Education and Training Science

ANNA SALERNI

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).

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).

None

The course aims to introduce to the general themes and problems of the subject from its epistemological status, examining in particular the relationship of didactics with other educational sciences and the need to educate for democratic didactics from the perspective of the Universal Design forLlearning (UDL), aimed at everyone and everyone.
Starting from a brief historical introduction of the discipline will examine the main problems of didactic research in its different contexts and study the relationship between theory and practice (5 hours).
In particular, theories and methodologies that are useful for planning, designing, and implementing effective educational interventions in different educational contexts, with a specific focus on early childhood services (nurseries, toy libraries, etc.) and those that require the intervention of educators (family homes, child care centers, etc.) (15 hours).
The course will present the different professions that can carry out in the educational field about othercontexts, recipients, and purposes.
Specific meetings on the skills and knowledge required of professionals working in different educational contexts and with different audiences with the participation of professionals in the field through direct testimony (about 20 hours).
The different themes of the course will be addressed both from a theoretical point of view, through reading and critical reflection on some texts and current issues in education, and from a practical point of view, through laboratory activities and individual and group activities.
Part of the course will include a workshop (12 hours) that will focus on communication in kindergartens, with a particular focus on children with disabilities.

The following texts are in the examination paper.

I seguenti testi saranno oggetto di valutazione della prova di esame
• Freire, P. (2004). Pedagogia dell'autonomia. Saperi necessari per la pratica educativa. Torino, Edizioni Gruppo Abele
• Lucisano, P., Salerni, A., Sposett,i P. (a cura di) (2013). Didattica e conoscenza, Carocci, Roma (capitoli 1,2,4,5,6,7)
• Salerni, A., Szpunar, G. (2019), Il professionista dell'educazione tra teoria e pratica, Edizioni Junior, Reggio Emilia.
• Ellis, P., Kirby, A., & Osborne, A. (2025). Neurodiversità e educazione: Guida introduttiva alla pedagogia della neurodiversità per insegnanti, educatori e caregiver (M. Cadavero, A. Salerni, & D. Moscone, a cura di). Edizioni LSWR.

A scelta uno dei seguenti romanzi
• Toebes, T. (2024). I coinquilini, Milano, Baldini+Castoldi.
• Mazzariol, G. (2018). Mio Fratello rincorre I dinosauri. Storia mia e di Giovanni che ha un cromosoma in più, Torino, Einaudi.

Per il laboratorio
• Fondazione Ares, Campanelli Verdi e Rossi. Screening precoce per bambini con Disturbo dello Spettro Autistico


THE BIBLIOGRAPHY MAY BE UPDATED AS THE COURSE PROGRESSES

Further texts and in-depth readings will be suggested in relation to the various topics covered in the course also on the basis of the specific interests of the students
On the moodle page of the course, mainly addressed to attending students, there is a space for in-depth study and discussion on some course topics.

The training activity foresees the active involvement of the students with the alternation of moments of frontal lessons, group work, laboratory activities, simulations in presence and online on moodle, presentations of activities and readings.
Specifically, the aim is to facilitate the connection between formal study and practical activities.

Attendance at the course is not compulsory but strongly recommended, especially for the 12 hours of laboratory activity. The program includes several moments of discussion, co-design, and group work. The schedule for non-attended students remains unchanged.

The examination mode is mixed and depends on attendance.
Will write the examination mode for non-attending students. Attendees may choose between written and oral examinations. The written test covers the topics of the course and consists of questions with closed stimulus and open response (5) related to the recommended textbooks. The duration of the test is 1 hour. The written test aims at measuring the students' knowledge of the most relevant contents of the course and their ability to present their arguments clearly and coherently and analyze the criticality and problematic nature of the questions posed.

For students attending the final assessment will be based on the following criteria:
(a) attendance of lectures and active participation in classes;
b) evaluation of the activities carried out during the course through the use of the Moodle platform that allows to collection papers, writings, verify participation in forums, the performance of tasks a formative assessment that will consider in the final evaluation portfolio (grade in the thirties for those who have done and participated successfully in all the activities proposed online)
c) an oral interview on the topics covered in class and the study texts.
Honors will be awarded to students who demonstrate an excellent knowledge of all the topics presented in the course and the ability to make connections between the various disciplines of the course of study.

Teaching according to you means
Relationship between theory and practice in education