The aim of this course is to present systematic reflections on the relationship between pedagogy and narrative, valorizing the educational potentialities of stories in the growth process of girls and childrens in the current multi-cultural contexts. Following a general presentation of the topics, narrative typologies for early childhood will be analyzed with regard to the needs of socio-educational services, promoting networks with the resources of territory.
teacher profile teaching materials
With the study of Pedagogy of the narration the student will be able
Knowledge and understanding:
- to know the main paradigms of the narrative in relation to representations of the forms of diversity;
- to know the characteristics of the specific setting of the moment narrator and the main theoretical contributions in the field of pedagogy.
Applying knowledge and understanding:
- to analyze the different narrative languages and to distinguish the different products;
- to promote reading education programs.
Making judgements:
- to design educational- training interventions to enhance the recognition of the need to tell/self tell in narrative setting;
- to appraise the more proper narrative forms for the different contexts.
Communication skills:
- to master the different expressive languages with the children aged 0-6 years;
- to use different book formats.
Learning skills:
- to orientate between the forms of narrative and to propose new pathways;
- to identify the network links with services such as libraries and expressive-creative laboratories, enhancing the language specificity.
R. Valentino Merletti, G. Paladin, (2012). Libro fammi grande ( formato e-book).
E. Fierli, G. Lancia, G. Franchi, S. Marini (2015). Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro. Cagli( Pu):Settenove
Lo studio dei testi va integrato con la scelta di quattro libri (un testo per ciascuno) dei percorsi di lettura proposti:
PRIMO PERCORSO – IO, TU, NOI.
Suzy Lee, L’onda, Edizioni Corraini, Milano 2008.
Paloma Valdivia, Quelli di sopra e quelli di sotto, Kalandra Italia, Firenze 2014.
Marie-Louise Fitzpatrick, Testa in su. Testa in giù, Lapis Edizioni, Roma 2016.
Giovanna Zoboli, Mariachiara Di Giorgio, Professione Coccodrillo, Topipittori, Milano 2017.
Florie Saint-Val, Benvenuti a Toc-Toc, Sinnos, Roma 2017.
SECONDO PERCORSO – NEL MONDO, SENZA CONFINI.
Daniela Valente, Ilaria Bochicchio, Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS) 2012.
Claude K. Dubois, Akim corre, Babalibri, Milano 2014.
Irena Kobald, freya Blackwood Freya, Una coperta di parole, Mondadori, Milano 2015.
Louise Spilsbury, Hanane Kai, Bambini nel mondo. I conflitti globali, EDT, Torino 2018.
Louise Spilsbury, Hanane Kai, Bambini nel mondo. La povertà e la fame, EDT, Torino 2018.
Kate Milner, Il mio nome non è Rifugiato, Les Mots Libres, Bologna 2018.
TERZO PERCORSO – SENZA STEREOTIPI
Un testo a scelta di quelli citati nel testo Elena Fierli, Giovanna Lancia, Giulia Franchi, Sara Marini, Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro, Settenove, Cagli (Pu) 2017.
QUARTO PERCORSO – INSIEME SI PUÒ
Nicole De Cock, Aan de overkant (On the far side), Gottmer Publishing Group, Haarlem 2006.
Aaron BecKer, Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014).
JI Hyeon Lee, La piscina, Orecchio Acerbo, Roma 2015.
Amy Nielander, La gara delle coccinelle, Terre di Mezzo, Milano 2016.
Mac Barnett e Jon Klassen, Filo Magico, Terre di Mezzo, Milano 2016.
Ljerka Rebrovic, Ivana Pipal, Città blu, città gialla, Terre di Mezzo, Milano, 2017.
Programme
The aim of this course is to present systematic reflections on the relationship between pedagogy and narrative, valorizing the educational potentialities of stories in the growth process of girls and childrens ( 0-6 years) in the current multi-cultural and heterogeneous contexts. Following a general presentation of the topics, narrative typologies for early childhood will be analyzed with regard to the needs of socio-educational services, promoting networks with the resources of territory.With the study of Pedagogy of the narration the student will be able
Knowledge and understanding:
- to know the main paradigms of the narrative in relation to representations of the forms of diversity;
- to know the characteristics of the specific setting of the moment narrator and the main theoretical contributions in the field of pedagogy.
Applying knowledge and understanding:
- to analyze the different narrative languages and to distinguish the different products;
- to promote reading education programs.
Making judgements:
- to design educational- training interventions to enhance the recognition of the need to tell/self tell in narrative setting;
- to appraise the more proper narrative forms for the different contexts.
Communication skills:
- to master the different expressive languages with the children aged 0-6 years;
- to use different book formats.
Learning skills:
- to orientate between the forms of narrative and to propose new pathways;
- to identify the network links with services such as libraries and expressive-creative laboratories, enhancing the language specificity.
Core Documentation
F. Cambi, C. Di Bari, D. Sarsini (2012). Il mondo dell'infanzia. Dalla scoperta, al mito, alla relazione di cura. Autori e testi. Roma: Apogeo.R. Valentino Merletti, G. Paladin, (2012). Libro fammi grande ( formato e-book).
E. Fierli, G. Lancia, G. Franchi, S. Marini (2015). Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro. Cagli( Pu):Settenove
Lo studio dei testi va integrato con la scelta di quattro libri (un testo per ciascuno) dei percorsi di lettura proposti:
PRIMO PERCORSO – IO, TU, NOI.
Suzy Lee, L’onda, Edizioni Corraini, Milano 2008.
Paloma Valdivia, Quelli di sopra e quelli di sotto, Kalandra Italia, Firenze 2014.
Marie-Louise Fitzpatrick, Testa in su. Testa in giù, Lapis Edizioni, Roma 2016.
Giovanna Zoboli, Mariachiara Di Giorgio, Professione Coccodrillo, Topipittori, Milano 2017.
Florie Saint-Val, Benvenuti a Toc-Toc, Sinnos, Roma 2017.
SECONDO PERCORSO – NEL MONDO, SENZA CONFINI.
Daniela Valente, Ilaria Bochicchio, Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS) 2012.
Claude K. Dubois, Akim corre, Babalibri, Milano 2014.
Irena Kobald, freya Blackwood Freya, Una coperta di parole, Mondadori, Milano 2015.
Louise Spilsbury, Hanane Kai, Bambini nel mondo. I conflitti globali, EDT, Torino 2018.
Louise Spilsbury, Hanane Kai, Bambini nel mondo. La povertà e la fame, EDT, Torino 2018.
Kate Milner, Il mio nome non è Rifugiato, Les Mots Libres, Bologna 2018.
TERZO PERCORSO – SENZA STEREOTIPI
Un testo a scelta di quelli citati nel testo Elena Fierli, Giovanna Lancia, Giulia Franchi, Sara Marini, Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro, Settenove, Cagli (Pu) 2017.
QUARTO PERCORSO – INSIEME SI PUÒ
Nicole De Cock, Aan de overkant (On the far side), Gottmer Publishing Group, Haarlem 2006.
Aaron BecKer, Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014).
JI Hyeon Lee, La piscina, Orecchio Acerbo, Roma 2015.
Amy Nielander, La gara delle coccinelle, Terre di Mezzo, Milano 2016.
Mac Barnett e Jon Klassen, Filo Magico, Terre di Mezzo, Milano 2016.
Ljerka Rebrovic, Ivana Pipal, Città blu, città gialla, Terre di Mezzo, Milano, 2017.
Type of evaluation
Talks with choice of thematic routes.