PEDAGOGY OF CHILDHOOD
Learning outcomes of the course unit
At the end of the course the students will be able to understand the main themes and to reflect on them in a critical way. In particular, they should show that they have acquired the main theoretical references and research that enhance the active protagonism of children; they should also show the competence to critically analyze what it means to promote voices and perspectives of children in various educational contexts, the conditions under which this is possible and through which educational practices.
Course contents summary
The course aims at analyizing the issue of children's participation in their processes of growth and development and to their learnings, within different educational contexts.
The first part of the course will deal with issues and problems related to the children's voices and perspectives, against a widespread tendency of adults to replace them with self-centered approaches.
In particular, the course will deep conditions and possibilities of promoting children's autonomy and participation in different contexts, eg. within family, hospital (for ill children) and early childhood education and care services.
These issues will be discussed with reference to an ecological, systemic and socio-constructivist approach and also to some recent theoretical perspectives and research developed to promote the active participation of children and their listening in different, educational contexts.
Just in this direction, the lessons will analyzed also the issue of pedagogical documentation as an opportunity to promote children's participation within early childhood education and care.
Appell J., David M., Una relazione educativa insolita: Lóczy, edizioni Junior - Spaggiari edizioni, Parma, 2012.
Hoyuelos Planillo A., Il soggetto bambino. L'etica pedagogica di Loris Malaguzzi, edizioni Junior - Spaggiari edizioni, Parma, 2014.
Korczak J., Il diritto del bambino al rispetto, Edizioni dell'asino, Milano, 2011 (o altre edizioni).
LeVine R. A., New R. S. (a cura di), Antropologia e infanzia. Sviluppo, cura, educazione: studi classici e contemporanei, Raffaello Cortina Editore, Milano, 2009 (limitatamente alle Parti prima, seconda e terza).
Malavasi L., Zoccatelli B., Documentare le progettualità nella scuola e nei servizi per l'infanzia, edizioni Junior - Spaggiari edizioni, Parma, 2012.
The course includes, in addition to lectures and theoretical reflections, even the direct involvement of students through case-studies, work-group and discussions in plenary. The students will be also involved in the analysis of different materials about pedagogical documentation.
Some experts' voices will enrich the course.
Assessment methods and criteria
The students' learnings will be evaluate through a written test which includes questions about: a) the student's knowledge about the main theories and topics about children's participation b) the student's competence about reflecting on specific themes in a critical way c) the student's competence about analyzing issues across different contexts and perspectives.