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.
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.
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
Definition of lesson periods
Sep 21, 2020
Oct 31, 2020
Nov 9, 2020
Jan 9, 2021
Feb 15, 2021
Apr 1, 2021
Apr 14, 2021
May 29, 2021
Sessione d'esame invernale
Jan 14, 2021
Feb 13, 2021
Sessione d'esame estiva
Jun 7, 2021
Jul 24, 2021
Sessione d'esame autunnale
Aug 23, 2021
Sep 18, 2021
Sessione di laurea estiva
Jul 5, 2021
Jul 10, 2021
Sessione di laurea autunnale
Nov 8, 2021
Nov 13, 2021
Sessione di laurea invernale
Mar 28, 2022
Apr 1, 2022
Festa di Ognissanti
Nov 1, 2020
Nov 1, 2020
Dec 8, 2020
Dec 8, 2020
Vacanze di Natale
Dec 24, 2020
Jan 6, 2021
Vacanze di Pasqua
Apr 2, 2021
Apr 6, 2021
Festa della liberazione
Apr 25, 2021
Apr 25, 2021
Festa del lavoro
May 1, 2021
May 1, 2021
Festa del Santo Patrono
May 21, 2021
May 21, 2021
Festa della Repubblica
Jun 2, 2021
Jun 2, 2021
Aug 9, 2021
Aug 15, 2021
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.
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.
The students will know and understand the main concepts and authors in Early Childhood education, with a special focus on the relationship between care and early development. They will also get familiar with the current Italian and European ECEC system. They will be able to analyse and discuss the main critical issues on education and young children, starting from their own representations of child, family, learning and educational relationships. They will be able to recognize and critically analyse practices and educational models in real ECEC settings and to make appropriate and situated choices of educational interventions in connection to the child's needs, developmental stage, and context.
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 handbook presents the main concepts and authors of infant education and care, while the other texts 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 the books and the encounter with the Reggio Approach in collaboration with the Loris Malaguzzi International center.
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 educational models.
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.
Donata Ripamonti, Paola Tosi
Momenti di cura
Arianna Lazzari, Giulia Pastori, Chiara Sità, Paolo Sorzio
Prospettive educative per i servizi 0-6
The exam is based on a written test with different types of question (multiple choice, open-ended, analysis of pictures and professional writing...). The test provides evaluation on content knowledge, conceptual understanding, analytic skills.
Type D and Type F activities
Modules not yet included
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.
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.
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.