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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Type of Activity
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Language
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22910168 -
General education
(objectives)
The course aims to provide students with theoretical knowledge and skills related to:
- care, education and socialization of children from 0 to 6 years;
- the analysis of individual and group educational needs;
- the analysis of social and cultural reality of territories;
- the use of appropriate research methods in the educational field.
Through the study of General Pedagogy, the student will be able to achieve the following educational objectives:
Knowledge and understanding:
- knowledge and critical understanding of the epistemological foundations of the pedagogical disciplines, the main currents of thought and the historical and social dimensions of the educational models and of the policies of the processes of social inclusion.
Applying knowledge and understanding:
- understand the specificity of educational situations by analyzing them from different points of view (social, cultural, etc.) in order to adopt appropriate educational practices.
Making judgements:
- ability to critically analyze and elaborate educational choices in a reflective form.
Communication skills:
- ability to enhance and use the various formats of books and new communication and information technologies in care, education and socialization of children.
Learning skills:
- ability to observe the contexts and to reflect critically on the dynamics that characterize them;
- ability to access scientific literature in the sector of education, identifying reliable sources.
Group:
A - L
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FIORUCCI MASSIMILIANO
( syllabus)
The course focuses on the relationship between the pedagogical culture and the social, cultural and political transformations during the twentieth century. It also focuses on the problems and specific challenges of the current complex society, characterized by the plurality of pedagogical and cultural approaches and by the deep transformations that have involved both the labour market and educational institutions. Through the main authors of the twentieth century will be analysed the transition to scientific pedagogy and the relationship with the educational sciences. Particular attention will be dedicated to the contribution of J. Dewey, B. Bettelheim e don Roberto Sardelli. Part of the program focuses on early childhood and applications to educational settings for children
( reference books)
1. CAMBI F., Le pedagogie del Novecento, Laterza, Roma-Bari 2019
2. BONDIOLI A., SAVIO D., Educare l’infanzia. Temi chiave per i servizi 0-6 anni, Carocci, Roma 2018
3. FIORUCCI M., SARDELLI R., Dalla parte degli ultimi. La pedagogia "popolare" della Scuola 725 (1968-1973), Donzelli, Roma 2020
4. BETTELHEIM B., Un genitore quasi perfetto, Feltrinelli, Milano
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GIOSI MARCO
( syllabus)
The text by Bruno Bettelheim, an Austrian psychoanalyst who has come back from the experience of the Nazi concentration camps, is the result of a long study experience and is a reflection on the value and meaning of affective dynamics in human growth. Emotional-affective maturation (this is one of the central themes) is a difficult, complex path towards the identity and authenticity of the self. A crucial element of all this are the profound identifications by which the child welcomes in the internal world behaviors, ways of feeling and thinking of parents, the family world, the social environment. According to Bettelheim, one becomes a person precisely for the quality of these relationships, for the strength of the presence of the other, for the stability of personal contact, which is established between adult and child. If we think for a moment about the problem of exercising authority, self-control and self-discipline, we discover that what has weight and meaning in learning to live the common rules is not orders and even less threats and punishments. What matters is a coherent system of values, that set made up of emotional communication and inner firmness that creates the conditions for introjecting stability and self-control. We must add that for Bettelheim identification processes have this protective quality if the nature of the parent-child relationship is less and less what seems to have become in the industrial and post-industrial societies of our time, dominated by emotional separation, the solitude of young and adults, by mass conformism. In the book, therefore, we do not find a set of pedagogical advice to provide to educators in difficulty (even if there are obviously no lack of regulatory principles and models of conduct) but above all the indication of an inner attitude: the need to achieve self-awareness in order to get there to the knowledge of the other. In short, the fantasies, the feelings of a child, Bettelheim tells us, can easily find the wall of our defenses, but if we can get down in our emotions by listening to ourselves to some extent, if we feel a deeper contact and understanding with our past experiences, we can use all this to reduce defenses and create a wider mental space that allows the other to live and grow. In other words, the relationship with a child should be able to increase our personal insight and translate into awareness of the ambivalences and conflicts that go through the human condition.
( reference books)
B. Bettelheim, Un genitore quasi perfetto, Milano, Feltrinelli, 2017.
Group:
M - Z
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BROCCOLI AMELIA
( syllabus)
The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.
Part of the program is dedicated to early childhood and applications to educational settings for children.
( reference books)
Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (recommended edition);
A. Broccoli, Educazione senza morale? Risorse e limiti dell'etica pedagogica, La Scuola, Brescia 2017;
M. Amadini, Crescere partecipando. Contesti e prospettive educative per il sistema integrato 0-6, Scholé-Morcelliana, Brescia 2020.
Those wishing to take the exam with a different program than the standard one, are requested to agree with the teacher, at least 30 days before the date of appeal.
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9
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M-PED/01
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54
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-
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-
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-
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Basic compulsory activities
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ITA |
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22910172 -
DIDACTIC ORGANISATION AND ASSESSMENT PROCESSES
(objectives)
Design and organize educational activities in childcare services, preparing appropriate interventions for users and territory; use educational-didactic strategies and methodologies oriented to the promotion of skills, respecting the times and styles of development and learning of each; monitor and self-evaluate the effectiveness of one's educational activity; develop critical skills for quality assessment of early childhood interventions; use computer tools and new technologies applied to educational contexts.
By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.
Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.
Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.
Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.
Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.
Group:
A - L
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MORETTI GIOVANNI
( syllabus)
The course “Instructional design and evaluation processes” is carried out with interactive teaching methods and takes into account the connection that exists between the educational planning and the interventions carried out over time. The teaching explores some issues useful for defining the educational system between 0-6 years old. The key topics of the course are useful to design quality educational experiences, the curriculum, the educational relationship (adult-child, peer to peer and peer to adult), the space-time environment, the game. The course includes tools to identify information, design, documents and narrate the educational experience: concept maps, the interview, the questionnaire, the focus group, the logbook, the observation and exploration of the space.
The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. In the perspective of educational continuity and of the vertical curriculum, some quality practices and action research paths are presented in the framework of the First cycle of Education.
( reference books)
- Anna Bondioli, Donatella Savio (2018). Educare l’Infanzia. Temi chiave per i servizi 0-6. Roma: Carocci.
- Emilia Restiglian (2012). Progettare al nido. Teorie e pratiche educative. Carocci: Roma.
- Giovanni Moretti (a cura di) (2003). Pratiche di qualità e ricerca-azione. Costruire la scuola dell’autonomia. Roma: Anicia.
Group:
M - Z
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LA ROCCA CONCETTA
( syllabus)
Introduction of the teaching
The course aims to provide useful elements for the design, implementation and evaluation of educational and evaluative projects and interventions in educational contexts for children, through the use of appropriate educational and teaching strategies and methodologies aimed at the full development of potential, respecting the times and styles of growth and learning of each childe. It is also proposed to promote the use of IT tools and new technologies for the elaboration of an ePortfolio as a tool for the reflection and self-evaluation of the educational path of future educators.
( reference books)
1. Catarsi E., Fortunati A. (2017). Educare al nido. Metodi di lavoro nei servizi per l’infanzia. Roma: Carocci
2. Mantovani S., Siva C., Freschi E. (2016). Didattica e nido d’infanzia. Metodi e pratiche d’intervento educativo. Parma: edizioni junior.
3. Bondioli A., Savio D., Gobbetto B., TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6. San Paolo d’Argon (BG): Zeroseiup
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6
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M-PED/03
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
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22910166 -
Computer skills
(objectives)
The course aims to provide knowledge and skills that allow the students to use the computer as a tool for the automation of the most common and elementary activities related to information processing.
- Knowledge and understanding: Computer knowledge, understanting of the potentiality of the computer, knowledge of the information coding
- Applying knowledge and understanding: Ability to use the computer and the tool for computing fo information processing and communication
- Making judgements: The ability to understand the potential that any computing device (smartphone, laptop, PC, ecc) isable to do independeently fro the future evolution of the market
- Learning skills: be able to adapt to the changes in the future of the market and of the technology.
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MEZZINI MAURO
( syllabus)
- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Text processing: Using word, Creating and formatting documents, Objects, Mail merge, Printing.
- Presentations: Using powerpoint, Creating a presentation, Text, Shapes, Objects, Animations and transitions.
- Online collaboration: remote storage and on-line forms.
- Elementary python programming
( reference books)
Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, 2016
See also the website http://host.uniroma3.it/docenti/mezzini/teaching.html
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3
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INF/01
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18
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-
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-
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-
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Other activities
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ITA |
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22910165 -
CONTEMPORARY HISTORY
(objectives)
The course aims to offer a general overview of the main aspects of the contemporary world, with special regard to Italy and Europe. The course will underline the cultural history and especially the history of racism and the integration issues and challenges, relating to people coming from different cultures and religions. In line with the general goals of the CdS, the course will deepen the dynamics of inclusion/exclusion in Italy and Europe.
Knowledge and understanding
- Understand the main aspects of the contemporary history
- Understand and be able to use the categories of the contemporary history
Applying knowledge and understanding
- Understand the socio-economic and cultural dynamics of the contemporary history
- Understand the importance of the cultural history in the contemporary world
Making judgements
- Be able to link Italian history to global history
- Be able to use historical knowledge to understand contemporary events
Communication skills
- Be able to describe the historical issues discussed during the course
Learning skills
- Be able to use the historiographical tools in an analysis of the contemporary society.
Group:
A - L
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IMPAGLIAZZO MARCO
( syllabus)
The course examines the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1948 and the formation of the European nation states, up to recent events. Special attention will be given to World History and to framing events in a global perspective. The topics of minorities and international migrations in our age, particularly to and from Italy, will be the focus of specific in-depth analysis.
( reference books)
Attending students
Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondadori, 2017 (some chapters)
V. De Cesaris-M. Impagliazzo (a cura di), L’immigrazione in Italia da Jerry Masslo a oggi, Guerini e associati, 2020
Non-attending students
Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondador (full)
V. De Cesaris-M. Impagliazzo (a cura di), L’immigrazione in Italia da Jerry Masslo a oggi, Guerini e associati, 2020
Group:
M - Z
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Ridolfi Maurizio
( syllabus)
The course includes a manual section, which aims to offer an exhaustive picture of the political-institutional, socio-economic and communicative-media transformations in the historical processes that have marked the last two centuries, between 1848 and the present time, with attention to the roots of modernity in the nineteenth century and to the challenges of the twenty-first century. It moves from Italy with a transnational history approach, in the European and Mediterranean, Atlantic and intercontinental areas, enhancing global interactions and interdependencies; first of all through attention to the phenomena of the secular emigration of the nineteenth and twentieth centuries and the recent immigration to Italy and Europe.
The course also develops thematic paths that allow to enhance the role of the sources (archival, written, oral, audio-visual, online) in "making history".
The monographic course developes paths concerns the history of childhood through the conflicts of the twentieth century, up to the wars of our time, the "child soldiers" and migrant children.
( reference books)
The course focuses on the manual volume of Maurizio Ridolfi, Storia della politica. Italia e Italiani in prospettiva transnazionale nei secoli XIX-XXI, Milano, Pearson, 2020 [ISBN: 9788891913654]. Storia della politica - Digital Edition [ISBN: 9788891913661], MyLab - student access.
The thematic in-depth text is the following: Bruno Maida, L’infanzia nelle guerre del Novecento, Turin, Einaudi, 2017.
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6
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M-STO/04
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36
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-
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-
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-
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Core compulsory activities
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ITA |
Optional group:
un esame a scelta M-PED/02-I ANNO - (show)
 |
9
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22910169 -
Children's literature
(objectives)
With the course of Children’s literature, students will be able to achieve the following educational goals:
In terms of knowledge and understanding:
- knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children
- knowledge of the prospects and theoretical models of children’s literature
- knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship.
- knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts
In terms of ability to apply knowledge and understanding:
- ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading;
- ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression;
In terms of autonomy of judgment:
- Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective;
- Aptitude to consider alternative solutions to problems and to make decisions that respond to the children’s training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives;
- Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products.
In terms of communicative abilities:
- ability to expose in an organized manner the objectives and the nature of the educational activity through educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of different culture or religion;
- the ability to use digital communication tools in educational contexts.
In terms of learning ability:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children.
Group:
A - L
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CANTATORE LORENZO
( syllabus)
The course will take place in both the first and second semester.
The Children's Literature course is aimed at future nursery and children's services educators in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools useful to face, with due pedagogical awareness, the reading of texts intended for children.
The lessons will be mainly dedicated to the identification of strategies and methods to educate children in reading and to stimulate in them the necessary motivational processes. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of images, the places to promote reading (nursery, school, library, playroom, home, etc.), the creative relationship between narration, reading and writing: these are just some of the great themes that go through and determine the complex relationship of the child with the literary and iconic text and that need to be tackled with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts.
Alongside these theoretical aspects, the lessons of Prof. Cantatore will be characterised by:
1. appropriate historical focus to identify the most important steps in the progressive formation of a literary tradition specifically dedicated to early childhood;
2. practical demonstrations of how to read a book to/with children (in this case the active participation of the students is foreseen).
During the course, cinematic transpositions of literary texts for children will be shown and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lessons.
The course will also include virtual meetings between the teacher and the students by telematic means (exchange of teaching materials, urgent notices, information on events related to children's literature in which it is possible to participate such as exhibitions, shows, exhibitions, fairs, etc.). It is therefore essential that all students subscribe to the Roma Tre formonline platform.
Translated with www.DeepL.com/Translator (free version)
( reference books)
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
Group:
M - Z
-
BARSOTTI SUSANNA
( syllabus)
Il corso di Letteratura per l’infanzia è rivolto ai futuri educatori di nido e dei servizi per l’infanzia per fornire loro strumenti ermeneutici, didattici, storiografici, linguistici, ludici e iconografici utili ad affrontare, con la dovuta consapevolezza pedagogica, la lettura di testi destinati al pubblico dei bambini.
Le lezioni saranno dedicate prevalentemente all’individuazione delle strategie e dei metodi per educare i più piccoli alla lettura e per stimolare in loro i necessari processi motivazionali. La lettura ad alta voce, la lettura animata, la costruzione dell’ambiente di lettura, il rapporto fisico con l’oggetto-libro, la lettura delle immagini, i luoghi dove svolgere promozione della lettura (nido, scuola, biblioteca, ludoteca, casa ecc.), il rapporto creativo fra narrazione, lettura e scrittura: sono questi solo alcuni dei grandi temi che attraversano e determinano il complesso rapporto del bambino con il testo letterario e iconico e che occorre affrontare con cura e professionalità pedagogica per contrastare il grave problema dell’allontanamento dei giovani dalle pratiche di lettura e dalla fruizione dei testi letterari.
Accanto a questi aspetti teorici le lezioni saranno caratterizzate da:
1. opportuni focus storici per individuare i passaggi più importanti del progressivo formarsi di una tradizione letteraria specificamente dedicata alla prima infanzia;
2. dimostrazioni pratiche di come si può leggere un libro ai/con i bambini (in questo caso è prevista l’attiva partecipazione degli studenti).
( reference books)
Essays:
• 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
Picturebooks:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita
Novels (to be read in full-length editions):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli)
• Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (suggested editionFeltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli)
• Mark Twain, Le avventure di Tom Sawyer (suggested edition Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (suggested edition Rizzoli)
• Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani)
• Michael Ende, La storia infinita (suggested edition Salani)
• Roald Dahl, Matilda
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9
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M-PED/02
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54
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-
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-
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-
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Basic compulsory activities
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ITA |
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22910170 -
HISTORY OF CHILDHOOD AND EDUCATION
(objectives)
The History of Pedagogy Course’s program is focused on the history of children through the examination of theories on education. One the main objectives of this course is understanding the history of sentimental education, as new issue that emerged recently in the field of historical-educational studies. The course’s program included a first part devotes to the history of theories on education and second part- during which movies projection and meeting with will be provide, where specific themes, coherently with objectives formatives.
INGLESE
By the study of the student will be able to achieve the following training objectives.
Knowledge and understanding:
-The epistemological and methodological dimension of the subject matter
Applying knowledge and understanding:
-History of childhood and History of the most innovative pedagogical thinking
Making judgements:
-The close relatonship between history of childhood and contemporaney society
Communication skills:
-Cooperative learning in the class-room
Learning skills:
-Ability to perform critical-historical analyses of educational phenomena
-Developing the aptitude to making research in history of education.
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COVATO CARMELA
( syllabus)
The History of Pedagogy Course's program is focused on the history of children through the examination of the theories on education (with special attention to the revolutionary thinking of J.J. Rousseau) as well as of real life histories of children and girls and the educational models devoloped for them.
Special attention will be devoted to the history of sentimental education, a new issue that emerged recently in the field of historical- educational studies. The program, therefore, includes a first part devotes to the historyof theories on education and second part -during which movies projection and meeting with experts will be provied - where specific issues are explored, such as history of women's education and history of education to sentiments.
( reference books)
) S. Santamaita, Storia dell'educazione e delle pedagogie, Bruno Mondadori, Milano 2013; chapters 5,6,7,8,
2)J.-J. Rousseau, L'Emilio o dell'educazione, Mondadori, Milano 2014 (chapters 1, 2 e 5);
3)C. Covato, Idoli di bontà, Milano, Unicopli 2014;
4) L. Alcott, Piccole donne (una edizione a scelta) o alternatively:
E. Gianini Belotti, Dalla parte delle bambine, Milano, Feltrinelli
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9
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M-PED/02
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54
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-
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-
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-
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Basic compulsory activities
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ITA |
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22910171 -
HISTORY OF CULTURAL AND EDUCATIONAL PROCESSES
(objectives)
The course aims to retrace the history of cultural and educational processes in Italy in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions.
By the study of History of cultural and educational processes the student will be able to achieve the following training objectives.
Knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- know and understand the cultural and educational processes, with particular reference to the main educational agencies.
Applying knowledge and understanding:
- analyze cultural and educational processes, with particular reference to the "pedagogies" of the Twentieth century;
- identify, from a historical perspective, cultural and educational phenomena.
Making judgements:
- develop critical-interpretative processing capacity of cultural and educational processes with reference to different educational theories.
Communication skills:
- develop relationship strategies within the class;
- know and use the disciplinary vocabulary.
Learning skills:
- be able to build an independent path of study of specific issues addressed in the course through the use of historical and historiographical sources, as well as through a bibliographic research and the construction of appropriate reading paths.
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LEPRI CHIARA
( syllabus)
The course aims to retrace the history of cultural and educational processes in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions.
In the first part of the course, which will take place in the first semester, the educational models developed during the twentieth century will be examined; the second part of the course, which will take place in the second semester, is dedicated to early childhood and applications to educational contexts for children through an in-depth study of the main lines of the history and languages of children's literature.
( reference books)
F. Borruso, Infanzie. Percorsi storico-educativi fra immaginario e realtà, Milano, FrancoAngeli, 2019.
S. Barsotti, L. Cantatore (a cura di), Letteratura per l’infanzia. Forme, temi e simboli del contemporaneo, Roma, Carocci, 2019 (Introduction and chapters 1, 2, 3, 6, 7, 10, 11, 15).
C. Lepri, Di bugia in bugia. Tra le pagine di narrativa per bambini e ragazzi, Pisa, Pacini, 2020 (ebook avalaible too).
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9
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M-PED/02
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54
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-
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-
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-
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Basic compulsory activities
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ITA |
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Optional group:
un esame a scelta L-LIN-I ANNO - (show)
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6
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22910162 -
Spanish language
(objectives)
The Spanish language course aims to develop the four linguistic skills until the A2 level of the common European framework of reference for languages is reached. Reflections on the methodologies of learning foreign languages with theoretical and practical applications will be the subject of the course. In particular, we will focus on the importance of local languages in learning European languages, with particular attention to the convergence between Italian and Spanish languages. Reading and translation work will also be done in the classroom aimed at improving comprehension and linguistic production skills.
- Knowledge and understanding: develop the four linguistic skills until the A2 level of the common European framework of reference for languages.
- Applying knowledge and understanding: capacity to understand and produce a written or oral A2 level text in Spanish
- Making judgements: Reflections on the methodologies of learning foreign languages.
- Communication skills: knowledge of metalanguage related to language learning.
- Learning skills: Knowledge of the methodologies for self-learning.
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Derived from
22910132 Lingua spagnola in Scienze dell'educazione per Educatori e Formatori L-19 CASTORINA ANTONIO
( syllabus)
THE SPANISH LANGUAGE COURSE IS AIMED AT DEVELOPING THE FOUR LANGUAGE SKILLS TO REACH LEVEL A2 OF COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES.
THE COURSE WILL BE REFLECTIONS ON LEARNING FOREIGN LANGUAGES WITH THEORETICAL AND PRACTICAL APPLICATIONS.
WE WILL FOCUS ON THE IMPORTANCE OF LOCAL LANGUAGES IN THE LEARNING OF EUROPEAN LANGUAGES, WITH PARTICULAR ATTENTION TO THE CONVERGENCE BETWEEN ITALIAN AND SPANISH LANGUAGES.
WE WILL WORK ON READING AND TRANSLATION WORK IN HOUSE AIMED AT IMPROVING UNDERSTANDING AND LINGUISTIC PRODUCTION.
The first part of the course deals with the essential aspects of Spanish grammar, in detail:
a) Phonetics, spelling, accentuation
b) Morphology - definite and indefinite articles - nouns: gender and number .; diminutive and augmentative - Adjectives and pronouns: possessive, demonstrative, numeral - Verb. The three regular conjugations: simple and compound tenses. The main irregular verbs - Personal pronouns subject and complement - Degrees of comparison - Adjectives and relative pronouns, interrogatives, indefinite - Prepositions, adverbs and conjunctions) Syntax - Use of verbs ser, estar, haber, tener - Differences in the use of the present, of the imperfect, and of the remote past of the indicative mode - The main verbal periphrases
The second part of the course is based on the aspects of translation from Spanish into Italian with practical exercises. In addition, the figure of Simón Bolívar and the political constitutional events of Latin America of the 19th century will be examined. based on the volume by Giuseppe Cacciatore and Antonio Scocozza, El gran Majadero de América, Naples, The city of the sun, 2008 from p. 29 on page 76, and from the same text the readings: Manifiesto de Cartagena and Discurso de Angostura.
( reference books)
Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.
Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.
Dizionari:
Laura Tam, Grande dizionario di spagnolo, Hoepli, 2004.
Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/
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6
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L-LIN/07
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36
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Core compulsory activities
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ITA |
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Università Roma Tre