The course focuses on the fundamental importance of play and social activities in various educational settings and for different age groups. The aim is to recognize the intrinsic value of play for the intellectual, emotional, and relational development of individuals through proper organization and oversight of social initiatives. The course aims to provide a theoretical framework for implementing playful and social programs that can be adapted to various situations and cultural contexts. In particular, it delves into the role of educators in the design and organization of spaces dedicated to play, in overseeing the groups involved, and in the personalization of playful activities. This includes knowledge of practical strategies and the use of resources to introduce new activities, enrich the experience in the educational setting, and stimulate the creation of new games using simple and unconventional materials.

The course is divided into a theoretical and a practical section, with the aim of exploring the significance of play in human and social development. After a brief historical overview and an introduction to the main theories of play, the course will delve into its unique characteristics and its application in educational and social settings. The program will also focus on playful learning, socialization through play, and the ethical implications of play-based pedagogy, with the goal of utilizing play as an effective pedagogical tool in various educational and social contexts.

Foundations of pedagogy of play

Objective: Introduce key concepts related to pedagogy of play and provide a historical and theoretical context.

• History of pedagogy of play
• Importance of play in the educational context
• Main theories of play
• Interaction between play, education, and social activities

Play, environment, and social development

Objective: Examine the role of play in the environment and social context, with an emphasis on the development of social skills.

• Characteristics of playful Learning
• Play and socialization
• Places and contexts for play

Learning through play

Objective: explore educational strategies that encourage learning through play.

• Play as a tool for cognitive learning
• Pedagogical methodologies supportive of playful Learning
• Teaching strategies and techniques

Methodologies and tools for play-based education

Objective: provide an overview of various tools and techniques used in play-based education.

• Board Games and role-playing games
• Digital Games: advantages and limitations

Planning and evaluation of play activities

Objective: offer guidelines on how to plan, implement, and evaluate play activities in an educational context.

• Creating playful learning environments
• Ethical and social implications
• Cultural context and inclusion

Students have the option to complete either a group or individual project, which can consist of a critical analysis of an educational game or the development of a playful activity in a specific educational context.

None.

Knowledge and Understanding

• Solid understanding of the fundamental importance of play and social activities in various educational settings.
• Familiarity with the major pedagogical theories that support the use of play for the intellectual, emotional, and relational well-being of the individual.
• Ability to differentiate and critically analyze various elements such as programs, educational strategies, and group management.

Applying Knowledge and Understanding

• Proficiency in integrating and applying acquired theoretical concepts for the design of educational initiatives in both school and extracurricular environments.
• Competence in the design and implementation of educational solutions, including playful and social activities, in various educational settings.
• Identification of opportunities for collaboration between various entities for the development of educational pathways suitable for different age groups.
• Skill in adapting educational strategies and programs to different contexts and cultures, considering the needs and characteristics of the involved communities.

Making Judgements

• Skill in recognizing suitable methodologies and techniques for different educational contexts.
• Competence in developing programs and lesson plans targeted at different user groups.
• Ability to formulate strategies to address educational or instructional challenges.
• Skill in choosing effective educational strategies, assessing situations, and identifying key factors for educational success.
• Proficiency in using specific observation tools to evaluate and interpret behaviors.

Communication Skills

• Ability to effectively communicate strategies and plans for playful and social activities, both in written and oral form.
• Skill in understanding and interpreting non-verbal communication.
• Competence in using communication media to disseminate and promote educational initiatives.
• Skill in facilitating communication and collaboration among educators, parents, and communities to achieve educational objectives.

Learning Skills

• Ability to investigate issues concerning various educational contexts, identifying one's own learning needs to address them.
• Skill in conducting independent research using up-to-date bibliographic sources to develop educational studies and teaching activities.
• Competence in creating observation tools for play to refine understanding of play and social activities in educational settings
• Ability to stay up-to-date with the latest research and methods in the field of pedagogy of play  and social activities in an educational context

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

During the course, students will have access to formative assessment tests to help them evaluate their level of preparation. These tests are designed for self-assessment and will be available on the Moodle platform at blended.uniurb.it.

Teaching

The teaching approach includes both lectures and group activities. Lectures will explore key pedagogical theories related to play and social activities, as well as case studies and practical applications. Students will have the opportunity to participate in group projects focused on the organization and management of playful and social activities, thereby fostering collaborative learning experiences.

Innovative teaching methods

Some topics of the course will be addressed using the "learning by doing" approach.

Attendance

The course does not require any mandatory attendance

Course books

Reference Text:

Mascia, T. (edited by) (2023). Pedagogia del gioco e delle attività sociali. Raccolta Miscellanea Digitale. Note: The collection will be available on the Moodle platform at the beginning of the course.

Optional Text:

Angiolino, A., & Sidoti, B. (2022). Dizionario dei giochi. Milano: Unicopli. Note: The dictionary will be used as a source for group projects focused on the organization and management of playful and social activities.

Assessment

Learning outcomes will be assessed through a written test consisting of 6 open-ended questions aimed at verifying the students' knowledge and skills. The time given to answer the questions of the written test is 1 hour.

Answers to the questions will be scored from 0 to 5, based on the following evaluation criteria:

• Level of knowledge and understanding of the subject;
• Relevance and effectiveness of the answers in relation to the program's content;
•  Suitability of the disciplinary language 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

Students who do not attend the course are required to gather information on the topics discussed during lectures and to study the recommended textbooks. Students will be able to access and consult the teaching material uploaded on Moodle and, after consulting the lecturer, also participate in working groups developed during the course.

Attendance

The course does not require any mandatory attendance

Course books

Reference Text:

Mascia, T. (edited by) (2023). Pedagogia del gioco e delle attività sociali. Raccolta Miscellanea Digitale. Note: The collection will be available on the Moodle platform at the beginning of the course.

Optional Text:

Angiolino, A., & Sidoti, B. (2022). Dizionario dei giochi. Milano: Unicopli. Note: The dictionary will be used as a source for group projects focused on the organization and management of playful and social activities.

Assessment

Learning outcomes will be assessed through a written test consisting of 6 open-ended questions aimed at verifying the students' knowledge and skills. The time given to answer the questions of the written test is 1 hour.

Answers to the questions will be scored from 0 to 5, based on the following evaluation criteria:

• Level of knowledge and understanding of the subject;
• Relevance and effectiveness of the answers in relation to the program's content;
•  Suitability of the disciplinary language 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.