48
General and Social Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to achieve the following training objectives, broken down according to the Dublin Descriptors:
1. (knowledge and understanding) advanced knowledge and ability to understand the main constructs of childhood and family pedagogy and the assumptions underlying educational research
2. (applying knowledge and understanding) ability to apply knowledge in the field of educational planning aimed at minors and families
3. (making judgements) ability to collect and interpret data, documents and texts deemed useful to determine autonomous judgements; critical-reflective skills necessary to identify the strengths and weaknesses of educational projects, ability to evaluate the quality of educational strategies, to critically examine one's own work
4. (communication skills) knowing how to communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors (families); communication and relational skills that can be applied within the educational process
5. (learning skills) ability to learn as a function of managing complex professional activities and projects that require taking responsibility for decisions in unpredictable work contexts; ability to learn as a function of identity construction and professional development
Course Prerequisites
The course includes basic prerequisites (knowledge required for access to the degree course):
- ability to understand a text
- oral communication skills
Teaching Methods
The teaching activities will be carried out in a dialogic and interactive manner aimed at promoting the student's critical reflection through the use of critical incidents and case studies. The students will be asked to tackle real educational problems by working in small groups (shared and distributed learning).
The course aims to promote creativity, the construction of open pedagogical knowledge through experiential learning methods based on the sequence: experience, sharing, process, generalization, application.
Assessment Methods
The expected learning outcomes will be assessed throughout the course through the use of the Mentimeter app with interactive multiple-choice questions and at the end of the course through an oral exam. The assessment criteria used to assess learning outcomes during the oral exam include:
- the completeness and relevance of the knowledge acquired
- the ability to create personal connections between content and connect it to real-world work situations
- mastery of pedagogical vocabulary and scientific terminology
- the ability to critically analyze educational problems and propose solutions and interventions.
Grades will be expressed in thirtieths and will therefore range from 18/30 to 30/30 with honors, depending on the level of proficiency demonstrated in the oral exam.
Excellent (30-30 with honors) will be awarded to exams demonstrating a comprehensive, organic, and detailed understanding of the content, full mastery of scientific language, and a mature ability to connect with real-world situations and engage in critical analysis.
Excellent (28-29) will be given to an exam that demonstrates in-depth knowledge of the course content, excellent command of scientific language, and a solid ability to connect real-world situations and engage in critical analysis.
Good (25-27) will be given to an exam that demonstrates adequate knowledge of the course content, good command of scientific language, and an adequate ability to connect real-world situations and engage in critical analysis.
Fair (22-24) will be given to an exam that demonstrates reasonable knowledge of the course content, acceptable command of scientific language, and the ability to connect real-world situations and engage in critical analysis.
Sufficient (18-21) will be given to an exam that demonstrates superficial knowledge of the course content, sufficient command of scientific language, and the ability to connect real-world situations and engage in critical analysis.
A test demonstrating difficulty navigating the course content, gaps in training, inappropriate use of scientific language, or predominantly rote knowledge will be considered insufficient.
Texts
1) Amadini M., Bobbio A., Bondioli A., Musi E. (2018). Itinerari di pedagogia dell'infanzia. Editrice Morcelliana, Brescia.
2) Priore A. (2018). Tempi e spazi del famigliare. Percorsi pedagogici. Pensa Multimedia, Lecce.
Contents
The course, starting from a historical journey on childhood pedagogy, intends to offer knowledge and tools to orient oneself in the field of educational planning and refine knowledge and skills aimed at building forms of educational co-responsibility between services and families.
Specifically, the themes of the educational relationship, the meaning and purposes of pedagogical work, the plurality of educational contexts and the educator's skills will be developed. Furthermore, particular attention will be paid to the role of reflexivity in educational work.
The main topics that will be covered during the lessons will be the following:
- the classics of childhood pedagogy
- the theoretical constructs of childhood pedagogy: educational care, play, educational relationship
- black pedagogy and its effects on the child
- transformations and renewal of childhood culture
- educational forms, systems and specificities of families
- constructs of parenthood and generativity
- from the concept of "family" to that of "families"
- space and time as interpretative categories of family educational relationships