The course is aimed at deepening the relationship between thought and language, understood as an action of metaphorization of reality, with a particular focus on the processes of signification and the interpretation of language as a tool. The course also intends to analyze the role of the different didactic mediators in symbolization processes and provide the theoretical and methodological tools to plan didactic activities aimed at favoring the acquisition of symbolic-cultural systems that offer the child the tools (ways of operating and representing , concepts, theories) necessary to develop one's cognitive abilities.

The course program will address the following topics:

1) The symbolic mind and the languages

2) the development of language in the child

3) the development of a theory of mind in the child

4) the learning of writing in the child

5) The learning of expressive languages in the child

Knowledge and understanding:

At the end of the course the student must have understood the genesis of the curriculum construct; must have acquired knowledge of the main theories of the curriculum; he will have to know the curricular planning devices; he must have understood the integrated curriculum construct and its characteristics; he will have to know the debate on curricular planning at the nursery and kindergarten.

Applying knowledge and understanding:

At the end of the course the student must demonstrate the ability to:

identify the field of curriculum problems through the analysis of educational contexts; elaborate project hypotheses based on different curriculum theories; analyze real curricula and proceed with their redesign in an integrated key; elaborate hypotheses of integration between the different disciplines of the curriculum coherently with the educational objectives of the human sciences area; analyze real curricular problems in kindergarten.

Making judgments:

At the end of the course, the student must demonstrate an aptitude for:

critically assess the adequacy of educational choices related to advanced curricular design; identify the most suitable operational devices for the implementation of integrated curriculum models; evaluate the quality of curicular integration.

Communication skills:

At the end of the course, the student must have acquired: the ability to communicate through the use of a specific evolved disciplinary language; the ability to discuss curricular planning choices in an articulated and coherent way in relation to the field of school problems.

Ability to learn (learning skills):

At the end of the course, the student will have acquired full autonomy in reading the study materials and teaching materials relating to the course; the ability to evaluate the impact of certain didactic choices on curricular planning.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lessons

Cooperative learning

in depth seminars

Innovative teaching methods

Some topics of the course will be treated following the practice of the “flipped lesson”.

Attendance

no attendance is required

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio (pp. 16-32). Carocci.

Cimatti, F. (2014). L'individuo è l'essere sociale: Marx e Vygotskij sul transindividuale (pp. 253-271).

Vygotskij, L. S. (1987). Strumento e simbolo nello sviluppo del bambino. In Id.  Il processo cognitivo, raccolta di scritti a cura di M. Cole, S. Scribner, VJ Steiner, E. Souberman (pp. 35-51) Torino, Boringhieri.

Leslie, A.M. (1998). “Mind, child’s theory of.” In E. Craig (ed.), Routledge Encyclopedia of Philosophy. London, Routledge.

Marraffa, M. Mindreading and Introspection, RIVISTA INTERNAZIONALE DI FILOSOFIA E PSICOLOGIA,  Vol. 6 (2015), n. 2, pp. 249-260

Cadinu, M.R., Kiesner, J. Children’s development of a theory of mind. Eur J Psychol Educ 15, 93–111 (2000). https://doi.org/10.1007/BF03173169

Further materials will be made available by the teacher on the Moodle platform › blended.uniurb.it. 

Assessment

Oral examination  

The oral exam will be assessed on the basis of the following criteria:

relevance, effectiveness and degree of articulation of the responses in relation to the contents of the program

adequacy of the disciplinary language used

ability to apply the knowledge acquired in reference to the different educational and professional contexts

ability to critically discuss the topics covered

completeness, adequacy and originality of the documents produced The final evaluation is expressed out of thirty.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".

Attendance

no attendance is required, of course

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio (pp. 16-32). Carocci.

Cimatti, F. (2014). L'individuo è l'essere sociale: Marx e Vygotskij sul transindividuale (pp. 253-271).

Vygotskij, L. S. (1987). Strumento e simbolo nello sviluppo del bambino. In Id.  Il processo cognitivo, raccolta di scritti a cura di M. Cole, S. Scribner, VJ Steiner, E. Souberman (pp. 35-51) Torino, Boringhieri.

Leslie, A.M. (1998). “Mind, child’s theory of.” In E. Craig (ed.), Routledge Encyclopedia of Philosophy. London, Routledge.

Marraffa, M. Mindreading and Introspection, RIVISTA INTERNAZIONALE DI FILOSOFIA E PSICOLOGIA,  Vol. 6 (2015), n. 2, pp. 249-260

Cadinu, M.R., Kiesner, J. Children’s development of a theory of mind. Eur J Psychol Educ 15, 93–111 (2000). https://doi.org/10.1007/BF03173169

Further materials will be made available by the teacher on the Moodle platform › blended.uniurb.it. 

Assessment

Oral examination  

The oral exam will be assessed on the basis of the following criteria:

relevance, effectiveness and degree of articulation of the responses in relation to the contents of the program

adequacy of the disciplinary language used

ability to apply the knowledge acquired in reference to the different educational and professional contexts

ability to critically discuss the topics covered

completeness, adequacy and originality of the documents produced The final evaluation is expressed out of thirty.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.