The workshop aims to deepen the central themes of general pedagogy within the context of the integrated 0-6 system through reflection and shared discussion of ministerial documents and guidelines, as well as an in-depth study of the key words concerning education and care in early childhood educational contexts. This work will make use of moments of debate, cooperative work and the production of written and/or multimedia material that gives an account of the in-depth work for the acquisition of a specific terminology of reference, capable of orienting future knowledge. The workshop will be a space for experimentation, in which students will be able to build moments of exchange, sharing, questions and proposals of a theoretical and practical nature with reference to the stimuli proposed.

M. Amadini- A. Bobbio - A.Bondioli - E. Musi, Itinerari di pedagogia dell'infanzia, Morcelliana, Brescia, 2022 (The parts of the text to be studied will be indicated at the opening of the workshop lessons)

This General Pedagogy Course intends to focus on some crucial issues relating to the pedagogical-educational dimension in its complex articulation of themes, issues and problems that are more current than ever.

First part. Historical introduction to General Pedagogy and its basic notions.

Reference texts:
• Franco Cambi, The pedagogy of the twentieth century, Laterza, 2005

1) The analysis and in-depth analysis of the fundamental issues relating to key categories such as education, training, pedagogy, instruction.

2) The question regarding the origin, nature and meaning of Educational Sciences is more crucial than ever. These became established, during the twentieth century, within a progressive and constant growth, particularly in the last decades, when a definitive and total conversion of Pedagogy into Educational Sciences was highlighted. In today's current condition, in fact, pedagogy is increasingly defined through reference to specific, multidisciplinary, extra-pedagogical knowledge: psychology, sociology, neuroscience, psychoanalysis, anthropology, linguistics, history, philosophy, etc. The pedagogical harmonization of knowledge or Educational Sciences must, therefore, be activated through a reflexivity that highlights the peculiar elements of the pedagogical, i.e. that of educating/training, which operates as a giver of meaning.

3)And it is precisely General Pedagogy, understood in its aspect of critical reflection, as a reflection on the problems of educating and training, which is called to carry out this coordination action: both by promoting the unitary elaboration of the various disciplines that are part of Educational Sciences, both by highlighting the dissonances with respect to the pedagogical, and by orienting itself in the sense of translating and integrating different languages, methods and assumptions on the common ground which is, precisely, that relating to the action of educating and of forming.
In essence, General Pedagogy must carry out an action that is:
a) coordination between the various sectoral disciplines that are part of Educational Sciences;
b) translation of lexicons and methods born in different epistemological contexts (Psychology, Psychoanalysis, Sociology, etc.) on the "pedagogical" terrain;
c) critical reflection on the problems of educating, training and caring, addressing them "in situation" (historical, social, institutional), by genre, by context (family, school, etc.), by emerging problems (social marginality, immigration, sexual difference, etc.
d) analysis of the fundamental pedagogical antinomies: form-process, mind-body, identity-difference, authority-freedom, rationality-emotions, culture-profession

4)Within this perspective, Franco Cambi's text, Le pedagogie del Novecento, will provide students with the necessary and indispensable historical introduction relating to the birth and development of Pedagogy during the twentieth century, in its different orientations and directions of thought (Idealism , Marxism, Personalism, etc.), knowing full well that philosophical reflection on education was born well before, starting from Socratic-Platonic philosophy, the first true form of critical pedagogy ever. But Cambi's text puts pedagogical knowledge into dialogue with the historical, social, political and economic dimension of the entire 20th century, as well as with the history and development of educational institutions summarized in the trinomial Family, School, Society (and State), as well as projecting this pedagogical knowledge towards a constant comparison with the great social issues that are still open: the migration question, the issues of social justice, the problems relating to the school-work connection, training within the current learning environments and growth (advanced technology) typical of today's communication society, etc.
Second part. Analysis of development, care and educational relationship processes in children aged 0 to 6 years.

Reference texts:
• Bruno Bettelheim, An almost perfect parent, Feltrinelli, 2022
• Supplementary handouts provided by the teacher during the course

The other crucial point of this course is the one that specifically concerns the analysis of the psycho-pedagogical development of the child, from 0 to 6 years, as well as the related care models and practices.

1) Of fundamental importance will be the theme constituted by the mother-child relationship, as well as the family and parental context of reference which Psychoanalysis, in particular, has placed in due importance through decades of research and scientific investigations of indispensable value: from the contributions of René Spitz and Margaret Mahler to those of Donald Winnicott and John Bowlby (always against the background of the tradition inaugurated by Freud and differently declined by scholars such as Melanie Klein and Anna Freud, etc.), without ignoring the precious suggestions coming from Self Psychology, with the studies of Heinz Kohut and Daniel Stern, in particular.
Regarding what has just been written, the teacher (Prof. Giosi) will provide adequate indications and explanations:
a) Both within the lessons carried out
b) Both through short but significant PDF handouts, shared by the teacher on the Formonline platform, which students can easily download and view.
c) Both, as anticipated before, from the fundamental text of a great psychoanalyst and pedagogist of the twentieth century, Bruno Bettelheim, "An almost perfect parent". This text by Bettelheim places the recognition of other people's difference as a value in itself, to be safeguarded and reaffirmed within the educational relationship and pedagogical reflection itself. And this is constantly highlighted by Bettelheim, throughout the entire course of the book, precisely in light of the (negative) tendency, almost physiologically present in the educational space, to "normalize", to "conform", to "homologize" behaviors and the ways of being of children, first, of adolescents, then. It is a text that revolves around the principle of "taking care", starting from the centrality recognized to empathy, as well as fragility and vulnerability, the latter understood as non-negative, but potentially active and constructive aspects within the educational relationship. Particular importance is also assigned, by Bettelheim, to the dimension of play as an element of fundamental importance for the growth and development of the child's personality.

Part Three. Imagination, play, creativity within childhood development
Reference texts:
• Marco Giosi, Imagining childhood. Pedagogy, play, creativity, Anicia, Rome, 2024 (In press)


1) A further topic of reference will be that constituted by the dimension that links Game-Imagination-Creativity together, from 0-6 years up to subsequent phases of growth and maturation, as it was analyzed and conceived by the most important authors of the twentieth century and beyond: Montessori, Piaget, Vygotskij, Winnicott, Rodari, Bruner, through the study of M. Giosi's text: "Imagining childhood. Pedagogy, play, creativity. The role assigned by Vygotsky is of fundamental importance (but, within a different perspective , also by Winnicott and, certainly, by Rodari), to play and creativity as primary factors aimed at promoting more complex and open care and education practices on the front of the crucial aesthetic experience as a central factor in the growth of the child.
Based on the study of this text, the following key categories relating to child development will be analysed:
development of perception and attention
mastery of memory and thought
relationship between language and thought
interaction between learning and development
role of play and creativity in the growth of the child
development of fantasy/imagination
See, Touch, Listen
Narrative principle and construction of the Self

Franco Cambi, Le pedagogie del Novecento, Laterza, 2005
Marco Giosi, Immaginare l’infanzia. Pedagogia, gioco, creatività, Anicia, Roma, 2024 (In corso di stampa)
Bruno Bettelheim, Un genitore quasi perfetto, Feltrinelli, 2022

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 will be dedicated to early childhood and applications to educational settings for children.

A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (edizione consigliata);
M. Attinà, A. Broccoli. V. Rossini (a cura di), Percorsi inattuali dell'educazione. Suggestioni, idee, proposte, Anicia, Roma 2023.
Of this volume, read and study only the following parts:
- PRESENTAZIONE DI F. MATTEI;
- INTRODUZIONE ALLA PRIMA PARTE DI M. ATTINA' E UN CAPITOLO A SCELTA DELLA PRIMA PARTE;
- INTRODUZIONE ALLA SECONDA PARTE DI A. BROCCOLI E UN CAPITOLO A SCELTA DELLA SECONDA PARTE,
- INTRODUZIONE ALLA TERZA PARTE DI V. ROSSINI E UN CAPITOLO A SCELTA DELLA TERZA PARTE.

Per il Laboratorio obbligatorio (3 CFU):

M. Amadini, Crescere partecipando. Contesti e prospettive educative per il sistema integrato 0-6, Scholé, Brescia 2020
Compulsory materials and exercises will also be available on Form on Line



THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS

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 observation grids, the questionnaire, 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. With a view to promoting and qualifying educational continuity in the zerosei integrated system and developing the vertical curriculum, the following are presented: some strategic devices (peer tutoring, shared reading, reality tasks); some quality and participatory research practices (Research-Action and Research-Training); the dynamics of the working group, the methods of coordination and the exercise of educational leadership.

- Anna Bondioli, Donatella Savio (2018). Educare l’Infanzia. Temi chiave per i servizi 0-6. Roma: Carocci.

- Giovanni Moretti, Bianca Briceag (2023). Qualità e continuità educativa nel sistema integrato zerosei. Organizzazione didattica e processi valutativi. Roma: Anicia.

- Michael Tomasello (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.


Lettura del documento: Orientamenti nazionali per i servizi educativi per l'infanzia, Ministero dell'Istruzione (2022).

The course aims to provide theoretical and practical elements for the design, implementation and evaluation of educational and evaluative projects and interventions in children's educational contexts, through the use of appropriate educational and didactic strategies and methodologies oriented towards full development of the potential, respecting the times and styles of growth and learning of each child. It is also proposed a reflection on the use of digital technologies in didactic planning for the 0-6 sector.
The course also provides for the activation of paths for reflection and self-assessment of the knowledge and skills acquired during attendance and with the help of comparison with authoritative witnesses.

The lessons in presence will cover topics related to the following texts:
1. Mantovani S., Ferri P., (2008). Digital Kids. Come i bambini usano i computer e come potrebbero usarlo genitori e insegnanti. Milano: Rizzoli ETAS
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

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

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

Required textbooks:

1) Coon, D., Mitterer, J.O. (2020 -in corso di stampa- Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. UTET
2) Di Pietro, Salvato (2021). La competenza socio-affettiva in età prescolare


Students’ online resources:
All relevant information will be available at this webpage. Additional online facilities including other recommended readings, internet websites and other materials are available on the “Formonline” platform.

The aim of this course is to provide knowledge and promote skills that will allow a student to critically examine the different theoretical models available in the field of experimental psychology, and the tools to identify meaningful psychological variables in the context of education and training. The course also aims to promote the development of a student's sensitivity in recognizing the psychological needs of others, a fundamental ability in any supporting relationship.

The first part of the course will introduce the history of psychology as a scientific subject, the main theoretical approaches, and research methods. The second part will focus on the investigation of cognitive and affective processes from the perspective of experimental psychology and cognitive neuroscience.

Detailed programme:

1) Introduction to psychology and research methods.

2) Brain and behaviour.

3) Sensations and reality.

4) Attention.

5) Perception.

6) Conditioning and learning.

7) Memory.

8) Thought and mental imagery.

9) Language and communication.

10) Intelligence.

11) Motivation.

12) Emotions.

13) Personality.

1) Coon D., Mitterer J.O., Martini T.S. (2020 - Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. Terza Edizione. UTET, Torino.

2) Di Pietro M., Salviato C. (2021). La competenza socio-affettiva in età prescolare. Carocci, Roma.

The materials presented during lectures or in the Lab will be made available to students on the "formonline" platform, therefore no copy shop is authorized to sell them, and no site - outside the official channels of the University - is authorized to their dissemination.

- 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.
- Online collaboration: remote storage and on-line forms.
- Elementary python programming

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, seconda edizione 2020


See also course pages on Formonline platform

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.
Detailed descriptions:

Credits 1-2: The general characteristics of the contemporary age. The European nineteenth century and the formation of modern political cultures. The transition from the old regime society to the rule of law. Constitutionalism. Liberalism, socialism, nationalism. Mass society. The apogee of the European projection in the world. Colonialism and imperialism. Democratic ideals. International relations from the "Concert", to arbitration, to power politics. Liberal Italy. The second industrial revolution. The elicating factors of the First World War.
Cfu 3-4: Europe 1914-1945: a continent destroys itself. Outcomes of the First World War: the triumph of nations and the disappearance of empires. The spread of the authoritarian and totalitarian contagion. Characteristics of illiberal regimes in Italy and Germany. Racism in Europe: origins and manifestations. The crisis of 1929. Towards a new European and world war. The second world war, characteristics and development. The Shoah. The world enters the nuclear age.
Cfu 5-6: The new international order after the Second World War: bipolarism, the Iron Curtain, "second world", cold war. Republican Italy. The great questions of the contemporary world: the phenomenon of migration.

TEXTBOOK: L. Caracciolo-A. Roccucci, Storia contemporanea. Dal mondo europeo al mondo senza centro, Ed. le Monnier Università 2017.

The exam program will consist of the following chapters of the textbook: 9, 10, 11, 12, 13, 14, 15, 17,18, 19, 20, 21, 23.

Moreover, all students shall study one the following two books:

- E. Gentile, Il fascismo in tre capitoli, Laterza, 2009
- F. Bettanin, La Russia, l'Ucraina e la guerra in Europa. Storia e scenari, Donzelli, 2022

The course examines the fundamental moments and aspects of contemporary history of the 19th and 20th centuries starting from the revolutionary upheavals of 1848 to the formation of the European national states up to recent years. Particular attention will be paid to World History, that is, history in a global perspective.
Specific focuses will be dedicated to the topic of minorities and international migrations in the contemporary age, especially those that have involved Italy.
Detailed description:
Credits 1-2: The general characteristics of the contemporary age. Nineteenth century Europe and the formation of modern political cultures. The transition from the ancient regime society to the rule of law. Constitutionalism. Liberalism, socialism, nationalism. Mass society. The apogee of European projection in the world. Colonialism and imperialism. Democratic ideals. International relations from the "Concert" to arbitration to power politics. Liberal Italy. The Second Industrial Revolution. The precursors of the First World War.
CFU 3-4: Europe 1914-1945: a continent destroys itself. Outcomes of the First World War: the triumph of nations and the disappearance of empires. The spread of authoritarian and totalitarian contagion. Characteristics of illiberal regimes in Italy and Germany. Racism in Europe: origins and manifestations. The crisis of 1929. Towards a new European and world war. The Second World War, characteristics and progress. The Holocaust. The world enters the nuclear age.
Credits 5-6: The new international order after the Second World War: bipolarism, iron curtain, "second world", cold war. Republican Italy. The great questions of the contemporary world: the phenomenon of migration.

Manual: Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondadori, 2017

All students must bring the following chapters of the Manual to the exam: 9, 10, 11, 12, 13, 14, 15, 17,18, 19, 20, 21, 23.

Plus a book of your choice:
- E. Gentile, Il fascismo in tre capitoli, Laterza, 2009;
- I. Diamanti - M. Lazar, Popolocrazia. La metamorfosi delle nostre democrazie, Laterza, 2020

Part of the programme is dedicated to early childhood and to applications to childhood education contexts.
- The pedagogical value of the body and movement in recreational and motor activities.
- Motor development: the ontogenesis and evolution of the basic motor patterns in evolutionary age.
- Psychomotor education in its various aspects and the relationships between body growth, neuromotor and psychic development.
- The acquisition of motor skills, the description of postural patterns and the development of co-ordinative and conditional abilities in the developmental age.
- Motor activity and autonomy: socio-intellectual, emotional and moral development.
- Teaching strategies, teaching styles and interdisciplinary approaches.
- The first forms of gesture applied to micro and mini-sports.
- Motor learning and executive functions.
- Routes and design of recreational activities at ages 0-6.
- Roles and competences of educators in different educational contexts and services.
- Observation and assessment of motor skills at nursery school.
- Educational setting: space, time, struments and tools.
- Motor education and education: environmental, sensory, road, citizenship and intercultural, health and food.
- Supplement background and symbolic recreational activities in preschool settings.
- Outdoor Learning Education - Outdoor Adventure Education.

Coco D. (2023). Pedagogia della corporeità e sviluppo morale. Roma: Anicia. (Green Cover)
Ceciliani A. (2016). Gioco e movimento al nido. Roma: Carocci.

Other publications will be recommended during the course
Only for further information consult the text
Colella D., Ladogana M., Monacis D., (2023). Il gioco nelle attività motorie in età evolutiva. Bari: Progedit.

The course aims to provide students with the conceptual tools and essential skills to understand, design and evaluate research interventions in the educational field. The course contents will be focused on the founding nodes of the discipline and their impact and application in terms of the educator's professionalism.
At the end of the course students will be able to
- distinguish the main basic concepts of educational research methodology;
- know the implementation phases of a qualitative and quantitative research process;
- know the main survey and intervention strategies and techniques in the educational field, as well as the tools used for data collection, coding and analysis.
Detailed programme of the Course: the phases of a research project; identification of the research topic; definition of research questions; analysis of the bibliography on the research topic; choice of hypotheses and indicators; research design; data collection, analysis and restitution.

1. LUCISANO P., SALERNI A., Metodologia della ricerca in educazione e formazione, Carocci, 2022.

2. CARDO, C., VILA, B., VEGA, S. (2016), Giochi e esperimenti al nido. Attività di manipolazione, esplorazione e scoperta Trento: Erickson.

1. LUCISANO P., SALERNI A., Metodologia della ricerca in educazione e formazione, Carocci, 2022.

2. CARDO, C., VILA, B., VEGA, S. (2016), Giochi e esperimenti al nido. Attività di manipolazione, esplorazione e scoperta Trento: Erickson.

The Course aims to develop the necessary professional competences for high quality integration processes in the educational inclusive context of the day nursery. Through the elaboration of didactic planning skills in an inclusive environment, the course presents expressiveness, narrative practices, outdoor education, the Atelier method, and communities of practice as effective means for the education and participation of all the children.

• De Angelis, B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli.
• De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Tascabili Faber.
• Botes, P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. FrancoAngeli.

The course consists in a Basic Course and a Workshop.

Basic Course (6CFU):
The Course aims to develop the professional skills necessary for the context of the integrated 0-6 system to be made inclusive. Through the development of didactic design skills for an inclusive environment, the course proposes play and narrative practices as effective ways for all children to learn and participate.

Workshop (3 CFU):
The workshop aims to explore the specific contents of special pedagogy within the educational context dedicated to early childhood.
During the workshop, students will experience moments of shared reflection and debate (also thanks to the presence of scholars/experts in early childhood issues). In addition, students will work in groups, producing written and/or multimedia works that will give an account of the in-depth study they have carried out and that will be able to guide them in their future profession.

Basic Course (6ECTS):
BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson;
BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci.CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci;
DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli.

Workshop (3ECTS):
BIANQUIN N. (2022). Universal Design for Learning nell'educazione alla prima infanzia. Perfezionarsi all'inclusione con progettazioni proattive, flessibili e multimodali. BaMbini, 28-31.
FRISO V. (2022). UDL e deficit visivo. I libri tattili illustrati come mediatori plurisensoriali. BaMbini, 43-47.
GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85.

ENG
Observation in practice
• Definition of behavior observation
• Systematic observation
• Data recording techniques

Assessment tools for communicative and linguistic development
• Presentation of communicative-linguistic development tool
• Tabulation exercise
• Identification of the development profile

Aureli T., Perucchini P., (2014) Observing and evaluating child behavior, il Mulino, Bologna. Study chapter 1, paragraph 3 (from page 32 to page 58) and chapter 2.
This text has online material accessible on the platform www.pandoracampus.it. By purchasing the paper volume you can access the edition on Pandoracampus for 6 months using the code on the second cover page.
It is also possible to purchase online-only access to the entire book or a selection of chapters directly on the platform.

Caselli M.C., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano (chap 1; chap. 2, par 4, 5 and 7 ; chap 4 - par. 1, 2; chap. 5, par. 1 and 2.1).

Observation in practice
• Definition of behavior observation
• Systematic observation
• Data recording techniques

Assessment tools for communicative and linguistic development
• Presentation of communicative-linguistic development tool
• Tabulation exercise
• Identification of the development profile

Aureli T., Perucchini P., (2014) Observing and evaluating child behavior, il Mulino, Bologna. Study chapter 1, paragraph 3 (from page 32 to page 58) and chapter 2.
This text has online material accessible on the platform www.pandoracampus.it. By purchasing the paper volume you can access the edition on Pandoracampus for 6 months using the code on the second cover page.
It is also possible to purchase online-only access to the entire book or a selection of chapters directly on the platform.

Caselli M.C., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano (chap 1; chap. 2, par 4, 5 and 7 ; chap 4 - par. 1, 2; chap. 5, par. 1 and 2.1).

ENG
Observation in practice
• Definition of behavior observation
• Systematic observation
• Data recording techniques

Assessment tools for communicative and linguistic development
• Presentation of communicative-linguistic development tool
• Tabulation exercise
• Identification of the development profile

Aureli T., Perucchini P., (2014) Observing and evaluating child behavior, il Mulino, Bologna. Study chapter 1, paragraph 3 (from page 32 to page 58) and chapter 2.
This text has online material accessible on the platform www.pandoracampus.it. By purchasing the paper volume you can access the edition on Pandoracampus for 6 months using the code on the second cover page.
It is also possible to purchase online-only access to the entire book or a selection of chapters directly on the platform.

Caselli M.C., Bello A., Rinaldi P., Stefanini S., Pasqualetti P. (2015). Il primo vocabolario del bambino: Gesti, Parole Frasi, Franco Angeli, Milano (chap 1; chap. 2, par 4, 5 and 7 ; chap 4 - par. 1, 2; chap. 5, par. 1 and 2.1).

BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), statistical ratios , bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

STATISTICS INTEGRATION (3 CFU)
Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Laboratorio Statistica, pdf manuscript available on-line.

Order, Law, State. The organization of public authorities. The sources of law. Freedom rights and social rights. The right to protection of personal data. The division of responsibilities between the State and the Regions. Principles and rules of administrative proceedings. Accurate analysis of Law no. 241/1990. Public administration documents. The right of access to administrative documents. Territorial autonomies and the rules of administrative action. Public services and public contracts. The economic Constitution and the impact of European law. The regulation of property. Financial education and savings protection. Protection of rights and circuit of guarantees. Taxation, public finance and budget balance. Market regulation and protection of competition. Activities, functions and sanctions of the Agcm.
Study of the public administrations’ organization and operation, with particular regard to the socio-educational sphere. Analysis of decision-making processes related to the social and cultural reality of the territories. Recognition of legislation concerning educational agencies. History, theory and practice of public authorities. Evaluation of public policies at local level. Institutional relationships between the State and the associated organizations. Legal framework for interventions aimed at promoting social inclusion and preventing distress and social bias. Administrative rules and sources of the law: Article 117 of the Italian Constitution.

1) T. Groppi - A. Simoncini, Introduzione allo studio del diritto pubblico e delle sue fonti, Giappichelli editore, 2019;

in addition

2) V. Lopilato, Manuale di diritto amministrativo, I - Parte generale, Terza edizione, Estratto "Procedimento amministrativo, Provvedimento amministrativo, Accordi pubblici", Giappichelli editore, 2021;
as an alternative
2) Lecture notes prepared by the professor and available in Formonline about legal sources of the administrative activities (Law no. 241 of 1990 and its institutes: The phases of the administrative procedure; The deadline for completing the proceedings; The justification for the provision; The person responsible for the procedure; The silence of the public administration; The participation of private individuals in the proceedings and the investigative means; Effectiveness and validity of administrative acts; The defects of the administrative act; etcetera)