The educational objectives of the Children’s Literature Course include disciplinary study, accompanied by teaching strategies useful for fostering meaningful learning both in terms of scholastic motivation and affective and socio-relational profile. Furthermore, they include the study of the cognitive, affective and socio-relational aspects of learning to read literary texts for children, so that the teacher can analyze and manage these aspects, thus contributing to the overall education of the child, in a class atmosphere positive that promotes individual and social well-being.
In particular, the Children’s Literature promotes in the student:
- reflection on the role of reading texts and images in culture and contemporary society, based on a critical knowledge related to the evolution of contemporary publishing production, also with international openings;
- specific competence in welcoming children in kindergarten and guiding their training up to primary school, promoting and developing autonomy and awareness of symbolic thought and intellectual maturation by starting a dynamic relationship and creative with the book and narration;
- advanced preparation in the fundamental themes of educational sciences, with particular regard to the knowledge and skills of the psychological, pedagogical and social aspects relating to children and their development, from birth to adolescence, and related to learning and teaching in kindergarten and primary school;
- competence in teaching methods and teaching techniques characteristic of kindergarten, such as play, listening, reading aloud and practical experience;
- the historical-critical analysis of the fundamental nodes of the literature for western children, which favors an autonomy of judgment and an aptitude to search for new solutions and didactic proposals suitable for the various classes.
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 in both primary and secondary schools;
- 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;
- ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS).
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 student'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 teaching activity through educational and educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion;
- the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages.
In terms of lifelong learning:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents.
In particular, the Children’s Literature promotes in the student:
- reflection on the role of reading texts and images in culture and contemporary society, based on a critical knowledge related to the evolution of contemporary publishing production, also with international openings;
- specific competence in welcoming children in kindergarten and guiding their training up to primary school, promoting and developing autonomy and awareness of symbolic thought and intellectual maturation by starting a dynamic relationship and creative with the book and narration;
- advanced preparation in the fundamental themes of educational sciences, with particular regard to the knowledge and skills of the psychological, pedagogical and social aspects relating to children and their development, from birth to adolescence, and related to learning and teaching in kindergarten and primary school;
- competence in teaching methods and teaching techniques characteristic of kindergarten, such as play, listening, reading aloud and practical experience;
- the historical-critical analysis of the fundamental nodes of the literature for western children, which favors an autonomy of judgment and an aptitude to search for new solutions and didactic proposals suitable for the various classes.
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 in both primary and secondary schools;
- 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;
- ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS).
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 student'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 teaching activity through educational and educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion;
- the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages.
In terms of lifelong learning:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents.
teacher profile teaching materials
The course of children's literature intends to address the future educators and teachers to make them aware of the importance of reading literary texts (led by adult or staff) plays in the education of children (from the first months of life) and adolescents.
Many lessons will be dedicated to the identification of the most appropriate strategies to develop the so-called pleasure of reading and to generate in young readers essential motivational processes. Reading aloud, the animated reading, the environment construction of reading, the physical relationship with the object-book, the reading of the images, the places where play reading promotion (school, library, playroom, home etc. ): these are just some of the themes that run through and determine the child's relationship with the literary text and we have to deal with knowledge and pedagogical skills to address the serious problem of removal of young people from reading practices.
Besides these theoretical lessons of prof. Cantatore will be constantly characterized by:
1. suitable focus historians to identify the most important passages of the progressive formation of a literary tradition specifically dedicated to young people;
2. practical demonstrations of how to read a book to / with children (in this case it is requested the active participation of the students).
During the course will be projected film adaptations of literature for children and are often invited to give lecture writers, illustrators, critics, publishers, booksellers, educators, teachers specializing in children's literature.
During the course it will be useful to build moments of virtual meeting between the teacher and students via computer (exchange of teaching materials, emergency alerts, information on events related to children's literature to which you can participate as exhibitions, performances, exhibitions, fairs etc.). And 'essential that all students enroll platform formonline Roma Tre.
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia. Temi, forme, simboli del contemporaneo, Carocci
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori
Romanzi
Due romanzi a scelta fra i seguenti:
• David Almond, Mina, Salani, Firenze
• Anne Laure Bondoux, La vita come viene, San Paolo
• Aidan Chambers, Muoio dalla voglia di conoscerti, Rizzoli
• Roald Dahl, Il GGG, Salani
• Neil Gaiman, Il figlio del cimitero, Mondadori
• Mark Haddon, Lo strano caso del cane ucciso a mezzanotte, Einaudi
• R.J. Palacio, Wonder, Giunti
• Philip Pullman, La bussola d’oro, Salani
• Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori
• Jarry Spinelli, Stargirl, Mondadori
Due romanzi a scelta fra i seguenti:
• Ermanno Detti, L’assalto al cielo, Gallucci
• Antonio Ferrara, Batti il muro, Rizzoli
• Luigi Garlando, ’O mae’. Storia di judo e di camorra, Piemme
• Luisa Mattia, Merlino. La magia di Stonehenge, Giunti
• Angela Nanetti, Mio nonno era un ciliegio, Einaudi Ragazzi
• Bianca Pitzorno, L’incredibile storia di Lavinia, Einaudi Ragazzi
• Roberto Piumini, Mattia e il nonno, Einaudi Ragazzi
• Guido Sgardoli, L’odissea di Argo, Einaudi
• Bruno Tognolini, Il giardino dei musi eterni, Salani
• Paola Zannoner, L’ultimo faro, De Agostini
Programme
The course of children's literature intends to address the future educators and teachers to make them aware of the importance of reading literary texts (led by adult or staff) plays in the education of children (from the first months of life) and adolescents.
Many lessons will be dedicated to the identification of the most appropriate strategies to develop the so-called pleasure of reading and to generate in young readers essential motivational processes. Reading aloud, the animated reading, the environment construction of reading, the physical relationship with the object-book, the reading of the images, the places where play reading promotion (school, library, playroom, home etc. ): these are just some of the themes that run through and determine the child's relationship with the literary text and we have to deal with knowledge and pedagogical skills to address the serious problem of removal of young people from reading practices.
Besides these theoretical lessons of prof. Cantatore will be constantly characterized by:
1. suitable focus historians to identify the most important passages of the progressive formation of a literary tradition specifically dedicated to young people;
2. practical demonstrations of how to read a book to / with children (in this case it is requested the active participation of the students).
During the course will be projected film adaptations of literature for children and are often invited to give lecture writers, illustrators, critics, publishers, booksellers, educators, teachers specializing in children's literature.
During the course it will be useful to build moments of virtual meeting between the teacher and students via computer (exchange of teaching materials, emergency alerts, information on events related to children's literature to which you can participate as exhibitions, performances, exhibitions, fairs etc.). And 'essential that all students enroll platform formonline Roma Tre.
Core Documentation
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. Temi, forme, simboli del contemporaneo, Carocci
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori
Romanzi
Due romanzi a scelta fra i seguenti:
• David Almond, Mina, Salani, Firenze
• Anne Laure Bondoux, La vita come viene, San Paolo
• Aidan Chambers, Muoio dalla voglia di conoscerti, Rizzoli
• Roald Dahl, Il GGG, Salani
• Neil Gaiman, Il figlio del cimitero, Mondadori
• Mark Haddon, Lo strano caso del cane ucciso a mezzanotte, Einaudi
• R.J. Palacio, Wonder, Giunti
• Philip Pullman, La bussola d’oro, Salani
• Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori
• Jarry Spinelli, Stargirl, Mondadori
Due romanzi a scelta fra i seguenti:
• Ermanno Detti, L’assalto al cielo, Gallucci
• Antonio Ferrara, Batti il muro, Rizzoli
• Luigi Garlando, ’O mae’. Storia di judo e di camorra, Piemme
• Luisa Mattia, Merlino. La magia di Stonehenge, Giunti
• Angela Nanetti, Mio nonno era un ciliegio, Einaudi Ragazzi
• Bianca Pitzorno, L’incredibile storia di Lavinia, Einaudi Ragazzi
• Roberto Piumini, Mattia e il nonno, Einaudi Ragazzi
• Guido Sgardoli, L’odissea di Argo, Einaudi
• Bruno Tognolini, Il giardino dei musi eterni, Salani
• Paola Zannoner, L’ultimo faro, De Agostini
Reference Bibliography
Storia e critica della letteratura per l’infanzia: • Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza • Marnie Campagnaro (a cura di), Le terre della fantasia: leggere la letteratura per l’infanzia e l’adolescenza, Donzelli Albi illustrati: • Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri • Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi • Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori Romanzi Due romanzi a scelta fra i seguenti: • David Almond, Mina, Salani, Firenze • Anne Laure Bondoux, La vita come viene, San Paolo • Aidan Chambers, Muoio dalla voglia di conoscerti, Rizzoli • Roald Dahl, Il GGG, Salani • Neil Gaiman, Il figlio del cimitero, Mondadori • Mark Haddon, Lo strano caso del cane ucciso a mezzanotte, Einaudi • R.J. Palacio, Wonder, Giunti • Philip Pullman, La bussola d’oro, Salani • Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori • Jarry Spinelli, Stargirl, Mondadori Due romanzi a scelta fra i seguenti: • Ermanno Detti, L’assalto al cielo, Gallucci • Antonio Ferrara, Batti il muro, Rizzoli • Luigi Garlando, ’O mae’. Storia di judo e di camorra, Piemme • Luisa Mattia, Merlino. La magia di Stonehenge, Giunti • Angela Nanetti, Mio nonno era un ciliegio, Einaudi Ragazzi • Bianca Pitzorno, L’incredibile storia di Lavinia, Einaudi Ragazzi • Roberto Piumini, Mattia e il nonno, Einaudi Ragazzi • Guido Sgardoli, L’odissea di Argo, Einaudi • Bruno Tognolini, Il giardino dei musi eterni, Salani • Paola Zannoner, L’ultimo faro, De AgostiniType of delivery of the course
Presence lessons and online lessonsType of evaluation
Oral examination