2. Professors
  3. LOMBARDI Maria Grazia
  4. Teaching

CHILDREN'S LITERATURE

Maria Grazia LOMBARDI CHILDREN'S LITERATURE

4461000051
DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
EQF7
PRIMARY TEACHER EDUCATION
2024/2025

OBBLIGATORIO
YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2016
AUTUMN SEMESTER
CFUHOURSACTIVITY
848LESSONS


MARIA GRAZIA LOMBARDI T Curriculum
ExamDate
I APPELLO LOMBARDI13/01/2025 - 08:30
II APPELLO LOMBARDI29/01/2025 - 08:30
III APPELLO LOMBARDI14/02/2025 - 08:30
Objectives
THE COURSE AIMS TO PROMOTE THE KNOWLEDGE OF LITERATURE AND TEXTS USEFUL FOR BRINGING EARLY CHILDHOOD CLOSER TO STORYTELLING BY DEVELOPING THE HABIT OF LISTENING AND THE PRACTICE OF READING ALOUD TO ENCOURAGE INTERACTION WITH AND BETWEEN CHILDREN WITHIN THE GROUP.
KNOWLEDGE AND UNDERSTANDING:
TO KNOW THE THEORETICAL-PEDAGOGICAL DEBATE ON EARLY CHILDHOOD LITERATURE, WITH PARTICULAR REFERENCE TO THE RELATIONSHIP BETWEEN READING ALOUD BY THE EDUCATOR AND LANGUAGE LEARNING.
KNOWLEDGE OF THE FUNDAMENTALS OF EARLY CHILDHOOD LITERATURE AND READING;
ABILITY TO UNDERSTAND THE MAIN AUTHORS AND THEMES OF THE DISCIPLINE;
ABILITY TO CONSTRUCT, COMMUNICATE AND NARRATE TEXTS INTENDED FOR CHILDREN THROUGH THE EXERCISE OF IMAGINATION AND CREATIVITY

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
BE ABLE, THROUGH KNOWLEDGE OF EXCELLENT EXAMPLES OF TEXT
LITERARY STUDIES FOR EARLY CHILDHOOD, TO EVALUATE LITERARY TEXTS AS TOOLS FOR EDUCATIONAL INTERVENTION IN CHILDREN'S SERVICES;
ABILITY TO APPLY THE KNOWLEDGE ACQUIRED IN THE FIELD OF LITERATURE AND READING FOR EARLY CHILDHOOD TO ANALYZE, BRINGING THEM TO SOLUTIONS, DIFFERENTIATED PROBLEMS, WITH PARTICULAR REFERENCE TO THE ACTIVITIES OF READING, LISTENING AND COMPREHENSION OF LITERARY TEXTS IN THE CONTEXT OF DIFFERENT PROFESSIONAL, EDUCATIONAL AND CULTURAL FIELDS;
BE ABLE TO CONSTRUCT AND RECONSTRUCT TEXTS THROUGH IMAGINATION AND CREATIVITY

Prerequisites
NO SPECIFIC ADVANCED SKILLS ARE REQUIRED, BUT A SET OF BASIC PEDAGOGICAL KNOWLEDGE, COMMUNICATION SKILLS, INTEREST IN THE SUBJECT AND AN OPEN ATTITUDE TOWARDS COLLABORATIVE LEARNING AND TEAMWORK.
Contents
THE COURSE PROGRAM IS DIVIDED INTO THE FOLLOWING MODULES AND EXERCISES.
MODULE 1: FUNDAMENTALS OF EARLY CHILDHOOD LITERATURE (12 HOURS)
•INTRODUCTION TO THE NARRATIVE APPROACH IN CHILDREN'S LITERATURE (3 HOURS; 1 HOUR EXERCISE);
INTERACTIVE LESSONS TO EXPLORE THE ROLE OF STORYTELLING IN CHILDREN'S COGNITIVE, EMOTIONAL, AFFECTIVE AND RELATIONAL DEVELOPMENT, INTEGRATING STORYTELLING AND AUTOBIOGRAPHICAL STORYTELLING TECHNIQUES;
•THEORY AND PRACTICE OF READING ALOUD (4 HOURS LESSON; 4 HOURS WORKSHOP);
WORKSHOPS AND ROLE-PLAYING ACTIVITIES TO EXPERIMENT AND REFLECT ON THE PRACTICE OF READING ALOUD, ENHANCING ACTIVE LISTENING AND SHARING OF PERSONAL EXPERIENCES.
MODULE 2: READING ALOUD TECHNIQUES (12 HOURS)
•INNOVATIVE METHODOLOGIES IN READING ALOUD (4 HOURS LECTURE; 2 HOURS WORKSHOP)
WORKSHOPS THAT COMBINE READING ALOUD TECHNIQUES WITH COLLABORATIVE LEARNING STRATEGIES;
•CREATION OF INTERACTIVE NARRATIVE SPACES (4 HOURS LECTURE; 2 HOURS WORKSHOP)
PRACTICAL ACTIVITIES FOCUSED ON THE DESIGN OF ENGAGING NARRATIVE ENVIRONMENTS, USING MULTIMEDIA MATERIALS AND DIGITAL STORYTELLING TECHNIQUES.
MODULE 3: SELECTION AND ANALYSIS OF CHILDREN'S TEXTS (12 HOURS)
•CRITERIA FOR SELECTING TEXTS AND AUTOBIOGRAPHICAL APPROACH (4 HOURS LECTURE; 2 HOURS EXERCISE)
GUIDED ANALYSIS OF CHILDREN'S TEXTS WITH A FOCUS ON STORIES THAT PROMOTE IDENTIFICATION AND PERSONAL REFLECTION, ENCOURAGING THE SHARING OF EXPERIENCES AND MEMORIES RELATED TO READING;
•TEXTUAL ANALYSIS AS A REFLECTIVE LEARNING TOOL (3 HOURS LECTURE; 3 HOURS WORKSHOP)
EXERCISES THAT PROMOTE A CRITICAL AND PERSONAL APPROACH TO THE ANALYSIS OF TEXTS, THROUGH GROUP DISCUSSIONS AND REFLECTIVE WRITING TECHNIQUES.
MODULE 4: DESIGNING READING ACTIVITIES FOR CHILDREN (12 HOURS)
•FROM TEXT TO PRACTICE: DESIGNING CREATIVE READING SESSIONS (4 HOURS LESSON; 3 HOURS WORKSHOP)
WORKSHOPS ON DESIGNING READING SESSIONS THAT INTEGRATE PERSONAL NARRATIVES AND COLLABORATIVE STORYTELLING, PROMOTING LEARNING THROUGH SHARING AND LISTENING;
•FEEDBACK AND ASSESSMENT IN NARRATIVE LEARNING (2 HOURS LECTURE; 3 HOURS WORKSHOP)
SIMULATIONS AND SELF-ASSESSMENT AND PEER REVIEW ACTIVITIES TO DEVELOP CRITICAL AND REFLECTIVE SKILLS, FOCUSED ON THE EFFECTIVENESS OF READING AND STORYTELLING PRACTICES.
Teaching Methods
THE TEACHING METHODS OF THE COURSE ARE DESIGNED TO IMMERSE STUDENTS IN A DYNAMIC AND INTERACTIVE LEARNING ENVIRONMENT, WHICH FAVORS ACTIVE AND PARTICIPATORY METHODS, DIRECT EXPERIMENTATION AND GROUP WORK. THESE APPROACHES ARE AIMED AT PROMOTING NOT ONLY THEORETICAL UNDERSTANDING, BUT ALSO THE PRACTICAL APPLICATION OF THE KNOWLEDGE ACQUIRED.
•INTERACTIVE LECTURES AND GUIDED TEXT ANALYSIS:
USE OF STORYTELLING AND AUTOBIOGRAPHICAL NARRATION WITH SESSIONS DEDICATED TO THE CRITICAL EXAMINATION OF LITERARY WORKS FOR CHILDREN;
•READING WORKSHOP AND DESIGN OF NARRATIVE ENVIRONMENTS
DIRECT EXPERIMENTATION OF READING ALOUD, THROUGH PRACTICAL ACTIVITIES;
•GROUP DISCUSSIONS AND PEER TEACHING
SHARING IDEAS, EXPERIENCES AND READING STRATEGIES;
•COLLABORATIVE DESIGN OF READING SESSIONS
WORK IN GROUPS TO DESIGN AND ORGANIZE ENGAGING READING SESSIONS;
•SIMULATIONS, SELF-ASSESSMENT AND PEER REVIEW
PRACTICAL APPLICATION OF THE ACQUIRED SKILLS, REFLECTION ON ONE'S OWN LEARNING,
MUTUAL EVALUATION BETWEEN STUDENTS FOR CONSTRUCTIVE FEEDBACK;
THROUGH THE OPERATION ON FAIRY TALES, ACTIVATION OF CRITICAL REFLECTIONS ON CONSTITUTIONAL PRINCIPLES, REINTERPRETING STORIES IN THEATRICAL OR EXPRESSIVE FORM.
Verification of learning
THE ASSESSMENT CONSISTS OF AN ORAL EXAM. THE FINAL COLLOQUIUM WILL AIM TO ASSESS THE STUDENT'S OVERALL UNDERSTANDING OF THE TOPICS COVERED IN THE COURSE, HIS/HER ABILITY TO CONNECT THEORY AND PRACTICE AND TO CRITICALLY REFLECT ON THE TOPICS DISCUSSED.
THE SCORE OF THE ORAL EXAM DEPENDS ON THE DEPTH OF ANALYSIS AND THE STUDENT'S ABILITY TO EFFECTIVELY AND CRITICALLY PRESENT THE CONTENTS ADDRESSED DURING THE COURSE. THE SCORE GIVEN TO THE ORAL EXAM AIMS TO ASSESS THE LEVEL OF THEORETICAL DEPTH ACHIEVED BY THE STUDENT, AS WELL AS HIS/HER ABILITY TO CONCRETELY APPLY THE KNOWLEDGE ACQUIRED.
THE MINIMUM SCORE IN THE ORAL EXAM IS BASED ON THE KNOWLEDGE OF THE MAIN TOPICS OF THE THEORETICAL-PEDAGOGICAL DEBATE ON EARLY CHILDHOOD LITERATURE, OF THE METHODOLOGIES OF READING ALOUD AND OF THE CRITICAL ANALYSIS OF LITERARY TEXTS FOR CHILDREN. THE MAXIMUM GRADE IS OBTAINED WHEN THE STUDENT DEMONSTRATES THAT HE/SHE IS ABLE TO CORRECTLY EXPOSE AND DISCUSS IN DEPTH THE KEY CONCEPTS OF CHILDREN'S LITERATURE, CREATIVE READING STRATEGIES AND TECHNIQUES FOR PROMOTING LISTENING AND ACTIVE PARTICIPATION AMONG CHILDREN. EXCELLENCE IS ACHIEVED BY DEMONSTRATING AN INTEGRATED AND ADVANCED UNDERSTANDING OF THE TOPICS COVERED.
FOR THE STUDENTS, ACTIVE PARTICIPATION, THE CREATION OF PRODUCTS RELATED TO THE VARIOUS TEACHING ACTIVITIES (LECTURES, WORKSHOPS, EXERCISES, SEMINARS) AND THE GROUP RETURN/SHARING IN THE CLASSROOM CONSTITUTES A FUNDAMENTAL LEARNING RESULT, SUBJECT TO EVALUATION.
THE FINAL EVALUATION OF THE COURSE WILL TAKE INTO ACCOUNT THE FOLLOWING DIMENSIONS, EACH CONTRIBUTING SPECIFICALLY TO THE OVERALL EVALUATION: ACTIVE PARTICIPATION, CREATION AND DELIVERY OF QUALITY, ORIGINAL AND RELEVANT PRODUCTS, RETURN AND SHARING IN THE CLASSROOM, ORAL EXAM. THE ORAL EXAM WILL FOCUS ON THE UNDERSTANDING OF THE COURSE CONTENTS, THE ABILITY TO INTEGRATE THEORY AND PRACTICE AND THE DEVELOPMENT OF CRITICAL THINKING ON THE TOPICS COVERED.
Texts
CAMBI F. (2010). LEGGERE PER FORMARSI: UN’AVVENTURA TRA COSTRUZIONE DI SÉ E CONOSCENZA DEL MONDO. IN F. CAMBI, LA CURA DI SÉ COME PROCESSO FORMATIVO: TRA ADULTITÀ E SCUOLA (PP. 56-67). BARI: EDITORI LATERZA.

TRISCIUZZI M. T. (2020). FRONTIERE: NUOVI ORIZZONTI DELLA LETTERATURA PER L'INFANZIA. PISA: ETS.

BATINI F. (2022). LETTURA AD ALTA VOCE. RICERCHE E STRUMENTI PER EDUCATORI, INSEGNANTI E GENITORI. ROMA: CAROCCI.

BATINI F., GIUSTI S., (2021). TECNICHE DI LETTURA (FREE DOWNLOAD); MILANO: FRANCOANGELI.

RODARI, G. (2017). FAVOLE AL TELEFONO. EDIZ. A COLORI. EDIZ. DELUXE. EINAUDI RAGAZZI.


LETTURE CONSIGLIATE:
BATINI F. (2018). LEGGIMI ANCORA. LETTURA AD ALTA VOCE E LIFE SKILLS (VOL. 5, PP. 1-128). FIRENZE: GIUNTI SCUOLA.
FALCO M. (2022). LETTURA E FORMAZIONE: QUELLO CHE LE NEUROSCIENZE HANNO DA DIRE A GENITORI E INSEGNANTI. SESTO SAN GIOVANNI: MIMESIS.
More Information
THE TEACHER PROVIDES FURTHER EXPLANATIONS AND DIDACTIC SUPPORT TO STUDENTS DURING OFFICE HOURS. DAYS, TIMES AND PLACE OF OFFICE HOURS ARE COMMUNICATED ON THE TEACHER'S WEB PAGE.
Lessons Timetable

  BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2024-12-13]