94416 - Comparative History of ECEC Institutions

Learning outcomes

After completing the course, the student: - knows the main phases of the history of the different typologies of the educational services from the Second Wold War aftermath to the end of the Nineteens in an European comparative perspective; -knows the evolution of the legislation framework of early childhood education and care services in the Italian and European context; - is able to outline the developments of early childhood education and care services provided in the local context and to analyse them in their historical and cultural context; - is able to reflect on the different moments of international diffusion of educational models and interventions, which are at the basis of actual practices.

Course contents

Preliminary requirements

The course will be entirely taught in English. Students taking the course, should have an intermediate level in Human sciences and Humanities and a B1 English level.

The course teaches the main phases of the history of the early educational services from the Second Wold War aftermath to the end of the Nineties in an European comparative perspective. In particular, the course will deal with some national case studies concerning the history of ECEC services in France, Italy, England, Spain, Soviet Union and Nordic countries (Sweden, Norway and Denmark) focusing the evolution of the policy rationales cwich oriented the legislative framework and regulated the State/Regional-municipal expenditures. These aspects will be analysed in relation with the accessibility of children to education and care (age and family conditions), the improvement and training of the staff/practitioners inside ECEC services, and the assessment of new pedagogical approach toward early childhood. The Italian case will describe also Loris Malaguzzi’s role and the Reggio Children Approach in renewing ECEC in Italy since the 70’s until the 90’s years.

To pass the exam, students must study the history of 4 national cases and in particular:

Specifically, knowledge of the following topics will be required:

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 nursery schools after the war in Italy: law 860 of 26 August 1950 and n. 1044 of December 6, 1971;

The reform of day nurseries inside industries after the Second World War in the Soviet Union: the renewal of the pedagogical approach.

And 1 more case between Sweden, Norway, Denmark, Spain, Belgium, Austria, Great Britain, Scozia, Greece or Portugal.

Readings/Bibliography

D. Caroli, Day Nurseries in Europe in the Nineteenth and Twentieth Centuries: The Challenge of the Transnational Approach, in Eugenia Roldan Vera and Eckhardt Fuchs (eds.), The Transnational in the history of Education, Palgrave, London, 2019, pp. 69-100.

D. Caroli (ed.), History of Early Education Institutions in Europe from WWII Until the Recent Reforms, Bologna Clueb, 2022- 2 chapters on your choise.

K. Scheiwe and Harry Willekens (eds.), Child Care and preschool Development in Europe. International perspectives, Palgrave MacMillan, New York, 2009 (1 chapter about France).

P. Cagliari, M. Castagnetti, C. Giudici et al., L. Malaguzzi and the Schools of Reggio Emilia. A selection of his writings and speeches, 1945-1933, London, Routledge, 2016 (a chapter about Malaguzzi's writings).

Optional Readings

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.

D. Caroli, Day nurseries and childcare in Europe, 1800-1939, London, Palgrave Macmillan, 2017, pp. 342.

D. Caroli, Day Nurseries in Europe in the Nineteenth and Twentieth Centuries: The Challenge of the Transnational Approach, in Eugenia Roldan Vera and Eckhardt Fuchs (eds.), The Transnational in the history of Education, Palgrave, London, 2019, pp. 69-100.

E.C. Melhuish, P. Moss (eds.), Day care for young children. International perspectives, London, Tavistock/Routledge, 1991 (a chapter on your choise).

H. Willekens, K. Scheiwe, K. Nawotski (eds.), The Development of the Early Childhood Education in Europe and North America. Historical and Comparative perspectives, London, Palgrave, 2015.

Teaching methods

Frontal lectures enriched by the analysis of original sources and the use of videos/historical documentaries retrieved from the web concerning the educational approach and praxis inside ECEC.

Assessment methods

The final examination will be oral and will consist in the control of the level of knowledge and of critical analysis of the contents. During the cours, the students will also write individual and/or collective papers about the themes of the course, that will be considered for the final evaluation. The final (oral) examination will focus on the discussion of the papers.

The exam score is in 30ties (18 is minimum score, 30 maximum). The score depends on how much and deeply the students knows the themes of the course, being able to analyse the different national cases and to use the specific terminology of this field.

If students fail one round (appello d’esame), they can register for the following exam (appello).

The students must register themselves for the exam through Almaesami website (at least a week before each exam date).

The final examination carried out in English language, will be integrated with the other section of the course (94417 - ECEC POLICIES AND PEDAGOGICAL APPROACHES IN INTERNATIONAL PERSPECTIVE - 4 cfu, prof. Arianna Lazzari).

In the case that the sanitary situation of Covid 19 reveals new critical periods, the exam will be carried out orally on the TEAMS platform (you must register through Almaesami).

Teaching tools

Use of slides, historical videos/documentaries and of materials, that will be partially available on the IOL platform (to which students have access through personal username and password).

Office hours

See the website of Dorena Caroli