Learning outcomes

Infant’s school
Educational goals
Knowledge and understanding skills
At the end of the course the student will have to:
- To know the main stages of the evolution of pedagogical thinking and the main authors who have marked the history of pedagogy, especially those who have taken part in the school of childhood;
- To know the evolution of different modes of education and training throughout history;
- To know the main theoretical models of childhood education established over time and the resulting educational-didactic practices;
- To know the characteristics of the educator's role in different ages;
- To know organizational and evaluation techniques of the school context of the childhood;
- Know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.

Knowledge and understanding skills applied
At the end of the course the students will have to:
- Be able to critically compare the various educational models of the childhood school present in history, their complexity and current reality;
- Be able to understand texts of historical-pedagogical nature and to place them in time;
- To be able to grasp in the evolution of pedagogical thinking the persistances and absences in the present world to reveal the lines of continuity that bind the various ages;
- Being able to have a historical sense and a scientific approach in reading the present and contextualizing the various sources.

Judgment autonomy
At the end of the course students will have to demonstrate:
- Ability to critically analyze historical educational models and to capture the positive aspects of past and present;
- Ability to overcome prejudices and preconceptions of the present and of the past;
- Possess the capacity of a scientific approach to historical-pedagogical research.

Communicative Skills
At the end of the course the students will have to:
- Know how to consciously use the specific terms / concepts in their historical evolution;
- Know how to make relationships correctly from the point of view of historical research;
- Know how to document what is produced exactly and pertinently.

Ability to learn
At the end of the course the students will have to:
- be able to face historical research;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods, examples valid for their activity.

Primary School

Educational goals
Knowledge and understanding skills
At the end of the course the student will have to:
- To know the main stages of the evolution of pedagogical thinking and the main authors who have marked the history of pedagogy, especially those who have taken part in primary school;
- To know the main theoretical models of primary school education and the consequent educational-didactic practices;
- To know the evolution of different ways of teaching teaching throughout history;
- Know the characteristics of the master in different ages;
- To know organizational and evaluation techniques in the primary school primary school context;
- Know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.

Knowledge and understanding skills applied
At the end of the course the students will have to:
- Ability to critically compare the various educational models of primary school present in history, their complexity and current reality;
- Be able to understand texts of historical-pedagogical nature and to place them in time;
- To be able to grasp in the evolution of pedagogical thinking the persistances and absences in the present world to reveal the lines of continuity that bind the various ages;
- Being able to have a historical sense and a scientific approach in reading the present and contextualizing the various sources.

Judgment autonomy
At the end of the course students will have to demonstrate:
- Ability to critically analyze historical educational models and to capture the positive aspects of past and present;
- Ability to overcome some prejudices and preconceptions of the present and the past;
- Have the capacity for a scientific approach to historical-pedagogical research.

Communicative Skills
At the end of the course the students will have to:
- Know how to consciously use the specific terms / concepts in their historical evolution;
- Know how to make relationships correctly from the point of view of historical research;
- Know how to document what is produced exactly and pertinently.

Ability to learn
At the end of the course the students will have to:
- be able to face historical research;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods, examples valid for their activity.

Program

Infant’s school
Course contents
- The evolution of pedagogical thinking, starting from modernity; In particular the study of the twentieth century;
- The evolution of the history of the childhood school from the late eighteenth century to the present;
- The nineteenth and twentieth century didactic methodology, used in the school of childhood; The figure of the teacher-educator in history

Didactic methods
- Direct lessons on certain content;
- Reading and analyzing documents and historical sources in shared form;
- Group work and relations;
- Seminars.

Reference texts
M. Gecchele, History of Education in Italy, Pensa Multimedia, Lecce-Rovato, 2014.
F. Cambi, Pedagogues of the Twentieth Century, Laterza, Rome-Bari, 2005.
M. Gecchele, L. Meneghin, Intergenerational Dialogue as an Educational Practice. The Girotondo Age Center of the Age, ETS, Pisa, 2016.
J. Dewey, Experience and Education, New Italy, Florence, 1970 (Traceable at the Library of Palazzo Zorzi and Frinzi).

Primary School

Contents
- The evolution of pedagogical thinking, starting from modernity; In particular the study of the twentieth century;
- The evolution of the history of primary school from the late eighteenth century to the present;
- The nineteenth and twentieth century didactic methodology, used in primary school, especially from active school;
- The figure of the master-educator in history.

Didactic methods
- Direct lessons on certain content;
- Reading and analyzing documents and historical sources in shared form;
- Group work and relations;
- Seminars.

Reference texts
M. Gecchele, History of Education in Italy, Pensa Multimedia, Lecce-Rovato, 2014.
F. Cambi, Pedagogues of the Twentieth Century, Laterza, Rome-Bari, 2005.
M. Gecchele, L. Meneghin, Intergenerational Dialogue as an Educational Practice. The Girotondo Age Center of the Age, ETS, Pisa, 2016.
J. Dewey, Experience and Education, New Italy, Florence, 1970 (Traceable at the Library of Palazzo Zorzi and Frinzi).

Examination Methods

3 How to test learning
- Learning will be evaluated in written mode, with open questions and predetermined space for the answers.
- There will be no difference in how to evaluate between participants and non-participants; Only consideration will be given to the commitment of those who are actively participating in any seminars with relationships and relationships.
- It will be evaluated in particular: knowledge of the main contents covered in the course; Grammatical correctness and logical argumentation; The ability to synthesize and to grasp the fundamental elements; The ability to re-elaborate.
- The assessment of the assessment test will take place in thirty-five and will be given by the written test.