91832 - Teaching Methodology and Special Pedagogy Workshop (G.A)

Learning outcomes

By the end of the workshop, the student: - is able to work independently in applying the specific techniques learnt, either on their own or as part of projects organised by institutions; - is able to discuss with others how to use and document the techniques learnt; - is able to apply the specific knowledge learnt to different types of service; - is able to assess the limitations and merits of the technical tools learnt; - will be able to adapt the technologies learnt to different contexts, making personal modifications and additions.

Course contents

This workshop explores the inclusive dimensions of communication and the intersubjective processes that characterise relationships between educators, children and families in early years education settings, through the use of systematic observation and video microanalysis. The aim is to develop skills in analysing and interpreting everyday educational interactions, with particular reference to situations involving children with special educational needs, in order to design individualised and inclusive educational interventions.
The workshop aims to promote an ecological understanding of interactions, considering the child within the network of relationships involving families, educators, peer groups and the educational community. The main theoretical frameworks relating to the development of early relationships, triadic dynamics (child-parents-educators) and the processes of building an educational partnership between services and families will be explored in depth, with particular attention to situations involving disabilities and complex educational needs.
A specific section will be devoted to observing interactions within small groups (transitional moments, play, daily routines, etc.) and to how the educational context can foster the participation and inclusion of all children, identifying resources, facilitators and potential barriers to participation.The workshop will have a strong practical focus and will enable students to experiment with observational tools and methodologies through guided exercises. In particular, the following will be offered:
-exercises on the use of different observational tools (narrative protocols, grids, checklists and data collection forms);
-activities involving the systematic and reflective observation of -interactions between children, educators and families;
-analysis of videos recorded in early years education settings, aimed at identifying indicators of the quality of educational relationships and inclusive processes;
-coding exercises using video microanalysis, inter-observer comparison and group discussion;
-re-evaluation of observations for the purposes of individualised educational planning.

Readings/Bibliography

Pileri A. (2018). Disabilità e Migrazione : interazioni e processi d’inclusione nei nidi di Parigi. Padova: Libreriauniversitaria.it, (BIBLIOTECA CONTEMPORANEA). [libro].

Balduzzi L. Pironi T. (2017) (a cura di). L'osservazione al nido. Una lente a più dimensioni per educare lo sguardo.Milano: FrancoAngeli. 

Bondioli A. (2007). L’osservazione nella ricerca e nella formazione
in campo educativo: il problema del “punto di vista”. In Bondioli A. (a cura di), L’osservazione in campo educativo, Edizioni Junior, Azzano San Paolo (BG) pp. 5-20.

Open-access scientific articles will also be listed.

Teaching methods

The workshop is based on active methodologies that combine theoretical exploration with experiential activities. The sessions will alternate between guided discussions, individual and group exercises, case studies, the use of observational tools, and the analysis of video recordings from real educational contexts.
Particular emphasis will be placed on peer discussion, critical reflection on observational practices and the collaborative development of interpretative hypotheses geared towards inclusive educational planning.
Video microanalysis will be a key methodology for developing professional observation skills, fostering critical reflection on observed behaviours and recognising the role of educational practices in promoting inclusive processes. Through the viewing and analysis of audiovisual material, students will be guided in interpreting the relational dynamics between children, families and educators.

Assessment methods

Assessment will take into account active participation in workshop activities and the ability to apply the proposed tools critically, declining them from the perspective of Special education.

The following elements will be taken into account:
-participation in practical sessions;
-correct use of observation tools;
-ability to analyse video recordings and educational case studies from an inclusive perspective;
-quality of the pedagogical reflection developed during the activities;
-final assignment consisting of an analysis of an observed situation or a case documented via video material, identifying elements relevant to educational planning.

Teaching tools

The workshop makes use of multimedia presentations, video recordings of educational situations, protocols and observation grids, pedagogical documentation materials, and academic articles. These materials will be made available via the University’s VIRTUALE platform and will form the basis for the practical exercises and shared reflection sessions.

Students with specific learning difficulties or disabilities: please contact the relevant University office in good time (https://site.unibo.it/studenti-con-disabilita-e-dsa/it).
The University Service will be responsible for proposing any necessary adjustments to the students concerned; these must, however, be submitted for the lecturer’s approval 15 days in advance, and the lecturer will assess their suitability in relation to the course’s learning objectives.

Office hours

See the website of Anna Pileri