PEDAGOGIA GENERALE E DELL'INFANZIA CON LABORATORIO M - Z

The aim of the course is to provide students with the knowledge and skills to critically and problematically reflect on the major themes of contemporary pedagogical debates concerning educational theories, practices, and policies.

The following are the expected learning objectives in particular:

-Be familiar with pedagogical knowledge theories and models in order to interpret educational practices from a historical-evolutionary perspective.

-To apply theoretical and methodological knowledge to the interpretation of past, present, and future events and processes.

-Be able to synthesize the various approaches present in educational and training theories.

-Be able to observe and interpret childhood life and educational contexts from a pedagogical standpoint.

-Be able to read, understand, and critically select texts and documents in the pedagogical field.

- Be able to promote actions of self-evaluation of one's own learning aimed at the development of professional action.

Active learning methods will be used to teach, with frontal lessons alternated with collaborative group activities, discussions, exercises, and formative assessment activities.

If the course is taught in a blended mode or at a distance, the necessary variations to what has been previously stated may be introduced in order to comply with the syllabus.

The following topics will be covered: theoretical-foundational and epistemological-methodological issues in general pedagogy; the major theoretical models of education, with special emphasis on the world of childhood and professional childhood service.

Some central categories of the pedagogical discourse (play, growth, development, care, diversity, intentionality) will be examined using a prospective approach based on a historical/pedagogical framework. Anthological re-reading of key positions that gradually emerged in twentieth-century culture through images and plural representations of childhood.

The course will also provide an in-depth look at pedagogical activism in order to comprehend the models of a new childhood pedagogy as well as the historical-evolutionary processes of child pedagogy from a scientific, cultural, and social standpoint.

The following topics will be covered: theoretical-foundational and epistemological-methodological issues in general pedagogy; the major theoretical models of education, with special emphasis on the world of childhood and professional childhood service.

Some central categories of the pedagogical discourse (play, growth, development, care, diversity, intentionality) will be examined using a prospective approach based on a historical/pedagogical framework. Anthological re-reading of key positions that gradually emerged in twentieth-century culture through images and plural representations of childhood.

The course will also provide an in-depth look at pedagogical activism in order to comprehend the models of a new childhood pedagogy as well as the historical-evolutionary processes of child pedagogy from a scientific, cultural, and social standpoint.