The course aims to provide students with a thorough knowledge of the theoretical foundations of teaching and the main educational practices in childcare services, with particular attention to the contexts of nursery school. Particular emphasis will be given to the didactic criteria that allow the teaching of the different languages - linguistic, reading-writing, mathematical, expressive and space-visual - in the first six years of life to be consciously designed, exploitation of evidence from scientific research. The course will also offer an overview of early childhood education, taking into account both national and European perspectives. The course also aims to develop professional skills that will enable future early and second childhood educators to promote children’s development and effectively use differentiated teaching devices, strategies, techniques and approaches.
 

The course aims to address the main issues relating to teaching in early childhood education services. Much space will be devoted to the analysis of concrete examples of educational situations.
The lessons will cover the following topics:

• Introduction to Teaching;
• Teaching in the nursery and kindergarten;
• Educational methods;
• The practice of reading aloud in services 0-6;
• The integration of Information and Communication Technologies in services 0-6;
• The European quality framework on ECEC (Early Childhood Education and Care).

None.

Knowledge and understanding

• Students will gain a solid understanding of the basic principles of teaching and educational practices applied in early childhood settings, with particular reference to nursery school.
• They will be able to understand the theoretical and scientific foundations that support different educational practices and how these can be used to promote child development in the first six years of life.

Applying knowledge and understanding

• Students will be able to apply the didactic principles learned to rationalize and improve language teaching practices (language, reading-writing, mathematics, expression, visual space) in educational contexts for children.
• They will be able to use educational devices, strategies and techniques effectively to promote learning and development in children aged 0-6.

Making judgements

• Students will develop the ability to critically evaluate and choose the most appropriate teaching practices for the various childhood education contexts, taking into account the specific needs of children and families.
• They will be able to analyse and reflect on educational practices using scientific evidence as a guide for improving the quality of teaching.

Communication skills

• Students will acquire the ability to communicate clearly and accurately with colleagues/s, parents and other stakeholders, using appropriate professional language to describe the teaching practices and progress of children.
• They will be able to document the educational activities and results achieved, using documentation as a tool for communication and service quality assessment.

Learning skills

• Students will develop an aptitude for continuous learning, recognising the importance of constantly updating themselves on new research and educational methodologies.
• They will be able to integrate new knowledge into their daily work as educators, adapting teaching practices to new scientific evidence and changes in educational contexts.

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

None.

Teaching

During the course, active participation of students will be promoted through group discussions, project work and workshops in which real educational situations will be simulated. This approach promotes the development of critical skills such as problem solving, creativity and teamwork. Students will be encouraged/ed to reflect critically on their own experiences and share their reflections with colleagues, thus enriching the collective learning process.

Innovative teaching methods

The following teaching strategies are planned during the course:

• Theoretical lessons;
• In-depth seminars;
• Cooperative learning;
• Laboratory teaching.

Attendance

None.

Course books

F. Frabboni, Manuale di Didattica Generale, Editori Laterza.

A. Bondioli , D. Savio, Educare l’infanzia. Temi chiave per i servizi 0-6, Carocci editore.

A. Bobbio, A. Bondioli, D. Savio, Materiali per il sistema integrato 0-6. Norma, curricolo e pensiero pedagogico, Mondadori Università.

M. Montessori, La scoperta del bambino, Garzanti.

Assessment

The intended objectives are verified by a written test. The examination will be assessed according to the following criteria: 

• relevance, effectiveness and degree of articulation of the responses in relation to the contents of the programme;
• formal appropriateness of the language used, degree of recourse to technical terms;
• ability to discuss critically the issues addressed;
• completeness;
• originality of the elaborated products.

The final assessment is expressed in thirty-ths. 

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

During the course, active participation of students will be promoted through group discussions, project work and workshops in which real educational situations will be simulated. This approach promotes the development of critical skills such as problem solving, creativity and teamwork. Students will be encouraged/ed to reflect critically on their own experiences and share their reflections with colleagues, thus enriching the collective learning process.

Attendance

None.

Course books

F. Frabboni, Manuale di Didattica Generale, Editori Laterza.

A. Bondioli , D. Savio, Educare l’infanzia. Temi chiave per i servizi 0-6, Carocci editore.

A. Bobbio, A. Bondioli, D. Savio, Materiali per il sistema integrato 0-6. Norma, curricolo e pensiero pedagogico, Mondadori Università.

M. Montessori, La scoperta del bambino, Garzanti.

Assessment

The intended objectives are verified by a written test. The examination will be assessed according to the following criteria: 

• relevance, effectiveness and degree of articulation of the responses in relation to the contents of the programme;
• formal appropriateness of the language used, degree of recourse to technical terms;
• ability to discuss critically the issues addressed;
• completeness;
• originality of the elaborated products.

The final assessment is expressed in thirty-ths. 

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

None.