Learning objectives
At the end of the course, students will have to show knowledge, understanding and critical reflection of the topics addressed, as well as the ability to apply the knowledge acquired to the interpretation of the main educational contexts and services aimed at children and families. In particular, at the end of the course the student is expected to be able to:
1) know, understand and interpret the main routines through which an educational day is divided into a service for children;
2) knowing, understanding and interpreting the role of the educator in planning times, spaces, materials, relationships and educational proposals in the educational day;
3) know, know how to use and analyze languages and some observation tools in the educational context and planning of educational practices aimed at children and families;
4) knowing how to critically and independently design, implement and interpret an observation in the educational context for children by formulating answers to concrete or abstract problems in the light of the main theories of systemic, ecological and socio-constructivist pedagogy of childhood.
5) knowing how to design, implement and interpret educational practices of dialogue and collaboration with families, in a coeducational and partnership perspective.
6) knowing how to define objectives and intervention tools in the educational day for children, reflecting critically on it and on the routines that characterize it.
Prerequisites
The choice of the Laboratory - or its inclusion in the study plan - is possible only and exclusively for students who have the Childhood Pedagogy (prof. Luciano) course in the study plan.
Course unit content
The course will address, through the connection between theoretical-methodological perspectives and educational practices, the theme of the educational day that an educator experiences in everyday life within the childcare services. A basic overview will be offered on the articulation of the educational day intended as a unit of analysis through which to investigate meanings and objectives of educational work and, in particular, of the educational and care practices to which educators dedicate themselves in everyday life. The problematization of some theoretical references of ecological, systemic and socioconstructivist childhood pedagogy will be alternated with moments of in-depth analysis of routines and practices characterizing the scansion of the educational day in childcare services (meetings with families, educational and play proposals, moments of care as lunch, change and sleep ...). Some themes will also be presented (necessary to connote the proposals in an educational sense, or through a precise pedagogical intentionality), among which: educational planning, observation in the educational context, spaces and materials, relationship with families and collegial work in the educational team.
Full programme
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Bibliography
The exam bibliography is the following:
- All the materials and documents published on Elly.
- D. Mainetti, L. Cosmai, Gli spazi e i materiali nei servizi e nelle scuole per l’infanzia, Edizioni Junior, Azzano San Paolo (Bg), 2010.
- M. Guerra, E. Luciano, La relazione con le famiglie nei servizi e nelle scuole per l’infanzia, Edizioni Junior, Azzano San Paolo (Bg), 2009.
Teaching methods
The course includes the alternation of brief moments of frontal lessons with case studies on educational routines and practices that distinguish the daily educational work of the educator. Where possible, through a workshop approach, the direct involvement of students in training moments of comparison and dialogue, case studies, small group work, the analysis of documentary materials on the main contents of the course will also be privileged. The voices of experts from the world of children's educational services will also be involved during the course.
Assessment methods and criteria
The final assessment of the students' learning will take place through a written test which includes open questions in which the following will be assessed: a) the student's knowledge of the main theories and issues dealt with; b) the ability to critically and independently reflect on the proposed themes c) the ability to analyze the themes transversally to different contexts and in relation to different situations and perspectives, applying the acquired knowledge to the analysis of interventions and educational contexts.
Other information
On the Elly platform, to which it is necessary to register online, all the teaching materials relating to the course will be available, as well as the subject of the exam.
2030 agenda goals for sustainable development
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