D90330-C - Childhood and Family Pedagogy Laboratory

1 – (Knowledge and Understanding)

The course aims to achieve the following learning objectives, structured according to the Dublin Descriptors:

- Knowledge and understanding of the main pedagogical constructs;

- Knowledge and understanding applied to educational work;

- Independent study of pedagogical literature and critical-reflective skills;

- Communication and interpersonal skills applicable to the educational process;

- Ability to learn through identity construction and professional development.

2 – (Applying Knowledge and Understanding)

The workshop program, based on a student-centered, transpositional model, primarily involves the development of differentiated curricula based on the two majors of the degree program: Early Childhood Educator (0-6 years old) and Professional Socio-Pedagogical Educator.

For the "Educator for Early Childhood Services" major, students are invited to complete a workshop program aimed at developing a project for the inclusion of foreign children.

Starting from the study of the reference regulatory framework (Immigration Law n.40 of 06/03/1998 - Legislative Decree 286/98 - art.45 D.P.R. 394/99 Integration of minors - DPR 122/2009 and Note USR-ER 2011 Evaluation of foreigners - C.M.8/2013 - Guidelines for the reception and integration of foreigners February 2014 - Buona Scuola 107/2015 - Note 5535/2015 Recommendations for integration and interculturality), students carry out their inclusion projects according to a scientific scheme, starting from the analysis of the context, they learn to identify goals, objectives, subjects to be involved in the project intervention, without neglecting the identification of needs, the examination of available resources and the expected results.

At the end of the program, students will present their projects with an inclusion expert.

For the "Socio-pedagogical Educator" major, the workshop program involves the implementation of a re-educational project within the framework of probation for minors who have entered the criminal justice system.

The workshop program includes the analysis and study of probation in juvenile criminal proceedings.

D.P.R. 448/88 and the main restorative justice strategies will be studied, including through comparison with systems in other European Union countries.

At the end of the program, students will present their completed projects with a juvenile judge.

3 – (Making Judgments)

Students must be able to appropriately recognize, with critical thinking and reflexivity, the main techniques for implementing educational and re-educational projects.

4 – (Communication Skills)

Students will be able to describe, using technical terminology, the main reflective and methodological issues regarding educational interventions in formal and informal work contexts involving children.

5 – (Learning Skills)

Students will acquire self-assessment skills, including through the application of the student-centered transpositional model. This model is extremely useful for fostering the transition from knowledge to understanding and for achieving a direct experience of freedom, democracy, and mutual respect. This is realized through the formation of interacting groups united by a common purpose, made explicit and then agreed upon and defined both within the team and with the teacher, according to the interactionist and symbolic paradigm rooted in the studies of Dewey, Peirce, Lewin, and Piaget. This paradigm allows for an understanding of human behavior and the cultural value of symbols to which individuals, groups, and communities attribute meaning.