Learning objectives
The course is designed to promote knowledge of the different theoretical perspectives to analyze the contexts of early childhood and the developmental processes that unfold in these contexts, with a particular attention to the relationships among peers, between children and adults and between adults. Moreover, at the end of the course, the students will achievement some skills of applicative comprehension regard to some instruments to assess the preschoolers’ socio-emotional-relational abilities, and certain methods of intervention in these areas, with particular attention to observational methods. Finally, trough the arguments proposed, the course aims to provide students some relevant competences: the skills to learning, the ability of independent judgment with respect to theoretical and methodological issues and the ability to communicate about the aspects they have discussed and learned
Prerequisites
Advanced knowledge of developmental psychology and the basic knowledge of the observational method.
Course unit content
The course aims to analyze some topics related to psychological processes and the types of psychological intervention that characterize the community for early childhood, especially daycares and preschools. Specifically, in the course the following topics will be discussed: the method of observation in education, the assessment of social and emotional abilities of preschool children, the typologies of individualized and group intervention, the methods of research action in the educational context.
Full programme
In the initial part of the course are presented the theoretical perspectives for the analysis of communities for early childhood, particularly nursery and kindergarten: by psychodynamic approaches to those constructivists. After some relational critical processes such as the “welcome” and the “reunification” will be treated.
Moreover, the course propose the observational method in the fields of education, with a specific attention to some operational tools.
The second part of the course will be dedicated to some instruments of psychological assessment of social and emotional abilities of preschool children. Will be treated also some methods of intervention in the communities for early childhood, with the presentation of specific and different intervention projects aimed at children or adults: individualized intervention, group intervention, action research and training programs.
Bibliography
ONGARI B., TOMASI F., ZOCCATELLI B. (2007). Bambini a disagio nel nido e nella scuola dell'infanzia : un percorso di formazione all'osservazione e all'intervento individualizzato. Azzano S. Paolo: Junior.
MAIDA S., MOLTENI L., NUZZO A. (2009) Educazione e osservazione: teorie, metodologie e tecniche. Roma: Carocci
CIGALA A. (2011) “Se io fossi te.”. Imparare il punto di vista dell’altro alla scuola dell’infanzia. Brescia: Editrice Vannini.
BONICHINI S., MOSCARDINO U. (2010) La valutazione psicologica del bambino: metodi e strumenti per l'età prescolare e scolare. Brescia: Carocci.
VENTURELLI, E., CIGALA, A. (2017). Lo sviluppo dei bambini tra continuità e cambiamento: le sezioni sperimentali zero-sei anni. Verso un sistema educativo integrato. Azzano San Paolo: Junior, Spaggiari.
Teaching methods
Lectures and individual study will be proposed in order to facilitate the acquisition of theoretical knowledge. Group work, video viewing, exercises, seminars with professional psychologists, discussions and oral presentations in the classroom will be offered to encourage the acquisition of: the ability to learning, the ability to apply this knowledge in real life, independent judgment and communication skills.
Assessment methods and criteria
At the end of the course there is an oral exam. The oral exam consists of a presentation about a topic chosen by the student and three other questions. The questions are aimed to assess the knowledge, skills and competence acquired, the autonomy of judgment, and the ability to communicate and apply the knowledge to the context. The answer to each question is evaluated in 30ths according to the criteria presented, and the final vote derives from the average of the scores achieved in the 4 questions. The exam is passed if the student reaches an overall scoring of at least 18.
Other information
- - -
2030 agenda goals for sustainable development
- - -
