Pedagogical Sciences

Activity type

Discipline pedagogiche e metodologico-didattiche

SSD

M-PED/02

Year

N/D

Semester

N/D

CFU

6

Hours distribution

48 classroom hours

Lecturers

Activity type

Discipline pedagogiche e metodologico-didattiche

SSD

M-PED/04

Year

1st year

Semester

2nd semester

CFU

6

Hours distribution

48 classroom hours

Lecturers

PATRIZIA SPOSETTI

1
At the end of the module, students will be able to:
- know how the Italian construct of “povertà educativa” has developed and the evolution of its variations;
- reflect on the transformations carried out in educational systems and services for minors, in relation to ethical-moral conceptions and historical-cultural contexts;
- reflect on the skills needed for the educator who plans and works in complex and multicultural social contexts,
- know the historical, social, and cultural dynamics underlying educational interventions for minors outside the family.
- critically detect the dynamics of oppression in everyday events, and promote educational actions in an intercultural perspective.

2
The course aims to offer knowledge useful both to those interested in developing research activities and to those who intend to work as educators, as coordinators or coordinators, as education officials or managers in field of childcare and educational services.
At the end of the course students:
• have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding)
• are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyze problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyze and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding)
• have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments)
• have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; knowing how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)

1.Prerequisite of the module is basic knowledge of modern and contemporary history, general and social pedagogy.
2. A useful prerequisite is a basic knowledge of educational planning, evaluation, and the different types of educational services. However, the fundamental concepts will be reviewed during the course.

Module: Design of Educational Services
N/D
Module: HISTORY OF ACTIVE EDUCATION
The course focuses on the the methodology of educational planning. Starting from an analysis of the legislation, the evaluation of the quality of educational structures, of the space in its function of supporting the relationships between and of children and between them and with the environment and the educators, and of the interaction between pedagogy and architecture, design skills in their dimensions, the specific skills of educators and educators with particular reference to documentation and observation.

Module: Design of Educational Services
N/D
Module: HISTORY OF ACTIVE EDUCATION
Traverso Andrea. (2016) Metodologia della progettazione educativa. Competenza, strumenti e contesto. Roma: Carocci.
Course Note

Leone L., Prezza M., COSTRUIRE E VALUTARE I PROGETTI NEL SOCIALE. Manuale operativo per chi lavora su progetti in campo sanitario, sociale, educativo e culturale, Franco Angeli
Torre, M.E. Dalla progettazione alla valutazione. Dalla progettazione alla valutazione. Roma: Carocci.

Module: Design of Educational Services
N/D
Module: HISTORY OF ACTIVE EDUCATION
N/D

1. Lectures and interactive lessons, reading and commentary on documents and historical sources, case studies, viewing plus analysis of films, and classroom exercises are planned.
2. Starting from an analysis of current legislation, the course will explore topics related to the design and evaluation of the quality of educational facilities, the role of space as a support for relationships among children, between children and educators, and with the environment, as well as the interaction between pedagogy and architecture. Attention will also be given to design skills in their various dimensions, and to the specific professional competences of educators, with particular focus on documentation and observation.
A section of the course will be devoted to the analysis and discussion of educational service projects.

Students are strongly encouraged to actively participate in classroom exercises and make use of the material and information available online.

On the basis of the instructions provided by the teacher, the exam will consist of
1. an oral interview or a written test aimed at verifying the students’ acquisition of the most significant contents of the discipline, the mastery of historical-pedagogical vocabulary, and the argumentative ability.
The final mark will take into account the accuracy and quality of the answers, the linguistic correctness and presentation skills, the critical competence and the ability to connect general issues to the in-depth information indicated in the reading list.
2. The exam consists of the development and discussion of an educational service project.
During the oral examination, the main phases of educational planning will be addressed. Particular attention will be given to the description and analysis of the different stages of the planning process, from needs assessment to outcome evaluation.
Students will also be required to provide a definition of educational planning, highlighting its theoretical foundations and practical applications within various educational service contexts.

1.
The origins of the Italian construct of “povertà educativa”.
How was educational poverty measured from 2014 to 2020?
The process of deinstitutionalization in Italy.
Italian services for children outside the family in the 1980s.
The first Italian group homes.
2.
Development of an educational service project
Discussion of the project
Description of the phases and stages of educational planning
Definition of educational planning within the educational field

Module: Design of Educational Services
N/D
Module: HISTORY OF ACTIVE EDUCATION