32860 - History of Childhood Theories

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality

Academic Year 2022/2023

Course contents

The course will include the study of education for children in terms of theory and practice from the 17th Century to the present day. Special attention will be paid to the social, historical and institutional context.


The course is composed by two entangled modules

Modulo 1 Storia delle teorie dell’infanzia (24 hours). Docente: Tiana Pironi

Modulo 2 Storia delle teorie dell’infanzia (24 hours). Docente: Rossella Raimondo


For a general historical background, the following authors should be read in depth: E. Scaglia, La scoperta della prima infanzia, vol. 2. Da Locke alla contemporaneità (until p. 141).

On the history of childhood istituition Students are kindly requested to study the book of D. Caroli, Per una storia dell'asilo nido in Europa tra 0tto e Novecento, Milano, Franco Angeli, 2014, but only the following part: introduction; la nascita e la diffusione delle crechès in Francia (pp. 9-81); la diffusione delle crechès in Italia (pp. 199-346).



For a general historical background, the following authors should be read in depth: E. Scaglia, La scoperta della prima infanzia, vol. 2. Da Locke alla contemporaneità (from p. 145 until p. 239)

For the monograph part:

-Campioni, F. Marchesi, Una partenza forte, 1969: i primi asili nido comunali in Emilia Romagna, zeroseiup

- E. Key, Il secolo del bambino (1900), a cura di Tiziana Pironi e Luisa Ceccarelli, Edizioni Junior, 2019.

It is important to study more deeply the historical aspect downloading power point material at the site iol.unibo.it

Teaching methods

Lectures will be combined with some practical exercises, case studies and group projects in order to involve students active participation.

Assessment methods

The exam consists of a written test (2 questions for single modules) in 2 hours. The two modules must always be taken simultaneously; the final mark will be given by the average of the marks obtained in the two modules.

Criteria to assess BOTH exams are the following ones:

  1. ability to analyse a text and elaborate its parts in a synthetic yet exaustive way.
  2. debate with clarity, with reference to the theoric frame
  3. support and enrich the discussion also with proposals and highlights revealed during the frontal lessons

The final score will be in 30/30.

Aim of the exam is to verify competences in terms of analysis and comprehension of texts, where conceptualization and ability to discuss learned contents in an organic way will be assessed. Particularly appreciated will be the student's ability to move among theoric references and bibliographic material in a personal and consistent way, to highlight the most important aspects of the subject matter. An organic view of the themes dealt with in the classroom and their critical use, and mastery of a specific language will be excellently valued. Mnemonic or mechanic knowledge of the discipline, unarticulated ability of analysis and synthesis and a poor language will be assessed as fair or decent, gaps in knowledge of the main themes and inappropriate verbal expression will be considered barely sufficient. Gaps in knowledge, inappropriate language and the lack of ability to move among bibliographic references will lead to an insufficient evaluation. If students fail one round, they can try all the following ones.


Teaching tools

Videos related to course contents.

Office hours

See the website of Tiziana Pironi

See the website of Rossella Raimondo