The course is aimed at the acquisition of fundamental theoretical and methodological assumptions of children's literature as a genre of literature and pedagogy of children's literature from pre-school age. In particular, the course aims at 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 player's personality

-Educational reading falls as a child's development process

- display some classic pedagogical references to childhood (Italian)

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

- the use of writing as a tool for personal and professional self-awareness

-analysis of authors of some children, known for having educated in the pleasure of reading and writing

It aims to help the student become aware of the importance of educating children to read and the pleasure of reading, through a coherent and reasonable choice of texts appropriate to 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 reading, intended as an "educational and reflective moment of pause", aimed at discovering new horizons, significantly changing the topic, especially for training. and deepen the debate among those who affirm the article and digital reading. It is therefore necessary to consider education, aimed at supporting a relationship between the integration of the book and the advent of new technologies, in order to enrich the skills and the abilities will also be explored the circular relationship between reading and writing and the use of writing as a means of cognitive and meta-cognitive implementation.

Lessons section

A review of the personal and intimate writings of adults and children, also in an inclusive key, will be proposed as a starting point for reflection for a writing, intended as a tool for personal and professional empowerment.
 

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Knowledge and understanding

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

-Basic knowledge related to the current epistemological structure of children's literature with particular reference to its becoming independent literary genre and include different types of narrative and understanding of the implications of teaching and learning reading and writing;

Application of 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

- knowledge of some methods to solicit personal and autobiographical writing

Making judgments:

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

-favor the pleasure of writing as an opportunity for self-training

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 some didactic situations along predefined directions;

- simulate the design of 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 didactic material and the specific didactic communications are available, together with other support activities, within the Moodle platform (http://blended.uniurb.it).

In particular, you can consult:

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

The didactic material and the specific didactic communications are available, together with other support activities, within the Moodle platform ›blended.uniurb.it

Teaching

The teaching will be structured on two days a week.

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

Attendance

Niente

Course books

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

C. Marini, F. Sisti,  Scrivere per imparare a scrivere: la scrittura come strumento di metacognizione, ed. Quattroventi, Urbino, 2018.

A. Nobile, Lettura e formazione umana, ed. La Scuola, Bologna, 2004; cap. III, cap. IV, cap. V, da pag. 131 a pag. 250

Lessons section

C. Marini, F. Sisti, , Scrittura e ricordi senza tempo, Dispensa

Assessment

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

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

The final evaluation 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 lectures and seminars, as well as prepare for the study of exam documents proposed by the teacher. Students can access the forum portal network after having requested the teacher's references and participate in the discussions that will be addressed and developed during the course.

Attendance

Niente

Course books

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

C. Marini, F. Sisti,  Scrivere per imparare a scrivere: la scrittura come strumento di metacognizione, ed. Quattroventi, Urbino, 2018.

A. Nobile, Lettura e formazione umana, ed. La Scuola, Bologna, 2004; cap. III, cap. IV, cap. V, da pag. 131 a pag. 250

Lessons section

C. Marini, F. Sisti, , Scrittura e ricordi senza tempo, Dispensa

Assessment

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

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

The final evaluation 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.