- Docente: Dorena Caroli
- Credits: 5
- SSD: M-PED/02
- Language: Italian
- Teaching Mode: Traditional lectures
- Campus: Bologna
- Corso: First cycle degree programme (L) in Educator In Childhood Social Services (cod. 8775)
Learning outcomes
At the end of the workshop the student:
- knows the evolution of the legislation framework of childcare services at Italian and European level in a comparative perspective.
- will know the history of the different models of educational services useful for evaluating the adequacy of the proposed models with respect to the social and cultural context in which it is elaborated;
- demonstrates knowledge of the main themes of the history of educational institutions aimed at early childhood with an aim directed towards the present;
- uses the historical-educational knowledge to build educational projects, as well as educational paths, with reference to psychological and pedagogical models;
- is able to outline the history of educational institutions for early childhood present at the local level and to place them in their historical-cultural context.
Course contents
The laboratory intends to present, in a comparative perspective, the salient aspects of the history of nursery schools in Italy and in some European countries (mainly France, Germany, England and Russia) from the second half of the nineteenth century until today. The laboratory is divided into two parts.In the first part, after having traced the genesis of the nurseries of today in the French crèche, it will study the phases of the international circulation of the original model, its development and evolution in the different national contexts (Italy, Germany, England and Russia). In the second part, the legislation will be focused from the second post-war period to the present in order to compare the evolution of the legislation, the phases of pedagogical renewal, the main educational models present in the day nurseries of the different countries with a view turned to the present reality.
The attendance is not mandatory (as it is in the other Laboratories), but higly recommended.
Specifically, knowledge of the following topics will be required:
The birth and development of the crèche in France: Features and reforms from 1844 to 1923;
Birth and development of nativity scenes in Italy: the legislation of Opere Pie (Pious Societies); the liberal reforms (Cacace, Soncini, Tropeano);
The types and characteristics of the ONMI day nurseries during fascism; the figure of Enzo Bonaventura and the psychopedagogy of the infant;
The birth and development of crèche in another European historical-cultural context (chosen by the student);
The reform of the post-war early educational services in France: the decree n. 7458 of 15 January 1974 and the changes introduced in relation to the French psycho-pedagogical studies of the 1960s and 1970s;
The reform of the day nurseris after WWII in Italy: law 860 of 26 August 1950 and n. 1044 of December 6, 1971; the role of the UDI; Adriana Lodi's role in the renovation of the early educational services in Bologna;
Case study at regional level: Bologna, Rimini and another case chosen by the student, with attention to the regulations issued at state and regional level;
The case of Reggio Emilia. The figure of Loris Malaguzzi and the Reggio Children Approach;
The integrated system 0-6. Historical profile and legislative text in law no. 65 of April 13, 2017: types of educational services for children.
The reform of day nurseries inside industries after the Second World War in the Soviet Union: the renewal of the pedagogical approach.
Readings/Bibliography
For the final examination it is mandatory to study two chapters about France and Italy and an optional about England, Germany and Russia of the book Caroli D., Per una storia dell'asilo nido in Europa tra Otto e Novecento, Milano, FrancoAngeli 2014 (ristampa 2015), pp. 5-346; the chapters of the following book listed in the Bibliography and one book between the optional readings.
Adopted texts
Campioni L., Marchesi F. (a cura di), Una partenza forte: primi nidi in Emilia-Romagna, Bergamo, Zeroseiup, 2019 (2 chapters).
Caroli D., Per una storia dell'asilo nido in Europa tra Otto e Novecento, Milano, FrancoAngeli 2014 (ristampa 2015) (chapters about France, Italy and an optional one at your choise).
Ferrari, M., Asili nido e scuole dell’infanzia nel primo trentennio della Repubblica italiana tra proposte educative e disposizioni normative, in G. Zago (a cura di), L’educazione extrascolastica nella seconda metà del Novecento. Tra espansione e rinnovamento (1945-1976), Milano, FrancoAngeli, 2017, pp. 63-84.
D. Caroli, Le riforme dei nidi d’infanzia in Italia e Francia fra il’68 e gli anni Settanta alla luce di studi recenti, in Autorità in crisi. Scuola, famiglia, società prima e dopo il ’68, (atti di: Convegno Cirse, Firenze, 30 novembre - 1° dicembre 2018), Roma, Aracne, 2020, pp. 349-358.
Optional readings
Pironi T., Zucchi L. (a cura di), Maria Montessori al nido tra storia e attualità, Junior, 2018.
B. Quinto Borghi, F. Frabboni, Loris Malaguzzi e la scuola a nuovo indirizzo, Città di Castello, Zeroseiup, 2017.
L. Gandini, C. Edwards, G. Forman (eds.), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione all’infanzia, Junior, 2014.
A. Salati, Un senso nel tempo: un nuovo libro racconta la storia dei Servizi Educativi della Bassa Reggiana, Edizioni libre, Guastalla (Reggio Emilia), 2018.
Further optional readings
Campioni L., Marchesi F. (a cura di), Sui nostri passi. Tracce di storia dei servizi educativi nei Comuni capoluogo dell’Emilia Romagna, Junior, 2014, pp. 5-495 (an optional chapter).
Barbieri N.S., Asili nidi e scuole dell’infanzia nella storia italiana, in F. de Giorgi, A. Gaudio, F. Pruneri (a cura di), Manuale di storia della scuola italiana. Dal Risorgimento al XXI secolo, Brescia, Scholé, 2019, pp. 69-115.
Campioni L., Marchesi F. (a cura di), La strada maestra. Tracce di storia delle scuole comunali dell’infanzia nei capoluoghi dell’Emilia Romagna, San Paolo D’Argon (Bergamo), Zeroseiup, 2019, pp. 6-454 (3 capitoli a scelta).
Teaching methods
By the mean of the teaching approach of the laboratory, the teacher's lectures will be followed and accompanied by group activities (aimed at writing short texts) that focus on the fundamental moments of the birth and development of the educational services as well as the different educational models and the their evolution, with a particular attention to changes introduced in Italu during the Seventies at National and regional level. These papers will be evaluated for the final score.
Assessment methods
Although the course is a Laboratory, the final evaluation of the exam will be in scored in 30ties, and will take into account on the works produced by the students during the workshop and will take into account the learning of the contents, the capacity for critical re-elaboration and the use of specific terminology to the topics. The teacher will constantly gather the synthetic reflection texts written by the students, which will also allow them to evaluate the regular attendance.
The evaluation method (written and oral) may undergo variations in relation to the health situation of the third phase covid-19.
The final mark out in 30/30 will be the result of the weighted average between the mark acquired after passing the exam relating to this LABORATORY (in thirtieths), that of 2 ECTS in psychopathology and 1 ECTS of indirect Internship (also in thirtieths). Although it is possible for the present laboratory to take the exams already in the winter session, the final report will take place only in the summer session. For the final report, students must register on Alma exams after acquiring 1 CFU of indirect internship and passing the exam of Psychopatholopgia of development from 2 ECTS.
Teaching tools
Lectures use visual aids (powerpoint) and lecture notes provided by the teacher.
Office hours
See the website of Dorena Caroli