The Children’s Literature laboratory allows the student to apply the knowledge acquired through the teaching of literature for children; to make theoretical-practical experiences of analysis, design and simulation of educational activities; and to develop a reflective, critical, dynamic, creative, participatory and collaborative attitude.


With the workshop in Children’s literature, students will be able to achieve the following educational goals:
In terms of knowledge and understanding:
- knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children
- knowledge of the prospects and theoretical models of children’s literature
- knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship.
- knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts
In terms of ability to apply knowledge and understanding:
- ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading in both primary and secondary schools;
- ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression;
- ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS).
In terms of autonomy of judgment:
- Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective;
- Aptitude to consider alternative solutions to problems and to make decisions that respond to the student's training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives;
- Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products.
In terms of communicative abilities:
- ability to expose in an organized manner the objectives and the nature of the teaching activity through educational and educational planning, with particular reference to the use of illustrated stories;
- the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion;
- the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages.
In terms of lifelong learning:
- Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents