The course aims to place the theoretical and methodological perspectives of game education within the "integrated education system", emphasizing the specificity of child education.
The game represents the typical expressive modality of children and is therefore the starting point to develop a curriculum for children. The game, used as a didactic tool for learning, allows to realize the construction of welcoming and inclusive educational environments, through the development of analysis models and used centered didactic planning.

1. The curriculum for 0-6 (two lessons)
2. Relationships (one lesson)
3. Spaces and times (one lesson)
4. The game: looking for a definition (two lessons)
5. Game, education and learning (two lessons)
6. The educational value of the game (one lesson)
7. The game in educational services (two lessons)
8. Current perspectives: game-based learning (two lessons)
9. Current perspectives: digital game-based learning (two lessons)
10. Current perspectives: gamification (two lessons)
11. The playful design: modalities and models (3 lessons)

No

Knowledge and understanding: having acquired the contents of the program, understanding the fundamental lines and specific aspects of the Educational Strategies of play.

Applying knowledge and auderstanding: knowing how to apply the concepts, ideas, theories and methodologies learned even in contexts other than the original one; know how to use knowledge and concepts to hypothesize interventions and projects on specific issues; know how to identify relationships also on an interdisciplinary level.

Making judgments: developing critical, autonomous and flexible thinking through reasoning and reflection on the various contents learned; open up to the complexity of the reality of teaching for children through an exploratory and research attitude; question one's own and others' theories.

Communication skills: demonstrate that you have mastered the basic vocabulary of the discipline and know how to use it in a coherent and logically structured way (use analysis and synthesis, inductive and deductive processes).

Learning skills: at the end of the course the student must have acquired the ability to clearly express the contents of the course, to communicate them through a correct disciplinary language, to argue on issues and problems of the Educational Strategies of play

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

Teaching

Lessons; seminars.

Innovative teaching methods

Some topics of the course will be addressed through Gamification modalities. Students will be involved in urban games and serious game design.

Attendance

No

Course books

Bondioli A, Savio D. (2018), Educare l’infanzia. Temi chiave per i servizi 0-6, Carocci, Roma. 

Nesti R. (2017), Game-Based Learning. Gioco e progettazione ludica in educazione, ETS, Firenze. 
 

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
 

Assessment

Written test, or interview, aimed at ascertaining the knowledge, the ability to use them and the critical concepts of the discipline.
The evaluation criteria used for the tests are: - relevance and effectiveness of the answers in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used.

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

Lessons; seminars. 

Attendance

No

Course books

Bondioli A, Savio D. (2018), Educare l’infanzia. Temi chiave per i servizi 0-6, Carocci, Roma. 

Nesti R. (2017), Game-Based Learning. Gioco e progettazione ludica in educazione, ETS, Firenze. 
 

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

Assessment

Written test, or interview, aimed at ascertaining the knowledge, the ability to use them and the critical concepts of the discipline.
The evaluation criteria used for the tests are: - relevance and effectiveness of the answers in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used.

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.

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