The course aims to give students tools to understand and master the backgroung knowledge of the sociology of childhood, with particular attention to the construction of gender identity in the early years of life of girls and boys.

The program consists of two parts: A) first, the essential aspects and issues of the sociology of childhood will be presented and discussed; B) then a study on the construction of gender in preschool will be examined.

Course topics.

A) First part (the sociology of childhood):

1) Introduction: the sociological perspective on children; the social condition of children and the sociology of childhood; cultures and interpretive reproduction; agency and reflexivity.

2) Social theories of childhood.

3) The structure of childhood and interpretive reproduction.

4) The study of children and childhood.

5) Peer cultures and interpretive reproduction.

6) Sharing, control and conflict in childhood cultures.

7) Childhood, family and social change.

8) Preadolescence and peer cultures.

9) Electronic media in the lives of preadolescents and adolescents.

10) Children and social and family issues.

B) Second part (gender in pre-primary education):

1) A research devoted to gender in pre-primary education: hypothesis, concepts and project.

2) Stereotypes, reproduction and change.

3) Female and male: traces, styles and covering.

4) Preparing to the labour market.

No one.

It is expected that students will acquire:
1. knowledge and understanding: mastery of basic knowledge about the sociology of childhood, with particular reference to construction of gender identity.
The students will attain these basic knowledge: by participating in lessons and through the analytical study of the texts proposed by the teacher and discussed in the classroom.
2. Applying knowledge and understanding: The student will demonstrate an understanding of the concepts and theories provided by the course; developing new insights, both from a theoretical and empirical point of view.
To be achieved through classroom discussions, interacting with the teacher, reading texts.
3. Making judgements: critical reflection on themes, topics, texts presented.
This capability will mature in the interaction in the classroom, with the teacher and with fellow students, in reading essays, articles, scientific papers.
4. Communication skills: the ability to communicate their knowledge in a clear and correct manner.
Outcomes to be achieved by discussions in the classroom, interacting actively during lectures, workshops, seminars, asking and answering questions, and also through written contributions.
5. Learning Skills: methods of analysis of the problems, independent judgment. Skills to be acquired primarily discussing with other students and with the teacher the themes of the course. Knowledge of the study materials will offer a greater capacity for further learning. The teacher in the course will encourage the acquisition of such skills, which will be evaluated during the exam.

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

Frontal lessons. Contextual study, in all the parts shown, of the course texts and materials provided by the teacher. Explanation of the best use of the work materials uploaded by the teacher in the Moodle platform.

Attendance

No one.

Course books

1) W.A. Corsaro, Sociologia dell'infanzia (a cura di M. Colombo, P. Aroldi, A.M. Maccarini), Franco Angeli, Milano 2020.

2) E. Abbatecola - L. Stagi, Pink is the new black. Stereotipi di genere nella scuola dell'infanzia, Rosenberg & Sellier, Torino 2017.

Assessment

The expected learning outcomes will be evaluated throug a written test that includes three open questions. The time available to answer the questions is 1 hour and 30 minutes.
The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the answer, and the acquisition of cultural foundations suitable for developing critical evaluation skills. 
Each of the criteria is evaluated on the basis of a four-level value/judgement scale. Particular weight is assigned to the first two criteria.
The grade for the written test 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

Individual study of the course program in all its part.

Attendance

Not required.

Course books

1) W.A. Corsaro, Sociologia dell'infanzia (a cura di M. Colombo, P. Aroldi, A.M. Maccarini), Frnco Angeli, Milano 2020.

2) E. Abbatecola - L. Stagi, Pink is the new black. Stereotipi di genere nella scuola dell'infanzia, Rosenberg & Sellier, Torino 2017.

Assessment

The expected learning outcomes will be evaluated throug a written test that includes three open questions. The time available to answer the questions is 1 hour and 30 minutes.
The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the answer, and the acquisition of cultural foundations suitable for developing critical evaluation skills. 
Each of the criteria is evaluated on the basis of a four-level value/judgement scale. Particular weight is assigned to the first two criteria.
The grade for the written test 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.

Through the Moodle platform will be made available to students materials to allow them to put in context the social and legal changes that will be covered in the course.
The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.i