- Studying the history of Western educational thought, from Modern to Contemporary Times, especially concerning the main authors focused on the peculiar features of teaching-learning processes during the childhood.
- Developing an in-depth knowledge, for each author, of the specific contribution to the spread of a pedagogical awareness about inclusive educational processes concerning students with learning difficulties and/or special needs due to conditions of economic, social and cultural disadvantage and/or disability.
- Identifying for each of the authors studied (Comenius, Rousseau, Pestalozzi, Lombardo Radice, Agosti for the primary school; Aporti, Froebel, the Agazzi sisters, Montessori and Malaguzzi for the pre-school) the pedagogical-didactical and organisational characteristics of the proposed school model, paying particular attention to time and space, didactic tools and aids, and the educational relationship between teacher and pupil.
- Maturing an awareness of the professional profile of pre-school and primary school teachers.
No prerequisites.
A closed connection between lessons and laboratory activities is aimed at validating, in facts and in theory, the methodology of work-related training.
For students attending the lessons: ongoing evaluations concerning: a) thoughtful feed-backs at the end of each lesson; b) taking a written text, consisting in three questions with open answers, of maximum 20 lines, to be filled in 90 minutes, concerning the course program’s contents and the course textbooks. Each question will be awarded maximum 10 points. The final marks will be published on the moodle platform by 15 days from the written text.
For students not attending the lessons: the exam will be structured in a written text consisting in 5 questions with open answers, of maximum 12 lines, to fill in 120 minutes, concerning the course program’s contents and the course textbooks (each question will be awarded maximum 6 points).
Genealogy and theorical-historical morphology of education, training and instruction processes during the childhood, from Modern to Contemporary Times. - Some main theoretical models of institutional structure and didactics action in primary schools (Comenius, Rousseau, Pestalozzi, Lombardo Radice and Agosti) and infant schools (Froebel, Aporti, sisters Agazzi, Montessori, Malaguzzi). - Specific in-depth analysis of the historical and methodological transition from “asylums” to “nursery school” until “infant school”, from “elementary school” to “primary school”. - The main pedagogical and cultural fundaments, developed by reading the proposed authors, at the basis of inclusive educational processes concerning students with learning difficulties and/or special needs related to conditions of economic, social and cultural disadvantage and/or disability.
Further information will be provided on the moodle platform of the course.
Erasmus students can agree the course program with the professor and attend the oral exam in English.
