Studying pedagogy of narration the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know the main paradigms of the narrative in relation to representations of diversity forms;
-to know the characteristics of the specific setting of the narrating context and the main national and international theoretical contributions in the field of pedagogy.
In terms of applying knowledge and understanding:
-to analyse the different narrative languages and to distinguish the different products;
-to build narrative settings with reference to consolidated pedagogical methods.
In terms of independent judgment:
-to design educational- training interventions to enhance the recognition of the need to tell/self tell in narrative settings;
-to evaluate the most suitable narrative forms for different contexts.
In terms of communication skills:
-to master the different expressive languages with the children aged 0-6 years;
-to use educational relationship strategies in formal and non-formal educational contexts.
In terms of learning skills:
- to orientate between the forms of narrative and to propose new targeted pathways;
- to identify the network links with services such as libraries and expressive-creative laboratories, enhancing the language specificity.
In terms of knowledge and understanding:
-to know the main paradigms of the narrative in relation to representations of diversity forms;
-to know the characteristics of the specific setting of the narrating context and the main national and international theoretical contributions in the field of pedagogy.
In terms of applying knowledge and understanding:
-to analyse the different narrative languages and to distinguish the different products;
-to build narrative settings with reference to consolidated pedagogical methods.
In terms of independent judgment:
-to design educational- training interventions to enhance the recognition of the need to tell/self tell in narrative settings;
-to evaluate the most suitable narrative forms for different contexts.
In terms of communication skills:
-to master the different expressive languages with the children aged 0-6 years;
-to use educational relationship strategies in formal and non-formal educational contexts.
In terms of learning skills:
- to orientate between the forms of narrative and to propose new targeted pathways;
- to identify the network links with services such as libraries and expressive-creative laboratories, enhancing the language specificity.
teacher profile teaching materials
Theoretical framework
1) F. Cambi, C. Di Bari, D. Sarsini (2012). Il mondo dell'infanzia. Dalla scoperta, al mito, alla relazione di cura. Autori e testi, Apogeo, Roma ( pp.1-53).
2) B. Bettelheim, Il mondo incantato. Uso, importanza e significati psicoanalitici delle fiabe, qualsiasi edizione purché integrale. Il testo è disponibile anche in formato e-book.
Methodological considerations:
3) E. Fierli, G. Lancia, G. Franchi, S. Marini (2017). Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro, Settenove,Cagli (Pu).
Investigation
4) One book from the above selection:
R. Valentino Merletti, L. Paladin (2012). Libro fammi grande, Idest, Campi Bisenzio (Fi)(formato e-book);
R. Valentino Merletti, L. Paladin (2015). Nati sotto il segno dei libri, Idest, Campi Bisenzio (Fi)( anche formato e-book);
P. Tonelli (2009), Documentare le esperienze educative. Tecniche, organizzazione e strumenti, Anicia, Roma.
The study of the texts should be supplemented by the reading of two of the following books:
FIRST PATH: ME, YOU, US
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.
F. Sharafeddine, Le mie mani, Gallucci, Roma 2018.
F. Sharafeddine, I miei piedi, Gallucci, Roma 2018.
SECOND PATH - IN THE WORLD, WITHOUT BORDERS.
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.
THIRD PATH - TOGETHER YOU CAN
Aaron BecKer, Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014).
JI Hyeon Lee, La piscina, Orecchio Acerbo, Roma 2015.
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.
Ed Vere, Questo non è un leone, Terre di mezzo, Milano 2019.
Programme
The aim of this course is to present systematic reflections on the relationship pedagogic knowledge and narrative, giving value to the educational potential of stories in the growth process of children in the current multi-cultural contexts. Following a general presentation of the topics, narrative typologies for early childhood will be analysed with regard to the needs of socio-educational services promoting networks with local resources.Core Documentation
Recommended texts for preparation for the examTheoretical framework
1) F. Cambi, C. Di Bari, D. Sarsini (2012). Il mondo dell'infanzia. Dalla scoperta, al mito, alla relazione di cura. Autori e testi, Apogeo, Roma ( pp.1-53).
2) B. Bettelheim, Il mondo incantato. Uso, importanza e significati psicoanalitici delle fiabe, qualsiasi edizione purché integrale. Il testo è disponibile anche in formato e-book.
Methodological considerations:
3) E. Fierli, G. Lancia, G. Franchi, S. Marini (2017). Leggere senza stereotipi. Percorsi educativi 0-6 anni per figurarsi il futuro, Settenove,Cagli (Pu).
Investigation
4) One book from the above selection:
R. Valentino Merletti, L. Paladin (2012). Libro fammi grande, Idest, Campi Bisenzio (Fi)(formato e-book);
R. Valentino Merletti, L. Paladin (2015). Nati sotto il segno dei libri, Idest, Campi Bisenzio (Fi)( anche formato e-book);
P. Tonelli (2009), Documentare le esperienze educative. Tecniche, organizzazione e strumenti, Anicia, Roma.
The study of the texts should be supplemented by the reading of two of the following books:
FIRST PATH: ME, YOU, US
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.
F. Sharafeddine, Le mie mani, Gallucci, Roma 2018.
F. Sharafeddine, I miei piedi, Gallucci, Roma 2018.
SECOND PATH - IN THE WORLD, WITHOUT BORDERS.
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.
THIRD PATH - TOGETHER YOU CAN
Aaron BecKer, Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014).
JI Hyeon Lee, La piscina, Orecchio Acerbo, Roma 2015.
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.
Ed Vere, Questo non è un leone, Terre di mezzo, Milano 2019.
Type of delivery of the course
Lessons in attendance (with use of multimedia). Lectures by authors and illustrators representing local educational realities. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, a teaching channel will be created on the Teams platform for lessons and a specific didactic space will be created on the Moodle platform (https://formonline.uniroma3.it/).Type of evaluation
Oral exam with an analysis of chosen passages. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, evaluation will proceed through evaluation tests via the Teams platform and within the didactic space on the Moodle platform (https://formonline.uniroma3.it/).