialoghi sulla sostenibilità Roma 2016. Gli Atenei del Lazio in occasione del Giubileo Straordinario 2015-2016, Roma, Roma Tre-Press, pp. 199-200, versione elettronica http://romatrepress.uniroma3.it/ojs/index.php/dialoghi
8. Link ad articoli specificamente riferiti al Laboratorio
9. Personal computer, Word document, Power Point, digital camera, mobile telephone, tablet to be used during the university meetings.

Further information
Email: schistolini@uniroma3.it

The schedule includes multiple actions of workshop in situation.

To reflect on writing as a technology (origin, main characteristics) and its changes
To practice handwriting and typing to reflect about the educational implications that result from these experiences

Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione
Roberto Maragliano, Luca Vitali, Videoscrivere in classe, in Scaffale Maragliano

The aim of the course is to provide the students with basic methodologies and knowledge in the field of Pedagogy and Didactics 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.), to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; to Raymond Murray Schafer's pedagogy of music; the second part is focused on the following topic: An Opera in a time of change: Mozart's Le nozze di Figaro.

Examination: Students will be assessed by means of a written test.
The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 or next reprinted versions. 2) A survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042. 3) R. MURRAY SCHAFER, Educazione al suono, Milano, Ricordi, 1998; for the libretto and the critical essays on the Nozze see the programme notes of the performance held at the Teatro La Fenice, Venezia, in 2011: https://www.teatrolafenice.it/wp-content/uploads/2019/03/NOZZE-DI-FIGARO-LE.pdf; for the listening of the opera see the performance held in Paris, in 1980, at the Opéra https://www.youtube.com/watch?v=3e3xxNY6KXA.

The workshop offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School through active and guided listening. The workshop includes five meetings in which are planned concerts, films, practical activities, interviews with musicians, musicologists, personalities of the musical world guided by the teacher.

The specific bibliography about the topics of each lesson will be offered to the students by the teacher during the workshop.

the course integrates with exercises and insights the activities planned by the co-teacher titular colleague, with whom the lessons will be coordinated. In particular, arguments from the following list:


1. What is mathematics?
2. Natural numbers and numbering systems
3. The integers
4. Elementary arithmetic
5. Rational numbers
6. The real numbers and the continuum
7. Geometric thought and Euclidean geometry
8. Algebra, geometry and the concept of space
9. Mathematical analysis
10. Axiomatic mathematics
11. Probability
12. Applied mathematics and modeling
13. Returning mathematics to culture

- Giorgio Israel e Ana Millán Gasca "Pensare in matematica Edizioni" Zanichelli 2012

1. What is mathematics?
2. Natural numbers and numbering systems
3. The integers
4. Elementary arithmetic
5. Rational numbers
6. The real numbers and the continuum
7. Geometric thought and Euclidean geometry
8. Algebra, geometry and the concept of space
9. Mathematical analysis
10. Axiomatic mathematics
11. Probability
12. Applied mathematics and modeling
13. Returning mathematics to culture

- Giorgio Israel e Ana Millán Gasca "Pensare in matematica Edizioni" Zanichelli 2012
- Alessandro Gimigliano e Leonardo Peggion "Elementi di matematica" UTET 2018

The course will initially analyze the periodization of late modern history.
During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
A specific look will be turned to the British political-institutional model.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the bipolar world and its end.

For those who must gain 7 to 8 credits:
Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, 2015
Maurizio Ridolfi, Italia e italiani in prospettiva transnazionale nei secoli XIX-XXI, Pearson, 2020
L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019

For those who must gain 5 to 6 credits:
Maurizio Ridolfi, Italia e italiani in prospettiva transnazionale nei secoli XIX-XXI, Pearson, 2020
L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019
The following interventions uploaded to form.online: Razzismo 'culturale' e razzismo biologico nell'Italia fascista; Luigi Einaudi e i monopoli; Ancora su Einaudi e i monopoli; Luigi Einaudi e la politica economica della ricostruzione; Max Weber e la scienza come professione; Ancora sull'uso politico della storia e sullo statuto epistemologico della storiografia: Max Weber e le scienze sociali: prescrittive o descrittive?; La crisi del 1929; Biennio rosso e fascismo agrario; La rivoluzione russa; Lezione sulla prima guerra mondiale; Uso politico della Storia.

For those who must gain 3 to 4 credits:
L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019
The following interventions uploaded to form.online: Razzismo 'culturale' e razzismo biologico nell'Italia fascista; Luigi Einaudi e i monopoli; Ancora su Einaudi e i monopoli; Luigi Einaudi e la politica economica della ricostruzione; Max Weber e la scienza come professione; Ancora sull'uso politico della storia e sullo statuto epistemologico della storiografia: Max Weber e le scienze sociali: prescrittive o descrittive?; La crisi del 1929; Biennio rosso e fascismo agrario; La rivoluzione russa; Lezione sulla prima guerra mondiale; Uso politico della Storia.


For those who must gain 1 to 2 credits:
Luca Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019.

The Contemporary History laboratory, which will exempt from examining (in the summer, winter and autumn sessions of this academic year) the first five chapters of the manual of colleagues Cammarano, Guazzaloca and Piretti and of that of colleague Ridolfi (of this, therefore, the chapter on world war, the sixth, must be studied for the exam), will have to focus on one of the research paths indicated in Laboratories 1 and 2 contained in the latter.

In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society.

In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- investigate the perspective of Disability Studies and their critical vision of school policies
- analyze the thought and work of Lev Vygotsky also in the perspective of inclusion
- analyze in depth the theory of multiple intelligences by Howard Gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analyze and test the flipped learning approach
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
Il corso, teorico pratico, prevede lezioni frontali, discussioni in gruppo, lavori in piccolo gruppo, esercitazioni

10 CREDITI TI PERFORM (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D., VADALÀ G., VALTELLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).

BONAVOLONTÀ G., I Mooc tra tradizione e innovazione. Analisi del fenomeno ed esiti di ricerca per la formazione e per l’inclusione, FrancoAngeli, Milano in corso di pubblicazione].


9-8 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).


7-5 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).

4-3 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

2-1 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

Within the perspective of school inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of inclusive education as a fundamental variable to guarantee the quality of processes and fairness in kindergarten and primary school.

Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education.

The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching.

Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.

In particular, the teaching will be divided into several successive and unrelated modules:
- in the first module, the theoretical-applicative principles and the concepts that are at the basis of inclusive teaching will be taken into consideration;
- in the second module, the characteristics of the students with special educational needs will be analyzed, in particular with specific learning disorders (Dsa), and educational activities useful for the development of the study method in the inclusive perspective will be presented;
- in the third module, we will deepen the methods of organizing the teaching for the preparation of an inclusive lesson;
 - in the fourth module, a critical analysis of the current national guidelines for the curriculum and their recent revision will be carried out;
- in the fifth module, the ICF model of "human functioning" and its impact on the design of an individualized educational plan (Pei) strongly connected with the programming of the section or class will be presented;
- in the sixth module, an inclusive teaching activity will be designed in which the teacher works in close collaboration with the support teacher using musical language.

Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia.
Chiappetta Cajola, L.,Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.

Chiappetta Cajola, L., (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva.
Roma: Anicia.

Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.

Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.

Miur (2018). Indicazioni nazionali e nuovi scenari.

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

- Rivoltella P. C. e Rossi P. G, (a cura di), Tecnologie per l'educazione, Pearson, Torino, 2019
- Ferrari G.A., Libro, Bollati Boringhieri, Torino, 2014
- Kenneth Goldsmith, Perdere tempo su internet, Einaudi, Torino, 2017

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.

Saggi:
• Giuseppe Lombardo Radice, Come si uccidono le anime, a cura di L. Cantatore, Edizioni ETS
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
• In cerca di guai. Studiare la letteratura per l’infanzia, Junior

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):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (edizione consigliata Rizzoli)
• Collodi, Le avventure di Pinocchio (edizione consigliata Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (edizione consigliata Feltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (edizione consigliata Rizzoli)
• Mark Twain, Le avventure di Tom Sawyer (edizione consigliata Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (edizione consigliata Rizzoli)
• Astrid Lindgren, Pippi Calzelunghe (edizione consigliata Salani)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Matilda

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)

Saggi:
• Giuseppe Lombardo Radice, Come si uccidono le anime, a cura di L. Cantatore, Edizioni ETS
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
• In cerca di guai. Studiare la letteratura per l’infanzia, Junior

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):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (edizione consigliata Rizzoli)
• Collodi, Le avventure di Pinocchio (edizione consigliata Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (edizione consigliata Feltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (edizione consigliata Rizzoli)
• Mark Twain, Le avventure di Tom Sawyer (edizione consigliata Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (edizione consigliata Rizzoli)
• Astrid Lindgren, Pippi Calzelunghe (edizione consigliata Salani)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Matilda

The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web.

The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web.

The course introduces to the theoretical approaches and the main concepts of developmental and educational psychology. The first part aims to provide the student with the presentation of the discipline and of its methods of study, the nature of childhood, the biological and environmental factors in the development. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional. The third part deals with instruction and education by referring to different theoretical perspectives. Finally, the course approaches some basic learning, such as representing, reading, writing and conceptualizing.

• Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Cortina.
• Aureli T., Bascelli E., Camodeca M, Di Sano S., Il bambino in classe, Carocci, 2008.
• Cacciamani S., Psicologia per l’insegnamento, Le Bussole, Carocci, 2002.
• Handouts

More informations on Formonline

The course aims to provide students with the theoretical framework and the conceptual instrumentation to observe and understand the main educational phenomena from a sociological point of view.
The course is divided into two parts. The first part proposes the analysis of the conditions that are at the basis of the socialization process, of the ways in which this process unfolds and of the function they play in it some particular agencies. The second part proposes a reconstruction of the most recent sociological debate on the subject of childhood with the rapid presentation of the main currents of thought and the results of an empirical nature on which contemporary reflection is based.

The exam texts are:
- Ribolzi L., Crescere nella società. Manuale di sociologia dell'educazione, Mondadori, 2020
- D'Amato M., Ci siamo persi i bambini. Perché l'infanzia scompare, Laterza, 2014
- Satta C., Bambini e adulti: la nuova sociologia dell'infanzia, Carocci, 2012

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

Manual and text compulsory
Luisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano, 2012.
Maurizio Ghisleni, Roberto Moscati, Che cos'è la socializzazione, Carocci editore, Roma.

The third compulsory text can be chosen among following books:
M. D’Amato, Ci siamo persi i bambini, Laterza, 2014
C. Caneva, S. Thuruthyil, M. Sinsin, Filosofie in dialogo. Lexikon universale India Africa Europa, Prefazione di Cecilia Costa, Mimesis, Milano 2017 (Introductionm Preface, 6 voices chosen)

For instruction regarding the course, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS COURSE AIMS AT:
- Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language.
- Providing students with sound information regarding how foreign languages are best learned and taught.
- Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers.
- Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy.
- Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school.

For instruction regarding the texts to prepare for the final examination, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

Reflections and evaluations of the professionalism of the teacher in kindergarten and primary school.

Cfr. Formonline - Tirocinio 2° anno

The scientific method. Evolution, theories, and hypotheses. History of life on earth. The transition from single-celled to multi-cellular organisms. Fossils. Dating methods. Organisms. The classification of organisms. Systematics and Taxonomy. Scientific nomenclature. Characteristics of algae and fungi. Plants (Bryophyte, Pteridophyte, Spermatophyte). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Circulatory system. Respiratory system. Excretory system. Nervous system. Immune system. Sensory organs. Reproduction. Mendel's laws. Proposals for teaching Biology in the field and in-class settings.

Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli

Office Hours: every day of the week by appointment by email: valentina.savo@uniroma3.it

Course content
Course title: Citizenship education in intercultural school
Course programme:
Intercultural and Citizenship Pedagogy is one of the fundamental courses in the curriculum for students who become teachers of Primary School. The discipline aims at forming the knowledge and competences related to intercultural and citizenship education in consideration of the international migration and the recent introduction of “Constitution and Citizenship” as a new compulsory subject in the national curriculum. The knowledge of the Italian Constitution leads the students to the identification of the political and socio-cultural values and understanding the meaning of the resources and strategies for active citizenship education in the multicultural society and multi-faith context. Special attention concerns the migration of children in the Third Millennium. The research in school educates new teachers for social inclusion with action against cultural prejudices, racism, and social discrimination. The concepts of peace, tolerance, solidarity, and responsibility as inclusive citizenship open to challenge in the face of persistent migration that increasingly involves refugee children, unaccompanied at risk of dropping out.

Reference books
1. Spranger E., La vita educa, La Scuola, Brescia, 2004.
2. Guardini R., Le età della vita, Vita e Pensiero, Milano, 1992.
3. Laeng M., I gradini dell’ascesa. La vita e l’uomo, La Scuola, Brescia, 2004.
4. Chistolini S., Lastrucci E., Porcarelli A., Giovani europei e cittadinanza. Lo studio sugli adolescenti italiani nel contesto della ricerca internazionale sull’identità politica, Pensa Multimedia, Lecce, 2018.
5. Costituzione della repubblica italiana, on line e Lezioni sulla Costituzione a Roma Tre https://www.radioradicale.it/scheda/553415/la-scuola-a-roma-tre-lezioni-sulla-costituzione
6. Corradini L., Mari G. (a cura di), Educazione alla cittadinanza e insegnamento della Costituzione, Vita e Pensiero, Milano, 2019.
7. Cerini G. (a cura di), Competenza è cittadinanza. Idee, fonti, proposte operative (con il testo della legge 20 agosto 2019, n. 92 sull'insegnamento dell'educazione civica), Maggioli, Santarcangelo di Romagna, 2019.
8. Haley A., Radici, Rizzoli, Milano, 1978 in alternativa al punto 13.
9. Höltgen D. et al., Living together. Combining diversity and freedom in 21st-century Europe. Report of the Group of Eminent Persons of the Council of Europe, Council of Europe, Strasbourg, 2011 gratis al link https://book.coe.int/fr/search?controller=search&s=living+together
10. Gomes R. et al., Bookmarks. Manuale per combattere i discorsi d’odio online attraverso l'educazione ai diritti umani, Council of Europe, Strasbourg, 2016 gratis al link https://book.coe.int/fr/search?controller=search&s=Bookmarks+Manuale+per+combattere+i+discorsi+d%27odio+online+
11. Jackson R., Signposts – Politiche e pratiche per l’insegnamento delle religioni e delle visioni del mondo non religiose nell’educazione interculturale, Council of Europe, Strasbourg, 2018 gratis al link https://book.coe.int/fr/droits-de-l-homme-citoyennete-democratique-et-interculturalisme/8164-pdf-signposts-politiche-e-pratiche-per-linsegnamento-delle-religioni-e-delle-visioni-del-mondo-non-religiose-nelleducazione-interculturale.html
12. Scegliere uno dei tre testi indicati ai punti 9.10.11.
13. Un libro assegnato in aula dalla docente in base al numero identificativo dello/a studente/ssa: bambini migranti, educazione alla non violenza, diritto all’istruzione, cittadinanza democratica.
14. Un testo distribuito dalla docente e da ritirare entro novembre fino ad esaurimento delle disponibilità.

Crediti da conseguire e testi di studio per l’esame
8 CFU 10 testi indicati da 1 a 14
6 CFU 9 testi indicati da 1 a 9
5 CFU 8 testi indicati da 1 a 8
4 CFU 6 testi indicati da 1 a 6
3 CFU 5 testi indicati da 4 a 8
2 CFU 4 testi indicati da 4 a 7

Further information
Email: schistolini@uniroma3.it

The course will focus on Educational Assessment and more specifically on the following key topics:

1) development lines, theoretical framework and methods of empirical and educational research in education;

2) design of empirical research in education: problem, hypothesis, experiment, observation, conclusion (hands-on practical assignments).

P. Lucisano, A. Salerni, "Metodologia della ricerca in educazione e formazione", Carocci, Roma, 2003. Capitoli 1, 2, 3. Totale pagine: 270.
C. Corsini, "La valutazione educativa", in uscita nel 2020

Saggi, capitoli di libri, articoli:
J. Dewey, 1939, Unity of science as social problem, trad. it. in P. Lucisano, L’unità della scienza come problema sociale, “Cadmo”, n. 22, pp. 30-35
Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11.
I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30.
C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6

Un libro a scelta tra:
M. Gentile, "Valutare per apprendere. Attività e strumenti per il lavoro in classe", Utet, 2019, p. 138
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Restiglian, V. Grion, "La valutazione tra pari nella scuola", Erickson, 2019. Totale pagine: 192.

INTEGRAZIONI:
ESAME DA 6 CFU:
P. Lucisano, A. Salerni, "Metodologia della ricerca in educazione e formazione", Carocci, Roma, 2003. Capitoli 1, 2, 3. Totale pagine: 270.
C. Corsini, La valutazione educativa, in uscita nel 2020
Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11.
I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30.
C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6

ESAME DA 3 CFU: C. Corsini, "La valutazione educativa", in uscita nel 2020
Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11.
I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30.
C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6

The Lab is aimed at developing in students skills related to inclusive education. Working Group will be carried out on individualized and personalized teaching methods and strategies, also mediated by ICT.

Educational tools given by the professor

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

Goitre, R., Seritti, E. (1983). Canti per giocare: 75 canti popolari dell'Italia Centrale con proposte operative per l'educazione globale del bambino, Suvini Zerboni

The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students.
Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children.
Integrano i contenuti l'utilizzo di differenti metodologie didattiche, anche attraverso l'utilizzo di sistemi informatici, proponendo agli studenti del corso attività ludiche, racconti e/o fiabe dedicate ai bambini.
Course contents:
Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors.
The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, light reflection, buoyancy.
Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, electrostatics, magnetism, wave phenomena, light, optics and astronomy will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, sound and music phenomena, the conduction of electricity and the transport of heat.
Laboratory
In the laboratory's training activities, critical tools will be provided to make informed and effective choices in planning and conducting educational activities aimed at children in the field of Physics, with particular regard to laboratory activities.

Contents of the Laboratory:

1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments.
2. Teaching materials for approaching physical phenomena: subsidiaries, scientific readings for children, measuring instruments.

Main:
O. Biondo, G. Chirico: Insegnare la fisica nella scuola primaria - Carocci editore. ISBN: 8843096060
Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273
A few notes and slides which will be made available on-line as pdf files.
U.Amaldi: Le traiettorie della fisica.azzurro, seconda ediz, Meccanica, Termodinamica e Onde. Zanichelli. ISBN: 9788808665119

Recommended for further reading:
Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952

Critical tools will be provided, in the training activities of the Laboratory, to make conscious and effective choices in the design and conduct of educational activities aimed at children in the field of Physics.
Contents of the Laboratory
1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments.
2. Didactic materials to get closer to physical phenomena: subsidiaries, scientific readings for children, measuring instruments.

Textbooks:
O. Biondo, G. Chirico: Insegnare la fisica nella scuola primaria - Carocci editore. ISBN: 8843096060
Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952

Teacher's handouts will be made available online in pdf.

Recommended texts for further information:
Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273

Written exercise on operational skills implemented in didactic activities based on education in reading literary texts.

Instructions will be given during the course of the laboratory.

With the study of mathematics and didactics of mathematics the student will be able to achieve the following educational objectives.
- Knowledge and understanding
- Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects.
- Understanding of main issues in mathematics primary education
- Applying knowledge and understanding
- Ability to project and guide math activities in the classroom with children
- Making judgements
- Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics
- Communication skills
- Ability to develop and lead math talk with children, to present examples and problems
- Learning skills
- Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.

Ana Millán Gasca 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
Giorgio Israel, Ana Millán Gasca 2012 Pensare in matematica, Zanichelli, Bologna. (Read chap.1, chap. 2, § 4. 4, §7.1 and 7.2, § 8.5, chap. 13)
Ana Mazzitelli, Ana Millán Gasca 2021, L'abc della matematica. Carocci, Roma.

History of mathematics in preschool and primary school: contents and learning path, exercises with children

ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
Anna Mazzitelli, Ana Millán Gasca, Francesca Neri, Emanuela Spagnoletti Zeuli, Storia e racconto nella matematica della scuola primaria: basi didattiche e sequenza operativa, Annali online della Didattica e della Formazione Docente, special issue “Strategie e metodologie didattiche in matematica e nelle scienze”, 9(14), 2017, 209-239.

Development Psychopathologies
Learning objectives
The present course has as an objective the study of the basic principles of development psychopathologies, by means of expanding models, proceedings and evaluation methods that are specific at various stages of development. What’s more, it provides students with theoretical and practical notions concerning programs of prevention and support during the age of development. The students who pass the examination will be able to elaborate educational programs that are appropriate to a population considered “at risk”. During this course the main models of development psychopathologies will be expanded and a presentation will be made about the patterns of development during childhood and adolescence, such as:
- intellectual disabilities;
- autism spectrum disorders;
- specific learning disorders and learning difficulties;
- attention deficit hyperactivity disorder;
- disruptive, impulse-control and conduct disorders;
- anxiety disorders;
- depressive disorders.

At last, a presentation will be made about relational and communicative dynamics among the experts involved in the professional teaching context and aspects of school and social inclusion (as per DL n. 66/2017)

Course:
- A knowledge of the main psychopathological childhood patterns
- Showing the problems concerning diagnostically defined syndromes
- Learning evaluation principles
- Getting familiar with definite means of evaluation (for example, the functional one known as LAP)

A textbook of your choice:

Antonella De Luca (2020), Psicopatologia dello Sviluppo. Indicazioni cliniche e didattiche per la scuola dell'infanzia e la scuola primaria. Edizioni Mc Graw - Hill.

-Celi F., Fontana D. (2015), Psicopatologia dello sviluppo. Storie di Bambini e Psicoterapia, McGraw-Hill Editore, Milano.


Moreover:

Antonella De Luca (2019), ComunicaMente. tecniche, schemi e strategie per favorire la comunicazione didattica. Edizioni Fabbrica dei Segni.

I semester
Observation tools

II semester
Direct observation plan in kindergarten and primary school

Cfr. Formonline - Tirocinio 3° anno

The course will be taught using student-centered learning techniques, using various teaching approaches in order to stimulate students with different learning styles. Specifically, these strategies will be applied in the teaching of the topics reported below, integrating both creativity and a sound knowledge of the subject.
Introductory Lesson. Development of Ecology. Evolution. Evolution mechanisms and Speciation. Ecosystems and Biomes. Climatic changes. Relationships among living beings and Ecological pyramids. Biogeochemical cycles. Biological communities. Biodiversity. Biodiversity conservation. Ecological niches. Relationships between organisms and the physical environment. Stressors for organisms. Landscape ecology. Urban ecology. Human ecology. Ecosystem services. Strategies for teaching Ecology.

Thomas M. Smith & Robert Leo Smith, Elementi di Ecologia, Pearson Editor.
Didactic notes provided by the instructor.

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The course will be held through lectures, slides and visits on the ground. It will introduce the student into the understanding of the elements of the territoriality, the geographical processes and their interactions. It is divided into two modules.

First module – 30 hours
The landscapes in the nature. Environmental frameworks and geomorphological processes

The lessons will start by focusing on those processes that are generated by sub-crustal forces and by exogenous agents. Starting from the specific environmental frameworks, the course will cover the different geomorphological processes shaping the landscapes.



Second module - 30 hours
The processes of territorialization.

After a presentation of the scientific ‘tools’ for the regional analysis (maps and statistics), the students will study the various topics of human geography: population dynamics, organization of rural areas, the logic of industrial location and geography of the movement, urban geography, the spaces of politics.

The subjects issues will be explained too for the teaching of geography.

PROGRAMMA COMPLETO – 8 CFU

Frequentanti:
1. A. Letizia, Elementi di scienza della terra, Zanichelli, 2018.
2. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
4. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
5. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
6. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
7. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
8. Materiale didattico disponibile su piattaforma Formonline.

Non frequentanti: stesso programma con la possibilità di sostituire il libro n. 3 con:
• A. Gallia, Le acque del Nilo. Dinamiche geostoriche e politiche, Carocci, 2020.



PROGRAMMI RIDOTTI PER RICONOSCIMENTO CARRIERE PREGRESSE

Programma da 2 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.


Programma da 3 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.


Programma da 4 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.

The course program is divided into five thematic areas.

1. Individual differences
The temperament
Personality development
Coping styles

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.

3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning

4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher

5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.

1. Individual Differences
Temperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.

2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).

3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.

4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.

5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.


Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):

Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.

• Composition of the structural elements of visual grammar, with reference to analysis of the iconic message, signs of iconography and iconology.
• Colour as shape and meaning.
• Use of graphic representation techniques: Monge’s projection and elements of central (distance point method) and accidental (extension of
sides or joints) projection.
• From the Early Nineteenth Century to the artistic avant-gardes of the twentieth century and subsequent developments
• Motivational aspects in the graphic expression of the child
• The graphic sign from the aniconic phase to the symbolic phase in developmental age
• Knowledge and analysis of the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017)
• Analysis and design of educational and learning courses for preschool and elementary school children

Riferimenti bibliografici fondamentali
• Argan G.C., L’arte moderna, Firenze 1970 (e successive), dal testo deve essere esclusa l’appendice di Achille Bonito Oliva e altre schede critiche non a firma dell’autore.
• Arnheim R., Arte e percezione visiva, Milano 2005, solo capp.: 4 Sviluppo e 7 Colore
• Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, (procedure di costruzione dei poligoni regolari, prospettiva centrale (metodo dei punti di distanza) e prospettiva accidentale (metodo del prolungamento dei lati o delle fughe)
• Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981
• Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)

The course is divided into four parts

The first part outlines the evolution of Special Pedagogy from its beginnings to current affairs, problematizing the issue it sees evolving today towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions are critically analyzed which will be read both in synchronic and diachronic terms.

The second part concerns an analysis of inclusion, in particular through the critical perspective of Disability Studies regarding current school and social policies as well as the social representations of disability (such as cultural construction) and "diversity".

The third part concerns an expansion of the point of view on inclusive processes by means of an analysis of the issue of the independent life of people with intellective impairment

The fourth and last part concerns Institutional Analysis and narrative Socioanalysis as perspectives of investigation transversal to the previous lines, which offer themselves as "tools" for analyzing the political, cultural and scientific issues of the topics addressed.

8 CFU TO PERFORM (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

ROSSIELLO M.C. (a cura di). Narrare l’inclusione, Edizioni Conoscenza, Roma, 2020.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

7-6 CFU TO PERFORM:
BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

5-4 CFU TO PERFORM:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

FROM 3 TO 1 CFU TO PERFORM:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

Achievement of eligibility: the candidates, three or four students per group, must design a didactic unit taking inspiration from one of the following topics and from the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017):
1. Uscita didattica presso i musei Vaticani Roma

• Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981
• Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)

The lab course entails the preparation and elaboration of didactic projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation.

NO TEXTBOOK

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

Applicazioni di Geografia e Cartografia per la didattica

materiale fornito a lezione

Introduction to school law - History of school law - The right to education at International and European level - The right to education according to the Italian legal order - The school system in the Constitution - The school organization - The school staff - The legal status of teachers - School managers - Teacher responsibilities (civil, criminal, administrative liability) - School inclusion - The so-called reform of the good school

G. Fares - F. G. Cuttaia, Corso di diritto scolastico, Giappichelli, 2021. As an alternative, M. Falanga, Diritto scolastico. Analisi e profilo, La Scuola, 2017

Il Laboratorio di Psicologia dello Sviluppo per l’Inclusione (1 CFU), nell’a.a. 2018-2019 sarà finalizzato alla costruzione di percorsi didattici di educazione alla prosocialità nella Scuola Primaria secondo il modello CEPIDEAS (Caprara et al., 2014). Il modello si articola in cinque componenti, che costituiscono le determinanti del comportamento prosociale: 1) valori e motivazioni prosociali; 2) competenze nella regolazione emotiva; 3) empatia e capacità di assumere la prospettiva altrui; 4) capacità comunicative e di autoregolazione del comportamento; 5) precursori dell’impegno civico.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.

Hands-on practical assignments aimed to develop the useful skills in order to design of empirical research in education, linked to the following phases: problem, hypothesis, experiment, observation, and conclusion of the research.

Database and research reports provided by the teacher.

I semester
Methodology of didactic planning

II semester
Educational intervention project either in kindergarten or primary school

Cfr. Formonline - Tirocinio 4° anno

- The ontological dimensions of Motor Education: epistemological; phenomenological; methodological; referential; formative; axiological.
- Human movement and its forms in the context of contemporary culture and values.
- Functions and structures of human movement.
- The lack of human movement: hypokinesis and motor illiteracy.
- Motor development: ontogenesis and evolution of basic motor patterns in the developmental age.
- The functional prerequisites and their structuring.
- Psycho-motor education in its various aspects and the relationships between body growth, neuro-motor and psychic development.
- The acquisition of skills and the development of coordination and conditional skills, postural patterns, in the primary school years.
- Body outline, self efficacy and resilience.
- Motor activity and socio-intellectual, emotional and moral development.
- General principles of gradualness and progressiveness in the use of human movement and the methodological - didactic variables.
- Didactic strategies, teaching styles and interdisciplinary approaches.
- From basic motor patterns to the first forms of gestures applied to sports-games and sports.
- The task of the teacher and the coach in starting sports activities in developmental age.

Lipoma M. (2014). Le ontologie pedagogiche dell'Educazione Motoria. Lecce: Pensa Multimedia.
Casolo F. (2011). Didattica delle attività motorie per l’età evolutiva. Milano: Vita e Pensiero.
Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.

The course aims to illustrate the strengths and weaknesses of the two main ways of learning History: the frontal one and
the interactive. The program will consist of the following points:1) the subject of the discipline;2) historiographical schools;3) sources and methods;4) the evolution of the teaching of history in the Italian school; 5) teacher training and history teaching in primary school;6) the types of history teaching in the primary school;7) the laboratory.

For those who must gain 7 to 8 credits:
Lando Landi, Insegnare la storia ai bambini, Carocci, 2006
Price Simon e Thonemann Peter, In principio fu Troia. L'Europa nel mondo antico, Laterza, 2014
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

For those who must gain 4 to 6 credits:
Price Simon e Thonemann Peter, In principio fu Troia. L'Europa nel mondo antico, Laterza, 2014
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

For those who must gain 1 to 3 credits:
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

ITALIAN LITERATURE AND LITERATURE EDUCATION
12 Credits 90 hours

Prof. Donatello Santarone

Title and Course Content

Twentieth-century Italian Poets: Franco Fortini

The course includes reading and analysis of an Italian poet of the twentieth century: Franco Fortini.
Reading these texts and interpreting them as a critical exercise of the imagination, with the consequent historical-critical commentary, will consolidate three capacities of which the critic Romano Luperini speaks: “the cognitive capacity, widening and deepening specific knowledge of the discipline and of the linguistic and cultural knowledge that is obtained from the dense network of interferences that presides over reading and interpretation; the imaginative capacity, as an existential, emotional and cultural enrichment produced by the contact with the great reservoir of imagination that is literature; the critical capacity, from education to the complexity and the problematic nature of the hermeneutical moment to the partiality and interdialogical character of every truth and to the democratic dialectic of the conflict of interpretations. These three capacities outline the many educational objectives.”
Numerous scholars and educators - Dewey, Bruner, and Gardner, but also, Italians like Malaguzzi, Lodi, and Rodari - have repeatedly supported the centrality of artistic education in learning processes. It is therefore important to underline the importance of the study of poetry for the enhancement of those qualities that are the basis of every authentic educational relationship: listening, depth, attention, critical capacity, and creativity. Poetry, in particular, makes use of a deliberately ambiguous language, based on a multiplicity of meanings, through semantic richness capable of unhinging the flat conformism of so much communication present in everyday speech, in books, in the media, and om the net.
Reading these texts will be considered for use in kindergarten and primary school, using reading aloud and student presentations as possible didactic paths. With the warning, however, that this cannot be the only approach with which one approaches literature.
The study of literature, its aesthetic and cognitive enjoyment, and the ability to be moved by beauty are assets in themselves; they presuppose a disinterested attitude towards “knowing,” a prerequisite fact of reading, in an attempt to stimulate the development of a critical and creative curiosity towards the world. We study it to enrich ourselves as women, men and citizens and also as educators and teachers. We also study it because it is only possible to construct innovative and stimulating educational itineraries for the students if we know the authors we want to use in depth, only if we consciously penetrate the depth of the polysemic richness of a literary text.
As Italo Calvino wrote about the classics of world literature, "do not believe that the classics ought to be read because they ‘serve any purpose.’ The only reason one can adduce is that reading the classics is better than not reading the classics. And if someone objects that it is not worth the effort, I will quote Cioran [...]: ‘while the hemlock was being prepared, Socrates was learning a tune on the flute. ‘What good will it do you?’ they asked, ‘to learn this tune before dying”.
Starting by reading the texts of Franco Fortini we will then open other “windows” and deepen our knowledge of other authors of Italian and world literature from the present and the past. For this part of the course, students will also be asked to measure themselves against hypotheses of didactic paths for kindergarten and primary school starting with the works indicated in the program.

Objectives
• Know how to read and comment critically on a poetic text, a narrative text and an argumentative text.
• Experience the "alienating" character of the language of poetry.
• Acquire a method of reading the texts that is impressionistic but based, as much as possible, on what the text actually says.
• Know how to connect knowledge in the different analysis of texts.
• Know some key moments in the history and culture of the world over the last three centuries and connect these moments to the literary and educational dimensions.
• Acquire cognitive, imaginative and critical skills.
• Experiment with didactic paths of literature for kindergarten and primary schools.
Important
In order to pass the exam with good marks, it is strongly recommended that you follow the lessons. This is not for bureaucratic obligation, but it is to carry out an educational and cultural exchange in depth with the teacher and course companions that only active participation in the lesson can allow.

Exam Texts
Please note: as much as possible, it is recommended that you use the editions listed which have been selected for the quality of the editors and translators. The texts no longer on the market can be borrowed from the library: Sistema Bibliotecario di Ateneo Roma Tre, Biblioteche Comunali di Roma e del Lazio, Biblioteca Nazionale Centrale, Biblioteca Angelica, Biblioteca Baldini, Biblioteca Universitaria Alessandrina, Biblioteca Casanatense, Biblioteca Vallicelliana, etc.

1. Franco Fortini, Tutte le poesie, a cura di L. Lenzini, Mondadori, Milano 2014.

2. Pier Vincenzo Mengaldo, I chiusi inchiostri. Scritti su Franco Fortini, a cura e con un saggio di D. Santarone, Quodlibet, Macerata 2020.

3. Francesco Diaco, Dialettica e speranza. Sulla poesia di Franco Fortini, Quodlibet, Macerata 2017.

4. One classic text of Italian literature to be chosen from the following:
• Dante Alighieri, La Divina Commedia: Inferno, canto XXVI. Purgatorio, canto VI. Paradiso, cantoXXXI. Si consiglia uno dei seguenti commenti: E. Malato (Salerno 2018), A. M. Chiavacci Leonardi (Mondadori 2016 o Zanichelli 2018), G. Inglese (Carocci, 2017), U. Bosco – G. Reggio (Le Monnier Scuola – Mondadori Education, 2016), E. Pasquini – A. Quaglio (Garzanti 2014), M. Corti - B. Garavelli (Bompiani, 2006), N. Sapegno (La Nuova Italia, 2004).
• Francesco Petrarca, Canzoniere, poesie: 1 Voi ch’ascoltate, 35 Solo et pensoso, 90 Erano i capei d’oro, 126 Chiare, fresche et dolci acque, 234 O cameretta, 272 La vita fugge. Si consiglia uno dei seguenti commenti: M. Santagata (Mondadori 2018), U. Dotti (Feltrinelli, 2013), G. Contini – D. Ponchiroli (Einaudi 2005).
• Giovanni Boccaccio, Decamerone, novelle: II 5 Andreuccio da Perugia a Napoli, III 1 Masetto da Lamporecchio ortolano dalle monache, IV 5 Lisabetta da Messina (novella del vaso di basilico), V 4 Ricciardo Mainardi e Caterina, la figlia di Lizio da Valbona (novella dell’”usignolo. Si consiglia uno dei seguenti commenti: V. Branca (Einaudi, 2005), A. Quondam (Rizzoli, 2013), A. E. Quaglio (Garzanti, 2015).
• Carlo Goldoni, La locandiera, a cura di Guido Davico Bonino, Mondadori, Milano 2017.
• Alessandro Manzoni, I promessi sposi. Storia della colonna infame, a cura di Salvatore Silvano Nigro, Einaudi, Torino 2015.
• Giacomo Leopardi, Canti: L’infinito, A Silvia, Canto notturno di un pastore errante dell’Asia, Imitazione. Si consiglia uno dei seguenti commenti: G. Contini (Sansoni, 1998), F. Gavazzeni – M. Lombardi (Rizzoli, 1998), F. Bandini (Garzanti, 2007), U. Dotti (Feltrinelli, 2016), N. Gallo – C. Garboli (Einaudi, 2016).
• Giovanni Verga, Tutte le novelle, a cura di Carla Riccardi, Mondadori, Milano 2017 (solo le raccolte Vita dei campi e Novelle rusticane).
• Italo Svevo, La coscienza di Zeno, a cura di Mario Lavagetto, Einaudi, Torino 2014.
• Luigi Pirandello, Novelle, a cura di Lucio Lugnani, Einaudi, Torino 2015.


5. One text of contemporary Italian literature to be chosen from the following:
• Elio Vittorini, Conversazione in Sicilia, Rizzoli, Milano 2012.
• Cesare Pavese, La luna e i falò, Einaudi, Torino 2014.
• Alberto Moravia, La ciociara, Bompiani, Milano 2001.
• Ennio Flaiano, Tempo di uccidere, Rizzoli, Milano 2013.
• Carlo Levi, Cristo si è fermato a Eboli, Einaudi, Torino 2014.
• Italo Calvino, Il sentiero dei nidi di ragno, Mondadori, Milano 2016.
• Carlo Cassola, La ragazza di Bube, Mondadori, Milano 2016.
• Beppe Fenoglio, Il partigiano Johnny, Einaudi, Torino 2005.
• Primo Levi, Se questo è un uomo, Einaudi, Torino 2014.
• Primo Levi, La tregua, Einaudi, Torino 2014.
• Luciano Bianciardi, La vita agra, Feltrinelli, Milano 2013.
• Pier Paolo Pasolini, Ragazzi di vita, Garzanti, Milano 2014.
• Elsa Morante, La Storia, Einaudi, Torino 2014.
• Carlo Emilio Gadda, Quer pasticciaccio brutto de via Merulana, Adelphi, Milano 2018.
• Giacomo Debenedetti, 16 ottobre 1944, Einaudi, Torino 2015.
• Leonardo Sciascia, Il giorno della civetta, Adelphi, Milano 2002.
• Vasco Pratolini, Metello, Rizzoli, Milano 2011.
• Ignazio Silone, Fontamara, Mondadori, Milano 2016.
• Corrado Alvaro, Gente in Aspromonte, Garzanti, Milano 2017.
• Sibilla Aleramo, Una donna, Feltrinelli. Milano 2013.
• Francesco Jovine, Le terre del Sacramento, Donzelli, Roma 2012.
• Paolo Volponi, Le mosche del capitale, Einaudi, Torino 2010.
• Giuseppe Tomasi di Lampedusa, Il gattopardo, Feltrinelli, Milano 2002.
• Emilio Lussu, Un anno sull’altipiano, Einaudi, Torino 2014.
• Natalia Ginzburg, Lessico famigliare, Einaudi, Torino 2010.
• Romano Bilenchi, Il gelo, Rizzoli, Milano 1982.

7. One classic text of foreign literature to be chosen from the following:
• William Shakespeare, Il mercante di Venezia, traduzione di Alessandro Serpieri, Garzanti, Milano 2016.
• Daniel Defoe, Le avventure di Robinson Crusoe, traduzione di Giuseppe Sertoli, Einaudi, Torino 2008.
• Wolfgang Goethe, I dolori del giovane Werther, traduzione di Giuseppe Antonio Borgese, Mondadori, Milano 2016.
• Mary Shelley, Frankestein 1818, traduzione di Alessandro Fabrizi, Neri Pozza, Venezia 2018.
• Nikolaj Gogol’, Racconti di Pietroburgo, traduzione di Paolo Nori, Marcos y Marcos, Milano 2019.
• Honoré de Balzac, Illusioni perdute, traduzione di Argia Micchettoni, Garzanti, Milano 2008.
• Charles Baudelaire, I fiori del male, traduzione di Giorgio Caproni, Marsilio, Venezia 2008 (solo la sezione Quadri parigini).
• Herman Melville, Moby Dick, traduzione di Nemi D’Agostino, Garzanti, Milano 2005.
• Edgar Allan Poe, I racconti, traduzione di Giorgio Manganelli, Einaudi, Torino 2017.
• Mark Twain, Le avventure di Huckleberry Finn, traduzione di Franca Cavagnoli, Mondadori, Milano 2017.
• Gustave Flaubert, L’educazione sentimentale, traduzione di Giovanni Raboni, Garzanti, Milano 2005.
• Stendhal, La certosa di Parma, traduzione di Maurizio Cucchi, Mondadori, Milano 2016.
• Émile Zola, Germinale, traduzione di Stefano Valenti, Feltrinelli, Milano 2013.
• Robert Louis Stevenson, Lo strano caso del dottor Jekyll e del signor Hyde, traduzione di Carlo Fruttero e Franco Lucentini, Einaudi, Torino 2015.
• Charles Dickens, Tempi difficili, traduzione di Maria Rita Cifarelli e Cristina Scagliotti, Einaudi, Torino 2014.
• Anton Cechov, Racconti, traduzione di Alfredo Polledro, Rizzoli, Milano 2005.
• Henrik Ibsen, Casa di bambola, traduzione di Ervino Pocar, Mondadori, Milano 2014.
• Fëdor Dostoevskij, Il sosia, traduzione di Pietro Zveteremich, Garzanti, Milano 2006.
• Lev Tolstoj, La morte di Ivan Il’ič - Tre morti e altri racconti, traduzione di Tommaso Landolfi, Adelphi, Milano 1996.

8. One text of contemporary foreign literature to be chosen from the following:
• Joseph Conrad, Cuore di tenebra, traduzione di Ettore Capriolo, Feltrinelli, Milano 2013.
• Francis Scott Fitzgerald, Racconti, traduzione di Franca Cavagnoli, Feltrinelli, Milano 2013.
• Katherine Mansfield, Tutti i racconti, traduzione di Franca Cavagnoli, Mondadori, Milano 2013.
• Vladimir Majakovskij, Poesie, traduzioni varie a cura di Guido Carpi, Rizzoli, Milano 2008.
• James Joyce, Gente di Dublino, traduzione di Attilio Brilli, Mondadori, Milano 2018.
• Aleksandr Solzenicyn, Una giornata di Ivan Denisovic - La casa di Matrëna. Accadde alla stazione di Cocetovka, traduzione di Ornella Discacciati, Einaudi, Torino 2017.
• Chinua Achebe, Le cose crollano, traduzione di Alberto Pezzotta, La nave di Teseo, Milano 2016.
• Michail Bulgakov, Il Maestro e Margerita, traduzione di Vera Dridso, Einaudi 2014.
• Ralph Ellison, Uomo invisibile, traduzione di Carlo Fruttero e Luciano Gallino, Einaudi, Torino 1993.
• Buchi Emecheta, Cittadina di seconda classe,traduzione diFranca Cavagnoli, Giunti, Firenze 2015.
• John Fante, Aspetta primavera, Bandini, traduzione di Carlo Corsi, Einaudi, Torino 2005.
• Lu Xun, La vera storia di Ah Q, traduzione di Umberto Ledda, Newton Compton, Roma 2016.
• Lu Xun, Erbe selvatiche, traduzione di Edoarda Masi, Quodlibet, Macerata 2003.
• Nagib Mahfuz, Miramar,traduzione di Elena Chiti,Feltrinelli, Milano 2000.
• S. Yizhar, La rabbia del vento, traduzione di Dalia Padoa, Einaudi, Torino 2005.
• Mahmud Darwish, Una trilogia palestinese, traduzione di Elisabetta Bartuli e Romana Ciucani, Feltrinelli, Milano 2017.
• Ken Saro-Wiwa, Sozaboy, traduzione di Roberto Piangatelli, Baldini e Castoldi, Milano 2014.
• Amos Tutuola, La mia vita nel bosco degli spiriti, traduzione di Adriana Motti, Adelphi, Milano 2016.
• Mia Couto, Voci all’imbrunire, traduzione di Edgardo Pellegrini, Edizioni Lavoro, Roma 1989.
• Emil Habibi, Il pessottimista. Un arabo d’Israele, traduzione di Isabella Camera d'Afflitto e Lucy Ladikoff, Bompiani, Milano 2002.
• Ghassan Kanafani, Ritorno a Haifa, traduzione di Isabella Camera d’Afflitto, Edizioni Lavoro, Roma 2003.
• Richard Wright, Ragazzo negro,traduzione diBruno Fonzi, Einaudi, Torino 2006.
• Bertolt Brecht, Poesie, traduzioni di Emilio Castellani, Roberto Fertonani, CesareCases, Mario Carpitella, Ruth Leiser, Franco Fortini, Einaudi, Torino 2014.
• Samuel Beckett, Aspettando Godot,traduzione a cura di Carlo Fruttero, Einaudi, Torino 1997.
• Paul Eluard, Poesie, traduzione di Franco Fortini, Einaudi, Torino 1981.
• Wystan HughAuden, Poesie scelte, traduzione di Massimo Bocchiola e Ottavio Fatica, Adelphi, Milano 2016.
• Virginia Woolf, Al faro, traduzione di Nadia Fusini, Feltrinelli, Milano 2014.
• Thomas S. Eliot, La terra desolata, traduzione di Alessandro Serpieri, Rizzoli, Milano 2013.
• Federico García Lorca, Canti gitani e andalusi, traduzione di Oreste Macrì, Guanda, Parma 2005.
• Antonio Machado - Federico García Lorca, Non domandarmi nulla, traduzione di Francesco Scarabicchi, Marcos y Marcos, Milano 2015.
• Franz Kafka, Strafen. Punizioni. (La condanna. La metamorfosi. Nella colonia penale), traduzione di Franco Fortini, Einaudi, Torino 1997.
• Albert Camus, La peste, traduzione di Yasmina Mélaouah, Bompiani, Milano 2017.
• Ernest Hemingway, Il vecchio e il mare, traduzione di Fernanda Pivano, Mondadori, Milano 2016.
• Simone De Beauvoir, Una donna spezzata, traduzione di Bruno Fonzi, Einaudi, Torino 2014.
• Jerome D. Salinger, Il giovane Holden, traduzione di Adriana Motti, Einaudi, Torino 2008.
• Gabriel García Márquez, Cent’anni di solitudine,traduzione di Ilide Carmignani, Mondadori, Milano 2017.
• Jorge Amado, Teresa Batista stanca di guerra, traduzione di Giuliana Segre Giorgi, Einaudi, Torino 2014.
• Julio Cortázar, I racconti, traduzioni a cura di Ernesto Franco, Einaudi, Torino 2014.
• Mario Vargas Llosa, La festa del caprone, traduzione di Glauco Felici, Einaudi, Torino 2011.
• José Saramago, L’anno della morte di Ricardo Reis, traduzione di Rita Desti, Feltrinelli, Milano 2010.
• Isabel Allende, La casa degli spiriti, traduzione di Angelo Morino e Sonia Piloto Di Castri, Feltrinelli, Milano 2013.
• Christa Woolf, Cassandra, traduzione di Anita Raja, Edizioni e/o, Roma 2012.
• Toni Morrison, Amatissima, traduzione di G. Natale, Sperling & Kupfer, Milano 2013.
• Alice Walker, Il colore viola, traduzione di Marisa Caramella, Sperling & Kupfer, Milano 2008.
• Derek Walcott, Isole. Poesie scelte (1948-2004), a cura di Matteo Campagnoli, Adelphi, Milano 2009.
• Arundhati Roy, Il dio delle piccole cose, traduzione di Chiara Gabutti, Tea, Milano 2017.
• Anita Desai, Tutti i racconti, traduzioni di Anna Nadotti, Bianca Piazzese, Vincenzo Vergiani, Einaudi, Torino 2009.
• Ivo Andrić, Il ponte sulla Drina, traduzione di Dunja Badnjevic, Mondadori, Milano 2017.
• Günter Grass, Il tamburo di latta, traduzione di Bruna Bianchi, Feltrinelli, Milano 2013.
• Heinrich Böll, Opinioni di un clown, traduzione di Amina Pandolfi, Mondadori, Milano 2016.

Reference Books:

9. For an overall orientation on the history of Italian literature from its origins up to the twentieth century, the following anthologies are recommended (note: the manuals must be consulted and studied selectively and in relation to the themes and authors addressed in the course):
• L. Marchiani, R. Luperini, P. Cataldi, F. Marchese, Le parole le cose. Storia della letteratura italiana nel quadro della civiltà europea, 4 voll., Palumbo, Palermo 2019.
• G. Iannaccone, R. Carnero, Vola alta parola. Antologia per il triennio dei licei, Giunti T.V.P. Editori, Firenze 2019.
• C. Segre, C. Martignoni, Leggere il mondo, voll. I-VI, Edizioni scolastiche Bruno Mondadori, Milano 2001.
• G. Baldi, S. Giusso, M. Razetti, G. Zaccaria, I classici nostri contemporanei, 4 voll.,Paravia –Pearson, Torino 2019.
• G. Ferroni, Storia della letteratura italiana, 4 voll., Mondadori Università, Milano 2012.
• G. Petronio, La nuova attività letteraria in Italia. Storia della letteratura italiana, Palumbo, Palermo 2000.
• G. Ferroni, Storia della letteratura italiana. Il Novecento e il nuovo millennio, Mondadori Università, Milano 2012.
• S. Guglielmino, Guida al Novecento, Principato, Milano 1998.

In addition to these manuals, designed for schools and universities, we add two "author's books":
• Francesco De Sanctis, Storia della letteratura italiana, introduzione di René Wellek, Rizzoli, Milano 2006.
• Gianfranco Contini, Letteratura dell’Italia unita 1861-1968, introduzione di Cesare Segre, Rizzoli, Milano 2012.

10. It is also strongly recommended to consult a contemporary history manual. We recommend: G. Sabbatucci – V. Vidotto, Laterza; F. Barbagallo, Carocci; P. Ginsborg, Einaudi; E. Hobsbawm, Rizzoli; C. Frugoni - A. Barbero - C. Sclarandis, Zanichelli; R. Villar1i, Laterza; P. Viola, Einaudi; F. Gaeta – P. Villani, Principato; A. De Bernardi – S. Guarracino, Bruno Mondadori; Massimo L. Salvadori, Laterza).

11. To acquire the foundations of a democratic education it is fundamental to read the Constitution of the Italian Republic of 1948. An intelligent didactic "translation" for the primary school is that of the teacher Mario Lodi, Costituzione. La Legge degli Italiani riscritta per i bambini, per i giovani… per tutti, Casa delle Arti e del Gioco, Cremona 2018.

See: ITALIAN LITERATURE AND LITERATURE EDUCATION

See: ITALIAN LITERATURE AND LITERATURE EDUCATION

The laboratory is aimed at promoting experiences of community of practices (in the perspective of the research-in-action), in which future teachers can develop skills to act reflexively and be active. The background is represented by direct participation in the processes of self-analysis and self-improvement of school life, also in the perspective of narrative socio-analysis

Educational tools given by the professor

The Laboratory of METHODS AND TEACHING METHODS OF MOTOR ACTIVITIES (1 CFU), I and II semester (channel A-B-C, h. 8) will be aimed at the construction of physical education courses in the pre-primary and Primary School.

Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, both in international and eTwining projects, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of storytelling and CLIL as well.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on formonline.

I semester
Planning and evaluation of the didactic project

II semester
Carrying out the didactic project either in kindergarten or primary school

Cfr. Formonline - 5° anno