The course traces the history of childhood pedagogy and analyses the evolution of the concept of childhood in the work of various scholars, exploring some key issues (family relationships, identity, exploitation of childhood, etc.). The course aims to develop the ability to contextualise and critically and autonomously interpret the dimension of childhood according to different perspectives and through an appropriate vocabulary of reference. The course emphasises the value of the 'child age' and its central role in the development of humanity.

The course will explore the following topics:

The history of childhood pedagogy and its main areas of research
The historical and theoretical foundations of the history of childhood in international and national contexts
The discovery and mythologising of childhood
Childhood and schooling
Childhood and gender identity
Childhood, family and parental relations
Abandoned and wild childhood
Exploitation of childhood and its rights
Representation of childhood in narrative media

None.

In relation to the discipline the student should show: 

Knowledge and understanding - mastery of the basic knowledge related to the discipline of History of Pedagogy for Childhood (knowledge and understanding of the evolution of the concept of childhood; knowledge of the thoughts of pedagogues regarding childhood; understanding of different historical sources; understanding of different representations of childhood).

Applied knowledge and understanding - knowledge and understanding applied to the design of educational programmes; understanding, contextualising and updating different conceptions of childhood and related issues; understanding and critically reading sources.

Making judgements - recognising recurring thematic strands in the history of childhood in different sources/materials/products; ability to independently historicalise current issues and actualize historical issues related to childhood, autonomy in analysing and critically evaluating representations of childhood between past and present.

Communication skills - mastery of the discipline-specific language, argumentation skills.

Learning skills - to critically and independently re-elaborate the texts and materials proposed, acquire interdisciplinary interpretative tools that lead to a personal re-elaboration of the concepts underlying the discipline.

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

Not planned.

Teaching

The teaching is structured through lectures followed by participatory debate (during which students are asked to reflect and dialogue with the lecturer on specific aspects of the discipline and its contents), in-depth seminars, viewings of films and thematic videos and possible group exercises.

Attendance

Not mandatory.

Course books

Two compulsory texts:

• Cambi F., Di Bari C., Sarsini D., Il mondo dell'infanzia. Dalla scoperta al mito alla relazione di cura, Apogeo, Milano, 2012, from page 1 to page 54.
• Ulivieri S., Covato C. (a cura di), Itinerari nella storia dell'infanzia. Bambine e bambini, modelli pedagogici e stili educativi, Unicopli, Milano, 2001, from page 181 to page 376.

One of the following volumes of your choice:

• Baldacci M., Zabalza M.A., L'utopia montessoriana. Pace, diritti, libertà, ambiente, Erickson, Trento, 2019, up to page 150.
• Contini M., Demozzi S. (a cura di), Corpi bambini. Sprechi di infanzie, FrancoAngeli, Milano, 2016, up to page 140.
• Macinai E., L'infanzia e i suoi diritti. Sentieri storici, scenari globali e emergenze educative, ETS edizioni, Pisa, 2006, up to page 148.
• Forni D., Raccontare il genere. Nuovi modelli identitari nell’albo illustrato, Unicopli, Milano, 2022, From page 75 to page 224.
• Surace B., I volti dell’infanzia nelle culture audiovisive, Mimesis, Milano 2022, pages from 41 to 68, from 99 to 166, from 207 to 233 (chapters 2, 4, 5 and part of 7).

Assessment

The course requires a written test structured in two parts: the first with closed answers (15 questions, 1 point per answer), the second with open answers (3 questions, with a maximum of 5 points per answer). The evaluation criteria for the questions with open answers consider the language used, the correctness of the content, and the critical understanding of the themes presented.

The assessment is expressed in thirtieths (0/30) and the time available for the test is one hour.

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

The examination programme and evaluation methods are the same as for attending students.

Attendance

Not mandatory.

Course books

The examination programme and evaluation methods are the same as for attending students.

Assessment

The course requires a written test structured in two parts: the first with closed answers (15 questions, 1 point per answer), the second with open answers (3 questions, with a maximum of 5 points per answer). The evaluation criteria for the questions with open answers consider the language used, the correctness of the content, and the critical understanding of the themes presented.

The assessment is expressed in thirtieths (0/30) and the time available for the test is one hour.

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.