Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

A.A. 2018/2019

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. 1A Sep 24, 2018 Nov 10, 2018
Sem. 1B Nov 19, 2018 Jan 12, 2019
Sem. 2A Feb 18, 2019 Mar 30, 2019
Sem. 2B Apr 8, 2019 Jun 1, 2019
Exam sessions
Session From To
Sessione Invernale Jan 14, 2019 Feb 16, 2019
Sessione Estiva (Gli esami sono sospesi durante la Sessione di laurea) Jun 3, 2019 Jul 27, 2019
Sessione Autunnale Aug 26, 2019 Sep 21, 2019
Degree sessions
Session From To
Sessione Estiva Jul 8, 2019 Jul 13, 2019
Sessione Autunnale Nov 4, 2019 Nov 9, 2019
Sessione Invernale Mar 30, 2020 Apr 4, 2020
Holidays
Period From To
Festa di Ognissanti Nov 1, 2018 Nov 1, 2018
Festa dell’Immacolata Dec 8, 2018 Dec 8, 2018
Vacanze di Natale Dec 22, 2018 Jan 6, 2019
Vacanze di Pasqua Apr 19, 2019 Apr 23, 2019
Festa della liberazione Apr 25, 2019 Apr 25, 2019
Festa del lavoro May 1, 2019 May 1, 2019
Festa del Santo Patrono - S. Zeno May 21, 2019 May 21, 2019
Festa della Repubblica Jun 2, 2019 Jun 2, 2019
Vacanze Estive Aug 12, 2019 Aug 17, 2019

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

B C D G L M N P R S T

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Burro Roberto

roberto.burro@univr.it +39 045 802 8911

Capiluppi Claudio

claudio.capiluppi@univr.it 045/802.8621

Cecchi Sergio

sergio.cecchi@univr.it 0458028034

Cima Rosanna

rosanna.cima@univr.it 0458028046

Dal Toso Paola

paola.daltoso@univr.it 045/8028281

De Cordova Federica

federica.decordova@univr.it +39 045 802 8369

De Silvestri Donato

donato.desilvestri@univr.it

Dusi Paola

paola.dusi@univr.it 045/8028616

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Landuzzi Maria Gabriella

mariagabriella.landuzzi@univr.it +39 045 802 8547

Lascioli Angelo

angelo.lascioli@univr.it +39 045802 8156

Lavelli Manuela

manuela.lavelli@univr.it +39 045 802 8136

Lonardi Cristina

cristina.lonardi@univr.it 045/8028360

Loro Daniele

daniele.loro@univr.it +39 045 802 8041

Macor Laura Anna

lauraanna.macor@univr.it 045 802 8686

Melotto Federico

federico.melotto@univr.it; federicomelotto@hotmail.com

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Nicolini Andrea

andrea.nicolini.uni@gmail.com - andrea.nicolini@univr.it

Pelgreffi Igor

igor.pelgreffi@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Porceddu Cilione Pier Alberto

pieralberto.porcedducilione@univr.it; pierre_pordd@yahoo.it 045 8028732

Portera Agostino

agostino.portera@univr.it +39 045802 8397

Ronsivalle Gaetano Bruno

gaetanobruno.ronsivalle@univr.it 3462156236

Sità Chiara

chiara.sita@univr.it 0039.045.8028572

Stoffella Marco

marco.stoffella@univr.it +39 045802 8376

Tronca Luigi

luigi.tronca@univr.it +39 045 8028075

Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University. Please select your Study Plan based on your enrolment year.

CURRICULUM TIPO:
ModulesCreditsTAFSSD
9
A
(M-PED/01)
1 module among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
6
E
-
ModulesCreditsTAFSSD
1 module among the following
6
A
(M-FIL/03)
1 module among the following
6
B
(SECS-S/05)
1 module among the following
Training
12
F
-
ModulesCreditsTAFSSD
9
B
(M-PED/03)
1 module among the following
6
C
(M-PED/01)
Final exam
6
E
-

1° Year

ModulesCreditsTAFSSD
9
A
(M-PED/01)
1 module among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
6
E
-

2° Year

ModulesCreditsTAFSSD
1 module among the following
6
A
(M-FIL/03)
1 module among the following
6
B
(SECS-S/05)
1 module among the following
Training
12
F
-

3° Year

ModulesCreditsTAFSSD
9
B
(M-PED/03)
1 module among the following
6
C
(M-PED/01)
Final exam
6
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°- 3°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S00794

Teacher

Chiara Sità

Coordinatore

Chiara Sità

Credits

9

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Language

Italian

Period

Sem. 1A, Sem. 1B

Learning outcomes

AIMS
1. Knowledge and understanding
Regarding the knowledge and understanding, at the end of the course the students:
1a. will possess the knowledge of the roots and the main conceptual references of the early childhood educationd, with particular focus on the concept of care.
1b. will know the essential elements of the Italian and European services for early childhood (0-3).
1c. will have developed an adequate understanding of the critical issues concerning the meaning of education in the 0-6 age range, starting from the analysis and elaboration of their images of child, family, learning, educational relationships.

2 - Ability to apply knowledge and understanding
The course also promotes the application of knowledge and understanding skills that will facilitate access to childcare services during the internship and the gradual consolidation of the educator professional identity and skills with children in the 0-3 age range. In particular, at the end of the course attendance, the students:
2a. will be able to outline a pedagogical analysis of educational practices and models in childcare services.
2b. will be able to contextualize their educational intervention in relation to the needs of the child and the environment and to self-evaluate in the exercise of educational practice.

Program

Knowledge that you must have prior to attending the course (acquired in the first year): foundations and models of pedagogical theory, basic notions of developmental psychology, and history of early childhood education.
The activities that contribute to the achievement of the learning goals are presented below.
1a. To consolidate the knowledge of the roots and of the main conceptual references of the pedagogy of childhood, with particular reference to the theme of care.
The study of texts and the attendance of classes contribute to this goal. The manual "Pedagogia dell’infanzia e cultura dell’educazione" presents the main concepts and authors of infant education and care, while the texts "Filosofia della cura" and "Momenti di cura" offer a theoretical framework and guidelines for the practice of care.
1b. Know the essential elements of the Italian and European panorama on services for early childhood (0-3).
This objective will be achieved in particular with the study of Bobbio’s text and the visit to the Loris Malaguzzi Center dedicated to the Reggio Approach. Furthermore, on the online platform, updated materials will be available on the topic "Infancy and Early Childhood Education and Care" in the European Union countries.
1c. Develop an adequate understanding of critical issues regarding the meaning of education in the 0-6 age range starting from the analysis and elaboration of their images of child, family, learning, educational relationships in childhood.
During class, a space will be dedicated to the discussion of representations and mental models that students use to understand and interpret the world of children and the role of educational figures. These activities are aimed at promoting awareness of how some rooted assumptions guide practices and solicit a critical approach to stereotypical representations of children, families, educational relationships, and learning. Furthermore, the books support the achievement of this objective, always making explicit the connection between models and practices and dedicating space to the theme of continuing education, reflexivity and supervision in educational work with children.
2a. To be able to analyze educational practices and models in childcare services from a pedagogical point of view.
In particular, during the lessons and field visits, particular attention will be paid to the development of observational skills oriented to understand the spaces, the objects, the gestures of the educational figures and to read and deepen their meanings and motivations in relation to theories and models. Educational.
2b. To know how to contextualize one's educational intervention in relation to the needs of the child and the environment and self-evaluate in the exercise of the educational practice.
During the lessons there will be moments of work in groups and discussion on concrete cases that will contribute to enhance the reflexive, planning and evaluative skills and to put each and every one in the conditions of experimenting in a protected and non-judgmental space the processes of thought, comparison and decision-making that take place in educational practice. The cases will also be available on the platform in order to allow those who do not attend but are interested to have tools for experiencing reflection on practice.

Bibliografia

Reference texts
Author Title Publishing house Year ISBN Notes
Luigina Mortari Filosofia della cura Mondadori 2012
Donata Ripamonti, Paola Tosi Momenti di cura Junior 2013
Bobbio Andrea Pedagogia dell'infanzia e cultura dell'educazione  

Examination Methods

The exam is a 60-minute test that includes both multiple choice questions (4 answer options, only one of them is correct) and open-ended questions with limited response space. Only for those attending the course there is the possibility of enrolling in an individual oral exam, centered on the discussion of a report produced by the student during the course and based on the course contents and books. Further information on this method of examination will be provided in class. Both the exams evaluate: knowledge and understanding of the concepts and approaches presented in the books, ability to produce a reasoning on concrete cases starting from the theories and concepts, ability to produce synthesis and adequate arguments, and use of the scientific language. In addition, the oral test also evaluates the ability to critically question models and educational approaches with respect to a specific topic and the ability to construct a line of reasoning on concrete cases.

Type D and Type F activities

Modules not yet included

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.

Linguistic training CLA


Gestione carriere


Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology, Applied
Tesi - Contatto fisico intergruppi Psychology - Psychology, Social
Ambienti e contesti di lavoro con minori Various topics
Analisi dei personal network di sostegno Various topics
comunicazioni relative alla tesi Various topics
Il teatro come contesto educativo Various topics
I processi di globalizzazione culturale nella società contemporanea Various topics
La social network analysis applicata allo studio dei contesti educativi Various topics
L'educatore ed i progetti europei Various topics
L'impegno associativo in ambito educativo Various topics
Politiche sociali e contesti educativi Various topics
Progetti di collaborazione con le istituzioni scolastiche Various topics
PROPOSTE TESI AMBITO GEOGRAFICO Various topics
Scuola e capitale sociale Various topics
Stage Research area
Tirocinio - Contatto fisico intergruppi PSYCHOLOGY - PSYCHOLOGY
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Applied
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Social

Practical information for students


Student mentoring


Stage e Tirocini

Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza. Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:
  • fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
  • approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;
Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.

Nuove Linee Guida per il tirocinio di Scienze dell'educazione.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Attachments


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.