Teaching code

4S00989

Credits

9

Coordinator

Luca Giovanni Michelangelo Ganzerla

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Moodle Seminars 0

The teaching is organized as follows:

Learning objectives

A) Knowledge and comprehension
KINDERGARTEN: - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the functions of Children’s Literature during pre-school age. - Knowledge and understanding of: 1) national and international picturebooks and illustrated books (features and theoretical aspects); 2) fairy tales (formal features, topics, adaptations, re-writings). - Knowledge of the most significant classical and contemporary picturebook makers. - Knowledge and understanding of: 1) the appropriate selection criteria for quality children’s books; 2) theoretical frameworks, targets, literacy promotion methods with the objective of educating future readers. - Knowledge and understanding of read-aloud functions, features and techniques (with special reference to expressive-literary performance).
PRIMARY SCHOOL - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the main features of historical children’s literature aimed at interpreting contemporary children’s books.
- Knowledge and understanding of: 1) the new educational and formative role of children’s literature; 2) the features of the best national and international contemporary children’s literature: trends, topics, characters, values, implicit and symbolic meanings, stylistic quality; 3) national and international picturebooks and illustrated books (features and theoretical aspects); 4) fairy tales (formal features, topics, adaptations, re-writings); 5) the definition of a “classic”, of its features and of appropriate reading-strategies for a selection of significant authors and titles; 6) contemporary national editorial products for children (strengths and weaknesses).
- Knowledge and understanding of pedagogy and reading promotion: theoretical framework, general and specific targets, methods in line with the most important international and national research.

B) Knowledge and applied comprehension practice
KINDERGARTEN:- Identifying a quality or commercial picturebook, according to a set of scientific criteria (i.e. artistic, literary, psycho-pedagogical) applied to its verbal and visual contents. - Identifying the best illustrated or non-illustrated versions of fairy tales and the best adaptations and rewritings. - Reading different narrative texts aloud in an expressive and interpretative way, avoiding excessively emphatic interpretations. - Identifying the most suitable post-reading activities available after read-aloud sessions, in order to promote reading and educate motivated and critical readers. - Evaluating and planning reading projects according to multidisciplinary and interdisciplinary scientific criteria (i.e. literary and psycho-pedagogical). - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.
PRIMARY SCHOOL - Applying scientific, literary and psycho-pedagogical criteria to identify: 1) good picturebooks, fiction books, children’s poetry books for the 6-10 age-range; or 2) poor quality, highly standardized and stereotyped commercial books. - Reading and re-reading texts with an expressive and interpretative approach based on specific textual features. - Selecting literary activities and educational games aimed at stimulating a deep interpretation and comprehension of the texts. - Interpreting the legislation dealing with Children’s literature and reading Pedagogy. - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.

C) Making judgements KINDERGARTEN - Knowledge and understanding of quality picutrebooks and critical aspects of contemporary national pre-school editorial products (strengths and weaknesses), both in terms of verbal and visual narration. - Assessing different read-aloud performances carried out by adults. - Assessing early literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.
PRIMARY SCHOOL - Knowledge and understanding of quality children’s literature and critical aspects of contemporary national editorial products (strengths and weaknesses), both in terms of verbal visual narration. - Selecting quality children’s narrative texts and identifying possible adaptation options. - Assessing different read-aloud performances carried out by adults. - Assessing literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.

D) Communication skills
KINDERGARTEN - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.
PRIMARY SCHOOL - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.

E) Learning skills
KINDERGARTEN- Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities. PRIMARY SCHOOL - Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities.

Prerequisites and basic notions

Basic knowledge: A) Children’s History; Pedagogy and School History; B) Pedagogy; C) Developmental Psychology; D) Literature; E) general knowledge about Art, History and Society.

Program

The course includes two parts.
The first part deals with Children’s Literature and the topics are: definitions, features (style, topics, characters), historical evolution and new educational functions of Children’s Literature; a selection of fundamental books (“Pinocchio”, fairytales,…) and authors (Collodi, Lindgren, Dahl, Munari, Ungerer, Milani, Morpurgo…) of the past and of the present; opportunities and threats of different editorial products.
The second part deals with Pedagogy of reading and aims at creating motivated and critical readers through the best Children’s Literature. The topics are: the reading crisis in Italy, in the contemporary multimodal society and in the Digital Era; the metamorphosis of the reader and the new reading needs of children and young adults; problematic aspects of reading promotion projects inside and outside the school environment in Italy; a new promotion paradigm: literacy promotion purposes, features, and phases through the best Children’s books; literacy promotion methods and strategies to achieve motivation and critical reading; analytical methods and strategies for the selection of the most suitable books and media (picturebooks, fairy tales, novels and poems) destined to different age groups (pre-school and primary school).

Bibliography

Didactic methods

COURSE DELIVERY METHODS
Lectures are conducted in presence of the Professor, and they are predominantly frontal.
Some sessions include the presence of guest speakers and experts. Every lecture is recorded and made available for a limited time on Moodle.
TEACHING METHODS
Lectures are predominantly frontal, with moments of discussion, case studies and read-aloud sessions.
PLEASE NOTE: lectures cover the fundamental parts of the programme. Students are expected to autonomously complete the required reading list.
The standard lesson plan will be integrated with supplementary materials, shared by the Professor on Moodle (e.g. integrative video lectures, video tutorials, research material, links).

Learning assessment procedures

The exam consists of a two-hour written test with a mix of semi-open and open questions. Each student is also expected to produce a short report about a book (chosen from a selection provided by the professor), based on the criteria and techniques discussed during the course. The present programme is valid for one academic year 2022/2023, i.e. until September 2023. There is no difference between attending and distance-learning students, but attendance is strongly recommended, whenever possible, so that students may experience and contribute to the workshop-based teaching.

Evaluation criteria

The exam covers the contents of the required readings. Students are expected to select relevant contents and produce a clear and exhaustive analysis and discussion.

Criteria for the composition of the final grade

FINAL GRADE
The final grade corresponds to the weighted average of the grades received in the written examination and in the workshop. 1 / 1.3 extra marks may be added for a complete and relevant book report.
No distinction is made between attending students and non-attending students.

Exam language

ITALIANO