Education and Training Science

Educational objectives

Name of the Course
History of Pedagogy

Educational Goals
Course's general goal is to learn the fundamentals about the history of educational ideas and practices, with a view on personal or group researches and analyses on specific themes. In order to achieve such a goal, will be used examples of the main methods typical of the history of contemporary ideas, attitudes, societies, and economies. A part of the course, equal to 1 ECTS, will be specifically dedicated to the discipline as for the history of educational practices toward the very early childhood.
The course is organised into three parts: antiquity, especially the classical one, the Middle Ages, and modern and postmodern age.
The first part includes the analysis of the great trends and ideas of ancient education and culture (for example, the virtues in the Homeric poems; the contribute of classical philosophies, especially Plato and Aristotle's, to the reflection on education; rhetoric and oratory; Hellenization of roman culture; Christianisation of classical culture).
The second part includes the analysis of the great trends and ideas of Medieval education and culture (for example, the education in Christian sacred texts; monastic culture and education; schools, cathedrals, and universities; scholasticism; social and heretical movements, etc.).
The third part includes the analysis of the great trends and ideas of modern and postmodern education and culture (for example, the scientific revolution; rationalism and empiricism; secularisation; the changes in modern ethics; industrialisation and capitalism; movements of contemporary society and culture).
At the end of the course, the student will be able to a) understand the main characteristics of pedagogy during the various ages; b) know the main characteristics of the historiographical research in the pedagogical area; c) analyse specific texts and ideas; d) contextualise in specific historical ages and in modern times old ideas and practices.

The specific goals will be: I) to know the main pedagogical theories that have characterised the history of education, with a special reference to the West, by means of the analysis of the various documentary sources (cf. the specific education goal No. 1 of the Programme and the Dublin Descriptor No.1); II) to be able to apply the acquired knowledge to specific analyses, also by means of the application to special researches of the main methods of history of ideas (cf. the specific educational goal No. 3 of the Programme and the Dublin Descriptor No. 2); III) to develop skills at making judgements and critical interpretation, applying the acquired knowledge to specific studies, by means of various compositions (essays, presentations in PowerPoint, etc.) on the main figures of history of thinking, literature, arts, that have a historical-educational value (cf. the specific educational goal No. 5 of the Programme and the Dublin Descriptor No.3); IV) to acquire skills in communicating the obtained results by discussing the compositions in group, with the teacher or other experts, and even during seminars (cf. the specific educational goal No. 12 of the Programme and the Dublin Descriptor No.4); V) to be able to pursue a further education in an independent way, by means of possible paths in order to carry on one's researches, according to the analysis models that are nowadays preferred in comparison with the plurality of sources and hermeneutic standpoints (cf. the specific educational goal No. 9 of the Programme and the Dublin Descriptor No.5).

Educational objectives

Name of the Course

Developmental Psychology

Educational Goals
Course's general goal is to analyse the changes taking place into a child from his/her birth to adolescence. The course is divided into three conceptually interconnected parts.
In the first part, will be first considered the traditional theories, and afterward the more recent theoretical contributes in developmental and educational psychology. It will analyse in depth child's social development and the construction of self-esteem; the effect of the style of parenting in the adaptation to a scholastic context; the role of school and culture in child's social and emotional developments; fears and anxieties in early childhood; emotional regulation and aggressive behaviour.
In the second part, it will be analysed child's development in the age 0-3, especially in connection to motor, linguistic, cognitive, and social-relational developments. It will be examined educator's role in nursery schools: child's integration into the school; a typical day in a nursery school; the organisation of spaces and activities; the relationships with child's family; the good procedures to be used or invented for the very first education.
During course's final part, there will be a workshop consisting of three different theoretical-practical activities: 1) participation to research projects within developmental psychology and short students' presentations in the classroom; 2) study and administration of Theory of Mind tests and Piagetian tests to children; 3) observation of children aged 0-3 and conduction of interviews to children in scholastic age aimed at understanding how thinking takes place (for example, the presence of animistic and egocentric thinking).
At the end of the course, the student will be able to understand the biological, physical, cognitive, emotional, linguistic, and social-cultural changes from birth to adolescence, through the main stages of development. Especially related to the stage of development 0-3, he/she will have a deep knowledge of child's skills divided into different abilities: motor, linguistic, cognitive, and relational. He/she will also have a basic knowledge about educator's role in nursery schools, the good procedures for child's integration into the school, a typical day in a nursery school, the organisation of spaces and activities, and the relationships with child's family.
The acquired skills will allow to better work with children in the zone of proximal development, promoting their independence and self-esteem. The student will also learn to positively interact with child's parents according to the different stages of development. More in detail, this study will allow to better understand child's development in his/her first years, the functioning of a nursery school, educator's role in such a context, and the good procedures in a nursery school.
The acquired cross skills at being critical and making judgements will be strengthened by participating to the theoretical-practical workshop activities. The administration of Theory of Mind tests and Piagetian tests, the observation of children aged 0-3, and the conduction of interviews to children in scholastic age will allow the student to empirically verify the psychological theories studied related to motor, linguistic, cognitive, and social-relational developments.
The conduction of interviews to children in scholastic age and the work in small groups aimed at creating short presentations will allow to improve students' communication skills. More in detail, the conduction of interviews to children will allow the student to understand the skills needed for an effective and suitable communication with a child according to his/her age and abilities, the respect of child's times, the emotional atmosphere where the communication takes place, and the more common mistakes that can be done in an interview to a child. The work in small groups is aimed at improving students' values, such as membership, sharing, skills in negotiating and solving conflicts, socialisation, and active participation.
By participating to research projects (critical analysis of bibliographical sources, administration of questionnaires, and data input) within developmental psychology, the student will be better prepared to pursue a further education in an independent way and to analyse in depth the themes of developmental psychology he/she will have to study.

Educational objectives

The internship experience allows the student to experience in the field what they have learned during their studies and to orient themselves to the world of work. Through the internship experience the student has the opportunity to learn and put into practice also the so-called transversal skills necessary to face the world of work (interpersonal, communication, instrumental skills).
For students who wish to specialize in the profile of "Educator in childcare services", a training internship is mandatory to be carried out at educational services for girls, boys and their families, in which professional profiles operate consistent. The services at which to carry out the internship services can be public or private, they must have an agreement with the University,

As an alternative or in addition to this type of internship path, it is possible to request recognition of the work activity consistent with the course of study and with the professional profile. For the recognition of the activity carried out, the student is required to submit a written report from which it is possible to detect the knowledge and skills learned during the experience and the links with the formal learning gained in the course of study.

Educational objectives

GENERAL PEDAGOGY L19
General Aims

The module in Psychology General illustrates the different theoretical approaches and methods of investigation designed to tackle the functioning of cognitive processes as well as the models that are used to interpret them. The understanding of the theories and the capacity to apply the methods of the psychological sciences is essential for educators, as it enables them to plan effective learning programs, following and measure the outcomes, by using the empirical knowledge about the core functioning of cognitive processes.
The program will discuss several human cognitive abilities among which are learning, attention, memory, language and emotion. All these cognitive skills are essential in the development of an individual, and so to be considered in the educational context. To understand these diverse abilities, we will take perspectives from different branches of the psychological sciences such as cognitive psychology, cognitive science, neuropsychology and cognitive neuroscience. Students will acquire foundation knowledge about psychology as the scientific endeavour examining mind and behaviour while developing the necessary skills to understand research in the psychological sciences, its empirical findings, its applications, and the lexicon relevant in the discipline.
At the end of the module of Psychology General, the student will have acquired conceptual tools and methodological skills to investigate cognitive processes throughout human development (infancy, adolescence and adult age) and across contexts (typical population, atypical and pathological populations). In this respect, the module is foundational for future educators, as it provides the basic concepts that can be used both to delve into the study of cognitive processes in more specific contexts and apply such knowledge in daily practice as teachers.

Specific objectives

At the end of the module, the student will be capable of:

1) Demonstrate knowledge about the main psychological theories and approaches to the study of the mind and behaviour covering the field in its diverse branches such as cognitive psychology or development as well as rudiments of psychobiology and research methods. [Knoweldge and understanding]

2) Apply the technical lexicon and the basic concepts in psychological sciences to different contexts of learning [Applying knowledge and understanding]

3) Make analytic and rigorous use of bibliographic sources about cognitive processes to be able to compare the different theoretical approaches. [Making judgements]

4) Understand the implications of the empirical results and theoretical models in educational practices in normal and pathological contexts. [Learning skills]

5) Learn basic notions of the scientific method, such as, for example, read scientific literature on timely topics in psychology by making use of specific online resources and databases (e.g., PubMed) as well as be able to perform critical analyses of such sources to communicate them clearly and synthetically [Communication skills]

Educational objectives

Course's general goal is to present the main themes of General Education with a special reference to their application to educational contexts toward children aged 0-3 and their families.

The topic is placed in a current context with reference both to research and action, and in a broader dimension the course is aimed at introducing general themes and problems of the discipline starting from its epistemological foundations, examining especially the relationship between didactics and other learning sciences.

The course begins with a short historical introduction of the discipline and continues with the analysis of the main problems of didactic research in its various contexts, and the relationship between theory and practice.

An important study field is theories and methods useful to organise, plan, and realise effective educational interventions in educational contexts, with a special reference to those directed to childhood (nursery schools, toy libraries, etc.). A part of the course will be dedicated to workshop activities aimed at creating an educational plan for nursery school or other educational services for children and their families (spazi insieme, centres for children and parents, etc.).

At the end of the course, students will have acquired knowledge on the main themes of general didactics starting from its epistemological foundations and the relationship with other learning sciences. They will have also acquired knowledge on learning-teaching theories and models, especially in contexts of childhood and helping to individuals (group homes, minors' shelters, etc.). Students will acquire the basics of principles of educational communication and planning, with a special reference to the planning and documentation of activities to children aged 0-3; they will also get to know the various forms of educational documentation to be used in nursery schools. They will have also developed skills at understanding the action contexts of educators, at observing and evaluating the quality of the educational services to children and their families (Knowledge and understanding).

By attending the course, students will be able to create, plan, and evaluate educational interventions and projects directed to children aged 0-3 and, more in general, in contexts like centres and structures implying activities carried out by educators. They will also be able to apply the acquired knowledge and to put it into practice by creating and organising an educational documentation aimed at reporting the activities and the interpretation of the methods used by educators in order to share with the educational group and children's families (Applying knowledge and understanding).

Students can prove to have developed skills in making judgements, by being able to collect, interpret, and reflect on problems and data related to the study of didactics, proving to have a scientific aptitude and critical and self-critical abilities. More in detail, at the end of the course, they will be able to be critical toward the educational and didactic choices and the educational means, paying attention to the context of educational services for children aged 0-3 and their families (Making judgements).

Study, reflection, presentation, and planning activities will support students in acquiring a technical-specialised language of didactics. At the end of the course, students will have improved their skills in expressing clearly, taking into account the recipient, especially when the recipient is children and their families. They will also have improved their skills in writing and preparing educational documents and projects directed to children aged 0-3 (Communication skills).

All course's activities are aimed at improving one's learning skills, represented in this case not only by the ability to independently read texts and documents on didactics, but also to collect, interpret, and reflect on problems and data related to the study of didactics, proving to have a scientific aptitude and critical and self-critical abilities (Learning skills).

Educational objectives

General Aims

The module in Psychology General illustrates the different theoretical approaches and methods of investigation designed to tackle the functioning of cognitive processes as well as the models that are used to interpret them. The understanding of the theories and the capacity to apply the methods of the psychological sciences is essential for educators, as it enables them to plan effective learning programs, following and measure the outcomes, by using the empirical knowledge about the core functioning of cognitive processes.
The program will discuss several human cognitive abilities among which are learning, attention, memory, language and emotion. All these cognitive skills are essential in the development of an individual, and so to be considered in the educational context. To understand these diverse abilities, we will take perspectives from different branches of the psychological sciences such as cognitive psychology, cognitive science, neuropsychology and cognitive neuroscience. Students will acquire foundation knowledge about psychology as the scientific endeavour examining mind and behaviour while developing the necessary skills to understand research in the psychological sciences, its empirical findings, its applications, and the lexicon relevant in the discipline.
At the end of the module of Psychology General, the student will have acquired conceptual tools and methodological skills to investigate cognitive processes throughout human development (infancy, adolescence and adult age) and across contexts (typical population, atypical and pathological populations). In this respect, the module is foundational for future educators, as it provides the basic concepts that can be used both to delve into the study of cognitive processes in more specific contexts and apply such knowledge in daily practice as teachers.

Specific objectives

At the end of the module, the student will be capable of:

1) Demonstrate knowledge about the main psychological theories and approaches to the study of the mind and behaviour covering the field in its diverse branches such as cognitive psychology or development as well as rudiments of psychobiology and research methods. [Knoweldge and understanding]

2) Apply the technical lexicon and the basic concepts in psychological sciences to different contexts of learning [Applying knowledge and understanding]

3) Make analytic and rigorous use of bibliographic sources about cognitive processes to be able to compare the different theoretical approaches. [Making judgements]

4) Understand the implications of the empirical results and theoretical models in educational practices in normal and pathological contexts. [Learning skills]

5) Learn basic notions of the scientific method, such as, for example, read scientific literature on timely topics in psychology by making use of specific online resources and databases (e.g., PubMed) as well as be able to perform critical analyses of such sources to communicate them clearly and synthetically [Communication skills]

Educational objectives

The course aims to enable students to effectively use at least one of the languages of the European Union, and namely the English language, in both written and spoken forms. The focus is on acquiring the competence to exchange general information and on acquiring the necessary specific and professional lexis with particular reference to the education field.

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

Course's general goal is to acquire a reasoned framework of the Italian educational system in its different articulations, with a reference to the cultural and institutional dimensions.
It will specifically examine the most recent developments of the normative measures and the cultural debate about them, with a special reference to the law No. 107/2105 and to the DL No. 65 of 13 April 2017, about the integrated system 0-6. As for the latter, will be highlighted the main laws introducing the current order, starting from the institution of the state nursery school (L 18 March 1968, No. 444), with the respective tendencies (DPR 10 September 1969, No. 647) and from the institution of nurseries (L 6 December 1971, No. 1044). In this regard, it will be explained why in the law the nurseries are considered "a state service of public interest" and how it has been gradually overcome the concept of "individual request service" established in the above-mentioned DL No. 65/2017.

At the end of the course, the student will be able to

 critically retrace the evolution of the Italian educational system, from the standpoints of its regulated structure and cultural significance;
 find the elements of specificity and continuity characterising, within the same system, the age 0-6, especially the age 0-3, as explained in the law, from the standpoint of a continuing and recurring education;
 place these cognitive elements into the reference historical-political framework, finding and contextualising the interactions between social requests and changes from one part, and education's role from the other;
 detect, on the diachronic axis, the emblematic stages that have marked the historical-cultural aspects of the system, with an explicit reference to the evolution of the principle of compulsory education, the laws regulating it, and the more inclusive concept of "educational duty";
 find, on the diachronic axis, the more important stages of the gradual acquisition of childhood services (0-3) as an essential part of the universalistic welfare;
 retrace the continuum that structurally connects the dimension of "education" with the one of "care," seen as essential aspects of a curriculum 0-3;
 consider as issues, on the synchronic axis, the connections among system's structural elements, interinstitutional dynamics, and governance levels, especially considering the ongoing construction of the integrated system 0-6 as it is described in the primary legislation and in the above-mentioned implementation decree.

In order to translate the acquired knowledge into cross skills, useful in the work contexts he/she will operate, coherent with the professional profiles in the university curriculum, at the end of the course the student will be able to

 select and organise data and pieces of information from various sources, in order to reconstruct the structural factors of complex systems, with a special reference to those concerning "personal services," with the purpose of systematising them in paths of personal re-elaboration;
 develop abilities in "reading" the territory, in terms of explicit and/or implicit educational needs, institutional resources, educational subjects and agencies operating in the lines of interconnection among formal, non-formal, and informal education;
 find and organically use documentary and juridical sources, when co-planning interventions, such as resources of operability and essential elements of an institutional structure;
 individually and/or jointly elaborate ideas of positive actions in response to the demand of education and care resulting from the various contexts, especially about the issues connected to the new subjects bearer of social and cultural requests;
 contextualise the structural aspects of a system, seen as the nexus among institutional forms, cultural characters, and organisational-management aspects, with a reference to the various professional profiles and the actual exercise of profession;
 use the records, in their invariance, to experiment the specific operational models concerning the roles of educators in the age 0-3;
 find work methods and processes of interlocution and planning co-construction, giving value to the active role of the pedagogical coordinators as essential functions of the integrated system 0-6, according to laws;
 improve the tools of feasibility analysis and the methods of creative conflict management, also to develop self-reflective aptitudes and meta-cognitive resources, considered essential for whom is about to start a professional activity in the field of personal services, with a special reference to the actions of care and education (age 0-3).

Educational objectives

NAME OF THE COURSE
Media Education in Childhood

EDUCATIONAL GOALS

Technology is an integrated learning tool more and more recognised as valid to promote children's social, linguistic, and cognitive development. Course's general goal is to analyse the changes characterising the modern society and involving children since their first days in connection to the use of old and new media.
The course is organised into two areas: the first one will specifically discuss the topic of Television Literacy, examining the main theoretical points of view related to possible effects on children aged 0-3 of exposure to TV and its contents. It will analyse characteristics typical of the process of TV exposure, especially in terms of usage styles associated to different family models of mediation to viewing, but also related to regularity, liking, and motivation to exposure to specific programmes, networks, and genres. The processes, specific of this age, implied in the decoding of the TV message will be discussed: attention, memorisation, and understanding of the media texts, but also the contents they transmit. A special attention will be paid to representations of reality in TV programmes for children, highlighting the potentialities but also the educational problems associated to the proposal of behavioural models in their different dimensions: specificities, differences, and conditioning, included the gender ones.

A second part will be specifically about new technologies viewed as educational tools in preschool children, with a special reference to the following areas: learning, well designed digital tools increase motivation and foster learning more than the traditional ones; cognitive competence, the digital devices used as educational tools help to improve operational memory, spatial ability, and visual attention; social interaction, preschool children are more willing to cooperate, installing peer-to-peer learning dynamics.
The course will take advantage of a consolidated literature that has highlighted how much Computer-Assisted Instruction (CAI) in preschool children can be extremely rich of opportunities, especially in view of an ever greater accessibility to, and a more and more precocious and intuitive use of digital devices. More in detail, will be examined the elements characterising the introduction of new generation devices with touch technology, with a high level of iconicity, easily accessible to children, and able to facilitate the development of cognitive (simultaneous and spatial-motor intelligences) and social aspects, through experience sharing. It will also consider the issues of an inappropriate use in terms of excessive time, usage, and inappropriate contents.
It will be examined the role of an educator in nursery schools as for socialisation to old and new media and, at the end of the course, the student will know child's specific abilities, from birth to school, related to the process of socialisation to media, and he/she will be able to use educational strategies referring to the use of analogical and digital devices at school [Dublin Descriptor No. 1].
He/she will also acquire the skills in managing the relationships with child's family about the dimensions of control, participation, and stimulation to autonomy in the use of old and new technologies [Dublin Descriptor No. 2].
The acquired cross skills will be about critical skills and skills in making judgements related to media education, strengthened by participation to theoretical activities along with practical exercises with specific audio-visual materials [Dublin Descriptor No. 3].
Activities in small groups will be fostered, aimed at stimulating and facilitating the feelings of membership, sharing, negotiation ability, conflict solving, and active participation [Dublin Descriptor No. 4].
Thanks to participation to research projects (critical analysis of bibliographical sources, administration of questionnaires, and data insertion) within media education, the student will be better prepared to pursue a further education in an independent way and to examine in depth the themes of socialisation to old and new media he/she will have to study [Dublin Descriptor No. 5].

Educational objectives

- Knowledge and Understanding
Mastering the knowledge related to the study field of intercultural pedagogy and to its educational issues, taking into account learning science. Knowing and understanding the psychological, cognitive, and emotional mechanisms at the base of prejudice and stereotype in heterogeneous contexts characterised by various differences (ethnicity, gender, sexual orientation, age, skills, etc.). Knowing and understanding the stages of prejudice and stereotype acquisition in developmental age. Knowing and understanding the main experimented strategies of reduction of prejudice and stereotype, in order to apply them in educational contexts, especially in the structures for early childhood (age 0-3).

- Applying Knowledge and Understanding
Being able to create, plan, and evaluate educational interventions, taking into account the contextual elements of a situation (history, policy, culture, society, economics) from an interdisciplinary standpoint. Being able to apply strategies of prejudice reduction learned in different educational contexts, with a special attention to nursery school (age 0-3), promoting activities that foster empathic attitudes and processes of inclusion and integration.

- Making Judgements
Being able to independently reflect on issues and concepts of pedagogy and education of intercultural didactics. Being able to independently reflect on diversities applying a scientific method and critical and self-critical skills, collecting data and information from reliable sources, and using them in a logic way.

- Communication Skills
Being able to communicate pieces of information, ideas, problems, and solutions to different interlocutors (experts, colleagues, users). Being able to work in groups, even in heterogeneous contexts, and to put in place mediation and negotiation processes in situations of conflict between operators and users.

- Learning Skills
Being able to make researches and in-depth analyses about intercultural pedagogy, in order to pursue in an independent way a further education and self-training during one's life and career.

Activities contributing to the development of these skills and abilities are: writing of a reflection diary during the whole course; group works; workshop activities mainly dedicated to the age 0-3; simulations and role plays; interventions of experts.

Educational objectives

NAME OF THE COURSE

Quality Indicators of the Educational System

EDUCATIONAL AIMS

General Aims
Course's general goal is the knowledge of mass education processes, with the resulting progressive increase of the study titles obtained and the increasing need of an effective connection between education and society, as well as the dynamics of expenditure for education. These aspects will be considered by retracing the ways the main countries have elaborated the various systems of indicators in order to monitor the functioning of national educational systems, especially the most qualified model of the system of indicators created by the Organisation for Economic Co-operation and Development (OCSE) by means of the programme INES (Indicators of Education Systems). During the course, it will be presented the evolution of the system of indicators and its current structure, with a special reference to the data concerning the scholastic results. For this purpose, will be taken into consideration the specific results of the most recent international investigations realised by OCSE and IEA (International Association for the Evaluation of Educational Achievement). It will be especially examined the investigation PISA (Programme for International Student Assessment) as for all theoretical and operational aspects of an educational investigation: reference frameworks, construction and testing of tools, administration on the field, analysis of results. A specific part of the course, equal to 1 ECTS, will be dedicated to an in-depth analysis on data and indicators concerning the level of childhood (ISCED classification 0, especially 01 and 02); it will also discuss both the international data (OCSE, UNESCO) and the national ones (ISTAT) with analyses on local realities (services available, demographical dynamics, funds).

Specific Aims
At the end of the course, the student must prove to:
know and understand the main general problems related to the use of statistical data in learning science;
be able to indicate purposes and opportunities of a system of indicators that takes into consideration the data of an educational system's functioning, including on a local scale;
know and indicate the various operational stages of an experimental research in an educational area;
use the results of an educational research in order to identify problems and improvement strategies about the educational processes;
be able to analyse information and to reflect on problems related to the study field, showing a scientific aptitude, and critical and self-critical skills;
possess instrumental abilities (writing, IT, and foreign languages) about the study of statistical data;
critically analyse the daily information presenting data and results about the educational system;
be able to interact with one's colleagues on the themes of the course applied to the information about education coming from the mass media.

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

General OBJECTIVES

The annual course (12 credits) aims to bring the student, at the end of the course, to:

a) address the main reference theories for research methodology and didactic experimentation in an educational context

b) knowing how to analyze and design the different styles and methods of educational research such as naturalistic and ethnographic research, case studies, action research, surveys, research by experiment, and measurement research.

c) master the knowledge related to the field of study of social pedagogy to deepen empirical research related to some educational problems in the Italian and international context; knowing how to reflect on the role and function of pedagogy in its "social" meaning, that is, as an approach to educational problems taking into account the context and interconnection between the different educational agencies;

d) analyze some research, studies and intervention projects on the issue of dispersion in education and school / social inclusion. Social and cultural exclusion and marginality is therefore analyzed through statistics and intervention projects, related to drop-outs, intercultural integration between banks, promotion and diffusion of (multi) culture.

e) undertake independent research and insights in the field of social pedagogy studies, to work in groups also in heterogeneous contexts. Learn more about the different methods and styles using the moodle platform, to carry out autonomous and group analysis and reflection activities.

f) (in particular for band 0-3). analyze some useful methodologies for the observation and evaluation of contexts and educational services in educational contexts, with particular reference to those intended for early childhood (crèches, playrooms etc.). The planned laboratory is aimed at deepening training evaluation tools (notes, observational reports, check-lists, grids, etc.) for the kindergarten (Svani, Sovasi, Asei, Quafes, Erato) and for the dimensions of school inclusion ( Index).

Specific objectives.

Knowledge and understanding: Know and understand different styles of research in the educational field, with in-depth study on issues, problems and general projects related to the fields of study of social pedagogy, (focus on "school dropouts").

Ability to apply knowledge and understanding: Use a research-type design scheme, with discussion and understanding of the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results. Research focus on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) the educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" indispensable for an investigation of dispersion phenomena (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.).

Autonomy of judgment: Reflective analysis and documented research will be conducted using the Moodle

Educational objectives

Hygiene

The course is aimed at presenting the main principles about hygiene: definition of health and global health, determinants of health and of disease, and general principles on education to health, prevention (primary, secondary and tertiary) and health promotion.
The course includes measures of infectious risk prevention and control in childhood communities; kinds of microorganisms (viruses, bacteria, parasites); disinfection and sterilisation; principles of epidemiology of infectious diseases and their prevention and control; vaccines and vaccine policy; behaviour of teachers in the childhood services; child hygiene; hygiene of things the child uses; hygiene of environments; criteria of removal and readmission in childhood communities.
The course also includes themes on nutrition hygiene: the main nutrients and the food groups; recommendations for a healthy diet; eating at the nursery school: breastfeeding and bottle-feeding, complementary feeding, feeding for children aged 1-3 years, special diets; food hygiene and safety: food wholesomeness, foodborne diseases, food preservation and control methods.
The course also addresses themes on safety and exposition to passive smoking and to third-hand smoke, highlighting the risks for the associated diseases (SIDS, respiratory diseases, otitis, allergies); prevention of domestic accidents; first aid in childhood communities.
At the end of the course, the student will (Knowledge and understanding):
 understand the principles of health, prevention and health education;
 know the principles of epidemiology and prevention of the main infectious diseases typical of childhood;
 know the hygienic, sanitary and nutritional aspects of feeding in childhood.
At the end of the course, the student will be able to (Skills to acquire):
 evaluate the risk of infection in childhood communities and detect the pertaining measures of prevention and control;
 be aware of the teacher's role in promoting healthy life styles;
 apply the acquired knowledge to safeguard and promote child's health;
 analyse problems and data concerning the study field of the subject, proving to have a scientific attitude, and critical and auto-critical skills.

Educational objectives

Course's general goal is to supply students with a theoretical knowledge and useful tools connected to the representation of data and to the pertaining psychometric analyses for educational research. The Programme includes theoretical lessons and workshop practical activities.
Theoretical lessons will be divided into lectures, dedicated to students' training, and a part dedicated to students' questions and reflections. Classes will be about the use of questionnaires, and the approach to empirical research with a reference to the theoretical bases of quantitative and psychometric research. During the course, will be explained the instructions related to the representation of data by means of charts and graphs, the input and the management of data by using the programme Excel and the software for statistical analyses Spss, and the psychometric theories needed for the use of these software.
During the practical classes, theory, previously learned, is applied by means of exercise and mid-term tests, both in the classroom and at home.
At the end of the course, the student will know the basics of quantitative research applied in the pedagogical and educational areas in all their forms, will know the theories at the base of psychometric analyses, will have the needed skills for the management and input of data and preliminary analyses, will understand the basic psychometric models and their application in the specific field of educational research [Dublin Descriptor No. 1].
The acquired skills will be about the ability at creating a window for data input; creating and reading graphs representing data after the importation; importing the dataset on Spss; carrying out statistical preliminary and basic analyses. The student will be able to apply these skills in educational research [Dublin Descriptor No. 2].
Cross skills will concern the ability at applying what the student has learned to his/her scientific context. Students will be able to interpret and apply in an independent way psychometric analyses, that is to transpose the acquired theoretical knowledge into an application context [Dublin Descriptor No. 3].
During the course, the student will participate to individual and group activities, and he/she will report the experience as a discussion into the classroom or a presentation with slides. Students will report their experiences also through exercises at home, in this case individually, through a written composition. This will allow the student to become competent in summarising with clarity the discussed topics [Dublin Descriptor No. 4].
The course is aimed at making the students independent concerning the basic psychometric analyses, a skill useful for the final thesis or for a detailed study on specific topics during one's career. The student should be able to autonomously use the software Spss concerning the first analyses, understanding the procedure and the theory at its base [Dublin Descriptor No. 5].

Educational objectives

Child Developmental Psychology
Course's general goal is to analyse the changes taking place in a child from his/her birth to the age of 3. The course is divided into two conceptually interconnected parts.
In the first part, will be first considered the traditional theories, and afterward the more recent theoretical contributes in developmental and educational psychology.
In the second part, it will be analysed child's development in the age 0-3, especially in connection to motor, linguistic, cognitive, and social-relational developments. It will be discussed educator’s role in nursery schools.
At the end of the course, the student will be able to understand the biological, physical, cognitive, emotional, linguistic, and social-cultural changes during the age 0-3. He/she will also acquire the basics of educator’s role in nursery schools and of the good procedures for child's integration into the school.
The acquired skills will allow to better work with children in the zone of proximal development. More in detail, such a study will allow to better understand child's development in his/her first years and educator’s role in nursery schools.
The acquired cross skills will be about the observation of children aged 0-3, that allows to empirically verify the psychological theories studied related to motor, linguistic, cognitive, and social-relational developments.
By attending this course, the student will be better prepared to pursue a further education in an independent way and to analyse in depth the themes of developmental psychology he/she will have to study.

Educational objectives

Pedagogy of Educational Services
Course's goal is to present the various educational services, their births and developments, and to analyse the aspects of professionalism of an educator in childhood services. The aspects connected to the planning and organisation of the various educational services will be especially examined.
At the end of the course, the student will know (Knowledge and Understanding):
• the main educational services and the laws for their management
• the role of an educator within the educational services
• the education practice in childhood services

At the end of the course, the student will be able to (Acquired Skills):
• plan childhood services
• use knowledge and critical and self-critical skills needed to plan and realise various educational services for children aged 0-3
• use evaluation/self-evaluation tools for quality of services in order to reflect on one's professionalism
• develop a critical and autonomous way of thinking on the various learned contents

Educational objectives

To allow the student to write a composition examining in detail themes related to the area of Learning Science studied in the three-year course.

Educational objectives

Name
Didactics of Geometry and Space

Educational Goals
Course's general goal is to facilitate the study of maths and other topics connected to scientific disciplines, especially geometry and astronomy, overcoming fears and indifference often developed in the previous school years. Another goal is to let experience different and active methods of teaching-learning. For this purpose, students are invited to join "adult workshops" where they are involved in explorative and cognitive activities of medium length (two months) and where their moving bodies allow an active interaction with the environment. In a second stage, are discussed the issues related to their didactic transpositions and their pedagogical meanings with regard to the various ages and conditions.
At the same time, during the course there will be individual activities of observation into the nature, and of registration, representation with various languages, and collective interpretation of these kinds of observation, and of construction of dynamic models aimed at being able to schematise natural phenomena, with adequate graphs and charts too. One more goal is to be able to systematically collect and interpret data related to the study area of didactics of science, and to reflect on the relative issues, proving to have a scientific and cooperative aptitude, and critical and self-critical skills.
Learning Results
Acquired knowledge: the students who pass the exam will be able to deal with scientific topics with a curious and critical aptitude, being able to distinguish a descriptive stage from an interpretation and cause-research one. They will have recognised the local and relative character of errors and their management with educational purposes. They will have understood the epistemological importance of some learning disorders and some teaching methods of maths. They will have known the differences between the continuity of some natural phenomena and the discreet character of their registration by means of the choice and the use of pertinent tools.
At the end of the course, the student will also have a basic knowledge on didactic elements, such as the necessity of acquiring the initial concepts of who is learning, the attention to educational obstacles, and the choice of the methods useful to make the initial concepts evolve by expanding the field of meanings [Dublin Descriptor No. 1].
The acquired knowledge will be about a greater ability to work in group, to make questions with a clear and technically correct language, to reflect on one's learning, and cognitive difficulties and doubts. The student will have integrated using methods of his/her body and sensory skills among the knowledge tools [Dublin Descriptor No. 2].
The acquired cross skills will be about the critical skills and the skills at making judgements strengthened by participation to activities of reflection and workshop, and by the ability to make questions [Dublin Descriptor No. 3].
Course's activities, included the final ones called "The stands of science", organised by students and presented to pupils of different ages and teachers, will allow to perfect expository skills, and skills in choosing related questions, materials, and issues, based on the age of the audience [Dublin Descriptor No. 4].
By means of the discussion with his/her colleagues, meetings with recent graduates, and participation to thematic seminars, the student will be better able to pursue a further education in an independent way, and to examine in depth scientific themes and the ones specific of planning in the educational field [Dublin Descriptor No. 5].
Learning Results
Acquired skills: the students who have passed the exam will be able to prepare activities related to the presentation of some scientific aspects and themes taking into account some solutions to various educational difficulties.
To reflect on the specificity of an approach to science open to complexity, that involves the whole person, and to perfect the perception of natural phenomena. To give value to concrete efficiency connected to the thinking of and planning of objects and tools. To orally express the themes of course's work.

Educational objectives

Child Clinical Psychology
Course's goal is to present the main clinical pictures that can manifest in early childhood, their relational matrix, their possible expression in institutional contexts, along to the main observational techniques of psychodynamic nature in the contexts of early childhood, to understand the interactive dynamics typical of the institutions of early childhood.
At the end of the course, the student will possess (Knowledge and Understanding):
- the basics for the diagnostic framework and the clinical treatments related to the developmental disorders
At the end of the course, the student will be able to (Acquired Skills):
- indicate the diagnostic classifications of DSM related to the developmental disorders and family relationships
- interpret the developmental disorders and family relationships from a psychodynamic point of view
- establish an assessment protocol related to the developmental disorders and family relationships