Scienze e tecniche dell’educazione e dei servizi per l’infanzia, classe L-19
Educational methodologies for children
Anno accademico: 2021/2022
Periodo: II YEAR; II SEMESTER
Crediti: ECT: 6 CFU
Psychologist, pedagogist, PhD in Theory and History of Educational Processes, associate professor of general didactics.
TABLE AND DEFINITION OF CONTENTS
⮚ Module 1 – Pedagogy and didactics for children
▪ the discovery of childhood;
▪ the birth of children’s institutions;
▪ modern didactics for children;
▪ Limits and merits of modern children’s pedagogy.
⮚ Module 2 – Methodologies in Childhood Education
▪ the professional profile of the educator;
▪ didactics design for children;
▪ integration and acclimatisation;
▪ the observation;
▪ space and time management;
▪ the educational day;
▪ the relationship with parents;
▪ the game.
The course intends to introduce students to the study of didactic methodologies for childhood education. After some references to the birth of teaching for children, the course will explore the operational aspects: educational observation, the relationship with parents, play, the professional profile of the educator.
The course aims to:
⮚ Introducing students to the knowledge of childhood education.
⮚ To know the professional profile of the childhood educator.
⮚ To know the main teaching techniques for children.
⮚ To be able to design and evaluate educational activities for children.
A. Knowledge and understanding
To know the historical development of childhood education.
To know the professional profile of the childhood educator.
B. Applied knowledge and understanding
To know the main teaching techniques for children.
Understanding the importance of educational observation.
Understanding the importance of the relationship with parents.
C. Autonomy of judgement
To be able to evaluate a childhood education project.
D. Communication skills
Being able to communicate with children, colleagues and parents.
E. Learning ability
To be able to independently pursue knowledge of childhood didactics.
A. Use of advanced textbooks, knowledge of some cutting-edge topics within the subject studied.
Students will be trained to use not only traditional bibliographic resources (paper) but – through a critical analysis of online resources – also digital ones.
B. Professional approach to their work and possession of appropriate skills to devise arguments, support them and solve problems within the subject studied. Ability to collect and interpret data useful for making independent judgements.
Through the analysis of “case studies” and practical examples taken from everyday life, the socio-psycho-pedagogical mechanisms at the basis of our critical thinking, which underlie the ways in which we formulate judgements and opinions, will be highlighted. Besides tools for finding and evaluating data, some of the main “good practices” for the correct interpretation of the data acquired will be provided.
C. Ability to communicate information, ideas, problems and solutions to specialists and non-specialists.
Students will be provided with useful indications and methodologies to prepare a multimedia presentation and to know how to present it using vocabulary and communication methods appropriate to the target audience.
D. Ability to undertake further study with a high degree of autonomy.
Students will be helped to organise their study in a fruitful way by means of tools and methods conducive to the ‘learning to learn’.
⮚ 4 recorded video lesson available on the platform;
⮚ 2 synchronous meetings on the platform;
⮚ Podcasts of all the above mentioned video lessons.
⮚ 1 course orientation forum;
⮚ 2 thematic follow-up forums (1 per module);
⮚ Possibility to carry out work in groups;
⮚ 2 structured e-activities (as described in the section “in itinere assessment methods”).
Teaching materials are provided for each module: in-depth thematic studies, articles and slides by the lecturer, open access readings, online resources, reference bibliography, etc.
Recommended articles in online journals
The reading of at least one of the articles listed is recommended:
- Franceschini G., Colto, competente o consapevole? Modelli di insegnante a confronto, Studi sulla Formazione, 2, 2019
- Franceschini G., Didattica generale: dai temi emergenti allo statuto epistemologico, Studi sulla formazione,2, 2018
- Franceschini G., Dalle esigenze formative del mercato del lavoro ai strategie didattiche: il contratto, il progetto, il laboratorio, Metis, 1, 2017
- Farahi F., Ri-pensare le professionalità, Rivista Giunti, Nidi d’Infanzia, pp.11-13.
File available in the folder Reference materials/Open Access Readings
- “Linee pedagogiche per il sistema integrato 0/6″, downloadable from the Miur website: Linee pedagogiche per il sistema integrato “zerosei” – Miur
Access to the final examination is subject to the following 2 e-activities:
- design of an educational activity for children;
- development of an educational project for children.
The assessment of learning will take the form of an oral interview on the course contents and on the final report submitted, if any. The grade (min 18, max 30 with possible honours) is determined by the level of performance for each of the following dimensions of the oral interview: mastery of contents, appropriateness of definitions and theoretical references, clarity of argument, command of specialist language.