The course aims to deal with the development of pedagogical conceptions and educational practices in a critical historical perspective, which, in the modern and contemporary age, have contributed to the development of a systematic pedagogy of early childhood that has accompanied the birth and development of educational services for children.

Therefore, a reflection on the history of early childhood pedagogy will be reconstructed in order to link, on a methodological and epistemological level, the development of early childhood pedagogical thought that has supported the development of early childhood education services.

Once this framework has been investigated, the focus will be on a pedagogical tradition that relies on the intellectual dimension with a democratic orientation, capable of triggering a new phase in the development of early childhood education, aimed at ensuring the authentic human growth of girls and boys.
 

a) The birth of the modern feeling of childhood

a. From Locke's empiricism to Rousseau's pedagogical revolution

b. From the pedagogy of the loving mother to the birth of institutions for child education

b) Childhood in the contemporary world

a. The turning point of the early 20th century: Dewey, Ferrière, Steiner and Korczak

b. Maria Montessori

c. The pedagogies of childhood in the second half of the 20th century: Goldschmied, Pikler and Malaguzzi

c) Perspectives for pre-school education

a. The parable of the Italian infant school

b. Maria Montessori and the "new direction" model

c. Prospects for the Preschool of the 21st Century

Not planned

In relation to the History of Childhood Education Services, at the end of the course the student should show possession:

Knowledge and understanding (knowledge and understanding):
knowledge of the historical development of pedagogical conceptions and educational practices that, in the modern and contemporary age, have contributed to the elaboration of a systematic pedagogy of early childhood;
knowledge of the theoretical contribution of the main authors on the themes addressed;
understanding, through a historical approach, of the pedagogical traditions that pivot on the intellectual dimension according to a democratic orientation. 
Understanding of the historical-theoretical pathway leading to the definition and creation of early childhood education services, 

Applying knowledge and understanding:
show understanding of the historical-pedagogical methodological approach to the analysis and understanding of early childhood education services;
to demonstrate the ability to contextualise, in the historical field, the emergence and development of the constructs proper to the pedagogy of childhood applied to educational contexts;
be able to identify the historical development of different pedagogical traditions in educational services. 
Making judgements:
to recognise the historical development of themes and problems of early childhood education in relation to the educational services investigated;
to evaluate historically and critically the problems related to educational contexts and services;
to be able to interpret, in a historical-pedagogical key, the evolution of the concept of childhood education. 
to critically evaluate acquired knowledge and concepts with regard to perspectives for the kindergarten of the 21st century.

Communication skills:
to express the course content clearly, explaining its meaning;
to communicate through the use of discipline-specific language;
to argue about issues and problems using the vocabulary of the historical approach.

Learning skills:
to use knowledge and concepts to reason according to the specific logic of the historical discipline;  
to use acquired knowledge and concepts to favour connections within the pedagogical discourse;
to move autonomously in the study of texts and didactic materials provided;
reworking acquired concepts in a personal and critical way.
 

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

Optional materials will be made available on the blended platform during the semester.

Teaching

The course is structured on two days per week.

The lessons, depending on the topics covered, may be face-to-face, dialogued, so as to encourage students to reflect with the teacher, group work, reading of sources with subsequent critical commentary.

Attendance

Attendance is not required.

Course books

E. Scaglia (2020), La scoperta della prima infanzia. Vol. 2 – Da Locke alla contemporaneità, Studium Edizioni, Roma

I Dall’empirismo di John Locke alla rivoluzione pedagogica di Jean Jacques Rousseau (pp. 15-53)

II Dalla pedagogia della madre alla nascita delle prime istituzioni per la cura e l’educazione infantile (pp. 54-144)

III Il primo Novecento e le vie dell’educazione nuova (pp. 145-179)

IV La rivoluzione Montessori (pp. 180-215)

V Le principali pedagogie della prima infanzia nel secondo Novecento (pp. 216-234)

Baldacci M. (2015), Prospettive per la scuola d’infanzia, Carocci editore, Roma 

I La parabola della scuola dell’infanzia italiana (pp. 13-46)

II Maria Montessori e il modello a “nuovo indirizzo” (pp. 47-110)

III Le prospettive per la scuola dell’infanzia del XXI secolo (pp. 111-150)

Assessment

The objectives are tested by means of a written test with closed and open questions.

The assessment criteria are as follows 

- relevance and effectiveness of the answers in relation to the programme content

- degree of articulation of the answer

- adequacy of the disciplinary language used

- The ability to critically discuss the topics covered is also an important requirement. 

The final assessment is expressed in thirtieths. 

N.B.: Optional self-assessment tests will be carried out during the course (distance learning exercises) and an in-person test at the end of the course. The latter consists of a written paper comprising three open-ended questions.

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

The course is structured on two days per week.

The lessons, depending on the topics covered, may be face-to-face, dialogued, so as to encourage students to reflect with the teacher, group work, reading of sources with subsequent critical commentary.

Attendance

Attendance is not required.

Course books

E. Scaglia (2020), La scoperta della prima infanzia. Vol. 2 – Da Locke alla contemporaneità, Studium Edizioni, Roma

I Dall’empirismo di John Locke alla rivoluzione pedagogica di Jean Jacques Rousseau (pp. 15-53

II Dalla pedagogia della madre alla nascita delle prime istituzioni per la cura e l’educazione infantile (pp. 54-144)

III Il primo Novecento e le vie dell’educazione nuova (pp. 145-179)

IV La rivoluzione Montessori (pp. 180-215)

V Le principali pedagogie della prima infanzia nel secondo Novecento (pp. 216-234)

Baldacci M. (2015), Prospettive per la scuola d’infanzia, Carocci editore, Roma 

I La parabola della scuola dell’infanzia italiana (pp. 13-46)

II Maria Montessori e il modello a “nuovo indirizzo” (pp. 47-110)

III Le prospettive per la scuola dell’infanzia del XXI secolo (pp. 111-150)

Assessment

The objectives are tested by means of a written test with closed and open questions.

The assessment criteria are as follows 

- relevance and effectiveness of the answers in relation to the programme content

- degree of articulation of the answer

- adequacy of the disciplinary language used

- The ability to critically discuss the topics covered is also an important requirement. 

The final assessment is expressed in thirtieths. 

N.B.: Optional self-assessment tests will be carried out during the course (distance learning exercises) and an in-person test at the end of the course. The latter consists of a written paper comprising three open-ended questions.

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.