Corso di laurea - Modalità mista - Area di Lettere e Filosofia - Accesso libero con prova di verifica obbligatoria delle conoscenze richieste. L'esito della prova non preclude la possibilità di immatricolarsi (D.M. 270/04) - Classe L-19
Lingua: Italiano
Informazioni generali
o Classe di Laurea: L-19 (D.M. 270/04)
o Tipologia di corso: Laurea
o Durata: 3 anni
o Tipo di accesso: Accesso libero con verifica delle conoscenze in ingresso
o Area di afferenza: Lettere e Filosofia
o Dipartimento: Storia, patrimonio culturale, informazione e società
o Codice corso: U06
Descrizione e obiettivi formativi
Il corso forma figure professionali che operano in settori connessi alle scienze dell'educazione. Lo studente è sollecitato a sviluppare una mentalità critica e progettuale, necessaria per misurarsi con i processi formativi ed educativi odierni, soggetti all'innovazione, soprattutto tecnologica e organizzativa. Le questioni del multiculturalismo e dell'intercultura, e le tematiche della diversità/differenza, delle pari opportunità e del genere, sono presenti nel percorso di studi.
I laureati conoscono le tematiche e i fondamenti teorici delle scienze dell'educazione, sanno analizzare concetti educativi, teorie e questioni di politica educativa; sanno gestire situazioni complesse relative ai processi di insegnamento/apprendimento in contesti specifici, identificando potenziali connessioni fra diverse conoscenze disciplinari e la loro applicazione nelle prassi e nei contesti educativi; operano a livello sociale (in dimensione locale, nazionale ed europea) e conoscono tecnologie multimediali e sistemi di formazione a distanza.
Il percorso è impostato per una formazione sia in presenza che a distanza; l'offerta in teledidattica, in particolare, può rispondere ai bisogni formativi di studenti adulti, insegnanti in servizio sprovvisti del diploma di laurea, studenti italiani residenti all'estero o studenti che avvertono necessità di riqualificazione professionale (anche tramite l'acquisizione della seconda laurea).
Sbocchi professionali
Tra i potenziali sbocchi professionali sono previsti i profili di: insegnanti nella formazione professionale; tecnici del reinserimento e dell'integrazione sociale; addetti all'infanzia con funzioni educative; tecnici delle pubbliche relazioni; tecnici dei servizi per l'impiego; assistenti per le comunità infantili; mediatori interculturali; tecnici della mediazione sociale.
Condizione occupazionale (indicatori di efficacia e livello di soddisfazione dei laureandi):
http://statistiche.almalaurea.it/universita/statistiche/trasparenza?CODICIONE=0580206201900002
Valutazione della didattica - Studenti
Anno accademico precedente
Riferimenti web e contatti
Sito Web della Macroarea: http://www.lettere.uniroma2.it
Sito Web della Scuola IaD (gestione insegnamenti a distanza del Corso di Laurea): http://www.scuolaiad.it/
Coordinatrice del Corso:
Prof.ssa Antonella Poce
e-mail: antonella.poce@uniroma2.it
Sito Web della Segreteria studenti della Macroarea:
http://segreteria.lettere.uniroma2.it
Course contents: - The diagnostic process in psychopathology - Definition of the main psychopathological conditions - Empirical techniques for assessing psychopathological symptoms - Definition of personality disorders - Personality assessment with the SWAP-200 - The differential diagnosis - Treatment proposal
The course explores in depth the perception and narrative of educational (inequalities, school-family relationship, presence of foreign students) and didactic (methodologies, teaching role, teacher-student relationship) macroquestions in the media, starting from their current presence in the mass media, and then focusing on other media: TV Series, Cinema, Literature. Particular attention will be paid to pre-school and primary school.
- Induction and inductivism - Falsificationism - Continuity, discontinuity, scientific revolutions - Realism, constructivism, hermeneutics - Scientific explanation and inference - Normal and pathological
The course will provide the basic knowledge to understand the subject matter of the main areas of philosophical reflection. The history of philosophy and philosophical concepts will also be problematized, highlighting the plurality of the discipline and the branches of different traditions that characterize it
The course will offer a reconstruction of the humanistic-Renaissance thought, through a basic historical and conceptual framework. The relationship with the constitutive categories of modernity will also be shown, linked with the same historiographic construction of the two different myths of Humanism and the Renaissance. In the second part of the course, we will focus on the main pedagogical reflections of the Renaissance.
The study will focus on the concepts of legal order, State, State and government forms; with specific regard to the Italian legal system, the course will examine the law sources and the main constitutional bodies.
Module A. Italian, French and German Opera in the 19th Century.
The program provides an in-depth study of the child's physiological development, with particular reference to the affective, social, cognitive and motor area in the first 3 years of life. In particular, we will discuss the crucial phases of development (Touchpoints, Brazelton, 2006) and familiar and parental themes connected to them. The touchpoints treated: prenatal; neonatal; 3 weeks of life; 6/8 weeks; 4 months; 7 months; 9 months; 1 years; 15 months; 18 months; 2 years; 3 years
BRIEF RECALL OF ECONOMICS GROWTH: WHAT DATA SAY DETERMINANTS OF GROWTH: HUMAN CAPITAL AND ICT ICT INVESTMENTS AND GROWTH GROWTH AND STABILITY PACT
The course focuses on the correlated ensemble of aspects characterizing the professional profile of pre-school educators. The aim is that of gaining cognizant experience capable of informing choices within the educational setting that, both intentional and systematic, should be in constant rapport with the local territory and families. Entrusting children to a kindergarten represents a vitally important step for both the children themselves and their parents. It is essential that a harmonious relationship be established from the outset. Under the banner of co-responsibility, essential information must be collected, before work commences, as required by the educator. This work, being highly specialized in nature, must embrace both good family practices and, at the same time, distance itself from practices that might hinder the child’s well-balanced development. Effective communication, negotiation and active listening are just some of the techniques facilitating the process involved when entrusting a child to a kindergarten in addition to allowing all members of the team to fulfil their tasks competently and professionally. Underpinning the latter point is the idea of shared leadership insomuch as it builds on pedagogical observation and peer information exchange, which needs to be discussed proactively in order to orientate, in a versatile manner, actions undertaken to care for and educate minors.
Course contents: - Attachment theory in infant research - direct observation of the mother-child dyad - maternal availability - the responsiveness of the child - the role of the environment
Course contents: - Implicit and explicit emotional regulation - Direct observation of the child - The DMRS theory for the analysis of the child's defencss - The DMRS-Q for children
Ecology: history and definitions biological Evolution Biotic and abiotic environment Species, population, biological communities, ecosystem, landscape, biome Intraspecific and interspecific relations Demographics and study of population dynamics Cycle of matter and energy flow The Applied Ecology Sustainable use of natural resources Ecological Economics "a bridge between biologists, economists and geographers" Human impact on the natural environment (over-exploitation of biological resources, pollution, global changes) Nature conservation environmental legislation Principles of urban ecology The ecosystems in the natural resource accounting (renewability, scarcity of resources, ecosystem services) Philosophy and environmental ethics Education for Sustainable Development and teaching of ecology.
Birth and evolution of the European Communities and of the European Union in the International legal system; European Union institutions: composition and functions; sources of European Union law: primary and secondary law; interactions between European Union law and Italian law; different degrees of competence of the European Union (examples affecting the field of education)
1. Cognition 1.1. Elements of Cognitive Development 1.2. Cognitive Neuropsychology 1.3. Mental Development Theories 1..4. Jean Piaget 2. Early Cognitive Functions 2.1. Visual Functions 2.2. Visual Functions Disorders 2.3. Movement and senso-motor cohoordination 2.4. Dyspraxia 3. Language 3.1. Language Development 3.2. Typical Language Development 3.3. Atypical Language Development 3.4. Classification of Delayed Language Functions Development and Language Disorders 3.5. Specific Language Disorder 4. Thought 4.1. Thought and Logical Thought 4.2. Planning and Problem Solving 4.3. Intellectual Disability 5. Complex Cognitive Functions 5.1. Learning Disorders: Dyslexia, Dyscalculia 5.2. Attention, Hyperactivity, Attention Disorders 5.3. Memory: Implicit and Explicit Memory, Working Memory, Visuo-Spatial Memory 6. Emotion and Cognition 6.1. Theory of Mind 6.2. Emotion, Cognition and Anxiety
General discipline 1. Law and Private Law. 2. Law and Trial. 3. Subjective legal conditions. 4. Legal relation. 5. Sources of law. 6. Legal rules. The formation of law. Efficacy of laws through space and time. Interpretation of law. 7. Legal subjects. Legal capacity, and capacity to act. Natural person, and juridical person. 8. Property interests. 9. Sources of obligations. 10. Contract. 11. Tort. 12. Obligations. Performance, and breach of obligations. Personal liability. 13. Tortious liability. 14. Companies and consumers. Special discipline Family Law: basic notions. Marriage. Relationship between spouses, and relationship between parents and children. Matrimonial property law. Parenthood, and adoption. Family crisis: separation, and divorce. Succession to the estate of a deceased person, and donations: brief notes.
The teaching will pay attention both to the fundamental concepts and themes of human geography and to the methodological basis of disciplinary teaching. More specifically, in addition to the basics, the topics of immediate relevance will be considered, together with the tools useful for understanding the topics dealt with, which will be further developed through educational workshops, an integral part of the course.
Course contents: - The diagnostic process in psychopathology - Definition of the main psychopathological conditions - Empirical techniques for assessing psychopathological symptoms - Definition of personality disorders - Personality assessment with the SWAP-200 - The differential diagnosis - Treatment proposal
Environmental geography describes the spatial aspects and interactions between man and the natural world and, as such, requires an understanding of all those dynamics, as well as the ways in which human societies conceptualise the environment and use a set of analytical tools of fundamental importance to assess the anthropic impact on the environment. The course provides students with the foundations and theoretical approaches of the subject through specific case studies that will enable them to acquire the tools for the scientific analysis of territorial systems, the cultural landscape, and the visual landscape, i.e. to assess the relative environmental and social impact produced by human intervention on these systems. The course proposes a reading of the transformations taking place from the Holocene to the Anthropocene and aims to provide students with useful tools for an in-depth reading of the current evolution of sustainability policies in order to arrive at the topicality of the SDGs.
1. Neurocognitive, Psychological and Behavioural Development in Childhood and Adolescence; 2. Baby Observation; 3. Clinical and Diagnostic Examination for Children and their Families; 4. Specific Learning Disorders 5. Autism Spectrum Disorders 6. Attention-Deficit/Hyperactivity Disorder 7. Anxiety Disorders 8. Depressive Disorders 9. Schizophrenia Spectrum and Other Psychotic Disorders 10. Disruptive, Impulse-Control and Conduct Disorders 11. Tic Disorders 12. Dysfunctional Personality Traits in Adolescence
Ecology: history and definitions biological Evolution Biotic and abiotic environment Species, population, biological communities, ecosystem, landscape, biome Intraspecific and interspecific relations Demographics and study of population dynamics Cycle of matter and energy flow The Applied Ecology Sustainable use of natural resources Ecological Economics "a bridge between biologists, economists and geographers" Human impact on the natural environment (over-exploitation of biological resources, pollution, global changes) Nature conservation environmental legislation Principles of urban ecology The ecosystems in the natural resource accounting (renewability, scarcity of resources, ecosystem services) Philosophy and environmental ethics Education for Sustainable Development and teaching of ecology.
