Design and organize educational activities in childcare services, preparing appropriate interventions for users and territory; use educational-didactic strategies and methodologies oriented to the promotion of skills, respecting the times and styles of development and learning of each; monitor and self-evaluate the effectiveness of one's educational activity; develop critical skills for quality assessment of early childhood interventions; use computer tools and new technologies applied to educational contexts.
By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.
Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.
Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.
Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.
Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.
By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.
Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.
Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.
Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.
Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.
Canali
scheda docente
materiale didattico
The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. With a view to promoting and qualifying educational continuity in the zerosei integrated system and developing the vertical curriculum, the following are presented: some strategic devices (peer tutoring, shared reading, reality tasks); some quality and participatory research practices (Research-Action and Research-Training); the dynamics of the working group, the methods of coordination and the exercise of educational leadership.
- Giovanni Moretti, Bianca Briceag (2023). Qualità e continuità educativa nel sistema integrato zerosei. Organizzazione didattica e processi valutativi. Roma: Anicia.
- Michael Tomasello (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Lettura del documento: Orientamenti nazionali per i servizi educativi per l'infanzia, Ministero dell'Istruzione (2022).
Programma
The course “Instructional design and evaluation processes” is carried out with interactive teaching methods and takes into account the connection that exists between the educational planning and the interventions carried out over time. The teaching explores some issues useful for defining the educational system between 0-6 years old. The key topics of the course are useful to design quality educational experiences, the curriculum, the educational relationship (adult-child, peer to peer and peer to adult), the space-time environment, the game. The course includes tools to identify information, design, documents and narrate the educational experience: concept maps, the observation grids, the questionnaire, the logbook, the observation and exploration of the space.The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. With a view to promoting and qualifying educational continuity in the zerosei integrated system and developing the vertical curriculum, the following are presented: some strategic devices (peer tutoring, shared reading, reality tasks); some quality and participatory research practices (Research-Action and Research-Training); the dynamics of the working group, the methods of coordination and the exercise of educational leadership.
Testi Adottati
- Anna Bondioli, Donatella Savio (2018). Educare l’Infanzia. Temi chiave per i servizi 0-6. Roma: Carocci.- Giovanni Moretti, Bianca Briceag (2023). Qualità e continuità educativa nel sistema integrato zerosei. Organizzazione didattica e processi valutativi. Roma: Anicia.
- Michael Tomasello (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Lettura del documento: Orientamenti nazionali per i servizi educativi per l'infanzia, Ministero dell'Istruzione (2022).
Modalità Frequenza
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY.Modalità Valutazione
Formative: written educational tests will be administered with a function of self-evaluation and reflection on the issues dealt with in the Basic Course. Final assessment: oral interview. The proof of profit is unique, takes place in the form of an oral interview.
scheda docente
materiale didattico
The course also provides for the activation of paths for reflection and self-assessment of the knowledge and skills acquired during attendance and with the help of comparison with authoritative witnesses.
1. Mantovani S., Ferri P., (2008). Digital Kids. Come i bambini usano i computer e come potrebbero usarlo genitori e insegnanti. Milano: Rizzoli ETAS
2. Mantovani S., Siva C., Freschi E. (2016). Didattica e nido d’infanzia. Metodi e pratiche d’intervento educativo. Parma: edizioni junior.
3. Bondioli A., Savio D., Gobbetto B., TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6. San Paolo d’Argon (BG): Zeroseiup
Programma
The course aims to provide theoretical and practical elements for the design, implementation and evaluation of educational and evaluative projects and interventions in children's educational contexts, through the use of appropriate educational and didactic strategies and methodologies oriented towards full development of the potential, respecting the times and styles of growth and learning of each child. It is also proposed a reflection on the use of digital technologies in didactic planning for the 0-6 sector.The course also provides for the activation of paths for reflection and self-assessment of the knowledge and skills acquired during attendance and with the help of comparison with authoritative witnesses.
Testi Adottati
The lessons in presence will cover topics related to the following texts:1. Mantovani S., Ferri P., (2008). Digital Kids. Come i bambini usano i computer e come potrebbero usarlo genitori e insegnanti. Milano: Rizzoli ETAS
2. Mantovani S., Siva C., Freschi E. (2016). Didattica e nido d’infanzia. Metodi e pratiche d’intervento educativo. Parma: edizioni junior.
3. Bondioli A., Savio D., Gobbetto B., TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6. San Paolo d’Argon (BG): Zeroseiup
Modalità Frequenza
Attendance is optionalModalità Valutazione
Evidence of profit is an oral test about texts and on the in-depth online activities. Non-attending students are required to carry out the same program as for attending students, including the study of any materials posted on the Department platform www.formonline.roma3. The final assessment will take into account the student's ability to: Know models, tools and techniques for the observation of children in socio-cultural and educational contexts; Know the strategies and techniques relating to the conception, design, systematic observation and evaluation of educational interventions, recognising their theoretical assumptions and intervention logics, consistent with the needs of children in different contexts; identify the methods for monitoring and self-evaluating the effectiveness of an educational action, also with reference to practical training or professional experience; explore the issue of the educator's competences; be aware of the most important legislative indications concerning the integrated zero-six system. The way in which the student is able to argue logically, to reflect on the arguments presented and to generate autonomous and original thoughts will be the subject of the final assessment.