The Course will focus on the theoretical foundations of the play. Particular importance will be paid to the link among play, education, social context, and culture. We will address play as socialization and learning strategy for those individuals with a disability and in case of youth discomfort. In particular, narrative thinking will be examined in relation to the play. Particular attention will be given to the role of the educator.
2 Reference texts:
- Manini M., Gherardi V., Balduzzi L. (2012), Gioco, bambini, genitori, Roma, Carocci.
- Sola S., Terrusi M. (2010), La differenza non è una sottrazione,Roma, Lapis.
A further choosable text, among the following ones:
- Staccioli G. (2010), Ludobiografia: raccontare e raccontarsi con il gioco, Roma, Carocci.
- Ricciardi P., Venera A.M (2005), Giochi da maschi, da femmine e... da tutti e due. Studi e ricerche sul gioco e le differenze di genere, Parma, Junior.
Learning Objectives
The goals are based on Dublin descriptors.
1. Knowledge and understanding: to know and to be able to manage models and theories of the play; to be able to recognize the social value of the play in relation to the different ages of life; to know the various types of play; to see the play as a tool for successfully dealing with youth disability and discomfort.
2. Applied knowledge and understanding: to know, manage and evaluate the different application of theories and models of the play, in the various contexts of growth, education and training of the subjects with disabilities; to acquire the know-how on putting the theoretical plans into practice, according to individuals’ needs; to acquire the know-how on play-design in services addressed to disability, from early childhood to adulthood, and in social inclusion services.
3. Making judgments: to distinguish between the theories of the play and their practical-empirical application; to acquire the know- how on applying a play methodology in disability services, from childhood to adulthood and social inclusion services.
4. Communication skills: to know and use an appropriate terminology.
5. Learning Skills: to be able to transfer the theoretical knowledge into empirical contexts, acquiring the know-how on observing and evaluating a play carried out in services for disability, and in social inclusion services, from childhood to adulthood; to deeply understand the meaning of child’s playing experiences, both as a source of learning and relationship for the subject.
Prerequisites
Good writing skills; text reading and understanding skills; basic knowledge of pedagogical vocabulary.
Teaching Methods
Lectures, focus groups, PowerPoint presentations, photo and video material, laboratorial “workshop” activities.
Further information
On Moodle, you will find supporting teaching materials and more details on the topics addressed during the Course.
Type of Assessment
The final exam will take place in written and oral form, for both attending and non-attending students.
For attendants:
Written exam: During the course a written test will be conducted, specifically a closed and open questionnaire on the two reference volumes of the exam program (Manini M., Gherardi V., Balduzzi L. (2012), Gioco, bambini, genitori, Roma, Carocci; Sola S., Terrusi M. (2010), La differenza non è una sottrazione, Roma, Lapis) and materials that will be periodically included on the MOODLE class. For a written test you will be given a time of 1 hour and 30 minutes, the questions will be 30 and each correct answer will be awarded a 1-point score.
Oraltest: The oral interview will cover 1 text selected from: Staccioli G. (2010), Ludobiografia: raccontare e raccontarsi con il gioco, Roma, Carocci; Ricciardi P., Venera A.M (2005), Giochi da maschi, da femmine e... da tutti e due. Studi e ricerche sul gioco e le differenze di genere, Parma, Junior).
For non-attendants
Written test: The non-attending student must submit a written review of the three volumes covered by the course program: the 2 reference texts (Manini M., Gherardi V., Balduzzi L. (2012), Gioco, bambini, genitori, Roma, Carocci; Sola S., Terrusi M. (2010), La differenza non è una sottrazione, Roma, Lapis) and 1 text of choice: Staccioli G. (2010), Ludobiografia: raccontare e raccontarsi con il gioco, Roma, Carocci; Ricciardi P., Venera A.M (2005), Giochi da maschi, da femmine e... da tutti e due. Studi e ricerche sul gioco e le differenze di genere, Parma, Junior.
The review consists of the analysis of the content aspects of the volume, each review should be around 10.000 spaces including spaces (Font: Times New Roman 12, single line spacing). The paper reviews should be printed, and submitted directly to the Professor during office-hours, or mailed (in any case, printed: not e-mailed) to Prof. Freschi Enrica, Department of Educational Sciences and Psychology, via Laura n. 48, 50121 Florence.
Oral test: The oral interview will be based on the three, above-mentioned, reviewed texts.
Course program
The first part of the course will be aimed at the knowledge of the theoretical-epistemological framework of the play, so the theoretical foundations and the methodological devices of the past and present pedagogical debate on the play will be illustrated. Subsequently, in the context of a specific educational profession as an educator, the Course will focus on disability services from childhood to adulthood, and on social inclusion services, so the many recreational activities that can be proposed in those contexts. A particular focus will concern the link between narrative thought and play.