The goal of this class is the development in the students of the competence and the critical sensitivity for managing the educational process based on the cooperation, both in adults and in children, through the knowledge of the principles, dynamics, strategies and tools for enhancing cooperation in several contexts such as learning or education groups and in dual relationships.
Curriculum
scheda docente
materiale didattico
Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2022). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Programma
The course will analyze the concepts of cooperation, starting from early manifestations of spontaneous cooperative behavior observed in infancy to the promotion of cooperative dynamics in educational and training interventions in later stages of life. Specifically, after an introduction to interpersonal motivational systems, the lessons will focus on the psychological mechanisms underlying prosocial and cooperative behaviors, as well as their broader role as a foundation for integration and interculturality. Additionally, methods for fostering dialogue and effectively managing conflict situations will be examined. The course will conclude with the presentation of the key elements of interventions in educational and training contexts.Testi Adottati
Gordon, T. (1991). Insegnanti efficaci. Firenze: Giunti.Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2022). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Bibliografia Di Riferimento
TOMASELLO - Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child development, 1454-1463. - Tomasello, M. (2010). Origins of human communication. MIT press. - Vaish, A., Missana, M., & Tomasello, M. (2011). Three‐year‐old children intervene in third‐party moral transgressions. British Journal of Developmental Psychology, 29(1), 124-130. -Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100(3), 455-471. -Rakoczy, H., Warneken, F., & Tomasello, M. (2008). The sources of normativity: young children's awareness of the normative structure of games. Developmental psychology, 44(3), 875. -Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and brain sciences, 28(5), 675-691. -Tomasello, M., & Vaish, A. (2013). Origins of human cooperation and morality. Annual review of psychology, 64(1), 231-255. -Tomasello, M. (2014). The ultra‐social animal. European journal of social psychology, 44(3), 187-194. -Warneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. Infancy, 11(3), 271-294. GORDON -Gordon, L. M. (2001). High Teacher Efficacy as a Marker of Teacher Effectiveness in the Domain of Classroom Management. -Gordon, T. (1988). The case against disciplining children at home or in school. Person-Centered Review, 3(1), 59-85. -Genitori efficaci. Educare figli responsabili di Thomas Gordon (Autore) Valeria Poli (Traduttore) Edizioni La Meridiana, 2014Modalità Frequenza
Attendance is not mandatory but strongly recommended.Modalità Valutazione
The exam consists of a written test with 30 multiple-choice questions (four options, only one correct; no penalties for incorrect answers) and one open-ended question to assess knowledge of the course content. The test will last 40 minutes. A minimum score of 18 is required to pass, and the maximum score is 30/30. Honors can be added if the student demonstrates excellent mastery of the topics covered during the course.
scheda docente
materiale didattico
Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2022). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Mutuazione: 22910222 Psicologia dell'educazione e della formazione in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 ZAVA FEDERICA
Programma
The course will analyze the concepts of cooperation, starting from early manifestations of spontaneous cooperative behavior observed in infancy to the promotion of cooperative dynamics in educational and training interventions in later stages of life. Specifically, after an introduction to interpersonal motivational systems, the lessons will focus on the psychological mechanisms underlying prosocial and cooperative behaviors, as well as their broader role as a foundation for integration and interculturality. Additionally, methods for fostering dialogue and effectively managing conflict situations will be examined. The course will conclude with the presentation of the key elements of interventions in educational and training contexts.Testi Adottati
Gordon, T. (1991). Insegnanti efficaci. Firenze: Giunti.Tomasello, M. (2010). Altruisti nati. Perché cooperiamo fin da piccoli. Torino: Bollati Boringhieri.
Torre, E. M. (2022). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber.
Bibliografia Di Riferimento
TOMASELLO - Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child development, 1454-1463. - Tomasello, M. (2010). Origins of human communication. MIT press. - Vaish, A., Missana, M., & Tomasello, M. (2011). Three‐year‐old children intervene in third‐party moral transgressions. British Journal of Developmental Psychology, 29(1), 124-130. -Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100(3), 455-471. -Rakoczy, H., Warneken, F., & Tomasello, M. (2008). The sources of normativity: young children's awareness of the normative structure of games. Developmental psychology, 44(3), 875. -Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and brain sciences, 28(5), 675-691. -Tomasello, M., & Vaish, A. (2013). Origins of human cooperation and morality. Annual review of psychology, 64(1), 231-255. -Tomasello, M. (2014). The ultra‐social animal. European journal of social psychology, 44(3), 187-194. -Warneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. Infancy, 11(3), 271-294. GORDON -Gordon, L. M. (2001). High Teacher Efficacy as a Marker of Teacher Effectiveness in the Domain of Classroom Management. -Gordon, T. (1988). The case against disciplining children at home or in school. Person-Centered Review, 3(1), 59-85. -Genitori efficaci. Educare figli responsabili di Thomas Gordon (Autore) Valeria Poli (Traduttore) Edizioni La Meridiana, 2014Modalità Frequenza
Attendance is not mandatory but strongly recommended.Modalità Valutazione
The exam consists of a written test with 30 multiple-choice questions (four options, only one correct; no penalties for incorrect answers) and one open-ended question to assess knowledge of the course content. The test will last 40 minutes. A minimum score of 18 is required to pass, and the maximum score is 30/30. Honors can be added if the student demonstrates excellent mastery of the topics covered during the course.