Pedagogical Sciences

The aim of the course is to provide theoretical and methodological knowledge on teaching / learning processes in educational contexts and the acquisition of planning and analysis competences in educational contexts in which subjects are involved. The lessons are dedicated to the acquisition of the theoretical frameworks of the discipline and methods/tools for educational contexts analysis. The teaching/learning processes will be deepened in a contextual and cultural perspective, so the student will acquire tools and methodologies for the analysis of discursive interactions between peers and between adults and children. In the lessons the main theories of learning/teaching are examined and the multiple dimensions that contribute to the realization of learning are explored (the conceptions of learning, organization of teaching context, the children participation in interactions). The laboratory is dedicated to build students' observational and interpretative skills through the use of tools (video observations, transcriptions of discursive interactions, paper observations) to analyze, planning and assess teaching/learning practices. The expected learning outcomes are: Knowledge of the main theoretical perspectives and research areas, on teaching / learning practices; Knowledge of the methodological tools of research such as the analysis of the discursive interaction useful for the observation and evaluation of teaching / learning practices; The ability to interpret teaching / learning processes through a socio-cultural perspective; The practical activities help students to acquire observational skills and get acquainted with the techniques and tools of the course that can be used in educational contexts. 1.1 Specific objectives of the course: Descriptor 1 (Knowledge and comprehension): The knowledge and comprehension of the main learning theories, from the classical to the more recent ones (socio-constructivist and historical-cultural); The knowledge and comprehension of scientific and narrative thinking development in children The knowledge and comprehension of qualitative tools for the observation of linguistic interactions between peers and between children and adults; Descriptor 2 (applying knowledge and comprehension) Apply the knowledge of the socio-constructivist and historical-cultural perspective for the observation of the teaching / learning processes located in the educational contexts; Use tools (analysis of discourse interactions) for the analysis and the planning of teaching / learning practices in educational contexts; Know how to identify the development of narrative and scientific thinking in children. Descriptor 3 (Critical and judgmental skills) Acquire critical analysis skills of educational interactions documented through video, paper-observations of educational contexts. Descriptor 4 (communication skills). Acquire the ability to communicate in oral and written form the results of qualitative observations related to educational contexts and interactions between teachers / educators and children Acquire the ability to work in group to agree, analyzes and reflections on video and / or paper documentation, to agree report for parents, educators, teachers. Descriptor 5 (Learning skill) To be able to continue in the acquisition and deepening of theoretical, methodological and applicative knowledge useful for the study and design of educational contexts.

1. Bruner J. (1997) La cultura dell’educazione. Milano, Feltrinelli; 2.Ajello A.M., Ghione V. (2011) Comunicazione e apprendimento tra scuola e società. Roma, Infantiae.org (sono da studiare tutti i capitoli della parte terza) https://valoreitalianobookstore.com/collections/scuola-e-universita?page=4 3.Monaco C. , Zucchermaglio C, (2021) Piccoli gruppi e apprendimento nella scuola dell’infanzia. Roma, Valore Italiano (sono da studiare i capitoli 1,3,5,6)

Attendance of the course is recommended

Evaluation Written exam divided into 3 open questions.

Face-to-face lessons and classroom work in small groups

The aim of the course is to provide theoretical and methodological knowledge on teaching / learning processes in educational contexts and the acquisition of planning and analysis competences in educational contexts in which subjects are involved. The lessons are dedicated to the acquisition of the theoretical frameworks of the discipline and methods/tools for educational contexts analysis. The teaching/learning processes will be deepened in a contextual and cultural perspective, so the student will acquire tools and methodologies for the analysis of discursive interactions between peers and between adults and children. In the lessons the main theories of learning/teaching are examined and the multiple dimensions that contribute to the realization of learning are explored (the conceptions of learning, organization of teaching context, the children participation in interactions). The laboratory is dedicated to build students' observational and interpretative skills through the use of tools (video observations, transcriptions of discursive interactions, paper observations) to analyze, planning and assess teaching/learning practices. The expected learning outcomes are: Knowledge of the main theoretical perspectives and research areas, on teaching / learning practices; Knowledge of the methodological tools of research such as the analysis of the discursive interaction useful for the observation and evaluation of teaching / learning practices; The ability to interpret teaching / learning processes through a socio-cultural perspective; The practical activities help students to acquire observational skills and get acquainted with the techniques and tools of the course that can be used in educational contexts. 1.1 Specific objectives of the course: Descriptor 1 (Knowledge and comprehension): The knowledge and comprehension of the main learning theories, from the classical to the more recent ones (socio-constructivist and historical-cultural); The knowledge and comprehension of scientific and narrative thinking development in children The knowledge and comprehension of qualitative tools for the observation of linguistic interactions between peers and between children and adults; Descriptor 2 (applying knowledge and comprehension) Apply the knowledge of the socio-constructivist and historical-cultural perspective for the observation of the teaching / learning processes located in the educational contexts; Use tools (analysis of discourse interactions) for the analysis and the planning of teaching / learning practices in educational contexts; Know how to identify the development of narrative and scientific thinking in children. Descriptor 3 (Critical and judgmental skills) Acquire critical analysis skills of educational interactions documented through video, paper-observations of educational contexts. Descriptor 4 (communication skills). Acquire the ability to communicate in oral and written form the results of qualitative observations related to educational contexts and interactions between teachers / educators and children Acquire the ability to work in group to agree, analyzes and reflections on video and / or paper documentation, to agree report for parents, educators, teachers. Descriptor 5 (Learning skill) To be able to continue in the acquisition and deepening of theoretical, methodological and applicative knowledge useful for the study and design of educational contexts.

1. Bruner J. (1997) La cultura dell’educazione. Milano, Feltrinelli; 2.Ajello A.M., Ghione V. (2011) Comunicazione e apprendimento tra scuola e società. Roma, Infantiae.org (sono da studiare tutti i capitoli della parte terza) https://valoreitalianobookstore.com/collections/scuola-e-universita?page=4 3.Monaco C. , Zucchermaglio C, (2021) Piccoli gruppi e apprendimento nella scuola dell’infanzia. Roma, Valore Italiano (sono da studiare i capitoli 1,3,5,6)

Attendance of the course is recommended

Evaluation Written exam divided into 3 open questions.

Face-to-face lessons and classroom work in small groups