The laboratory has as its purpose the knowledge of the educator within the system of socio-educational-health and rehabilitation services, his skills (communicative, methodological, educational and organizational), through targeted individual and laboratory activities, to be proposed remodeling in socio-pedagogical contexts. The laboratory intends to provide educational methods and techniques to interact with people from childhood to adolescence, from adulthood to senility and to design and implement socio-educational pathways based on the relationship of help and care.

The program will be divided into three sections:

1) First part: the figure of the socio-pedagogical educator, tasks and roles.

2) Second part: communicative, methodological, educational and organizational skills.

3) Third part: design and implementation of socio-educational paths based on the relationship of help and care, useful for interacting with people from infancy to adolescence, from adulthood to senility.

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

Course books

The following texts are suggested as a recommended reading:

R. Travaglini, Il disagio giovanile: educazione e comprensione, Goliardiche, Trieste 2014.

R. Travaglini, Osservare i processi educativi. Strumenti e pratiche, ETS, Pisa, 2022.

Assessment

The exam consists of a oral or written exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Course books

The following texts are suggested as a recommended reading:

R. Travaglini, Il disagio giovanile: educazione e comprensione, Goliardiche, Trieste 2014.

R. Travaglini, Osservare i processi educativi. Strumenti e pratiche, ETS, Pisa, 2022.

Assessment

The exam consists of a oral or written exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.