The course provides students with knowledge of authors and main concepts of social pedagogy (education and society, educational and cultural needs, promotion of well-being, prevention of discomfort and educational emergencies, continuous training, association for parenting, interculturalism, anti-racism) with particular reference to early childhood. The course peovides also in-depth information on the main authors of the 900. The different topics covered will be framed in the broader debate on pedagogical knowledge in relation to other disciplinary areas. In the laboratory the students will be involved in activities aimed at integrating theory and practice and between biography and profession also in preparation for the internship experience.
At the end of the course the student:
- will acquire knowledge about the authors and currents of thought relevant in the history of social pedagogy (Greek philosophers, religions and societies, great utopias, militant pedagogies, early childhood educators, etc..) and the problems that characterize the discipline today with particular reference to early childhood (rights and duties, care, respect for diversity, hospitality and relationship, play, support for parenting, biographical thinking);
- acquire basic research and intervention skills in the field of pedagogical and social research (action research). Thanks to the laboratory, students will have the opportunity to retrace their educational experience and to lay the foundations for consciously facing their professional future.
At the end of the course the student:
- will acquire knowledge about the authors and currents of thought relevant in the history of social pedagogy (Greek philosophers, religions and societies, great utopias, militant pedagogies, early childhood educators, etc..) and the problems that characterize the discipline today with particular reference to early childhood (rights and duties, care, respect for diversity, hospitality and relationship, play, support for parenting, biographical thinking);
- acquire basic research and intervention skills in the field of pedagogical and social research (action research). Thanks to the laboratory, students will have the opportunity to retrace their educational experience and to lay the foundations for consciously facing their professional future.
Curriculum
teacher profile teaching materials
NB Erasmus Students may discuss 2 books (B and C) in english an 1 in italian (A)
A) Santerini Milena Pedagogia socio-culturale Mondadori Università 2019) Celine Alvarez Sherab Chodzin (2019) The natural laws of childrens: why children thrive when we understand how their brain are wired, Shambhala, Boulder
C) Maria Montessori The secret of childhood
German French and Spanish students should contact the lecturer
Mutuazione: 22910177 PEDAGOGIA SOCIALE in Educatore di nido e dei servizi per l'infanzia L-19 ALUFFI PENTINI ANNA, OLIVIERI FABIO
Programme
Students will acquire knowledge of authors and of relevant currents of thought in the history of social pedagogy and of the problems that characterize the discipline today (role of the educator) with particular reference to early childhood (childhood cultures, educational deprivation, territoriality, rights and duties, care, respect for diversity, contact making and relationship, parenting skills, play). Students will also have the opportunity to acquire basic research and intervention skills in the field of pedagogical and social research (action research).Core Documentation
per gli studenti Erasmus sarà possibile concordare dei testi in lingua diversa dall'italianoNB Erasmus Students may discuss 2 books (B and C) in english an 1 in italian (A)
A) Santerini Milena Pedagogia socio-culturale Mondadori Università 2019) Celine Alvarez Sherab Chodzin (2019) The natural laws of childrens: why children thrive when we understand how their brain are wired, Shambhala, Boulder
C) Maria Montessori The secret of childhood
German French and Spanish students should contact the lecturer
Type of delivery of the course
If possible lessons will take place at the university, depending on the current health regulationsType of evaluation
The oral exam will focus on the topics of the texts. The knowledge acquired concerning the authors covered and the topics raised by them will be evaluated. The students' ability to critically elaborate what they have read and learned will also be examined. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be adhered to. teacher profile teaching materials
The social pedagogy laboratory intends to involve future socio-pedagogical professional educators by expanding their professional intervention toolbox. The objective of the meetings is to familiarize yourself with the basic knowledge of the theoretical-methodological assumptions of the orientation Appreciative to use them firstly on themselves, as self-analysis of the strengths in relation to personal experiences and, secondly, apply them in the contexts of professional socio-educational work.
Mutuazione: 22910177 PEDAGOGIA SOCIALE in Educatore di nido e dei servizi per l'infanzia L-19 ALUFFI PENTINI ANNA, OLIVIERI FABIO
Programme
The Appreciative inquiry was born in the 80s of the last century, by David Cooperrider and Suresh Srivastva (1987), as a positive action research model aimed at identifying in each situation the elements of strength and the best environmental and relational synergies inferring them from new ways of observing and narrating the reality process through narrative devices. Its application, in operational terms, primarily concerned the processes of change within company management contexts and then it is expanded to include the school environment and education, parent training for parents, guidance school and supervision for social workers.The social pedagogy laboratory intends to involve future socio-pedagogical professional educators by expanding their professional intervention toolbox. The objective of the meetings is to familiarize yourself with the basic knowledge of the theoretical-methodological assumptions of the orientation Appreciative to use them firstly on themselves, as self-analysis of the strengths in relation to personal experiences and, secondly, apply them in the contexts of professional socio-educational work.
Core Documentation
Gheno S. La formazione generativa. Un nuovo approccio all'apprendimento e al benessere delle persone e delle organizzazioni. Edizioni Franco Angeli, Milano 2010Type of delivery of the course
The workshop will be carried out in the presence. In reference to a possible extension of the health emergency from COVID-19, any provision of law, of the national government and of the competent bodies of the University that will concern the methods of carrying out the teaching will be made immediately enforceable even during the course of study. Consequently, the teaching methods will be adopted for the CdS workshop, even remotely, useful to guarantee the achievement of the training objectives and at the same time to protect the health of students and university staff. Also for any laboratory activities and traineeships, any provisions that regulate the way they are carried out and duration will be immediately implemented.Attendance
Attendance at the laboratory is optional however, given its practical nature, full participation is recommended.Type of evaluation
The final exam is oral. It is focus on the topics deal with by the laboratory program teacher profile teaching materials
NB Erasmus Students may discuss 2 books (B and C) in english an 1 in italian (A)
A) Santerini Milena Pedagogia socio-culturale Mondadori Università 2019) Celine Alvarez Sherab Chodzin (2019) The natural laws of childrens: why children thrive when we understand how their brain are wired, Shambhala, Boulder
C) Maria Montessori The secret of childhood
German French and Spanish students should contact the lecturer
Mutuazione: 22910177 PEDAGOGIA SOCIALE in Educatore di nido e dei servizi per l'infanzia L-19 ALUFFI PENTINI ANNA, OLIVIERI FABIO
Programme
Students will acquire knowledge of authors and of relevant currents of thought in the history of social pedagogy and of the problems that characterize the discipline today (role of the educator) with particular reference to early childhood (childhood cultures, educational deprivation, territoriality, rights and duties, care, respect for diversity, contact making and relationship, parenting skills, play). Students will also have the opportunity to acquire basic research and intervention skills in the field of pedagogical and social research (action research).Core Documentation
per gli studenti Erasmus sarà possibile concordare dei testi in lingua diversa dall'italianoNB Erasmus Students may discuss 2 books (B and C) in english an 1 in italian (A)
A) Santerini Milena Pedagogia socio-culturale Mondadori Università 2019) Celine Alvarez Sherab Chodzin (2019) The natural laws of childrens: why children thrive when we understand how their brain are wired, Shambhala, Boulder
C) Maria Montessori The secret of childhood
German French and Spanish students should contact the lecturer
Type of delivery of the course
If possible lessons will take place at the university, depending on the current health regulationsType of evaluation
The oral exam will focus on the topics of the texts. The knowledge acquired concerning the authors covered and the topics raised by them will be evaluated. The students' ability to critically elaborate what they have read and learned will also be examined. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be adhered to. teacher profile teaching materials
The social pedagogy laboratory intends to involve future socio-pedagogical professional educators by expanding their professional intervention toolbox. The objective of the meetings is to familiarize yourself with the basic knowledge of the theoretical-methodological assumptions of the orientation Appreciative to use them firstly on themselves, as self-analysis of the strengths in relation to personal experiences and, secondly, apply them in the contexts of professional socio-educational work.
Mutuazione: 22910177 PEDAGOGIA SOCIALE in Educatore di nido e dei servizi per l'infanzia L-19 ALUFFI PENTINI ANNA, OLIVIERI FABIO
Programme
The Appreciative inquiry was born in the 80s of the last century, by David Cooperrider and Suresh Srivastva (1987), as a positive action research model aimed at identifying in each situation the elements of strength and the best environmental and relational synergies inferring them from new ways of observing and narrating the reality process through narrative devices. Its application, in operational terms, primarily concerned the processes of change within company management contexts and then it is expanded to include the school environment and education, parent training for parents, guidance school and supervision for social workers.The social pedagogy laboratory intends to involve future socio-pedagogical professional educators by expanding their professional intervention toolbox. The objective of the meetings is to familiarize yourself with the basic knowledge of the theoretical-methodological assumptions of the orientation Appreciative to use them firstly on themselves, as self-analysis of the strengths in relation to personal experiences and, secondly, apply them in the contexts of professional socio-educational work.
Core Documentation
Gheno S. La formazione generativa. Un nuovo approccio all'apprendimento e al benessere delle persone e delle organizzazioni. Edizioni Franco Angeli, Milano 2010Type of delivery of the course
The workshop will be carried out in the presence. In reference to a possible extension of the health emergency from COVID-19, any provision of law, of the national government and of the competent bodies of the University that will concern the methods of carrying out the teaching will be made immediately enforceable even during the course of study. Consequently, the teaching methods will be adopted for the CdS workshop, even remotely, useful to guarantee the achievement of the training objectives and at the same time to protect the health of students and university staff. Also for any laboratory activities and traineeships, any provisions that regulate the way they are carried out and duration will be immediately implemented.Attendance
Attendance at the laboratory is optional however, given its practical nature, full participation is recommended.Type of evaluation
The final exam is oral. It is focus on the topics deal with by the laboratory program