The course intends to address in a critical, innovative and practical way, the issues relating to educational planning in early childhood services, analysing, with well-founded theoretical bases, tools and the role of the adult, children's learning methods, with regard to situations of difficulties and disabilities. Offering students useful practical ideas, the teachers will accompany the in-depth study of the subject with references to the most modern theories in the pedagogical, psychological and neuroscientific fields, opening views on operational possibilities that start from needs (including frailty and disabilities) but also from interests and potential of the individual for an open, welcoming school, capable of e-ducing the potential of everyone, 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 areas. Students will be involved in reflections, individual and group voluntary exercises.

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

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

2. How do children learn? Theoretical framework on the main reference theories (neuroscience, polyvagal, epigenetics, developmental psychology...). Play: normotypical development and possible signs of difficulty.

3.Role of the adult: depending on how children learn, what are the main tasks of adults in education? And in case of disability? (widespread support and development support practices)

4. Planning: tools (observation, relaunches, team work, documentation and verification, third educator)

5.A pedagogy of space: the third educator (spaces, materials and TIME) as a tool in education. Theoretical insight with practical examples and exercises.

6. Life at the nursery (specifics on the timeline and founding values). Theoretical insight and practical examples.

7. Narrating childhood: pedagogical documentation as a communication tool. Theoretical insight, practical examples and exercises.

8. Disability: encourage play and communication in the nursery

9.Relationships with families: processes and methods for active participation

10. Zero six: the integrated system in a nutshell. The legislation, the possible practices.

Knowledge and understanding:

• know and be able to understand critical thinking methods e complex;

• advanced knowledge relating to the lines of the epistemological debate in the field of educational planning;

• understanding of specific pedagogy-oriented concepts planning of the educational services provided by the course;

• knowledge of the complexity of designing educational services according to the topics explored.

Applied knowledge and understanding:

• show understanding of the different pedagogical contributions inherent to the discipline;

• demonstrate the ability to apply theory and practice in different places of educating;

• ability to analyze some life situations by interpreting them educational needs and grafting reflections and paths onto them pedagogical.

Making judgments:
• recognize 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 educational processes. Communication skills:
• express the contents of the course clearly and critically, illustrating the meaning;
• communicate through the use of specific disciplinary language;
• argue on themes and problems characteristic of philosophy of education.

Ability to learn (learning skills):
• use knowledge and concepts to reason according to the specification logic of pedagogical discipline;
• use knowledge and concepts to analyze new situations e develop cutting-edge pedagogical actions;
• identify strategies and solutions suited to unexplored contexts and emergency;
• simulate the development of educational and training projects based on acquired knowledge;
• move independently 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

Ongoing formative evaluation tests (self-assessment) online with
delivery of the paper on the moodle blended platform. And individual and/or small group classroom exercises

Teaching

Lectures, seminars and active debate, with presentation of cases study, research, international scientific contributions on the platform (blended
learning) which will involve the direct participation of students. Debate on specific topics, dialogue and participatory lessons.

Innovative teaching methods

The in-person lessons will be supplemented by optional exercises small groups, proposed through the Moodle platform, followed by oral presentation and collective discussion.

Attendance

attendance is not mandatory

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 crossed and open questions.
There is a written exam consisting of 25 cross questions and 1 open question. With three different envelopes of questions to be distributed in alternate rows.

They 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 regarding the contents of the program,
- the ability to reflect specifically on disciplinary language and
acquired knowledge.

Estimated time for the test: 45 minutes.

The open question is worth 5 points. Closed questions 1 point.
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

Lectures, seminars and active debate, with presentation of cases study, research, international scientific contributions on the platform (blended
learning) which will involve the direct participation of students. Debate on specific topics, dialogue and participatory lessons.

Attendance

attendance is not mandatory

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 crossed and open questions.
There is a written exam consisting of 25 cross questions and 1 open question. With three different envelopes of questions to be distributed in alternate rows.

They 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 regarding the contents of the program,
- the ability to reflect specifically on disciplinary language and
acquired knowledge.

Estimated time for the test: 45 minutes.

The open question is worth 5 points. Closed questions 1 point.
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.

The students who have registered the certification of
disability or DSA certification at the Inclusion and Right to Housing Office
study, they can ask to use concept maps (by words
key) during the exam.
To this end, it is necessary to send the maps two weeks before the appeal
exam, to the course teacher, who will verify its consistency with
the indications of the university guidelines and may request their modification.