| Code |
A001608 |
| CFU |
5 |
| Teacher |
Alessia Bartolini |
| Teachers |
|
| Hours |
- 30 ore - Alessia Bartolini
|
| Learning activities |
Affine/integrativa |
| Area |
Attività formative affini o integrative |
| Sector |
M-PED/01 |
| Type of study-unit |
Obbligatorio (Required) |
| Language of instruction |
Italian |
| Contents |
The course aims to address the epistemological foundations of intercultural and family pedagogy, as well as the implications of these disciplines for early childhood education services. |
| Reference texts |
a) M. Amadini, Infanzia e famiglia. Significati e forme dell’educare, La Scuola, Brescia 2011 (The first chapter is for reading only); b) I. Pescarmona (a cura di), Intercultura e infanzia nei servizio educativi 0-6. Prospettive in dialogo, Aracne, Ariccia (RM) (up to page 150) c) Lecturer’s materials available on Unistudium |
| Educational objectives |
The course is designed to foster the acquisition of specific knowledge and competences in the field of family and intercultural pedagogy. The theoretical foundations provided aim to develop the ability to recognize and manage diversity in family and educational contexts in a pedagogically grounded manner, with the objective of promoting and enhancing differences. This body of knowledge is closely connected to the degree programme in Educator in Early Childhood Education Services, to which the course contributes by offering tools for analysis, understanding, and educational intervention. Knowledge Students will acquire the foundational concepts of family and intercultural pedagogy, essential for designing educational interventions and collaborating effectively with families. In particular, the course will address the following key topics: - epistemology of family and intercultural pedagogy; - globalization and multicultural society; - multiculturalism, interculturality, and intercultural education, with a focus on schools and early childhood education services (0–6); - perspectives on integration and interculturality as the new normal of education; - culture, identity, and difference; - the evolution of the concept of family and family models; - areas of study within family pedagogy; - parental roles and functions; - educational challenges of contemporary families; - parenting support and the role of early childhood services (0–6). Skills The course aims to develop the following skills: - understanding the variability of family contexts and educational/care practices; - activating processes of care, growth, and development of children, relationships, and contexts; - exercising reflective practices aimed at improving educational quality. Competences Upon completion of the course, students will be able to: - design intercultural educational interventions in early childhood services; - develop effective communicative and relational skills; - strengthen critical-reflective, decision-making, and problematizing competences; - analyse problems and elaborate solutions with independent judgment; - enhance the specificities of the educational profession in collaboration with families; - apply theoretical knowledge to concrete educational contexts; - develop the capacity for lifelong learning (“learning to learn”). |
| Prerequisites |
In order to fully understand the contents of this course, it is advisable to have previously taken the examination in General Pedagogy. |
| Teaching methods |
Lectures and interactive teaching Brainstorming activities |
| Other information |
Attendance is not compulsory; however, students are strongly encouraged to attend the course. Non-attending students may follow the same programme as attending students. It is also recommended to make systematic use of the Unistudium platform, which will be constantly updated with supplementary materials and essential communications for students. Students with disabilities and/or specific learning disorders (SLD) are invited to consult the dedicated webpage outlining the available tools and measures, and to make prior arrangements with the lecturer regarding any necessary accommodations: https://www.unipg.it/disabilita-e-dsa . |
| Learning verification modality |
Written Examination The written examination consists of 3 open-ended questions to be answered in short essays (maximum 15 lines each). Duration: 1 hour. The exam is intended to assess the student’s ability to elaborate on the acquired knowledge with methodological rigor, appropriate academic language, and capacity for practical application. In order to sit the written examination, students must be in compliance with the laboratory requirements. |
| Extended program |
The course programme is structured into two parts: Part I – Family Pedagogy: - A pedagogy of the family; - From the family to families; - Family and educational responsibility; - Parental roles and functions; - Educational challenges in contemporary families; - The family within the integrated educational system; - The relationship between families and early childhood education services; - Spaces, times, and relationships in early childhood. Part II – Intercultural Pedagogy: - The epistemology of intercultural pedagogy; - From multiculturalism to interculturality; - Intercultural education as the new normal of education; - The intercultural approach in early childhood services (0–6); - Raising citizens of the world; - Intercultural competences; - Pathways for promoting interculturality in early childhood education services (0–6). |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile |
SDG 3 – Good Health and Well-Being SDG 4 – Quality Education SDG 10 – Reduced Inequalities |
