Art History

IRENE STANZIONE

The Course has the general objective of presenting the main themes of General Didactics with particular reference to their application to educational contexts aimed at children in the 0-3 age range and their families.
The reflection is placed in a current dimension with reference to both research and action and in the broader dimension, the course intends to introduce the general issues and problems of the subject starting from its epistemological status, examining in particular the teaching relationship with other educational sciences.
Starting from a brief historical introduction of the discipline, the main problems of didactic research in its various contexts and the relationship between theory and practice will be examined.
In particular, theories and methodologies will be presented to plan, plan and implement effective educational interventions in educational contexts, with particular reference to those for early childhood (Nests, playrooms, etc.). A part of the course will be dedicated to laboratory activities aimed at the drafting of an educational project for the Nest or other educational service for young children and their families (Spaces together, Centers for children and parents, etc.).
Once the course is completed the students and students will have acquired knowledge about the main topics of general education starting from its epistemological status and the relationship with the educational sciences. They will also have acquired knowledge of theories and models of learning and teaching, particularly in the context of early childhood and personal help (family homes, reception centers for minors, etc.). Students and students will have a basic knowledge of the principles of communication and educational planning with particular reference to the planning and documentation of activities aimed at children in the 0-3 age range and the different forms of educational documentation that can be used in the nursery school. They will also have acquired the ability to understand the contexts of action of educators and educators, to observe and evaluate the quality of educational services aimed at young children and their families.
The activities of study, reflection, presentation and design will support the students in acquiring the specialized technical language of teaching. At the end of the course the students and students will have refined the ability to express themselves clearly taking into account the recipient, especially when these coincide with young children and their families. They will have also improved the ability to express themselves in writing, and to draw up documentation and educational projects for children in the 0-3 age range.
All the activities carried out during the course will converge in the general improvement of the ability to learn, which is realized in this case not only in the ability to read texts and documents of teaching, but also in knowing how to collect, interpret and reflect on problems and data related to the field of study of teaching, proving to possess scientific attitude and critical and self-critical skills.

1. Knowledge and Understanding (Dublin Descriptor 1)
At the end of the course, the student will:
Know the meaning, epistemological scope, and methodological framework of inclusive education.
Be familiar with the theoretical and regulatory principles related to the inclusion of students with Special Educational Needs (SEN).
Understand the genetic, environmental, and cognitive factors underlying Specific Learning Disorders (SLD).
Know the fundamental elements of teaching History, Geography, Mathematics, and Italian with an inclusive approach.
Be familiar with the main inclusive teaching strategies proven to be most effective according to scientific evidence.
Know the models of assessment and inclusive evaluation tools.

2. Applying Knowledge and Understanding (Dublin Descriptor 2)
At the end of the course, the student will be able to:
Design and manage inclusive learning environments in early childhood and primary education.
Apply appropriate strategies, compensatory tools, and dispensatory measures tailored to the educational needs of students with SLD.
Develop and evaluate accessible and inclusive assessment tests.
Adapt teaching materials in History, Geography, Mathematics, and Italian to enhance their comprehensibility for all students.
Promote the development of study skills as a lever for inclusion within school settings.
Support students in managing the emotional aspects related to learning and school activities.
Read, interpret, and administer assessment tools to identify early signs of risk for SLD.

3. Making Judgments (Dublin Descriptor 3)
At the end of the course, the student will be able to:
Critically evaluate school contexts and educational situations from an inclusive and reflective perspective.
Make informed methodological and didactic choices based on scientific evidence (Evidence-Based Education).
Analyze the relationship between instructional design, methodological strategies, and learning outcomes.
Consciously take on ethical and educational responsibilities towards students, families, the school community, and the local context.

4. Communication Skills (Dublin Descriptor 4)
At the end of the course, the student will be able to:
Communicate effectively and appropriately with students, families, colleagues, and external educational professionals, fostering constructive relationships.
Use technical and professional language to explain educational, methodological, and assessment choices.
Explain concepts, operational decisions, and related motivations in cooperative, case-study-based activities conducted in person.

5. Learning Skills (Dublin Descriptor 5)
At the end of the course, the student will be able to:
Independently update their knowledge through scientific sources, regulatory documentation, and best teaching practices.
Critically reflect on educational processes and the outcomes of inclusive practices, reworking their professional skills with a view to continuous development.
Learn and experiment with foundational elements of general and inclusive teaching.

Familiarity with basic concepts related to child development during the preschool and school years, particularly in the linguistic, cognitive, relational, and emotional domains.

Zuccoli, F., Teruggi, L. A., Nigris E. (a cura di) (2021), Didattica generale, Pearson (capitolo 1, 2, 7, 8, 9)
Calvani, A. (2014), Come fare una lezione efficace, Carocci editore

eaching is delivered in a lecture-based format with a systematic alternation between theoretical lessons and applied activities, following an integrated teaching approach aimed at ensuring the achievement of all expected learning outcomes.

In particular, the course adopts a combination of lectures, case studies, individual and group laboratory activities, simulations, and guided design activities. This methodological approach is intended to:

support the acquisition of fundamental knowledge (e.g., principles of general didactics, lesson structure, inclusive regulations);

develop applied skills (e.g., designing inclusive activities, adapting materials, simulating cases involving students with Specific Learning Disorders – SLD);

promote autonomy of judgment and critical reflection through guided discussion and the production of project-based work.

Lectures are used for the introduction and in-depth exploration of theoretical concepts and are frequently interspersed with practical activities such as:

analysis and discussion of real or simulated cases drawn from the school context;

individual exercises on lesson planning, teaching strategies, and assessment methods;

group work with peer review (e.g., adapting materials for students with SLD);

laboratory activities (12 hours, mandatory) aimed at the guided experimentation of inclusive teaching techniques and tools (e.g., developing Individualized Education Plans, applying the PQ4R method, creating assessment rubrics and compensatory tools).

The course also promotes reflective learning, emphasizing metacognition and dialogic exchange, and aims to foster the development of a conscious teaching professionalism grounded in both theoretical and practical evidence.

Attendance is not mandatory.

The assessment of the achievement of the expected learning outcomes takes place through a final oral examination.

The oral exam aims to verify:

knowledge and understanding of theoretical content (e.g., principles of general didactics, inclusive methodologies);

the ability to apply this knowledge to concrete situations;

autonomy of judgment in selecting appropriate teaching strategies;

communication skills, through the correct use of disciplinary language;

learning ability, demonstrated through connections between theoretical and practical topics.

During the interview, the student may be asked:

specific content related to each exam text;

to verbally design an inclusive lesson;

to justify methodological and assessment choices based on the texts in the syllabus and relevant regulatory references.

What are the fundamental phases of an effective lesson?

What is the function of a study method for students with dyslexia?

What role do emotions play in studying, and how can the teacher support students in managing them?