The course intends to address in a critical, innovative and practical way the issues inherent in educational planning in early childhood services by analyzing with well-founded theoretical bases the tools and role of the adult, children's learning methods with regard to situations of difficulty and disability, offering students useful practical ideas.

Teachers will accompany the study of the subject with references to the most modern theories in the pedagogical, psychological and neuroscientific fields, opening up views on operational possibilities that start from the needs of fragility and disability , but also from the interests and potential of the individual for an open and welcoming school capable of highlighting the potential of each person inserted in a social context.

The role of the adult and the team in education and the participation of families will also be related thematic threads. students will be involved in individual and group voluntary reflections and exercises.

The program is divided into lessons of 2 hours each according to the following scheme:

point 1 :Introduction to the course presentation of the path tools and methods basic concepts General

point 2 :how children learn theoretical framework on the main reference theories play normative development and possible signs of difficulty

point 3 :role of the adult based on how children learn what are the main tasks of adults in education and in the case of disability exclamation

point 4 :planning observation tools relaunches team work documentation and verification third educator

point 5: a pedagogy of space the third educator as a tool in education

point 6 :life at the nursery specifics on the timeline and founding values ​​

point 7: telling about childhood pedagogical documentation as a communication tool

point 8 :disability How to promote play and communication at the nursery

point 9:: relationships with families processes and methods for active participation

point 10 the integrated system in Pillole the legislation practices 

Dublin descriptors

learning outcomes knowledge and understanding

ability to know and understand the methods of critical and complex thinking advanced knowledge related to the lines of epistemological debate in the field of educational planning understanding of the specific concepts of pedagogy oriented to the design of educational services provided by the course knowledge of the complexity of the design of educational services according to the in-depth themes

applied knowledge and understanding

ability to demonstrate understanding of the different pedagogical contributions inherent to the discipline demonstrate the ability to apply theories, practices and different places of education ability to analyse some life situations by interpreting their educational needs and grafting onto them Reflections and pedagogical paths

making judgements

autonomy of judgement recognise themes and problems of the philosophy of education in relation to different contexts

critically evaluate knowledge and concepts acquired in relation to different educational situations interpret and evaluate problematic situations to activate critical and complex organisation educational processes

communication skills

communication skills express the contents of the course clearly and critically, illustrating their meaning communicate through the use of a specific disciplinary language argue on themes and problems characteristic of the philosophy of education

learning skills

use knowledge and concepts to reason according to the specific logic of the pedagogical discipline use knowledge and concepts to analyse new situations and develop cutting-edge pedagogical actions identify strategies and solutions appropriate to unexplored and emergency contexts simulate the work of educational and training projects on the basis of the knowledge acquired move autonomously in the study of the texts and materials provided independently search for materials useful for planning

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

Innovative teaching methods

Teaching methods

Frontal lessons seminars and active debate with presentations of case studies research international scientific contributions that will involve the direct participation of students debate on specific topics dialogued and participatory lesson

Innovative teaching

the elections in presence will be integrated with optional exercises in small groups proposed through the Moodle platform followed by oral presentation and collective discussion

Course books

• Galardini L. (a cura di), L’educazione al nido. Pratiche e relazioni. Carocci Faber, 2020.
• Bulgarelli D., Nido Inclusivo e bambino con disabilità. Favorire il gioco e la comunicazione, Erickson, 2018.

Assessment

Written test with multiple choice and open questions

A written exam is planned consisting of 25 multiple choice questions and one open question with three different envelopes of questions to be distributed in alternate rows

Will require compliance with the following main criteria correctness of the answer with respect to the contents of the program for the open question argumentation and demonstration of critical reasoning with respect to the contents of the program the ability to reflect specifically on the disciplinary language and the knowledge acquired

Expected time for the test 45 minutes

the open question is worth 5 points the closed questions; 1 point the final evaluation 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

Non-attending students are invited to regularly consult the Moodle platform where all the materials made available by the teacher and those used during the lessons and seminars will be periodically inserted.

Slides and videos provided during the lessons, examples of reflective devices, in-depth material, bibliographical suggestions.

Through the same platform, they will be able to carry out the ongoing exercises suggested by the teacher.

Course books

• Galardini L. (a cura di), L’educazione al nido. Pratiche e relazioni. Carocci Faber, 2020.
• Bulgarelli D., Nido Inclusivo e bambino con disabilità. Favorire il gioco e la comunicazione, Erickson, 2018.

Assessment

Written test with multiple choice and open questions

A written exam is planned consisting of 25 multiple choice questions and one open question with three different envelopes of questions to be distributed in alternate rows

Will require compliance with the following main criteria correctness of the answer with respect to the contents of the program for the open question argumentation and demonstration of critical reasoning with respect to the contents of the program the ability to reflect specifically on the disciplinary language and the knowledge acquired

Expected time for the test 45 minutes

the open question is worth 5 points the closed questions; 1 point the final evaluation 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.