36
History of Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
- Knowledge and understanding
Knowledge in the field of children's literature, with a focus on the historical development of this discipline and aspects of research and interpretative criticism of literary texts intended for children;
Knowledge of the perspectives and theoretical models of children's literature;
- Ability to apply knowledge and understanding
Ability to create an authentic educational relationship, aimed at the emotional-affective, socio-cultural and cognitive maturation achieved through a conscious use of pre-reading and reading, both in pre-school and primary school;
Ability to design and implement educational pathways that use storytelling and books with a variety of methodologies and organisational solutions adapted to the child's development and learning progression;
Competence in the analysis and interpretation of children's literature texts;
Ability to read and comprehend texts from disciplines related to Children's Literature.
- Autonomy of judgement
Ability to interpret information critically and subsequently be able to act or make decisions independently.
Being able to compare children's literature with the educational needs of the school.
Being able to make autonomous and documented personal judgements on children's literature
- Communication skills
To acquire and be able to use pedagogical terminology related to children's literature appropriately in relation to different communicative and educational contexts.
Ability to use different modes of communication: oral exposition, written work, use of multimedia tools.
Ability to set out in an organised form the objectives and nature of the didactic intervention, through educational and didactic planning,
- Learning capacity
Ability to always expand one's knowledge of new publications in the field of literature for children and adolescents.
Ability to direct oneself in current publishing production and to research, select and utilise texts for use in teaching.
Course Prerequisites
Basic knowledge of: (A) history of childhood, pedagogy and schooling; (B) general pedagogy; (C) developmental psychology; (D) theory of literature; and (E) general culture in the arts, history and social sciences.
Teaching Methods
Lessons will be participatory in nature, through the use of slides, films, projections of illustrations, and classroom readings.
Assessment Methods
The assessment criteria used to evaluate learning outcomes during the oral examination include:
- the completeness and relevance of the knowledge acquired;
- the ability to make personal connections between content and relate it to real-life work situations;
- the appropriate use of vocabulary related to children's literature and scientific terminology;
- the ability to critically analyse children's literature and make connections with teaching practice.
Competence will be assessed through an oral examination aimed at verifying knowledge of the course content and the ability to apply it in a professional context, the ability to think independently and the use of appropriate scientific language. The mark will be expressed in thirtieths and will therefore vary from 18/30 to 30/30 with honours, depending on the level of competence demonstrated in the oral examination. An exam will be considered excellent if it demonstrates in-depth, comprehensive and accurate knowledge of the course content and mastery of scientific language. An exam will be considered satisfactory if it demonstrates adequate overall knowledge of the course content and appropriate use of scientific language. An exam will be considered sufficient if it demonstrates superficial knowledge of the course content and approximate use of scientific language. A test that demonstrates difficulty in navigating the course content, gaps in training in children's literature, inappropriate use of scientific language, or predominantly rote learning will be considered insufficient.
Texts
Teacher texts
Required:
- S. Barsotti e L. Cantatore, Letteratura per l’infanzia. Forme, temi e simboli del contemporaneo, Carocci, Roma, 2019 - Capitoli 1, 2, 3, 5, 7, 9, 10, 11, 12, 15, 18, 19.
- Trisciuzzi M.T., Ritratti di famiglia. Immagini e rappresentazioni nella storia della letteratura per l’infanzia, Pisa, ETS, 2018.
- Roghi V. Un libro d'oro e d'argento. Intorno alla Grammatica della fantasia di Gianni Rodari, Palermo, Sellerio, 2024.
Also, two fairy tales of your choice from one of the following collections:
- H.C. Andersen, Fiabe, Einaudi, Torino
- I. Calvino, Fiabe italiane, Mondadori, Milano
- J. e W. Grimm, Fiabe, Einaudi, Torino
- C. Perrault, Tutte le fiabe, Donzelli, Roma
Contents
The course will develop the main themes that lead from the History of Children's Literature to Children's Literature and the Pedagogy of Narrative, crossing different interpretative strands always tackled with an interdisciplinary and multidisciplinary perspective both with respect to pedagogical and historical areas and to related disciplines in the humanities.
Specifically, the following themes will be addressed:
- Books and reading 0-3 years: words and images in play
- How to grow pre-school readers: from tongue-tie to first books
- The poetic word for childhood between play and artistic experience
- The multidimensionality of visual literacy (picture books)
- The illustrated book (history, vision and contemporaneity)
- The new frontiers of comics: from classics to the graphic novel
- Children's literature, fairy tales and new forms of the fairy tale
- Rewritings of the classics in children's literature
- From book to screen. Reading, cinema and animation
- Family and school, metamorphosis of the imaginary
- Focus on "family portraits": making and being family through children's literature: escape, revival and children without families
- Change in recent Young Adults literature
- Children's literature in popular and science magazines
- Critical Paths in Children's Literature