The course aims to provide students with a solid understanding of: 1) the basic principles of didactics, 2) the principles and teaching practices applied in early childhood educational contexts (primarily in nurseries and preschools), and 3) the didactic principles that allow for the rationalization of teaching practices related to language (language, literacy, mathematics, expressiveness, spatial-visual) in the first six years of life, based on scientific evidence.

Participants will acquire the necessary skills to promote child development and effectively utilize various tools, strategies, techniques, and teaching approaches in their work as educators of early and second childhood, with a particular focus on the Montessori, Agazzi, and Malaguzzi methods.

Introduction to Didactics

• Definition and fundamental principles of didactics.

• The role of didactics in early childhood educational services.

• Didactics in nurseries and preschools.

• What does "educational planning" mean in a nursery?

• What does "curriculum" mean in the early childhood education?

• Specifics of didactics in nurseries and preschools.

• Approaches to promote child development through the complex interaction between adults, children, and the environment.

Educational Methods

• How the Montessori, Agazzi, and Malaguzzi methods teach:
  • Writing and reading.
  • Grasping concepts related to sensory experience and their representation and manipulation.
  • Expressive languages.
  • Metarepresentation and metacognition.
  • Managing social relationships.

Didactic Documentation

• Pedagogical documentation as a process serving multiple purposes:
• Recording educational activity.
• Communicating with stakeholders (families, colleagues, institutions).
• Teaching.

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Knowledge and Understanding

• Students will gain a solid understanding of the basic principles of didactics and the teaching practices applied in early childhood educational contexts, with particular reference to nurseries and preschools.
• They will be able to comprehend the theoretical and scientific foundations that support various didactic methods, including those of Montessori, Agazzi, and Malaguzzi, and how these can be used to promote child development in the first six years of life.

Ability to Apply Knowledge and Understanding

• Students will be capable of applying the didactic principles learned to rationalize and improve the teaching practices related to languages (language, literacy, mathematics, expressiveness, spatial-visual) in early childhood educational settings.
• They will be able to effectively utilize devices, strategies, and didactic techniques to foster learning and development in children aged 0 to 6 years.

Autonomy of Judgment

• Students will develop the ability to critically evaluate and choose the most appropriate teaching practices for various early childhood educational contexts, considering the specific needs of children and families.
• They will be able to analyze and reflect on educational practices, using scientific evidence as a guide to improve the quality of teaching.

Communication Skills

• Students will acquire the ability to communicate clearly and precisely with colleagues, parents, and other stakeholders, using appropriate professional language to describe didactic practices and children’s progress.
• They will know how to document educational activities and the results achieved, using documentation as a tool for communication and for evaluating the quality of the service.

Learning Skills

• Students will develop an attitude of continuous learning, recognizing the importance of constantly updating themselves on new research and educational methodologies.
• They will be able to integrate new knowledge into their daily work as educators, adapting didactic practices to new scientific evidence and changes in educational contexts.

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

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Teaching

• Theoretical lectures
• In-depth seminars
• Cooperative learning

Innovative teaching methods

Active and Collaborative Learning:

Throughout the course, active student participation will be encouraged through group discussions, project work, and workshops that simulate real educational situations. This approach promotes the development of critical skills such as problem-solving, creativity, and teamwork. Students will be encouraged to critically reflect on their own experiences and share their insights with peers, enriching the collective learning process.

Attendance

not required

Course books

A text of your choice from:

• Rosa Agazzi, Guida per le educatrici dell'infanzia, Editrice Morcelliana

• Rosa Agazzi, Come intendo il museo didattico, Editrice La Scuola

      2. Maria Montessori, La scoperta del bambino, Garzanti

      3. Franco Frabboni, (1976) La scuola dell'infanzia: una nuova frontiera dell'educazione, Firenze: La Nuova Italia (only Chapter II of Part I "L'eredità dei modelli pedagogici tradizionali" and Chapter II of Part III "I contenuti e l'assetto metodologico-didattico")

     4. A general didactics manual of your choice from the following:

• Franco Frabboni, Manuale di Didattica Generale, Editori Laterza

• Antonio Calvani, Elementi di Didattica, Carocci Editore

• Giovanni Bonaiuti et al., Fondamenti di didattica. Teoria e prassi dei dispositivi formativi, Carocci Editore

Assessment

Written Exam

The exam will be evaluated based on the following criteria:

• Relevance, effectiveness, and depth of the responses in relation to the course content
• Formal appropriateness of the language used and the extent of technical terminology
• Ability to critically discuss the topics covered
• Completeness
• Originality of the produced work

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

as for attending students

Attendance

not required

Course books

A text of your choice from:

• Rosa Agazzi, Guida per le educatrici dell'infanzia, Editrice Morcelliana

• Rosa Agazzi, Come intendo il museo didattico, Editrice La Scuola

      2. Maria Montessori, La scoperta del bambino, Garzanti

      3. Franco Frabboni, (1976) La scuola dell'infanzia: una nuova frontiera dell'educazione, Firenze: La Nuova Italia (only Chapter II of Part I "L'eredità dei modelli pedagogici tradizionali" and Chapter II of Part III "I contenuti e l'assetto metodologico-didattico")

     4. A general didactics manual of your choice from the following:

• Franco Frabboni, Manuale di Didattica Generale, Editori Laterza

• Antonio Calvani, Elementi di Didattica, Carocci Editore

• Giovanni Bonaiuti et al., Fondamenti di didattica. Teoria e prassi dei dispositivi formativi, Carocci Editore

Assessment

Written Exam

The exam will be evaluated based on the following criteria:

• Relevance, effectiveness, and depth of the responses in relation to the course content
• Formal appropriateness of the language used and the extent of technical terminology
• Ability to critically discuss the topics covered
• Completeness
• Originality of the produced work

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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