EDUCAZIONE ALLA CORPOREITA' E METODOLOGIA DEL GIOCO M - Z

Academic Year 2021/2022 - 1° Year - Curriculum Educatore nei servizi per l'infanzia

Learning Objectives

• BODY EDUCATION IN EARLY CHILDHOOD

  This course addresses the knowledge of the concept of school inclusion through movement and body expression. The student will know the logic of good practices and the methodological lines to set up an educational design according to the inclusive perspective. He/she will know the main psycho-pedagogical theories to promote the well-being of the infant and the good practices for an optimal educational approach in the first years of life.

  The expected learning objectives, declined according to the Dublin Descriptors, are as follows:

  Knowledge and Comprehension Skills (DD1)

  - Know and use the basic vocabulary of the discipline (of2)

  - Know the training needs at different ages of life and in different training contexts (formal, non-formal, informal) (of3)

  Applied knowledge and understanding skills (DD2)

  - Relate theoretical and methodological content learned to the interpretation of past, present, and future events and processes. (of4)

  - Know how to identify tasks and organizational structure of educational and training services (of5).

  Autonomy of judgment (DD3)

  - Ability to synthesize the different approaches present in theories of education and training (of7).

  Communication skills (DD4)

  - Communicate the meaning of one's actions (of8)

  - Ability to activate sharing processes (of9)

  Learning skills (DD5)

  - Identify learning needs (of10)

  - Knowing how to define a personal development plan, monitoring one's own actions (of11)

  - Know how to promote self-evaluation of their own learning, oriented towards their professional development (of12)

• METODOLOGIE E TECNICHE DEL GIOCO E DELL'ANIMAZIONE

  The course aims to provide students with basic knowledge and skills regarding the main theoretical assumptions underlying the educational perspective ludiforme, which sees in the game a relational experience, a training opportunity and an observatory of an active pedagogy that takes shape in reciprocity and sharing looking critically at the traditional asymmetrical forms between those who educate and those who are educated, and methodologies and educational strategies to promote the construction of playful contexts oriented to the construction of a symbolic curriculum inspired by the commonality between science and art and the formation of forms of divergent and imaginative thinking.

  In particular, the expected learning objectives are as follows:

  • To know, distinguish, and identify peculiarities of different play theories;
  • To know and use appropriately the basic vocabulary of the discipline;
  • To know the training needs peculiar to the different ages of life and to distinguish them according to the different educational contexts;
  • To make synthesis and connection operations between theoretical contents, methods and strategies to configure hypotheses for the solution of educational problems;
  • To identify tasks and roles within an organizational structure of educational and training services.
  • To conduct forms of self-evaluation of one's own learning oriented to the development of professional action.

Course Structure

• BODY EDUCATION IN EARLY CHILDHOOD

  The teaching is divided into a part of frontal lessons (about 70% of the hours of classroom activities), during which the themes of the course are introduced.

  The remaining 30% is dedicated to classroom work: students will be asked to revise the contents of the lessons, to work in small groups, to present their work (also at home) in the classroom.

  It is possible to participate in tests in progress.

  If the course is taught in mixed mode or at a distance, the necessary changes may be introduced compared to what was previously stated, in order to comply with the planned program and reported in the syllabus.

  In order to guarantee equal opportunities and in compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and/or dispensatory measures, based on the educational objectives and specific needs. You can also contact the teacher referent CInAP (Center for Active and Participatory Integration - Services for Disabilities and/or DSA) of our Department, Prof. Elena Commodari.

• METODOLOGIE E TECNICHE DEL GIOCO E DELL'ANIMAZIONE

  Teaching activities will be carried out following models, methods and techniques of constructivist inspiration, therefore interactive lessons will take place accompanied by practical activities in the classroom and at a distance (case history, simulation, group work/discussion), with laboratory exercises, which will have an exclusively formative function (they will affect the teaching, not the final grade).

  If the course is taught in mixed or distance mode, the necessary changes can be introduced with respect to what was previously stated, in order to comply with the planned program and reported in the syllabus.

Detailed Course Content

• BODY EDUCATION IN EARLY CHILDHOOD

  Basic use of Word and Power Point to accomplish assigned work is required.

• METODOLOGIE E TECNICHE DEL GIOCO E DELL'ANIMAZIONE

  The topics covered and explored are: theories of play and education; play as metaphor and model; the nexus between play and childhood ideologies; the reciprocal definition between play and learning; educating for difference through the choice and selection of games and toys; narrative thinking in the context of the link between symbolic thinking, play and narrative; narrative fruition and understanding;iI play in preschool contexts; structure and evolution of fictional play; peer and adult play; horizons of possible symbolic curriculum construction.

Textbook Information

• BODY EDUCATION IN EARLY CHILDHOOD

  Attendance is not mandatory, but strongly recommended. The lessons are characterized by the active participation of the students. Their attendance of the lessons allows them to progressively acquire mastery of the contents, to confront themselves with colleagues and with the teacher on themes and problems, to constantly verify their own learning levels.

  During the classroom activities, students will have the opportunity to actively work on the learning contents of the course. Frontal lessons will be alternated with moments of group and individual work; moments of presentation of the material that the students themselves have produced (in the classroom or outside it). These activities will be considered as formative verification tests, aimed at allowing the student to self-assess the level of mastery of the contents and tools of analysis of the discipline.

• METODOLOGIE E TECNICHE DEL GIOCO E DELL'ANIMAZIONE

  A. Bondioli, Gioco e educazione, Milano, FrancoAngeli, 2018 (pp. 452)