Course Topics
The module introduces the theoretical-methodological foundations of pedagogy and general didactics with particular reference to the 2-7 age group. It accompanies students to get to know, understand, experience and reflect on: (a) the complexity and quality of educational contexts and relationships; (b) educational projects and processes; (c) the specificity and importance of the teaching profession for the individual development of each child and the value of the teaching profession as a social profession.

Teaching format
See the individual modules of the course

Educational objectives
Students should be able to - Acquire the theoretical-methodological foundations of pedagogy and didactics in relation to pre-school and primary school. - Know and use the basic terminology of pedagogy and didactics. - To be able to describe, analyse, represent and predict relational dynamics and emotional and cognitive processes in childhood both in free and organised play situations and in teaching-learning situations. - To integrate the potential of the media into teaching and to reflect on this potential in a critical and productive manner. - To know the basics of educational planning and programming and the development of learning contexts and/or stations. Expected learning outcomes: - Disciplinary skills: - Knowledge and understanding - Ability to apply knowledge and understanding - Transversal 'soft skills - Autonomy of judgement - Communication skills - Learning skills Knowledge and ability to understand of the key concepts and terminology of general and social pedagogy and didactics with a focus on - human and social value and responsibility of those who work in the educational field (teacher, educator and other "social professions") for the development of each and every person and as a resource for the community; - different theories and practices (consequent educational setting and coherence with the educational project they claim to pursue: relationships and rules, organisation of spaces, time, methodologies and teaching techniques, etc.); - actuality and potential of technologies; - pedagogical choices and teaching methodologies (contexts and methodologies) for the development of children's autonomy the ability to collaborate among peers; Ability to apply knowledge and understanding - Knowing how to analyse concrete situations using known pedagogical and didactic theoretical-methodological references; - Design and realise situations of play and self-directed, responsible, collaborative learning; - Thinking and planning the development of stimulating environments inside and outside the section/class for emotional and cognitive development and the adoption of autonomous behaviour; - Knowing how to make use of technological tools in the planning and realisation of teaching activities. Autonomy of judgement expressed through the ability to - reflection, discussion, in-depth study and per-sonal re-elaboration of the module's emerging themes; - active listening, decentralisation and understanding of dif-ferent points of view; - critical analysis of one's own modes of media use. Communication skills expressed through the ability to - communicating in a group by knowing how to support one's own ideas; - active listening by knowing how to carry out task development and relational dynamics; - reflection/research in relation to the theory-practice, praxis-theory dialectic; - communicating and analysing issues in multi-professional teams. Learning ability expressed through: - appropriate use of pedagogical terminology in the discussion of cases relating to the 2-7 age group; - ability to describe, analyse, interpret teaching situations relating to the 2-7 age group by referring to different pedagogical and teaching theories; - ability to reflect on one's own training and related self-assessment (portfolio). The skills and abilities described will be assessed both in itinere (formative assessment: through individual and group activities) and in the final examination.

Assessment
The examination is written and oral. Each of the courses and workshops will offer mid-term tests, the methods of which will be described at the beginning of the course (closed and open written tests and/or oral presentations), which focus on knowledge of the topics and concepts covered, the ability to apply knowledge and understanding, critical analysis and reflection. The examination is completed with an oral interview.

Evaluation criteria
The examination provides for a single final mark which is the average of the marks of the different parts of the examination (oral and written). For the written examination, the following are considered and assessed: relevance, logical structure, clarity of argument, lexical appropriateness and completeness. In relation to the oral examination (as well as performances and simulations) the following are considered and assessed: relevance, clarity of argument, capacity for critical analysis, ability to re-elaborate and reflect on the experience gained within the module, demonstrating basic ability to transpose theory into practice and to read theory into practice. In the event of a failing grade for the entire module, any successfully passed partial examinations will be considered as already passed at the next attempt to take the entire module examination. It should be borne in mind that, even in this case, a negative mark for the entire module will be counted towards the number of attempts available to take an examination. According to the examination regulations, if a student does not pass an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6(4) of the current Regulations for Proficiency Examinations).