The course aligns with the approach of New Childhood Sociology. Its aim is to lay the foundations for a culture of childhood understood as a permanent condition of every human community and to provide students with adequate sociological tools for interventions that can promote the agency of boys and girls in educational contexts.

GENERAL PART

•   The sociological study of childhood

•   The structure of childhood and the interpretive reproduction of children

•   Studying children and childhood

•   Children's cultures

•   Peer cultures and interpretive reproduction

•   The International Convention on the Rights of the Child

•   The concept of well-being

•   Measuring well-being in early childhood

•   The first thousand days of life

•   Inequalities in early childhood

•   Interventions with children and families in situations of vulnerability

SPECIAL PART

•   Nurseries and services for childhood

•   Childhood in Nomadelfia: a case study

•   Special educational needs and childhood

NO

From the implemented educational process, it is expected to develop adequate methodological skills for students to promote the agency of boys and girls in educational contexts.

In particular, it is expected that by the end of the educational/training process the student:

•   knows, understands, and can apply what has been learned to support specialized arguments or tackle potential problem-solving in novel and interdisciplinary contexts;

•   is able, based on the acquired information/data, to formulate autonomous hypotheses/explanations;

•   can clearly communicate the acquired specialized knowledge to both competent interlocutors and non-experts;

•   develops an independent interest in further exploring the topics/issues addressed in class.

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, assessment activities may be carried out, allowing students to evaluate the level of their own preparation and the effectiveness of their study methods for the discipline, in relation to the program covered up to that point.

Teaching

The teaching activity for the general part will be conducted through dialogic lectures, while the special part will include seminars with external contributions.

Guided use of the work materials inserted by the instructor in the moodle platform.

At least one exercise for small groups is planned near the end of the teaching activity, which can be carried out by those who have attended at least 75% of the hours planned for the course.

Attendance

Nothing

Course books

GENERAL PART

Corsaro W.A., Colombo M., Aroldi P., Maccarini Andrea M., Sociologia dell’Infanzia, FrancoAngeli, Milano, 2020

Cap. I; Cap. II solo 4., 5.; Cap. III  solo 6.

Partial use of the following Open Access documents:

AIGA, Convenzione diritti dell’infanzia e dell’adolescenza, 1989

UNICEF, Report Card 16: Sfere di influenza. Benessere dei bambini, 2020

Ministero del Lavoro e delle Politiche Sociali, L’intervento con bambini e famiglie in situazione di vulnerabilità, 2017

SPECIAL PART

Schino F., Teoria Prassico Motoria, Motricità finalizzata e Bisogni Educativi Speciali. Esiti di una ricerca di caso multiplo, Ed. ITARD, Ancona, 2021Capp. 1,2,3

Capozza G., Fornasari A.,Santelli-Beccegato L., Schino F., Donne. Per un mondo migliore, Progedit, Bari, 2024, Prefazione, Cap. 2

WHO, Nurturing Care Framework, 2018 (Open Access document)

Assessment

Assessment of learning will be conducted through a written exam. Students will receive an excerpt from a scientific article relevant to the content covered in the lectures, and they will need to identify as many connections as possible to the topics/issues discussed, along with corresponding explanations.

The three central criteria for evaluating the exam are: knowledge of the content, ability to identify relevant information in the provided document, and specialized linguistic competence. The exam will last 60 minutes, with an additional 20 minutes for students with specific learning disabilities. The exam will be graded on a scale of 30, with a passing grade set at 18/30.

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 entire exam syllabus. Use of the work materials provided by the instructor on the Moodle platform.

Attendance

Nothing.

Course books

GENERAL PART

Corsaro W.A., Colombo M., Aroldi P., Maccarini Andrea M., Sociologia dell’Infanzia, FrancoAngeli, Milano, 2020

Cap. I; Cap. II solo 4., 5.; Cap. III  solo 6.

Partial use of the following Open Access documents:

AIGA, Convenzione diritti dell’infanzia e dell’adolescenza, 1989

UNICEF, Report Card 16: Sfere di influenza. Benessere dei bambini, 2020

Ministero del Lavoro e delle Politiche Sociali, L’intervento con bambini e famiglie in situazione di vulnerabilità, 2017

SPECIAL PART

Schino F., Teoria Prassico Motoria, Motricità finalizzata e Bisogni Educativi Speciali. Esiti di una ricerca di caso multiplo, Ed. ITARD, Ancona, 2021Capp. 1,2,3

Capozza G., Fornasari A.,Santelli-Beccegato L., Schino F., Donne. Per un mondo migliore, Progedit, Bari, 2024, Prefazione, Cap. 2

WHO, Nurturing Care Framework, 2018 (Open Access document)

Assessment

Assessment of learning will be conducted through a written exam. Students will receive an excerpt from a scientific article relevant to the content covered in the lectures, and they will need to identify as many connections as possible to the topics/issues discussed, along with corresponding explanations.

The three central criteria for evaluating the exam are: knowledge of the content, ability to identify relevant information in the provided document, and specialized linguistic competence. The exam will last 60 minutes, with an additional 20 minutes for students with specific learning disabilities. The exam will be graded on a scale of 30, with a passing grade set at 18/30

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.