The course is aimed at acquiring of theoretical and methodological presuppositions fundamentals of children's literature as a genre of literature and pedagogy of children's literature right from pre-school age. In particular, the course aims to the knowledge and understanding of the following topics:

-the reasons for a psycho-pedagogical approach to youth literature

-the incidence of reading as a process on the personality of the player

-educational reading relapses as process on child development

-revisiting some classic pedagogical References to childhood (Italian)

-the analysis of some authors "turning point" including Rodari, Astrid Lindgren, Roald Dahl and Bianca Pitzorno

-study and analysis of some strands of children's literature (adventure, detective, science fiction)

-study and analysis of the combination of fairy tale-fairy tale (similarities and differences)

It aims to help the student to become aware of the importance of educating children to reading and pleasure of reading, through a consistent and reasonable choice of appropriate texts at various ages and different tastes of the young audience.

General section

The aim of the course is to deepen the debate on fair value attributable to the reading, understood as a moment of pause  "educational and reflective, aimed to discover new horizons, significantly changing the subject, especially for training .  You will also want to emphasize and deepen the debate, between those who say the paper and digital reading. It is therefore necessary to consider educational, aimed at supporting a relationship between the integration of book and the advent of new technologies, with a view to enriching the skills and abilities.

Lecture section

Among the various literary genres to offer young people, an important contribution by Italo Calvino, in training to reading the young reader, who, with his literary works, comic and grotesque, fairy tale, offers a varied range of proposals so captivating and surprising, how interesting literary training to deepen the impact and educational and pedagogical relapses.   

Nothing

knowledge and understanding

At the end of the course the student will have acquired:

-Basic knowledge concerning the epistemological present structure of children's literature with special reference to his becoming independent literary genre and comprise several kinds of narrative and understanding the implications teaching and learning of reading and writing;

Applying knowledge and understanding

At the end of the course the student will be displayed:

-Mastering the application of a functional and strategic methodology in teaching reading-writing techniques and examples of young people;

-understanding the critical pillars with respect to children's literature--the knowledge of pedagogy of Juvenile literature as a discipline "borderland" and as a general orientation on crucial aspects of education

Making judgements:

At the end of the course the base Nautique must demonstrate the ability to:

-recognize topics and problems related to the teaching of literature in schools;

-critically evaluate the appropriateness of educational choices in relation to educational narrative content broadcast afferneti to the discipline;

-identify the most appropriate educational mediators for the construction of specific learning environments;

-promoting the pleasure of reading as emotional growth, preparatory to a formative approach to education-literature and fiction in General 

Communication skills

At the end of the course, students will have acquired:

-the ability to express clearly the course content explaining the meaning;

-the ability to communicate through the use of a language specific discipline with teachers and school staff;

-the ability to argue about issues characteristic of the discipline

Learning skills

At the end of the course the student will have the ability to use knowledge and concepts which allow to reason according to the logic of the discipline. Students will be able to:-use knowledge and concepts for curricular design activities;

-Locate design methodologies appropriate to the context;

-analyze along predefined directions some didactic situations;

-simulate designing curriculum segments;

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material and teaching specific communications are available, along with other supporting activities, within the Moodle platform (http://blended.uniurb.it).

Specifically, you can consult:

A thorough and updated bibliography on texts relating to the concepts and arguments of the discipline. 
Graphical and textual material (slides) on some of the topics covered during the course.

The teaching material and teaching specific communications are available, along with other supporting activities, within the Moodle platform › blended.uniurb.it

Teaching

The teaching will be structured on two days per week.

The meetings, depending on the subject matter discussed, will be based on lectures and some seminars, during which students will have the opportunity to reflect together on some specific topics).

Attendance

Nothing

Course books

General section
C. Marini, Per una pedagogia della lettura, QuattroVenti, Urbino, 2008. 

A. Nobile, Pedagogia della letteratura giovanile, Editrice La Scuola, Brescia 2015 (except  chapter. IV from pag 77 to pag. 109, except chapter  IX and X  from pag. 229 to pag. 276), pp. 196. 

Lecture part
I. Calvino, I nostri antenati, Mondadori, Milano, 2016.

Assessment

The objectives are verified through a written test consisting of five essay questions on the course topics.

The evaluation criteria are as follows:-the relevance and effectiveness of responses in relation to the content of the programme; -the level of articulation of the answer; -adequacy of the language specification used. 

The final rating is expressed in thirtieths.  

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students will have to inquire about the topics covered during the lectures and the seminars, as well as prepare themselves to the study on exam papers proposed by the teacher. Students can access the forum portal network, after having requested the teacher references and participate in discussions that will be addressed and developed during the course.

Attendance

Nothing

Course books

General section
C. Marini, Per una pedagogia della lettura, QuattroVenti, Urbino, 2008. 

A. Nobile, Pedagogia della letteratura giovanile, Editrice La Scuola, Brescia 2015 (except  chapter. IV from pag 77 to pag. 109, except chapter  IX and X  from pag. 229 to pag. 276), pp. 196. 

Lecture part
I. Calvino, I nostri antenati, Mondadori, Milano, 2016.

Assessment

The objectives are verified through a written test consisting of five essay questions on the course topics.

The evaluation criteria are as follows:-the relevance and effectiveness of responses in relation to the content of the programme; -the level of articulation of the answer; -adequacy of the language specification used. 

The final rating is expressed in thirtieths.  

. 

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.