The course introduces to the family pedagogy, pointing out its theoretical profile and its areas of intervention. also examines the parenting programs in Italy with a look at the European scene. finally shows some intervention strategies in Italy and other European countries. Particular attention will be devoted to the promotion of family education in educational services for young children.
Course Content - Last names F-O
The course introduces to the family pedagogy, pointing out its theoretical profile and its areas of intervention. also examines the parenting programs in Italy with a look at the European scene. finally shows some intervention strategies in Italy and other European countries. Particular attention will be devoted to the promotion of family education in educational services for young children.
Course Content - Last names P-Z
The course introduces to the family pedagogy, pointing out its theoretical profile and its areas of intervention. also examines the parenting programs in Italy with a look at the European scene. finally shows some intervention strategies in Italy and other European countries. Particular attention will be devoted to the promotion of family education in educational services for young children.
1)M.A.Riera, Clara Silva (a cura di) (2016). Il sostegno alla genitorialità. Uno studio fra Italia e Spagna, Milano, FrancoAngeli 2016
2) Un testo a scelta tra:
E. Catarsi. Pedagogia della famiglia, Roma Carocci, 2008.
-C. Saraceno, L' equivoco della famiglia, Laterza, Roma- Bari, 2017
Learning Objectives - Last names A-E
Provide competences and knowledge on the pedagogy of the family. Develop competence on the lines of action of parenting support. Provide methodological guidance for developing intervention strategies on family issues.
The goals are formulated according to Dublin descriptors:
1) Knowledge and understanding: to know, and to acquire the know-how, to distinguish among different educational needs, in relation to different age groups;
2) Applied knowledge and understanding skills: to be able to recognize educational-training needs, as these manifest themselves, both at an individual level and within institutions;
3) autonomy of judgment: be able to recognize the different contexts of the emergence of educational-training needs;
4) communicative skills: to be able to use the various languages involved in the educational relationship;
5) learning skills: to be able to design educational-training activities that meet subjects’ needs.
Learning Objectives - Last names F-O
Provide competences and knowledge on the pedagogy of the family. Develop competence on the lines of action of parenting support. Provide methodological guidance for developing intervention strategies on family issues.
The goals are formulated according to Dublin descriptors:
1) Knowledge and understanding: to know, and to acquire the know-how, to distinguish among different educational needs, in relation to different age groups;
2) Applied knowledge and understanding skills: to be able to recognize educational-training needs, as these manifest themselves, both at an individual level and within institutions;
3) autonomy of judgment: be able to recognize the different contexts of the emergence of educational-training needs;
4) communicative skills: to be able to use the various languages involved in the educational relationship;
5) learning skills: to be able to design educational-training activities that meet subjects’ needs.
Learning Objectives - Last names P-Z
Provide competences and knowledge on the pedagogy of the family. Develop competence on the lines of action of parenting support. Provide methodological guidance for developing intervention strategies on family issues.
The goals are formulated according to Dublin descriptors:
1) Knowledge and understanding: to know, and to acquire the know-how, to distinguish among different educational needs, in relation to different age groups;
2) Applied knowledge and understanding skills: to be able to recognize educational-training needs, as these manifest themselves, both at an individual level and within institutions;
3) autonomy of judgment: be able to recognize the different contexts of the emergence of educational-training needs;
4) communicative skills: to be able to use the various languages involved in the educational relationship;
5) learning skills: to be able to design educational-training activities that meet subjects’ needs.
Prerequisites - Last names A-E
Fundamentals of General ad social Pedagogy
Prerequisites - Last names F-O
Fundamentals of General ad social Pedagogy
Prerequisites - Last names P-Z
Fundamentals of General ad social Pedagogy
Teaching Methods - Last names A-E
traditional lessons and group work
Teaching Methods - Last names F-O
The final check is carried out in written form in the form of a questionnaire of 15 questions with closed answers on the books in the program and 5 open questions on the same and on the materials present on the MOODLE class. The questionnaire will be written the morning of the appeal, a time of 60 'will be assigned. Closed questions will be assigned a score of 1 to open-ended questions will be assigned the score from 0 to 3 points per question) For attending students will also be in itinere checks after the topics of the texts have been abundantly addressed) I do not attending students must follow the general rules described above.
Teaching Methods - Last names P-Z
traditional lessons and group work
Type of Assessment - Last names A-E
The final check is carried out in written form in the form of a questionnaire of 15 questions with closed answers on the books in the program and 5 open questions on the same and on the materials present on the MOODLE class. The questionnaire will be written the morning of the appeal, a time of 60 'will be assigned. Closed questions will be assigned a score of 1 to open-ended questions will be assigned the score from 0 to 3 points per question) For attending students will also be in itinere checks after the topics of the texts have been abundantly addressed) I do not attending students must follow the general rules described above.
Type of Assessment - Last names F-O
The final check is carried out in written form in the form of a questionnaire of 15 questions with closed answers on the books in the program and 5 open questions on the same and on the materials present on the MOODLE class. The questionnaire will be written the morning of the appeal, a time of 60 'will be assigned. Closed questions will be assigned a score of 1 to open-ended questions will be assigned the score from 0 to 3 points per question) For attending students will also be in itinere checks after the topics of the texts have been abundantly addressed) I do not attending students must follow the general rules described above.
Type of Assessment - Last names P-Z
The final check is carried out in written form in the form of a questionnaire of 15 questions with closed answers on the books in the program and 5 open questions on the same and on the materials present on the MOODLE class. The questionnaire will be written the morning of the appeal, a time of 60 'will be assigned. Closed questions will be assigned a score of 1 to open-ended questions will be assigned the score from 0 to 3 points per question) For attending students will also be in itinere checks after the topics of the texts have been abundantly addressed) I do not attending students must follow the general rules described above.
Course program - Last names A-E
Starting from the study of the "Il sostegno alla genitorialità" volume, the student will be able to clarify the difference between family pedagogy and family education. The study of this purely pedagogical text will allow the student to understand the other texts in the program. All texts have to be addressed in their entirety because only by comparing different viewpoints of the authors the student will be able to build a clearer and more meaningful picture of the educational practices related to the family system.
Course program - Last names F-O
Starting from the study of the "Il sostegno alla genitorialità" volume, the student will be able to clarify the difference between family pedagogy and family education. The study of this purely pedagogical text will allow the student to understand the other texts in the program. All texts have to be addressed in their entirety because only by comparing different viewpoints of the authors the student will be able to build a clearer and more meaningful picture of the educational practices related to the family system.
Course program - Last names P-Z
Starting from the study of the "Il sostegno alla genitorialità" volume, the student will be able to clarify the difference between family pedagogy and family education. The study of this purely pedagogical text will allow the student to understand the other texts in the program. All texts have to be addressed in their entirety because only by comparing different viewpoints of the authors the student will be able to build a clearer and more meaningful picture of the educational practices related to the family system.