|Unit||Credits||Academic sector||Period||Academic staff|
|PROGETTAZIONE EDUCATIVA NEI SERVIZI PER LA PRIMA INFANZIA||6||M-PED/03-METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION||Sem. 2A, Sem. 2B||
|LABORATORIO DI PROGETTAZIONE E VALUTAZIONE PER LA PRIMA INFANZIA||3||M-PED/03-METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION||See the unit page||See the unit page|
Knowledge and understanding Module 1: Educational planning in services for early childhood. 1. Know and understand what an educational project is and what are the different theoretical-practical approaches, related to educational planning. 2. The Project Cycle Management and the phases of a project: from the analysis of needs to the evaluation in its various conjugations. 3. Recognize and understand the specific characteristics of planning in early childhood educational services. Module 2: Design workshop and evaluation of early childhood educational practices 1. Knowing and understanding in the classroom, through individual and group activities, as planned in the context of day care center. Applying knowledge and understanding Module 1: Educational planning in services for early childhood 1: Acquire basic knowledge, skills and competences in educational planning, from knowledge to know-how. 2. Knowing how to use the acquired design skills, adapting them to very specific or particularly delicate or complex educational situations. Applying knowledge and understanding. Module 2: Design workshop and evaluation of early childhood educational practices 1. Knowing how to formulate and implement virtual educational projects, aimed at services for early childhood, and then make them subject to evaluation and possible reformulation.
1 The students will know and understand the meaning and function of educational design in early childhood educational settings, considering different levels, approaches and models both in terms of theory as well as practice. 2. They will also get to know and understand the concept of educational project and develop an adequate understanding of the different steps of the design process as an essential professional tool in order to translate pedagogical concepts into educational practice starting from the observation of children’s needs and competences. 3. They will be able to critically analyze practices and educational projects in terms of design processes, goals and main aspects that are strictly connected to pedagogical and organizational quality in ECEC services. 4. They will also develop basic competences in designing, analyzing and evaluating contexts and practices in early childhood settings, in connection to children’s, parents’ and educators’ potential and needs.
THEMES AND CONTENTS
Designing in early childhood educational settings: an intentional process.
Features, strategies, steps and actors of the educational design process.
The educational project as “key tool” of an ECEC setting: analyzing, reflecting and sharing within the educational team in order to organize complexity.
The educational project: contents, goals, models, approaches and methodological aspects for the analysis and drafting of project documents.
The role of observation in the process of educational design.
Connecting theory and practice: exploring coherence between the pedagogical project and everyday practice in educational work.
The educational project in the nursery school: designing children’s and adults’ well-being.
Adults listening to the child: strategies to design and set up educational contexts.
Education and care between theory and practice.
Keeping the role of the educator\teacher as a common thread, the main aspects that characterize the nursery's educational project will be examined:
- From home to nursery school: designing “introduction\familiarization time” (ambientamento) for children and parents.
- Everyday life in an early childhood setting: care, play and learning take place in relational contexts where time, spaces, materials, children and adults are of fundamental importance. Examination of the forms of organization, strategies, and choices in design that come together to shape positive educational experiences.
- Educational and caring spaces: designing living environments for the well-being of children and adults.
- Smart contexts and materials.
- Making education visible: the role of documentation. Observing, designing, documenting and assessing: a circular process.
- Learning and living outdoors: designing spaces and experiences in the natural environment.
- Meeting families: building positive relationships with parents.
- How do adults learn? In-service training, thinking, designing, sharing and reflecting together in the educational team.
- In continuity: the child's experience in the zero-to-six educational path
METHODS AND TOOLS
The teaching approach is aimed at fostering learning from experience that involves the active participation of students through dialogue and teamwork, as well as sharing of personal experience and reflection on the learning process.
- Interactive theoretical lessons
- Analysis of stimulus materials (documentation recounting real life projects and experiences in ECEC services, videos, articles, etc.)
- Dialogue with key experts: teachers, educators, pedagogistas and atelieristas who work in different settings in the ECEC field
- Project Work
- Use of the e-learning platform
- Particular emphasis will be given to teamwork and the creation of work groups.
ASSESSMENT METHODS AND CRITERIA
The exam is based on a written test with different types of question (multiple choice, open-ended, analysis of pictures and professional writing...) and on a project work. The test provides evaluation on content knowledge, conceptual understanding, analytic skills.
Paola Zonca, Sabina Colombini - Come progettare al nido. Costruire percorsi di crescita per bambini 0-3, Mondadori Università, 2019.
Laura Malavasi, Barbara Zoccatelli - Documentare le progettualità nei servizi e nelle scuole per l’infanzia, Junior, 2018.
SUGGESTED FOR PERSONAL STUDY
Daniela Martini, Ilaria Mussini, Cristina Giglioli, Francesca Rustichelli (a cura di), Educare è ricerca di senso. Applicazione di un approccio progettuale nell’esperienza educativa dei servizi 0-6 anni, Junior, 2015.
Anna Lia Galardini (a cura di), L'educazione al nido. Pratiche e relazioni, Carocci, 2020.
Monica Guerra, Le più piccole cose. L’esplorazione come esperienza educativa, Franco Angeli, 2019.
Barbara Ongari (a cura di), Un nido di persone. Costruire benessere per adulti e bambini, Junior, 2019.
|Zonca Paola, Colombini Sabina||Come progettare al nido. Costruire percorsi di crescita per bambini 0-3 (Edizione 1)||Mondadori Università||2019||978-88-6184-688-3||Per l'esame|
|Laura Malavasi, Barbara Zoccatelli||Documentare le progettualità nei servizi e nelle scuole dell'infanzia (Edizione 2)||Junior||2018||978-88-8434-850-0||Per l'esame|
|Daniela Martini, Ilaria Mussini, Cristina Giglioli, Francesca Rustichelli (a cura di),||Educare è ricerca di senso. Applicazione di un approccio progettuale nell’esperienza educativa dei servizi 0-6 anni (Edizione 1)||Junior||2015||9788884345974||Consigliato per approfondimento personale|
|Anna Lia Galardini (a cura di)||L'educazione al nido. Pratiche e relazioni. (Edizione 1)||Carocci||2020||978-88-7466-799-4||Consigliato per l'approfondimento personale|
|Monica Guerra||Le più piccole cose. L’esplorazione come esperienza educativa. (Edizione 1)||Franco Angeli||2019||978-88-917-8865-8||Consigliato per l'approfondimento personale|
|Barbara Ongari (a cura di)||Un nido di persone. Costruire benessere per adulti e bambini. (Edizione 1)||Junior||2019||978-88-8434-863-0||Consigliato per l'approfondimento personale|