12
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 theories on play from a pedagogical perspective and the assumptions underlying educational research
2. (applying knowledge and understanding) ability to apply knowledge in the planning and implementation of educational interventions focused on the playful device
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 provides basic knowledge relating to the foundations of general pedagogy
Teaching Methods
Laboratory teaching.
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. Group work and collaborative relationships aimed at building a creative project will be promoted.
The course aims to promote 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 during the course through a review of the ongoing project and at the end of the course through an oral discussion of the project completed in small groups.
The assessment criteria used to assess the learning outcomes include:
- the originality of the project completed
- the ability to create connections between the project and real-world work situations
- the ability to use pedagogical vocabulary and scientific terminology
- the ability to critically analyze the educational problem and propose solutions and interventions
Students who do not attend will take an oral exam focusing on the content outlined in the syllabus.
The grade will be expressed in thirtieths and will therefore range from 18/30 to 30/30 with honors, depending on the achievement of the skills demonstrated.
An exam that demonstrates a clear originality of the completed project, a mature ability to connect the project to real-world work situations, a solid command of scientific language, and a mature ability to critically analyze the educational problem and propose solutions and interventions will be considered excellent (30-30 cum laude).
An exam that demonstrates a satisfactory originality of the completed project, a full ability to connect the project to real-world work situations, an excellent command of scientific language, and an excellent ability to critically analyze the educational problem and propose solutions and interventions will be considered excellent (28-29).
An exam that demonstrates a satisfactory originality of the completed project, a solid ability to connect the project to real-world work situations, a solid command of scientific language, and a good ability to critically analyze the educational problem and propose solutions and interventions will be considered good (25-27).
A grade of fair (22-24) will be given to an exam that demonstrates a moderate level of originality in the project, a reasonable ability to connect the project to real-world work situations, a reasonable command of scientific language, a reasonable ability to critically analyze the educational problem, and to propose solutions and interventions.
A grade of fair (18-21) will be given to an exam that demonstrates a limited level of originality in the project, a limited ability to connect the project to real-world work situations, a reasonable command of scientific language, a reasonable ability to critically analyze the educational problem, and to propose solutions and interventions.
A grade of poor will be given to an exam that demonstrates a lack of originality, difficulty connecting the project to real-world work situations, inappropriate use of scientific language, or an inability to critically analyze the educational problem, and to propose solutions and interventions.
Texts
Resnick M. (2018). Come i bambini. Immagina, crea, gioca e condividi. Coltivare la creatività con il Lifelong Kindergarten del MIT. Erickson, Trento.
Dovigo F. (2025). Pedagogia del gioco. Idee e strumenti per la didattica. Carocci, Roma
Contents
The course intends to provide the foundations of game pedagogy by reconstructing the relationship between childhood, play and education. The contents that will be covered include:
- the main pedagogical theories on the game
- the classification of the types of children's play
- the functions and pedagogical value of the game
The teaching activities will focus on the device of creativity, to be understood as a method and potential space for growth, and on the classroom experimentation of playful-creative processes according to the 4 P model proposed by Resnick (2018): peer, play, project, passion .
The course aims to promote the construction of open and constructive laboratorial knowledge through experiential learning methods (experience, sharing, process, generalization, application).