With the course of Children’s literature, students will be able to achieve the following educational goals:
In terms of knowledge and understanding:
- knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children
- knowledge of the prospects and theoretical models of children’s literature
- knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship.
- knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts
In terms of ability to apply knowledge and understanding:
- ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading;
- ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression;
In terms of autonomy of judgment:
- Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective;
- Aptitude to consider alternative solutions to problems and to make decisions that respond to the children’s training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives;
- Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products.
In terms of communicative abilities:
- ability to expose in an organized manner the objectives and the nature of the educational activity through educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of different culture or religion;
- the ability to use digital communication tools in educational contexts.
In terms of learning ability:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children.
In terms of knowledge and understanding:
- knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children
- knowledge of the prospects and theoretical models of children’s literature
- knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship.
- knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts
In terms of ability to apply knowledge and understanding:
- ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading;
- ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression;
In terms of autonomy of judgment:
- Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective;
- Aptitude to consider alternative solutions to problems and to make decisions that respond to the children’s training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives;
- Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products.
In terms of communicative abilities:
- ability to expose in an organized manner the objectives and the nature of the educational activity through educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of different culture or religion;
- the ability to use digital communication tools in educational contexts.
In terms of learning ability:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children.
teacher profile teaching materials
The Children's Literature course is aimed at future nursery educators and childcare services to provide them with hermeneutical, didactic, historiographical, linguistic, ludic and iconographic tools useful for dealing with, with due pedagogical awareness, the reading of texts intended for children's public.
The lessons in attendance will be devoted mainly to the identification of strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Reading aloud, the animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of the images, the places where to carry out reading promotion (nest, school, library, playroom, house etc.), the creative relationship between storytelling, reading and writing: these are just some of the great themes that go through and determine the complex relationship of the child with the literary and iconic text and which must be tackled with care and pedagogical professionalism to counteract the serious problem the removal of young people from reading practices and the use of literary texts.
Alongside these theoretical aspects the lessons of prof. Cantatore will be characterized by:
1. appropriate historical focus to identify the most important steps of the progressive formation of a literary tradition specifically dedicated to early childhood;
2. practical demonstrations of how to read a book to / with children (in this case students are actively involved).
During the course, cinematographic transpositions of literary texts for children will be projected and writers, illustrators, critics, publishers, booksellers, educators, teachers specialized in children's literature will be invited to lecture.
The course also includes virtual meetings between the lecturer and the students via e-mail (exchange of educational materials, urgent notices, information on events related to children's literature in which it is possible to participate as exhibitions, shows, exhibitions, etc. .). It is therefore essential that all students register for the Roma Tre formonline platform.
Storia e critica della letteratura per l’infanzia:
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
Albi illustrati (obbligatori):
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita
Albi illustrati (quattro a scelta):
• Emanuela Bussolati, Tararì tararera, Carthusia
• Nicola Grossi, Orso buco, Minibombo
• Hervé Tullet, Il gioco della luce, Phaidon-L’Ippocampo
• Chiara Carminati, A fior di pelle, Lapis
• Antonella Abbatiello, Case così, Donzelli
• Mem Fox, Helen Oxenbury, Dieci dita alle mani, dieci dita ai piedini, Il Castoro
• Gek Tessaro, Il fatto è, Lapis
• Wolf Erlbruch, La notte, Edizioni e/o
• Alessandro Sanna, Hai mai visto Mondrian?, Artebambini
• Lele Luzzati, Alì Babà e i quaranta ladroni, Interlinea
• Giovanna Zoboli, Mariachiara Di Giorgio, Professione coccodrillo, Topipittori
Un romanzo a scelta fra i seguenti:
• David Almond, Skellig, Salani, Firenze
• Anne Laure Bondoux, Le lacrime dell’assassino, San Paolo
• Aidan Chambers, Cartoline dalla terra di nessuno, Rizzoli
• Roald Dahl, Gli Sporcelli, Salani
• Neil Gaiman, Coraline, Mondadori
• Philip Pullman, La bussola d’oro, Salani
• Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori
• Jerry Spinelli, La schiappa, Mondadori
Un romanzo a scelta fra i seguenti:
• Ermanno Detti, Estrella, Giunti
• Luca Doninelli, Tre casi per l’investigatore Wickson Alieni, Bompiani
• Antonio Ferrara, Batti il muro, Rizzoli
• Luigi Garlando, Per questo mi chiamo Giovanni, Piemme
• Luisa Mattia, Dimmi quello che non so, Libri Volanti
• Angela Nanetti, Io dentro gli spari, Einaudi Ragazzi
• Bianca Pitzorno, Ascolta il mio cuore, Einaudi Ragazzi
• Roberto Piumini, Lo stralisco, Einaudi Ragazzi
• Guido Sgardoli, “The Stone. La settima pietra”, Piemme
• Bruno Tognolini, Rime di rabbia, Salani
• Paola Zannoner, Voglio fare la giornalista, De Agostini
Un classico a scelta fra i seguenti (sono ammesse solo edizioni integrali):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie
• Collodi, Le avventure di Pinocchio
• Hector Malot, Senza famiglia
• Ferenc Molnár, I ragazzi della via Pál
• Johanna Spyri, Heidi
• Robert Louis Stevenson, L’isola del tesoro
• Mark Twain, Le avventure di Huckleberry Finn
• Vamba, Le avventure di Gian Burrasca
Programme
The course will take place both in the first and in the second semester.The Children's Literature course is aimed at future nursery educators and childcare services to provide them with hermeneutical, didactic, historiographical, linguistic, ludic and iconographic tools useful for dealing with, with due pedagogical awareness, the reading of texts intended for children's public.
The lessons in attendance will be devoted mainly to the identification of strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Reading aloud, the animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of the images, the places where to carry out reading promotion (nest, school, library, playroom, house etc.), the creative relationship between storytelling, reading and writing: these are just some of the great themes that go through and determine the complex relationship of the child with the literary and iconic text and which must be tackled with care and pedagogical professionalism to counteract the serious problem the removal of young people from reading practices and the use of literary texts.
Alongside these theoretical aspects the lessons of prof. Cantatore will be characterized by:
1. appropriate historical focus to identify the most important steps of the progressive formation of a literary tradition specifically dedicated to early childhood;
2. practical demonstrations of how to read a book to / with children (in this case students are actively involved).
During the course, cinematographic transpositions of literary texts for children will be projected and writers, illustrators, critics, publishers, booksellers, educators, teachers specialized in children's literature will be invited to lecture.
The course also includes virtual meetings between the lecturer and the students via e-mail (exchange of educational materials, urgent notices, information on events related to children's literature in which it is possible to participate as exhibitions, shows, exhibitions, etc. .). It is therefore essential that all students register for the Roma Tre formonline platform.
Core Documentation
BIBLIOGRAFIA PER SOSTENERE L’ESAME:Storia e critica della letteratura per l’infanzia:
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
Albi illustrati (obbligatori):
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita
Albi illustrati (quattro a scelta):
• Emanuela Bussolati, Tararì tararera, Carthusia
• Nicola Grossi, Orso buco, Minibombo
• Hervé Tullet, Il gioco della luce, Phaidon-L’Ippocampo
• Chiara Carminati, A fior di pelle, Lapis
• Antonella Abbatiello, Case così, Donzelli
• Mem Fox, Helen Oxenbury, Dieci dita alle mani, dieci dita ai piedini, Il Castoro
• Gek Tessaro, Il fatto è, Lapis
• Wolf Erlbruch, La notte, Edizioni e/o
• Alessandro Sanna, Hai mai visto Mondrian?, Artebambini
• Lele Luzzati, Alì Babà e i quaranta ladroni, Interlinea
• Giovanna Zoboli, Mariachiara Di Giorgio, Professione coccodrillo, Topipittori
Un romanzo a scelta fra i seguenti:
• David Almond, Skellig, Salani, Firenze
• Anne Laure Bondoux, Le lacrime dell’assassino, San Paolo
• Aidan Chambers, Cartoline dalla terra di nessuno, Rizzoli
• Roald Dahl, Gli Sporcelli, Salani
• Neil Gaiman, Coraline, Mondadori
• Philip Pullman, La bussola d’oro, Salani
• Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori
• Jerry Spinelli, La schiappa, Mondadori
Un romanzo a scelta fra i seguenti:
• Ermanno Detti, Estrella, Giunti
• Luca Doninelli, Tre casi per l’investigatore Wickson Alieni, Bompiani
• Antonio Ferrara, Batti il muro, Rizzoli
• Luigi Garlando, Per questo mi chiamo Giovanni, Piemme
• Luisa Mattia, Dimmi quello che non so, Libri Volanti
• Angela Nanetti, Io dentro gli spari, Einaudi Ragazzi
• Bianca Pitzorno, Ascolta il mio cuore, Einaudi Ragazzi
• Roberto Piumini, Lo stralisco, Einaudi Ragazzi
• Guido Sgardoli, “The Stone. La settima pietra”, Piemme
• Bruno Tognolini, Rime di rabbia, Salani
• Paola Zannoner, Voglio fare la giornalista, De Agostini
Un classico a scelta fra i seguenti (sono ammesse solo edizioni integrali):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie
• Collodi, Le avventure di Pinocchio
• Hector Malot, Senza famiglia
• Ferenc Molnár, I ragazzi della via Pál
• Johanna Spyri, Heidi
• Robert Louis Stevenson, L’isola del tesoro
• Mark Twain, Le avventure di Huckleberry Finn
• Vamba, Le avventure di Gian Burrasca
Type of delivery of the course
The course takes place exclusively in the presence.Type of evaluation
Oral exam on the texts in the exam program.