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
The course is structured in two parts.
The first part examines the importance of narrative practices and expressive languages in early childhood (0–6 years), focusing on their role in cognitive and emotional development and in the process of identity construction.
The second part explores selected forms of narration, with particular attention to fairy tales and wordless picturebooks.
For the First Part
M. Dallari (2023), Mi racconti? L'interazione narrativa da zero a sei anni, Edizioni Junior, Parma.
Selected pages from Maria Montessori, Lezioni da Londra 1946, edited by Annette Haines, Il Leone Verde, Torino: pp. 12–17 (“L’educazione come aiuto alla vita”); pp. 187–196 (“La costruzione dell’immaginazione”); pp. 204–210 (“Verità e favole”).
E. Fierli, G. Lancia, G. Franchi, S. Marini (2017), Leggere senza stereotipi. Percorsi educativi 0–6 anni per figurarsi il futuro, Settenove, Cagli (PU).
For the Second Part
C. Benelli, A. Ceci, M. Varano (2023), Narrare: oltre, l'altrove e l'altrimenti. Per dialogare con le fiabe, Anthology Digital Publishing. The text can be downloaded online (by following the instructions) at:
https://anthologydigitalpublishing.it/book/narrare-l-oltre-l-altrove-l-altrimenti/
Two fairy tales of choice from B. Bettelheim, Il mondo incantato. Uso, importanza e significati psicoanalitici delle fiabe, any complete (unabridged) edition. The text is also available in e-book format.
Three picturebooks: one for each of the three proposed thematic pathways.
FIRST PATHWAY – Discovering the World Starting from Myself
F. Sharafeddine (2018), Le mie mani, Gallucci, Roma.
F. Sharafeddine (2018), I miei piedi, Gallucci, Roma.
Tana Hoban (2021), Giallo, Rosso, Blu, Camelozampa, Monselice (PD).
Leo Lionni (2018), Pezzettino, Babalibri, Milano (orig. ed. 1975).
Suzy Lee (2008), Mirror, Corraini Edizioni, Mantova.
Crockett Johnson (2020), Harold e la matita viola, Camelozampa, Monselice (PD) (orig. ed. 1955).
Tina Oziewicz, Aleksandra Zając (2021), Ci conosciamo? Sentimenti, emozioni e altre creature, Terre di mezzo, Milano.
Pierre Hédrich (2024), La macchia rossa, Anicia, Roma.
SECOND PATHWAY – Growing Up Authentically
Cristian Bruel, Anne Bozellec (2015), Storia di Giulia che aveva un'ombra da bambino, Settenove, Cagli (PU).
Luisa Aguilar, André Neves (2017), Orecchie di farfalla, Kalandraka, Firenze.
Ed Vere (2019), Questo (non) è un leone, Terre di mezzo, Milano.
Beatrice Alemagna (2019), La bambina di vetro, Topipittori, Milano.
Sibylle Delacroix (2021), Altissima, Terre di mezzo, Milano.
Chiara Vignocchi, S. Borando (2019), Ho visto una talpa, Mini Bombo, Reggio Emilia.
THIRD PATHWAY – Girls and Boys in the World
Daniela Valente, Ilaria Bochicchio (2013), Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS).
Claude K. Dubois (2014), Akim corre, Babalibri, Milano.
Chiara Lorenzoni, Paolo Domeniconi (2016), Amali e l’Albero, Giralangolo, EDT, Torino.
Fulvia Degl’Innocenti, Anna Forlati (2015), Io sono Adila, Settenove, Cagli (PU).
Kate Milner (2018), Il mio nome non è rifugiato, Les Mots Libres Edizioni.
Daniele H. Chambers, Federico Delicato (2018), Un viaggio diverso, Kalandra, Firenze.
Holis Kurman, ill. Barroux (2021), Tutti contano!, Edizioni Clichy, Firenze.
Emanuela Bissolati (2024), Il giardino proibito, Carthusia, Milano.
Programme
The course aims to offer systematic reflections on the relationship between pedagogical knowledge and narration, emphasizing, within contemporary educational contexts and in response to the needs of socio-educational services, the formative potential of storytelling in supporting children’s growth and development.The course is structured in two parts.
The first part examines the importance of narrative practices and expressive languages in early childhood (0–6 years), focusing on their role in cognitive and emotional development and in the process of identity construction.
The second part explores selected forms of narration, with particular attention to fairy tales and wordless picturebooks.
Core Documentation
Recommended ReadingsFor the First Part
M. Dallari (2023), Mi racconti? L'interazione narrativa da zero a sei anni, Edizioni Junior, Parma.
Selected pages from Maria Montessori, Lezioni da Londra 1946, edited by Annette Haines, Il Leone Verde, Torino: pp. 12–17 (“L’educazione come aiuto alla vita”); pp. 187–196 (“La costruzione dell’immaginazione”); pp. 204–210 (“Verità e favole”).
E. Fierli, G. Lancia, G. Franchi, S. Marini (2017), Leggere senza stereotipi. Percorsi educativi 0–6 anni per figurarsi il futuro, Settenove, Cagli (PU).
For the Second Part
C. Benelli, A. Ceci, M. Varano (2023), Narrare: oltre, l'altrove e l'altrimenti. Per dialogare con le fiabe, Anthology Digital Publishing. The text can be downloaded online (by following the instructions) at:
https://anthologydigitalpublishing.it/book/narrare-l-oltre-l-altrove-l-altrimenti/
Two fairy tales of choice from B. Bettelheim, Il mondo incantato. Uso, importanza e significati psicoanalitici delle fiabe, any complete (unabridged) edition. The text is also available in e-book format.
Three picturebooks: one for each of the three proposed thematic pathways.
FIRST PATHWAY – Discovering the World Starting from Myself
F. Sharafeddine (2018), Le mie mani, Gallucci, Roma.
F. Sharafeddine (2018), I miei piedi, Gallucci, Roma.
Tana Hoban (2021), Giallo, Rosso, Blu, Camelozampa, Monselice (PD).
Leo Lionni (2018), Pezzettino, Babalibri, Milano (orig. ed. 1975).
Suzy Lee (2008), Mirror, Corraini Edizioni, Mantova.
Crockett Johnson (2020), Harold e la matita viola, Camelozampa, Monselice (PD) (orig. ed. 1955).
Tina Oziewicz, Aleksandra Zając (2021), Ci conosciamo? Sentimenti, emozioni e altre creature, Terre di mezzo, Milano.
Pierre Hédrich (2024), La macchia rossa, Anicia, Roma.
SECOND PATHWAY – Growing Up Authentically
Cristian Bruel, Anne Bozellec (2015), Storia di Giulia che aveva un'ombra da bambino, Settenove, Cagli (PU).
Luisa Aguilar, André Neves (2017), Orecchie di farfalla, Kalandraka, Firenze.
Ed Vere (2019), Questo (non) è un leone, Terre di mezzo, Milano.
Beatrice Alemagna (2019), La bambina di vetro, Topipittori, Milano.
Sibylle Delacroix (2021), Altissima, Terre di mezzo, Milano.
Chiara Vignocchi, S. Borando (2019), Ho visto una talpa, Mini Bombo, Reggio Emilia.
THIRD PATHWAY – Girls and Boys in the World
Daniela Valente, Ilaria Bochicchio (2013), Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS).
Claude K. Dubois (2014), Akim corre, Babalibri, Milano.
Chiara Lorenzoni, Paolo Domeniconi (2016), Amali e l’Albero, Giralangolo, EDT, Torino.
Fulvia Degl’Innocenti, Anna Forlati (2015), Io sono Adila, Settenove, Cagli (PU).
Kate Milner (2018), Il mio nome non è rifugiato, Les Mots Libres Edizioni.
Daniele H. Chambers, Federico Delicato (2018), Un viaggio diverso, Kalandra, Firenze.
Holis Kurman, ill. Barroux (2021), Tutti contano!, Edizioni Clichy, Firenze.
Emanuela Bissolati (2024), Il giardino proibito, Carthusia, Milano.
Attendance
Attendance is conducted in person. Students also have access to the course’s dedicated channel on the Moodle platform (https://formonline.uniroma3.it/), where teaching materials are made available and discussion forums are activated to support in-depth study and workshop-based learning.Type of evaluation
The final evaluation is mandatory for all the students. For those who attend the workshop, the papers produced during the classroom activities will be assessed for examination purposes. For those who cannot attend the workshop, it is planned to study the texts adopted for the examination. The test is written (multiple choice questions) and it will assess the knowledge acquired during the course activities and/or from the literature indicated in the syllabus. Students are reminded to carry out the online reservation correctly in order to take the exam.