The course aims to offer theories, techniques and methods for motor education aimed in particular at the early childhood age group. Knowledge of motor development with reference to the developmental age.
The student will be able to achieve the following educational objectives:
-to acquire basic knowledge about motor activities with particular attention to psycho-physical development and motor learning in developmental age;
-to diversify the educational proposals to be applied to the age group 0-6 to consolidate and strengthen types of educational intervention through movement.
The student will be able to achieve the following educational objectives:
-to acquire basic knowledge about motor activities with particular attention to psycho-physical development and motor learning in developmental age;
-to diversify the educational proposals to be applied to the age group 0-6 to consolidate and strengthen types of educational intervention through movement.
teacher profile teaching materials
The historical journey of rights to leisure and play for children, through actions promoted at an international, national and local level by political and philanthropic organizations (IPA, SO, UNICEF, WLO);
The evolution of motor abilities, capacity and competences in the developmental age, including learning, creativity and fun;
The main types of motor activity in childhood, from play activities to play-like activities;
Analysis, study and reflection on the roles played by adults and contexts (equipment, toys, technologies, etc.) within motor activities both in external and internal environments;
Designing and implementing motor activities in formal and informal contexts, with particular attention to triggering and enhancing inclusive, prosocial, and universal behaviors;
Motor activities as privileged places for observing and evaluating learning and behavior.
Casolo, A. (2018). From motor games to the life, through motor sport activities: the FIDAL Project. Formazione & Insegnamento XVI, 1, 2018, ISSN 1973-4778 print - 2279-7505 on line Supplemento 11-19
Bianquin, N. (2017). LUDI – Play for Children with Disabilities: multidisciplinarity in support of a new intervention model for the play of children with disabilities. Italian Journal of Special Education for Inclusion anno V, n. 1, 2017, 15-31.
Antonacci, F., Riva, C., Rossoni, E. (2017). Play and Disability. Swinging between Border and Pleasure. Italian Journal of Special Education for Inclusion anno V, n. 1, 2017 © Pensa MultMedia Editore srl ISSN 2282-5061 (in press) ISSN 2282-6041 (on line), pp. 147-159
Pennazio, V. (2015). Disability, play and robotics in kindergartens. TD Tecnologie Didattiche, 23(3), 155-163.
Lucattini P., Jayousi S., Martinelli A., Mucchi L., Lombardi G. (2019) Social Inclusion for Children with Disabilities: The Role of ICT in Play and Entertainment Activities. In: Mucchi L., Hämäläinen M., Jayousi S., Morosi S. (eds) Body Area Networks: Smart IoT and Big Data for Intelligent Health Management. BODYNETS 2019. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 297. Springer, Cham, pp. 281 - 300, ISBN: 978-3-030-34832-8 https://doi.org/10.1007/978-3-030-34833-5_22
Lombardi, G., & de Anna, L., Gardou, C., Roche, R., Ricci, C. (2014). Educating in differences for a prosocial culture in Revista Educação e Políticas em Debate. 3, 115-131.
Bortolotti, A., Ceciliani, A. (2007). Play with care, «RICERCHE DI PEDAGOGIA E DIDATTICA», 2007, 2, pp. 1 - 47.
Chiappetta Cajola, L., Rizzo, A.L. (2014). Play and disability: ICF-CY in inclusive educational planning in nursery and kindergarten. Form@re, Open Journal per la formazione in rete ISSN 1825-7321 - DOI: http://dx.doi.org/10.13128/formare-15271 Numero 3, Volume 14, anno 2014, pp. 25-42. Firenze University Press http://www.fupress.com/formare
Programme
The historical journey of rights to leisure and play for children, through actions promoted at an international, national and local level by political and philanthropic organizations (IPA, SO, UNICEF, WLO);
The evolution of motor abilities, capacity and competences in the developmental age, including learning, creativity and fun;
The main types of motor activity in childhood, from play activities to play-like activities;
Analysis, study and reflection on the roles played by adults and contexts (equipment, toys, technologies, etc.) within motor activities both in external and internal environments;
Designing and implementing motor activities in formal and informal contexts, with particular attention to triggering and enhancing inclusive, prosocial, and universal behaviors;
Motor activities as privileged places for observing and evaluating learning and behavior.
Core Documentation
Casolo, A. (2018). From motor games to the life, through motor sport activities: the FIDAL Project. Formazione & Insegnamento XVI, 1, 2018, ISSN 1973-4778 print - 2279-7505 on line Supplemento 11-19
Bianquin, N. (2017). LUDI – Play for Children with Disabilities: multidisciplinarity in support of a new intervention model for the play of children with disabilities. Italian Journal of Special Education for Inclusion anno V, n. 1, 2017, 15-31.
Antonacci, F., Riva, C., Rossoni, E. (2017). Play and Disability. Swinging between Border and Pleasure. Italian Journal of Special Education for Inclusion anno V, n. 1, 2017 © Pensa MultMedia Editore srl ISSN 2282-5061 (in press) ISSN 2282-6041 (on line), pp. 147-159
Pennazio, V. (2015). Disability, play and robotics in kindergartens. TD Tecnologie Didattiche, 23(3), 155-163.
Lucattini P., Jayousi S., Martinelli A., Mucchi L., Lombardi G. (2019) Social Inclusion for Children with Disabilities: The Role of ICT in Play and Entertainment Activities. In: Mucchi L., Hämäläinen M., Jayousi S., Morosi S. (eds) Body Area Networks: Smart IoT and Big Data for Intelligent Health Management. BODYNETS 2019. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 297. Springer, Cham, pp. 281 - 300, ISBN: 978-3-030-34832-8 https://doi.org/10.1007/978-3-030-34833-5_22
Lombardi, G., & de Anna, L., Gardou, C., Roche, R., Ricci, C. (2014). Educating in differences for a prosocial culture in Revista Educação e Políticas em Debate. 3, 115-131.
Bortolotti, A., Ceciliani, A. (2007). Play with care, «RICERCHE DI PEDAGOGIA E DIDATTICA», 2007, 2, pp. 1 - 47.
Chiappetta Cajola, L., Rizzo, A.L. (2014). Play and disability: ICF-CY in inclusive educational planning in nursery and kindergarten. Form@re, Open Journal per la formazione in rete ISSN 1825-7321 - DOI: http://dx.doi.org/10.13128/formare-15271 Numero 3, Volume 14, anno 2014, pp. 25-42. Firenze University Press http://www.fupress.com/formare
Type of delivery of the course
In addition to brief moments of interactive and participatory lectures, different teaching methodologies such as cooperative learning, problem solving, simulations, role-playing, brainstorming, debate and peer-education will be used.Type of evaluation
Oral interview to verify the acquisition of the proposed topics