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.
Canali
teacher profile teaching materials
The Children's Literature course is aimed at future nursery and children's services educators in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools useful to face, with due pedagogical awareness, the reading of texts intended for children.
The lessons will be mainly dedicated to the identification of strategies and methods to educate children in reading and to stimulate in them the necessary motivational processes. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of images, the places to promote reading (nursery, school, library, playroom, home, etc.), the creative relationship between narration, 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 that need to be tackled with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts.
Alongside these theoretical aspects, the lessons of Prof. Cantatore will be characterised by:
1. appropriate historical focus to identify the most important steps in 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 the active participation of the students is foreseen).
During the course, cinematic transpositions of literary texts for children will be shown and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lessons.
The course will also include virtual meetings between the teacher and the students by telematic means (exchange of teaching materials, urgent notices, information on events related to children's literature in which it is possible to participate such as exhibitions, shows, exhibitions, fairs, etc.). It is therefore essential that all students subscribe to the Roma Tre formonline platform.
Translated with www.DeepL.com/Translator (free version)
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019
Testi critici:
• Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021
• Giuseppe Lombardo Radice, Come si uccidono le anime, ETS, Pisa 2020
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita
Romanzi (da leggere in edizione integrale):
• Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli)
• Johanna Spyri, Heidi (edizione consigliata Giunti)
• Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli)
• Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli)
• L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli)
• P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Il G.G.G. (edizione consigliata Salani)
Programme
The course will take place in both the first and second semester.The Children's Literature course is aimed at future nursery and children's services educators in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools useful to face, with due pedagogical awareness, the reading of texts intended for children.
The lessons will be mainly dedicated to the identification of strategies and methods to educate children in reading and to stimulate in them the necessary motivational processes. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of images, the places to promote reading (nursery, school, library, playroom, home, etc.), the creative relationship between narration, 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 that need to be tackled with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts.
Alongside these theoretical aspects, the lessons of Prof. Cantatore will be characterised by:
1. appropriate historical focus to identify the most important steps in 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 the active participation of the students is foreseen).
During the course, cinematic transpositions of literary texts for children will be shown and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lessons.
The course will also include virtual meetings between the teacher and the students by telematic means (exchange of teaching materials, urgent notices, information on events related to children's literature in which it is possible to participate such as exhibitions, shows, exhibitions, fairs, etc.). It is therefore essential that all students subscribe to the Roma Tre formonline platform.
Translated with www.DeepL.com/Translator (free version)
Core Documentation
Manuale:• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019
Testi critici:
• Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021
• Giuseppe Lombardo Radice, Come si uccidono le anime, ETS, Pisa 2020
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita
Romanzi (da leggere in edizione integrale):
• Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli)
• Johanna Spyri, Heidi (edizione consigliata Giunti)
• Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli)
• Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli)
• L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli)
• P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Il G.G.G. (edizione consigliata Salani)
Type of delivery of the course
Lectures and seminarsType of evaluation
Oral interview on the course programme, the texts adopted and the reference bibliography teacher profile teaching materials
The aim of the course is to provide the historical, theoretical, conceptual and methodological foundations of children's literature.
The course aims to analyse the concept of children's literature, a discipline whose historical development will be explored in depth, focusing on both its classic and contemporary characteristics. The lessons will also seek to shed light on the many stereotypes and misconceptions about this literature, generally seen as simple or serene entertainment, whereas it contains, at its best, high levels of complexity. Lessons will also be devoted to identifying strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Some of the lessons will be specifically focused on the 0-3 years old, with particular attention to the relationship between early childhood and reading. Reading aloud, animated reading, the constraints of the reading environment, the physical relationship with the book-object, reading images, places where reading is promoted, the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary texts and that need to be addressed with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. These theoretical aspects of reading education will be accompanied by practical demonstrations of how a book can be read to/with children, with the active participation of the students.
• Susanna Barsotti, Lorenzo Cantatore (eds), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
• Susanna Barsotti, Vamba e “la grandezza dei piccoli. “Il giornalino della domenica” (1906-1911), Ancia
• Lorenzo Cantatore et al., In cerca di guai. Studiare la letteratura per l’infanzia, Junior.
For those who are interested in the subject, from the May 2022 round, the book "Vamba e la 'grandezza dei piccoli' ", can be replaced with the work edited by Emanuele Ortu "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior, which will be published in March 2022.
Picture books:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Cappuccetto Rosso. Una fiaba moderna, La Margherita
Novels (to be read in full-length edition):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli)
• Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (suggested edition Feltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli)
• Hector Malot, Senza famiglia (suggested edition Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (suggested edition Giunti Junior)
• Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani)
• Philip Pullman, La bussola d’oro (suggested edition Salani)
• Roald Dahl, Matilde
Programme
The course in Children's Literature is dedicated to future nuesery educators and children's services, in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools which will help them to approach the reading of books destined for children with the necessary pedagogical awareness.The aim of the course is to provide the historical, theoretical, conceptual and methodological foundations of children's literature.
The course aims to analyse the concept of children's literature, a discipline whose historical development will be explored in depth, focusing on both its classic and contemporary characteristics. The lessons will also seek to shed light on the many stereotypes and misconceptions about this literature, generally seen as simple or serene entertainment, whereas it contains, at its best, high levels of complexity. Lessons will also be devoted to identifying strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Some of the lessons will be specifically focused on the 0-3 years old, with particular attention to the relationship between early childhood and reading. Reading aloud, animated reading, the constraints of the reading environment, the physical relationship with the book-object, reading images, places where reading is promoted, the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary texts and that need to be addressed with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. These theoretical aspects of reading education will be accompanied by practical demonstrations of how a book can be read to/with children, with the active participation of the students.
Core Documentation
Essays:• Susanna Barsotti, Lorenzo Cantatore (eds), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
• Susanna Barsotti, Vamba e “la grandezza dei piccoli. “Il giornalino della domenica” (1906-1911), Ancia
• Lorenzo Cantatore et al., In cerca di guai. Studiare la letteratura per l’infanzia, Junior.
For those who are interested in the subject, from the May 2022 round, the book "Vamba e la 'grandezza dei piccoli' ", can be replaced with the work edited by Emanuele Ortu "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior, which will be published in March 2022.
Picture books:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Cappuccetto Rosso. Una fiaba moderna, La Margherita
Novels (to be read in full-length edition):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli)
• Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (suggested edition Feltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli)
• Hector Malot, Senza famiglia (suggested edition Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (suggested edition Giunti Junior)
• Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani)
• Philip Pullman, La bussola d’oro (suggested edition Salani)
• Roald Dahl, Matilde
Type of delivery of the course
Lectures in presence. In the event of an extension of the COVID-19 health emergency, all provisions regulating the methods of carrying out teaching activities will be implemented. In particular, the following modalities will apply: lessons at a distance, in synchronous mode, on the Teams platform.Type of evaluation
Oral test. In the event of an extension of the COVID-19 health emergency, all provisions regulating the way in which students are assessed will be implemented. In particular, the following arrangements will apply: oral examination in remote mode, on the Teams platform.