The laboratory contributes to the development of professional teaching competencies for early childhood and primary education, integrating the theoretical foundations of general didactics with the practical experimentation of innovative methodologies. The activity is aimed at developing planning and reflective competences related to: competence-based curriculum design and development of Learning Units; organization of inclusive and differentiated learning environments; informed use of active and student-centered methodologies; design of formative and authentic assessment tools.
The laboratory promotes the ability to connect methodological choices, learning objectives and educational outcomes, in coherence with national curriculum guidelines and the professional profile of primary teachers.
(in line with the Dublin Descriptors)
Knowledge and understanding
Knowledge of the main models of general didactics and innovative teaching methodologies applicable to early childhood and primary education.
Applying knowledge and understanding
Ability to design and manage teaching segments consistent with learning objectives, context and pupils’ developmental characteristics.
Making judgements
Capacity to critically analyse teaching practices and instructional devices, evaluating their coherence and effectiveness.
Communication skills
Ability to argue and justify educational choices using appropriate disciplinary language.
Learning skills
Development of reflective and metacognitive competences supporting lifelong professional learning.
The student must have developed the ability to formulate hypotheses and have developed a critical and reflective approach
Laboratory activities are based on methodologies such as project-based learning, iterative instructional design, structured simulation with debriefing, guided peer review, and cognitive activation integrated into disciplinary pathways.
The design process is developed according to the principle of constructive alignment, with micro-experimentation and regulatory revision of the proposals developed, in order to ensure their coherence, inclusiveness, and transferability within early childhood and primary school contexts.
Learning assessment is based on the evaluation of the products developed within the laboratory activities and the scheduled simulations.
The final grade is expressed on a thirty-point scale (30/30).
Curatola, A. (2022). Mente corpo e apprendimento. Roma: Anicia;
The laboratory is oriented towards the design, prototyping and experimentation of instructional interventions transferable to early childhood and primary school contexts, with particular attention to the enhancement of local territory as an educational resource and to the construction of inclusive learning environments.
The activity is structured around a cyclical process including contextual analysis, definition of intended learning outcomes, operational design, development of materials, micro-experimentation and critical revision.
The laboratory includes:
Innovative experimentation includes extended learning environments (outdoor education, museum-based learning, guided urban exploration), the integration of embodiment, narration and digital tools, and the design of instructional devices that combine accessibility, cognitive activation and cultural embeddedness.
Attendance at laboratory sessions is compulsory.
