TECHNIQUES OF ENTERTAINMENT AND PLAY
Learning outcomes of the course unit
The aim of the course is to provide students, in addition to theoretical knowledge concerning play, with abilities and skills in fields of organising play activities, promotion, leading and interpretation of children’s play, also in the presence of disabled subjects. A further aim is to make students aware of the consequences, for individual development as well as for that of the community at large, of play privation and the distortion of children’s play that take place in our society, especially in large cities.
Course contents summary
The course (5 credits) will consist of a theoretical and practical-operational moment in. After a brief historical overview and overtones of the principal theories and theorizations of the game, the idiosyncratic characteristics, also in relation to other human activities (work, art, sport, etc.) will be delved into and we will investigate its manifestations in the course of the growth years, to then focus the role of play in the structuring of personality, its diagnostic and cathartic-therapeutic significance, its many formative values, and to reflect on its possible optimization of educational institutions and various cultural heritages, also and especially in the presence of problematic individuals and/or in situations of handicap. Finally, delineating the figure of the mover and specifying his human and professional qualities will indicate the modality and strategies of organising play activities to be utilized in formal and informal contexts.
A. Nobile, Gioco e infanzia, La Scuola, Brescia, 2002.
One book selected from the following:
G. Marrone, Giocattolando, Ed. Conoscenza, Roma, 2009
A. Marciano (edited by), Il gioco e la scuola dell'infanzia. Storia, contenuti, esperienze, proiezioni, in course of printing
Another book of choice from the following:
M. Cassini, Giocare con Edipo, Le Mani, Genoa-Recco, 2002
J.J. Chade, A. Temporini, 110 giochi per ridurre l'handicap, Erickson, Trento, 2000
R. Lear, Un gioco speciale. Giocattoli e attività per bambini con esigenze particolari, La Meridiana, Bari, 2003
In addition to traditional classroom lectures, accompanied and followed by discussion, centre stage will be given to techniques for simulating play situations, including situations with a high coefficient of criticality, in order to provide students with the ability to motivate subjects and groups to play when they have lost interest in playing, to integrate shy, inhibited or disabled subjects into play activities, and to resolve any conflicts that may arise during collective, social and rules-based games. Role-playing games and traditional children’s games will also be reproduced, with students’ involvement, with the aim of their recovery. Students will be called upon to share any previous experiences of organising play activities, problems and difficulties encountered and solutions adopted.
The exam will be oral. In addition to demonstrating theoretical and practical knowledge of the contents of the course, students will be required to possess skills relating to organising play activities. The exam will also assess their inventiveness and intelligent capacity to resolve potential problems or conflicts in the context of play, and to interpret children’s play behaviour.