73334 - EDUCAZIONE ALLA CORPOREITÀ E METODOLOGIA DEL GIOCO

Learning outcomes

At completion of the course the student - knows and understands the main pedagogical and didactic theories relating to bodily expression and play in early and later childhood; - knows and understands the main pedagogical and didactic theories relating to bodily expression and play in early and later childhood; - knows how to design and plan educational pathways in which psycho-motor and sensory education and play take on a foundational value in terms of pedagogical and methodological reference - knows the models of early childhood services and, with respect to them, can construct specific educational paths and activities centred both on the child and on the adults of reference, in which the activity of play and psychomotor sensitivity are the privileged strategies; - knows how to structure educational activities by intentionally selecting and organising contexts and materials (structured, unstructured, natural) - knows and has reflected on his/her own communication and interaction style (with the child(ren) and the adult(s)) as a key element of didactic and educational mediation; - possesses adequate skills and tools for the production and communication of information and the preparation of projects and documentation material.

Course contents

The course will address the main themes relating to bodily and play education in early childhood, emphasising the connections between the development of sensory and motor, cognitive, affective and social skills and the dimension of play.

The theme of play, explored both from a theoretical and from methodological-didactic perspective, will be developed in an interdisciplinary key and in relation to the recent pedagogical guidelines drawn up by the Ministerial Commission for the integrated 0-6 system. In this sense, the "Pedagogical Guidelines for the integrated 0-6 system" and the "National Guidelines for Early Childhood Education Services" will constitute the frame of reference for outlining, in evolutionary terms, how playful and ludic approaches support the development of children's motor, cognitive, affective and social competences in early childhood education contexts.

Interweaving the themes of corporeity education and play, the teaching proposes the following themes to students

- Horizontal and vertical educational continuity: relations with nursery schools, families and the territory in the integrated 0-6 system

- Achieving horizontal and vertical educational continuity through play and playful approaches starting from the National Guidelines

- The psychomotor approach to the nursery: the centrality of the body and sensory dimension

- Emmi Pikler's educational proposal

- The main theoretical and methodological approaches to play in early childhood

- Play in an evolutionary perspective (from basket of treasures to symbolic and make-believe play)

- Observing children's experience to design play environment for sustaining pedagogical quality in early childhood educational services

- The educator's role in promoting children's play

- The organisation of the context: spaces, times, materials and groupings.

The course is held in presence and also includes seminars and lessons held in collaboration with external experts.

Support and supplementary study materials for the course will be available to all students on the online platform: virtuale.unibo.it. To use the platform, it is necessary to register using the University's credentials.

Readings/Bibliography

COMPULSORY READINGS FOR ALL STUDENTS

Savio, D. (a cura di) (2020) Bambini e gioco: prospettive multidisciplinari per una pedagogia ludica. Parma: Edizioni Junior.

Cartacci, F. (2013) Movimento e gioco al nido. Erikson: Trento.

Molina, P. (2023) Il gioco nel primo anno di vita: progettare spazi e attività al nido d’infanzia. Erikson: Trento.

Cardo, C., Vila, B. & Vega, S. (2016) Giochi e esperimenti al nido: attività di manipolazione, esplorazione e scoperta. Erikson: Trento.

COMPULSORY READINGS FOR ERASMUS STUDENTS

Erasmus students can choose whether to take the exam in Italian or English. The required texts for each programme are listed below. Erasmus students are strongly encouraged to contact the lecturer at the beginning of the course to communicate their choice of study programme.

For Erasmus students who intend to take the examination in Italian language, the compulsory readings are:

Savio, D. (a cura di) (2020) Bambini e gioco: prospettive multidisciplinari per una pedagogia ludica. Parma: Edizioni Junior.

Cartacci, F. (2013) Movimento e gioco al nido. Erikson: Trento.

Cardo, C., Vila, B. & Vega, S. (2016) Giochi e esperimenti al nido: attività di manipolazione, esplorazione e scoperta. Erikson: Trento.

For Erasmus students who intend to take the examination in English language, the compulsory readings are:

Brooker, L., Edwards, S., & Blaise, M. (2014). SAGE handbook of play and learning in early childhood - All chapters contained in PART 1 and PART 3:

• Part I: Theoretical Perspectives on Play and Learning
• Part III: Contexts for Play and Learning
  

Kingdon, Z. (2020). A Vygotskian Analysis of Children's Play Behaviours. Beyond the home corner. London: Routledge.

STUDENTS AT DEBTH 

Students* who have the debt course in their syllabus (a.y. 2021/22; 2022/23; 2023/24) may - at their choice - study by referring to the examination syllabus in which the teaching was in the syllabus or to that of the current year (2025/26).

COMPENSATORY TOOLS FOR STUDENTS WITH DISABILITIES OR LEARNING DIFFICULTIES

Students with disabilities or specific learning difficulties are invited to contact the office in charge and follow the indicated procedures on how to conduct the exam (right to extra time and/or choice of oral exam, use of maps, use of PCs, ...): https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching methods

Inductive, deductive and dialogic lectures, video analysis, case studies and group work.

Assessment methods

Oral examination of an argumentative nature.

Students' knowledge will be examined in relation to the topics addressed during the teaching and contained in the texts in the bibliography.

The indicators contributing to the assessment include:

- relevance of the answer to the question posed by the lecturer;

- clarity in the exposition of content;

- use of appropriate disciplinary language;

- ability to explore and link the main themes in depth;

- ability to provide examples and cases relating to childhood education contexts.

The grade will be expressed in thirtieths.

Teaching tools

ppt presentations
videos and films
material distributed during lectures to facilitate discussion

Office hours

See the website of Arianna Lazzari