OVERVIEW

The laboratory course offers a critical in-depth exploration of the main historical and conceptual milestones related to the construction of childhood. The aim is to develop tools for historical and pedagogical analysis to understand how representations of the child have been shaped, transformed, and transmitted across different educational contexts, both formal and informal.

The program will be structured around three main thematic axes:

Reconstruction and deconstruction of the childhood imaginary: an exploration of symbolic and cultural representations of childhood through multiple sources;

The image of the child in educational models: a comparative analysis of the conceptions of childhood underlying educational practices and pedagogical frameworks across different historical periods and contexts;

Narration as a tool for historical inquiry: a reflection on the heuristic value of narrative in reconstructing educational processes and social transformations.

AIMS AND CONTENT

LEARNING OUTCOMES

The Laboratory History of Pedagogy and Childhood h sas main purpose the acquisition of the fundamental knowledges related to categories, problems and authors of the history of pedagogy considered in their relationship with childhood.

AIMS AND LEARNING OUTCOMES

The goal is to enhance students’ ability to navigate a text starting from personal reflection prompted by certain stimuli provided by the instructor. Students are expected to show interest in personally deepening the insights offered during the lessons. Each student will therefore be asked to provide a personal contribution, demonstrating the ability to gather and connect the various theoretical and practical elements addressed.

PREREQUISITES

It is essential that students demonstrate the ability to engage in a critical analysis of a text.

TEACHING METHODS

The laboratory course will be organized through a combination of participatory approaches, methods, and group activities.

SYLLABUS/CONTENT

The program will be structured around key themes related to the history of pedagogy and childhood:

- Reconstruction and deconstruction of the childhood imaginary
- The image of the child that emerges from various educational models
- Narration as a method for reconstructing and investigating historical changes in both formal and informal educational contexts

RECOMMENDED READING/BIBLIOGRAPHY

Students will be expected to base their work on the material provided by the instructor.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Lessons will begin on 18 September.

Laboratory course schedule
(2 groups, 4 sessions per group):

Group 1:
– 18 September, 16:00–18:00
– 25 September, 16:00–18:00
– 2 October, 16:00–18:00
– 9 October, 16:00–18:00

Group 2:
– 6 November, 16:00–18:00
– 13 November, 16:00–18:00
– 27 November, 16:00–18:00
– 4 December, 16:00–18:00

Class schedule

HISTORY OF PEDAGOGY AND CHILDHOOD

EXAMS

EXAM DESCRIPTION

The final assessment will be based on active participation in the proposed activities and the presentation of a final project. 

ASSESSMENT METHODS

Students will be asked to prepare a presentation.