Study-unit GENERAL EDUCATION AND EDUCATIONAL PROJECT (CHILD 0-3)
| Course name | Sciences of education |
|---|---|
| Study-unit Code | A003391 |
| Curriculum | Educatore dei servizi educativi per l'lnfanzia |
| Lecturer | Roberto Orazi |
| Lecturers |
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| Hours |
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| CFU | 12 |
| Course Regulation | Coorte 2023 |
| Supplied | 2023/24 |
| Supplied other course regulation | |
| Learning activities | Base |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Sector | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | Italian |
| Contents | Teaching as a science of education: nature, structure and problems Historical references -theories on didactic research Educational planning of educational interventions: phases and tools Educational devices Aspects and problems of teaching communication. The relationship between learning models and teaching techniques, with particular attention to active methodologies. Case studies by various authors and related insights. Educational planning: phases, tools, procedures in relation to different contexts |
| Reference texts | 1.Castoldi Mario, Didattica generale, nuova edizione riveduta e ampliata, Milano: Mondadori, 2015 – (versione a stampa o ebook) 2. Bonaiuti Giovanni, Calvani Antonio, Ranieri Maria, Fondamenti di Didattica. Teoria e prassi dei dispositivi, Roma: Carocci, (2016) (10° ristampa 2022) 3. Zonca Paola & Colombini Sabina, Come progettare al nido. Costruire percorsi di crescita per bambini 0-3, Milano: Mondadori, 2019. 4. Floriana Falcinelli (a cura di), L'educatore professionale oggi. Formazione, competenze, esperienze., Roma: Carocci Editore, 2021. |
| Educational objectives | The course aims to provide students with the skills for didactic planning and knowledge of the most relevant aspects of contemporary didactic research and of the elements that qualify teaching in the early childhood education service. To Know the specificity and phases of educational planning, based on the various contexts. Design educational courses and activities taking into account both the students' previous knowledge and experience (their learning methods) and the characteristics of the disciplinary contents. Knowing how to observe and analyze the characteristics of the relational dimension of a didactic situation. |
| Prerequisites | In order to understand and be able to better deal with the course, students must have the ability to read and understand a written text. |
| Teaching methods | The course is organized as follows: 1. Lectures will deal of issues and problems related to the course topics. 2. Practical exercises on educational software and graphic organizers. |
| Other information | Location: Florenzi palace, Department of Philosophy, Human and Social Sciences and Education Timetable: For the timetable of lessons see http://www.fissuf.unipg.it |
| Learning verification modality | In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. The exam includes an oral which consists of a discussion-interview on the topics covered during the course and deepened on the recommended texts. The test serves to ascertain the level of knowledge and understanding, as well as synthesis, achieved by the student. Furthermore, this interview will allow to verify the student's ability to communicate what has been acquired with method, properties of language and exposure. The duration of the exam varies according to the progress of the test itself. The program is identical for attending and non-attending students. For information on support services for students with disabilities, visit the page http://www.unipg.it/disabilita-e-dsa |
| Extended program | General teaching and educational planning with particular attention to educational services aimed at early childhood, both in theoretical and operational terms. Particular attention will be paid to deepening the epistemological framework of the different models and approaches relating to teaching, problematizing the underlying ideas of teaching and learning. The key point of analysis and reflection will be that relating to the relationship between experience and learning. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Goal 4 of the 2030 Agenda concerns quality education and aims to ensure inclusive, equitable and quality education for all. |