General Info

courseProgram

The course aims at providing an overview of plurilingualism studies from a didactic perspective. It will analyse:
- theoretical foundations of plurilingualism;
- plural approaches and integrated pedagogies;
- plurilingualism education and the 2030 agenda;
- plurilingualism education for pre-school and primary school;
- design of plurilingual actions.

examMode

The written exam consists of a test on the topics covered in class;
the oral exam consists of planning multilingual activities for very young children, young people or adults.

books

Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & North, B. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe (Executive & Main versions). Strasbourg: Council of Europe Publishing (https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe?utm_source=chatgpt.com)

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). New York / London: Routledge.

Cognini, E., (2020). Il plurilinguismo come risorsa. Prospettive teoriche, politiche educative e pratiche didattiche. Edizioni ETS.

Perregaux, C., de Goumoëns, C., Jeannot, D., & De Pietro, J.-F. (2003). Education et ouverture aux langues (vol. I & II). Neuchâtel: CIIP

Un cadre de référence pour les approches plurielles des langues et des cultures, https://carap.ecml.at/fr/Accueil

classRoomMode

The course will be held in person.
Attendance is strongly recommended.

bibliography

Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & North, B. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe (Executive & Main versions). Strasbourg: Council of Europe Publishing (https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe?utm_source=chatgpt.com)

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). New York / London: Routledge.

Cognini, E., (2020). Il plurilinguismo come risorsa. Prospettive teoriche, politiche educative e pratiche didattiche. Edizioni ETS.

Perregaux, C., de Goumoëns, C., Jeannot, D., & De Pietro, J.-F. (2003). Education et ouverture aux langues (vol. I & II). Neuchâtel: CIIP

Un cadre de référence pour les approches plurielles des langues et des cultures, https://carap.ecml.at/fr/Accueil

courseProgram

The course aims to provide students with the fundamental theoretical, methodological, and practical tools needed to understand and experiment with the processes of playwriting and screenwriting.

The starting point of the course will be a fundamental question: Why do we tell stories?

Storytelling will be approached not only as a writing technique, but as a form of communication through which human beings select, organize, and interpret reality, transforming facts, experiences, emotions, and imagination into a narrative.

The course aims to develop the ability to recognize and utilize the fundamental elements of dramatic and narrative construction: idea, theme, point of view, conflict, action, character, desire, obstacle, transformation, structure, time, space, dialogue, subtext, pause, and silence.

Particular attention will be given to the distinction between fact and narrative, to the concepts of narrative truth and verisimilitude, and to the awareness that every narrative involves processes of selection, organization, interpretation, and omission.

The course also aims to provide the tools necessary to recognize the specific characteristics of playwriting and screenwriting.

For theater, the course will explore the value of words and action, the relationship between text and actor, dialogue, subtext, silence, the stage space, and the relationship with the audience.

For film, the course will analyze storytelling through images, framing, scenes and sequences, editing, cinematic time, and the main stages of audiovisual writing: concept, synopsis, treatment, storyboard, and screenplay.

Through the analysis of texts and scenes, with particular reference to William Shakespeare and Harold Pinter, students will be guided to recognize the relationship between words, action, conflict, subtext, and silence.

Finally, the course aims to develop a critical approach to contemporary forms of storytelling, including those produced and disseminated through digital media and social media, by introducing a reflection on the relationship between creativity, authorship, and artificial intelligence.

The workshop component will allow students to apply the knowledge they have acquired through exercises in conceptualization, character development, dialogue writing, and the creation of short theatrical and cinematic scenes.

The overall objective of the course is to enable students not only to learn the main techniques of playwriting and screenwriting, but also to understand that writing means choosing a point of view, constructing meaning, and taking responsibility for the story one tells.

examMode

By the end of the course, students should be able to:

understand and recognize the fundamental elements of narrative and dramatic structure;

distinguish between fact, interpretation, and narrative construction;

understand the concepts of narrative truth, verisimilitude, and point of view;

identify theme, conflict, goal, obstacle, and character transformation;

use the fundamental elements of dialogue, subtext, pauses, and silence;

recognize the main differences between playwriting and screenwriting;

understand the relationship between the playtext, the actor, the stage space, and the audience;

understand the narrative function of the image, framing, and editing;

understand the main stages of screenwriting, from concept to screenplay;

conceive and develop a brief narrative situation;

write a short theatrical or cinematic scene;

transform the same narrative situation using different forms of expression;

critically analyze a text or scene, identifying its structure, conflict, characters, and narrative choices;

critically reflect on the use of new technologies and artificial intelligence in the writing process;

present and justify one’s narrative choices using appropriate vocabulary.

2. EXPECTED LEARNING OUTCOMES

books

Piermaria Cecchini – Lecture notes and course materials for the Playwriting and Screenwriting course, prepared by the instructor and made available to students on an ongoing basis throughout the course.

The instructor’s lecture notes and course materials constitute the primary reference text for the course and form the core foundation for exam preparation. The materials will cover and explore in depth the main topics addressed during the lectures: story structure, plot and narration, narrative truth and plausibility, point of view, conflict, character, action, dialogue, subtext, pauses and silence, the specific characteristics of playwriting and screenwriting, storytelling through images, camera framing, editing, stages of screenwriting, and contemporary transformations in narrative.

The content, examples, analyses, and concepts developed in the lecture notes and materials provided by the instructor will be the subject of specific questions during the oral exam and, together with the student’s original paper, will form the core of the assessment of learning.

William Shakespeare – Othello.
A key text for analyzing speech as dramatic action, conflict, doubt, lies, and manipulation, as well as the relationship between reality, interpretation, and narrative construction. Particular attention will be given to the relationship between Iago and Othello and to the play as a “drama of speech.”


Harold Pinter – *The Dumb Waiter*.
A key text for analyzing contemporary dialogue, subtext, pauses, silence, ambiguity, and power dynamics.

Recommended Reading for Further Study

Robert McKee – *Story*. Content, structure, style, and principles for screenwriting and the art of storytelling.
Recommended reading for exploring narrative structure, conflict, character, and story construction.

Syd Field – Screenplay: The Film on Paper.
Recommended text for exploring the main stages and tools of screenwriting.

Additional texts, theatrical scenes, screenplays, and audiovisual materials may be assigned by the instructor during the course in relation to the topics covered.

classRoomMode

Attendance is not mandatory, but it is strongly recommended given the course’s theoretical, practical, and workshop-based nature.

Attending classes will allow students to participate in writing exercises, text and scene analysis, readings and vocalization of dialogues, workshop activities, and group discussions on the work produced.

Non-attending students may achieve the same learning objectives by studying the lecture notes and teaching materials provided by the instructor, preparing the original paper required for the exam, and conducting any additional bibliographic research indicated by the instructor.

bibliography

Piermaria Cecchini – Lecture notes and course materials for the Playwriting and Screenwriting course, prepared by the instructor and made available to students on an ongoing basis throughout the course.

The instructor’s lecture notes and course materials constitute the primary reference text for the course and form the core foundation for exam preparation. The materials will cover and explore in depth the main topics addressed during the lectures: story structure, plot and narration, narrative truth and plausibility, point of view, conflict, character, action, dialogue, subtext, pauses and silence, the specific characteristics of playwriting and screenwriting, storytelling through images, camera framing, editing, stages of screenwriting, and contemporary transformations in narrative.

The content, examples, analyses, and concepts developed in the lecture notes and materials provided by the instructor will be the subject of specific questions during the oral exam and, together with the student’s original paper, will form the core of the assessment of learning.

William Shakespeare – Othello.
A key text for analyzing speech as dramatic action, conflict, doubt, lies, and manipulation, as well as the relationship between reality, interpretation, and narrative construction. Particular attention will be given to the relationship between Iago and Othello and to the play as a “drama of speech.”


Harold Pinter – *The Dumb Waiter*.
A key text for analyzing contemporary dialogue, subtext, pauses, silence, ambiguity, and power dynamics.

Recommended Reading for Further Study

Robert McKee – *Story*. Content, structure, style, and principles for screenwriting and the art of storytelling.
Recommended reading for exploring narrative structure, conflict, character, and story construction.

Syd Field – Screenplay: The Film on Paper.
Recommended text for exploring the main stages and tools of screenwriting.

Additional texts, theatrical scenes, screenplays, and audiovisual materials may be assigned by the instructor during the course in relation to the topics covered.

courseProgram

English in Educational Contexts: Methodology, Multimodal Approaches and Nursery Rhymes
The course offers an in-depth exploration of communicative skills in English, integrated with an introduction to the main methods and approaches used for teaching English in educational settings. Starting from an initial B1 level, students will develop oral, lexical, and pragmatic abilities relevant to future professional contexts within the L-19 field, with particular attention to inclusive and multimodal teaching practices.
The first part of the course focuses on the foundations of English language teaching methodology, with an emphasis on orality, phonological development, communicative routines, activity design, and scaffolding techniques for young and plurilingual learners. The second part explores the role of nursery rhymes as a teaching tool to enhance pronunciation, prosody, rhythm, vocabulary, and intercultural competence, drawing on oral tradition and play-based learning.
Through practical activities, micro-teaching, and the analysis of authentic materials, students will acquire the skills needed to design simple English-language teaching pathways and to integrate orality and nursery rhymes into a multimodal and inclusive educational context.

examMode

The assessment method is: WRITTEN EXAM.
The exam consists of a test including both closed-ended and open-ended questions, aimed at assessing students’ linguistic competence (B1+ level) as well as their theoretical and methodological knowledge of English language teaching in educational contexts. The test will be administered partly in English and partly in Italian.

The assessment includes:

questions designed to verify comprehension and use of English at the B1+ level, with particular attention to vocabulary, communicative functions, basic phonology, and educational routines;

questions on the theoretical and methodological concepts covered in the course readings and lectures;

applied questions focused on the analysis of authentic materials (including nursery rhymes, picturebooks, and multimodal activities) presented during the course and made available on the MOODLE platform;

open-ended questions assessing students’ ability to design short teaching activities in English, demonstrating an understanding of multimodality and inclusion principles.

The written exam will last 1.5 hours.
The use of a bilingual and/or monolingual dictionary is permitted.

books

Opie & P. Opie, The Oxford Dictionary of Nursery Rhymes, Oxford, Clarendon,1951 (on internetarchive.org, link: https://archive.org/details/oxforddictionary0000opie)

Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University Press, 2001.
Any additional materials will be indicated during the course and made available on the MOODLE platform.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Brewster, Jean, Gail Ellis, and Denis Girard. The Primary English Teacher’s Guide. Pearson, 2002.
Dörnyei, Zoltán, and Magdalena Kubanyiova. Motivating Learners, Motivating Teachers. Cambridge University Press, 2014.
Enever, Janet (ed.). Early Language Learning: Complexity, Policy and Practice. Multilingual Matters, 2018.
Garton, Sue, and Fiona Copland. The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018.
Halliwell, Susan. Teaching English in the Primary Classroom. Longman, 1993.
Harmer, Jeremy. The Practice of English Language Teaching. Pearson, 2015.
Linse, Caroline T., and David Nunan. Practical English Language Teaching: Young Learners. McGraw-Hill, 2005.
McKay, Penny. Assessing Young Language Learners. Cambridge University Press, 2006.
Mourão, Sandie, and Gail Ellis. Teaching English to pre-primary children. Delta Publishing by Klett, 2020.
Pinter, Annamaria. Teaching Young Language Learners. Oxford University Press, 2017.
Reilly, Vanessa, and Sheila M. Ward. Very Young Learners. Oxford University Press, 1997.
Rixon, Shelagh. Developing Listening Skills. Macmillan, 1986.
Shin, Joan Kang, and JoAnn (Jodi) Crandall. Teaching Young Learners English: From Theory to Practice. National Geographic Learning, 2014.
Vale, David, and Anne Feunteun. Teaching Children English. Cambridge University Press, 1995.
Wright, Andrew, David Betteridge, and Michael Buckby. Games for Language Learning. Cambridge University Press, 2005.

courseProgram

The course aims to provide a basic knowledge of authors and genres, themes and issues in Greek literature in its diachronic development from the Archaic to the Hellenistic period, as an essential vehicle for paideia, the educational process that in Greece aimed to shape the ideal citizen through the most varied forms of culture and constant critical debate. The lessons will start from the reading and direct analysis of programmatic texts. In the final part of the course, a monographic study will be devoted to the theme of confrontation with the other, from the supplicant to the exile, from the stranger to the enemy.

Expected learning outcomes
1. Knowledge and understanding of historical, literary and critical-methodological issues relating to literature and pedagogical thought in the Greek world.
2. Ability to read and interpret the analysed texts using appropriate language.
3. Ability to develop a critical judgement of the topics covered in the course and the analysed texts.
4. Progressive acquisition of appropriate language and technical-scientific vocabulary.
5. Ability to independently address and analyse topics and texts from Greek literary production.

examMode

The oral examination will assess the knowledge acquired through the study of the recommended bibliography, knowledge of the issues discussed during the course, and the ability to understand and contextualise the texts translated in class. Any contributions made during the seminars will also be assessed.

books

H.-I. Marrou, Storia dell'educazione nell'Antichità, New edition in the series «Classici della pedagogia» Roma, Edizioni Studium, 2025, Parts I and II.
The sections to be studied and explored in depth will be indicated and analysed during the lessons.
The texts uploaded on Moodle during the lessons are an integral part of the programme.

A. Rodighiero-S. Mazzoldi-D. Piovan, Civiltà letteraria della Grecia antica, Torino, Zanichelli 2025

classRoomMode

Not mandatory. For students who do not attend the lessons, the programme and the study texts are to be determined through an interview during reception hours at least one month before the examination.

bibliography

H.-I. Marrou, Storia dell'educazione nell'Antichità, Nuova edizione nella collana «Classici della pedagogia» Roma, Edizioni Studium, 2025,

courseProgram

The course aims to provide students with the skills necessary to critically and multidisciplinarily analyze the phenomena of deviance and crime. At the end of the course, students will have acquired a comprehensive understanding that integrates sociological, criminological, legal, and psychological aspects, in line with the needs of contemporary society.

1. Knowledge and understanding
Students will be able to:
Master the historical, theoretical, and legal foundations of criminology and sociology, identifying the main authors and schools of thought.
Describe the key concepts and specific research methodologies of the sociology of social security and deviance.
Understand the main areas of applicability of criminology and the skills of the criminologist in support of investigative and prevention activities.

2. Ability to apply knowledge and understanding
Students will be able to:
Apply criminological science in a multidisciplinary and interdisciplinary perspective, especially in the context of forensic sciences.
Critically analyze theories and authors, placing them in their historical context and identifying their limitations and critical points.
Use the knowledge acquired to design security and crime prevention strategies, interpreting complex social systems.

3. Independent judgment
Students will be able to:
Independently evaluate deviant social behavior and situations of insecurity, using sociological variables for analysis.
Understand the social dimension in the processes of defining risk and labeling a subject as deviant.
Formulate critical judgments on criminal phenomena, considering the plurality of factors (social, psychological, environmental) that interact with each other.

4. Communication skills
Students will be able to:
Use the scientific vocabulary of the disciplines covered with proficiency, both in written and oral form.
Discuss concepts, theories, and case studies related to the perception of security and deviance in public.
Work in groups, effectively exchanging and sharing the knowledge acquired.

5. Learning skills
Students will be able to:
Independently find and explore new scientific developments in the field.
Constantly update their skills to adapt them to developments in the discipline and their professional career.

examMode

Learning outcomes will be assessed through a written examination, designed to evaluate students' knowledge of the main concepts, authors, and theoretical paradigms of the discipline.
The choice of this assessment method reflects the importance of acquiring a solid foundation of sociological knowledge, which is essential for developing a critical and informed understanding of social phenomena.
Studying sociology requires not only the ability to reflect on and interpret social reality, but also a sound command of scientific terminology, conceptual precision, and familiarity with the theoretical frameworks used to understand the complexity of social life.
The examination therefore aims to assess both the acquisition of fundamental knowledge and the ability to understand and connect key concepts, recognising theoretical knowledge as an essential foundation for sociological analysis.

books

n.a.

classRoomMode

Attendance is not mandatory.

courseProgram

The lessons will focus on the analysis of one or more medieval artworks and on the discussion around a certain artistic phenomenon; they will also be an opportunity to practice observing an artwork.
In class we will discuss:
1. themes, problems, methods of the subject;
2. the division into periods of the medieval millennium and its artistic geography;
3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena;
4. the relationships between artists, patrons, production centres.

The course is organized in 3 modules:
1. I module (30 hours). History of medieval art from Late Antiquity to International Gothic (4th-14th centuries): for a general overview of the subject, oriented towards basic knowledge.
2. II module (18 hours). Viterbo, a city on the Via Francigena.

examMode

The oral interview will focus on one or more acknowledgments of artworks shown and commented on in class or even of works present in the reference texts.
It will then be necessary to contextualize the object of study, defining its temporal and spatial coordinates, in relation to the cultural, social, political, ideological and material transformations that have determined that given object.
Students will have the opportunity to start the interview from a topic proposed by them.

The evaluation will be positive if students have demonstrated that they have acquired competence of the subject, also from the point of view of the specific language, recognizing and exhaustively analyzing both the artwork commented during the lessons themselves and those studied independently in the reference texts; if an autonomous capacity for critical judgment will be detected with respect to the issues addressed during the interview, combined with the ability to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon.

books

Students who cannot attend are invited to contact the teacher to agree on a program.

Module I

G. CRICCO - F.P. DI TEODORO, Itinerario nell’arte 2. Dall’arte paleocristiana a Giotto, versione gialla, Zanichelli, Bologna (any edition).

A volume among these:

- J. LE GOFF, Il Medioevo. Alle origini dell’identità europea, Laterza, Roma-Bari 1998 (rist. 2022).

- M. MONTANARI, Il mito delle origini. Breve storia degli spaghetti al pomodoro, Laterza, Roma-Bari 2019 (rist. 2023).

- A. VANOLI, Non mi ricordo le date! La linea del tempo e il senso della storia, Roma 2023 (Treccani libri, Tessere, 2).


Module II

M.G. BONELLI, s.v. Viterbo, in Enciclopedia dell’Arte Medievale, Roma 2000, (2000) https://www.treccani.it/enciclopedia/viterbo_%28Enciclopedia-dell%27-Arte-Medievale%29/

A.M. D’ACHILLE, Da Pietro d'Oderisio ad Arnolfo di Cambio. Studi sulla scultura a Roma nel Duecento, Roma 2000, pp. 107-115 e 143-158.

M.T. GIGLIOZZI, I palazzi del papa. Architettura e ideologia: Il Duecento, Roma 2003 (La corte dei papi, 11), pp. 107-131.

From the volume Santa Maria in Gradi, Viterbo 1996:

M. MIGLIO, Per una storia di Santa Maria in Gradi, pp. 7-25;

S. FABIANO, La scultura, pp. 109-127.

classRoomMode

Attendance is optional but strongly recommended.

bibliography

Recommended reading

Module I

J. Le Goff, Il Medioevo spiegato ai ragazzi, trad. di R. Riccardi, con la collaborazione di J.-L. Schlegel, Laterza, Roma-Bari 2007.

G. Sergi, L’idea di Medioevo. Fra storia e senso comune, Donzelli Editore, Roma 2005.

A.M. Romanini et alii, L’arte medievale in Italia, Sansoni editore, Firenze 1996, pp. 11-48, 77-114, 161-185, 217-236, 269-284, 361-372.

Module II

From the volume Itineranza pontificia. La mobilità della curia papale nel Lazio (secoli XII-XIII), a cura di S. Carocci, Istituto storico italiano per il medio evo, Roma 2003 (Nuovi studi storici, 61):

S. Menzinger, Viterbo «città papale»: motivazioni e conseguenze della presenza pontificia a Viterbo, pp. 307-340.

courseProgram

1. Introduction to Sociological Theories: Proto-sociology—French positivism (Comte and Durkheim) and English positivism (Spencer) – Marx and Marxist Sociology – German historicism – Weber and comprehensive sociology – Absolute functionalism (Malinowski and Radcliffe-Brown) and relative functionalism (Merton), Parsons’ contribution – Critical rationalism (Popper) – Individualism and collectivism in the social sciences (approximately 36 hours).

2. Elements of General Sociology: Socialization and social culture - Social control, conformity, and deviance - Social action - The division of social labor - Social inequalities: classes and castes - Social institutions - Power and politics - Social change - Modernity and postmodernity. (approximately 12 hours).

examMode

The written and oral exams are designed to assess students’ actual understanding of the sociological concepts and theories covered in class and used by sociology to analyze the processes of social life.

The written exam, which lasts one hour and is not mandatory, consists of 5–6 open-ended questions on the main sociological theories (“Introduction to Sociological Theories”) and general concepts (“Elements of General Sociology”) covered in class. The exam is not considered passed unless the student has answered at least 4 questions correctly and comprehensively.

The oral exam, lasting at least 30 minutes, is reserved for those who have not taken or passed the written exam.

books

R. De Mucci - S. Fallocco, Individuale e collettivo. Introduzione alle teorie sociologiche, Rubbettino, Soveria Mannelli, 2023
(ISBN 9788849874488), pp.5-93 and pp. 113-145 ( circa 120 pagine).

P. Ceri, Sociologia, Laterza, Bari 2007 (ISBN 9788842084891), pp. 45-65, 72-80, 83-114, 116-126, 137-150, 151-174, 176-190, 192-204, 211-220, 225-245, 247-268, 270-289 (190 pagine).

classRoomMode

Attendance at classes is optional but is recommended for all students who wish to enrich their education and, specifically, their knowledge of sociology through a dialectical and participatory exchange with the instructor. Attendance at classes is strongly recommended for students who have no prior knowledge of philosophy.

bibliography

R. De Mucci - S. Fallocco, Individuale e collettivo. Introduzione alle teorie sociologiche, Rubbettino, Soveria Mannelli, 2023
(ISBN 9788849874488), pp.5-93 and pp. 113-145 ( circa 120 pagine).

P. Ceri, Sociologia, Laterza, Bari 2007 (ISBN 9788842084891), pp. 45-65, 72-80, 83-114, 116-126, 137-150, 151-174, 176-190, 192-204, 211-220, 225-245, 247-268, 270-289 (190 pagine).

courseProgram

The course aims to:
- provide theoretical and methodological tools for analyzing the relationship between education and society, taking into account the transformations of contexts and identities in the contemporary world;
- offer practical and planning guidelines for applying this knowledge to the management and enhancement of current educational processes;
- encourage students to reflect on how knowledge is formed and transmitted in education

examMode

Attendance:
- peer-to-peer seminar (classroom presentation of an article or chapter)
- final paper (on a topic agreed upon with the instructor) or oral exam (Society, Culture, Education: Theories, Contexts, and Processes. New edition by Elena Besozzi, Chapter 1, Parts II and III, and Indigenous Voices and Subversive Knowledge: Maori Women Innovate Knowledge by Chiara Carbone (Chapters 1 and 3))

books

- Society, Culture, Education: Theories, Contexts, and Processes. New edition by Elena Besozzi
- Indigenous Voices and Subversive Knowledge: Maori Women Innovate Knowledge. Chiara Carbone

classRoomMode

Attendance is not required but is strongly recommended.

bibliography

- Society, Culture, Education: Theories, Contexts, and Processes. New edition by Elena Besozzi
- Indigenous Voices and Subversive Knowledge: Maori Women Innovate Knowledge. Chiara Carbone

courseProgram

The Newborn and Adaptation to Extrauterine Life
The Healthy Newborn and Psychomotor Development
The First 1,000 Days of Life
Congenital Infections
Breastfeeding and Complementary Feeding
Growth and Auxology
Childhood Exanthematous Diseases
Vaccination and the Childhood Immunization Schedule
Celiac Disease
Prevention of Sudden Infant Death Syndrome (SIDS)
Genetic Disorders and Chromosomal Abnormality Syndromes
Pain Assessment and Management in Pediatric Patients
Headache in Children and Adolescents
Epileptic Seizures and Febrile Seizures
Initial Management of Pediatric Emergencies
Intellectual Disability
Autism Spectrum Disorder
Child Abuse and Maltreatment

examMode

Assessment Method
Written examination consisting of 31 multiple-choice questions, with only one correct answer for each question. The examination must be completed within 60 minutes.
One point will be awarded for each correct answer; no points will be awarded for unanswered or incorrect questions.
The minimum passing score is 18 correct answers out of 31.

books

Teaching Materials
The materials provided by the lecturer are sufficient for exam preparation and will be available on the UnitusMoodle platform.

classRoomMode

Attendance is not mandatory. However, students are strongly encouraged to attend lectures.

bibliography

Pediatria pratica - Fondamentali di Pediatria Generale e Specialistica Autori: Bona – Miniero; Editore: Minerva Medica Edizione:XI 2024

courseProgram

Introduction to Inclusion: An overview of the fundamental principles and concepts of educational inclusion, as well as the challenges and opportunities that technology can offer in promoting inclusion.
Assistive technologies to help people with disabilities overcome barriers to learning and participation: devices for physical access, screen readers, alternative keyboards, and speech-to-text software.
Digital accessibility: an overview of guidelines and best practices for the design and development of accessible digital content: designing accessible interfaces, text formatting, access to images and videos, and document accessibility.
Communication tools: an exploration of tools and technologies that support augmentative and alternative communication (AAC) for people with communication difficulties: speech-to-text software, symbol-based communication programs, messaging apps, and more.
Technologies for personalized learning: the use of digital technologies and tools to personalize learning so that it adapts to students’ individual needs and learning styles: online learning platforms, adaptive assessment tools.

examMode

If a student intends to take the exam a year earlier than scheduled in the study plan, it is recommended that the student attend the course and take the exam during the first available exam session after the course has ended, thus adhering to the semester in which the course is scheduled.
The exam consists of an oral examination in the form of a discussion or interview covering the topics addressed during the course and explored in greater depth in the recommended readings. The exam is designed to assess the student’s level of knowledge, comprehension, and ability to synthesize information. Furthermore, this interview will evaluate the student’s ability to communicate what they have learned in a methodical manner, using appropriate language and clear presentation. The duration of the exam varies depending on how the exam proceeds.

The syllabus is identical for both attending and non-attending students.

books

1. Calvani, A. (2020), Technologies for Inclusion: When and How to Use Them, Rome: Carocci.
2. Fogarolo, F., & Scapin, C. (2010), Compensatory Skills: Technologies and Strategies for School Independence Among Students with Dyslexia and Other Specific Learning Disabilities, Trento: Erickson.
3. CAST (2011), Universal Design for Learning (UDL). Guidelines version 2.0, Wakefield, MA: Author. Italian translation (2015) edited by Giovanni Savia and Paolina Mulè

For Erasmus students only:
Alvyra Galkiene, Ona Monkeviciene, Improving Inclusive Education through Universal Design for Learning, Springer

classRoomMode

not required but recommended

bibliography

1. Calvani, A. (2020), Technologies for Inclusion: When and How to Use Them, Rome: Carocci.
2. Fogarolo, F., & Scapin, C. (2010), Compensatory Skills: Technologies and Strategies for School Independence Among Students with Dyslexia and Other Specific Learning Disabilities, Trento: Erickson.
3. CAST (2011), Universal Design for Learning (UDL). Guidelines version 2.0, Wakefield, MA: Author. Italian translation (2015) edited by Giovanni Savia and Paolina Mulè

For Erasmus students only:
Alvyra Galkiene, Ona Monkeviciene, Improving Inclusive Education through Universal Design for Learning, Springer

courseProgram

The course focuses on the study of:
general and introductory concepts in private law (sources of law, interpretation of the law, legal norms, subjective legal situations, etc.).
the law of property (property, ownership, real rights of enjoyment, possession, as set forth in Book 3 of the Civil Code)
the law of obligations in general (as set forth in Book 4 of the Civil Code).
the law of contracts in general (as set forth in Book 4 of the Civil Code).
the law of specific contracts (as set forth in Book 4 of the Civil Code).
the law governing unilateral promises, negotiable instruments, agency, payment of undue sums, and unjust enrichment (contained in Book 4 of the Civil Code).
the law governing torts (contained in Book 4 of the Civil Code).
the law governing registration and evidence (contained in Book 6 of the Civil Code).
the provisions governing financial liability, causes of priority, and financial guarantees (contained in Book 6 of the Civil Code).
the provisions governing judicial protection of rights (contained in Book 6 of the Civil Code).

examMode

Assessment will be based on an oral exam.
The instructor has the discretion to assign written assignments.

books

To prepare for the exam, you must use:

1) An up-to-date Civil Code. The following are recommended:
- De Nova, Civil Code and Related Laws, Zanichelli
- Di Maio, Civil Code, Giuffrè

2) One of the following textbooks (your choice):
Various Authors, Institutions of Private Law, edited by BESSONE, Giappichelli, latest ed.
NIVARRA-RICCUTO-SCOGLIAMIGLIO, Private Law, Giappichelli, latest ed.
ROPPO, Institutions of Private Law, Monduzzi, latest ed.
TORRENTE – SCHLESINGER, Handbook of Private Law, Giuffré, latest ed.
TRIMARCHI, Institutions of Private Law, Giuffré, latest ed.
ZATTI and COLUSSI, Outline of Private Law, Cedam, latest ed.

3) Various Authors, Ten Introductory Lectures to a Course in Private Law, Utet, latest ed. (The following lectures are required: The Legal Norm; Interpretation of the Law; The Fact; The Sanction; Judicial Determination of the Fact).

classRoomMode

Attendance is not required

bibliography

To prepare for the exam, you must use:

1) An up-to-date Civil Code. The following are recommended:
- De Nova, Civil Code and Related Laws, Zanichelli
- Di Maio, Civil Code, Giuffrè

2) One of the following textbooks (your choice):
Various Authors, Institutions of Private Law, edited by BESSONE, Giappichelli, latest ed.
NIVARRA-RICCUTO-SCOGLIAMIGLIO, Private Law, Giappichelli, latest ed.
ROPPO, Institutions of Private Law, Monduzzi, latest ed.
TORRENTE – SCHLESINGER, Handbook of Private Law, Giuffré, latest ed.
TRIMARCHI, Institutions of Private Law, Giuffré, latest ed.
ZATTI and COLUSSI, Outline of Private Law, Cedam, latest ed.

3) Various Authors, Ten Introductory Lectures to a Course in Private Law, Utet, latest ed. (The following lectures are required: The Legal Norm; Interpretation of the Law; The Fact; The Sanction; Judicial Determination of the Fact).

courseProgram

Course Title: Modern History. Europe between Expansion, Crisis, and Transformation (16th-18th Centuries)

The course aims to provide students with a critical understanding of the significant political, social, religious, and cultural events in Europe between the 16th and 18th centuries, with a particular focus on the relationships and parallels with the history of Eastern Europe. After an introduction to the key concepts of modernity and the differences and interconnections between Western and Eastern Europe, the course will address the significant processes of the early modern period: the Protestant Reformation and the Catholic Counter-Reformation, with reference also to the case of the Union of Brest and the relationship between Orthodoxy and Catholicism in the Polish-Lithuanian Commonwealth and Ukraine; the formation of modern states in Western Europe, compared with the experience of the Polish-Lithuanian Commonwealth and the rise of Tsarist Russia; the role of the Habsburg and Ottoman empires as large multinational and multicultural organisations, alongside the reality of coexistence and conflict in Eastern Europe. Special attention will be given to economic and social changes, from the agricultural and commercial revolution in Western Europe to the persistence of serfdom and the agrarian and urban economic dynamics of Eastern Europe. Particular emphasis will be placed on military and diplomatic events: from the Thirty Years' War, considered the founding event of the European balance of power, to the Polish-Russian wars, the conflicts with the Ottoman Empire, and the partitions of Poland, not to mention the birth of European diplomacy that also involved Venice, Vienna, and St. Petersburg. Finally, the course will examine the 18th-century Enlightenment, including the reformism of the Habsburgs, Prussia, and Russia, as well as the processes of modernisation that also affected, albeit with resistance, Central and Eastern Europe. The course will therefore offer a critical and comparative overview of European history between the 16th and 18th centuries, to understand how the events in Eastern Europe fully fit into the overall dynamics of the continent.

examMode

At the end of the course, a final oral exam will be administered. A self-assessment and an anonymous test are planned to test learning progress.
The student must demonstrate that they have understood the geopolitical dynamics that have affected Eastern Europe in the modern era through the case studies covered during the course. The test is passed if the student studies the proposed books and demonstrates critical thinking on the issues addressed during the course.

books

The texts adopted reflect the course's two-module structure:

a) For the section dedicated to the history of continental Europe in the Modern Age:
- Renata Ago and Vittorio Vidotto, "Storia moderna" (Laterza: Roma-Bari, 2021)

b) For the section dedicated to the history of Central and Eastern Europe, students will be required to study three articles uploaded by the instructor to the course's Moodle page.

classRoomMode

Attendance is not mandatory.
Non-attending students can prepare for the exam based on the program and reference texts, or write an email to the teacher to agree on an individual teaching strategy.

bibliography

For the section on the history of continental Europe, please refer to any academic textbook on Modern History, available in the library.
For Eastern Europe: Armando Pitassio, Corso introdotto allo studio della storia dell'Europa orientale, (Morlacchi: Perugia 2011) - available in the library.

courseProgram

The Geography course aims to analyze and explore thoroughly the fundamental concepts of human geography in the light of the profound changes of the society. After briefly examining the theory and methods of geographical sciences, we will analyze the relationship between humans and nature, the distribution and structure of the human population, the demographic trends and urban development. In fact we live in a world that is constantly changing, where the geographical knowledge are central to the well-being of our societies, which is why a part of the course will examine the relationship between geography and technological innovations which open up new horizons in creating maps and techniques for the visualization of geographic information that enable us to see, explore and understand the global and local processes.

examMode

The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.

books

G. Dematteis, A. Greiner, C. Lanza. Geografia umana. Un approccio visuale. Terza edizione UTET De Agostini, Novara, 2019
E-book di L. CARBONE e A. CIASCHI (a cura di), Montagna oggi. Dalla dimora di Dio a laboratorio di saperi, Viterbo. Sette Città, 2013
2 Article online
L.Carbone, L’antica Via Clodia: una smart road per il rilancio turistico del territorio disponibile online https://www.openstarts.units.it/handle/10077/21196
L.Carbone, La metamorfosi del waterfront di Beirut: la città che avanza sul mare https://www.openstarts.units.it/handle/10077/24271

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

G. Dematteis, A. Greiner, C. Lanza. Geografia umana. Un approccio visuale. Terza edizione UTET De Agostini, Novara, 2019
E-book di L. CARBONE e A. CIASCHI (a cura di), Montagna oggi. Dalla dimora di Dio a laboratorio di saperi, Viterbo. Sette Città, 2013
2 Article online
L.Carbone, L’antica Via Clodia: una smart road per il rilancio turistico del territorio disponibile online https://www.openstarts.units.it/handle/10077/21196
L.Carbone, La metamorfosi del waterfront di Beirut: la città che avanza sul mare https://www.openstarts.units.it/handle/10077/24271

courseProgram

The aim of the course is to provide students with a basic understanding of the fundamentals of administrative law. The course covers the principles, organization, personnel, procedures, and measures of administrative law within the framework of its relationship with European Union law.

examMode

Results will be assessed through an oral exam, with the option for attending students to opt for a written exam at the end of the course. Knowledge of the main institutions will be assessed through general questions. In their answers, students must be able to demonstrate adequate knowledge of the basic principles and institutions, understand the aims of the discipline, and be able to apply the concepts learned independently, highlighting their ability to argue and reason.

books

To prepare for the exam, students (both attending and non-attending) are recommended to study the following textbook:
- M. Clarich, Manuale di diritto amministrativo, Bologna, 6th ed., il Mulino, 2024

classRoomMode

Optional

courseProgram

1. The main characteristics of the contemporary era from the mid-19th century to the collapse of communism in Europe;

2. The historical concepts of racism, anti-Semitism, genocide and the Holocaust, and the main issues in historical research on the Holocaust in Italy

3. The extermination of the Jews in Italy in relation to the extermination of the Jews in Europe and within the context of Italian and European history: background, implementation, consequences

4. The main historiographical interpretations of the Holocaust in Italy, also in the light of newly available documentation

A series of seminars on the history of Zionism forms an integral part of the course

examMode

Final Examination

The examination is oral. It consists of a number of questions through which the lecturer aims to test the student's preparation. The first question usually focuses on a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. Subsequent questions usually concern more detailed aspects and aim to assess the student's ability to link general knowledge to more specific information. The student will receive an excellent mark (27-30) if they are able to return the topics covered in the questions in a comprehensive, correct and appropriate manner; an average mark (22-27) if there are some gaps in their understanding of the topics and in their presentation of them. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the mark will be a fail in the event of extensive gaps, errors in reasoning and inadequate language.

books

Giovanni Sabbatucci, Vittorio Vidotto, Il mondo contemporaneo, Nuova edizione, Laterza, Roma-Bari, 2019, Chapters 1–23, totalling 563 pages

Marcello Flores, Simon Levis Sullam, Marie-Anne Matard-Bonucci, Enzo Traverso (a cura di), Storia della Shoah in Italia. Vicende, memorie, rappresentazioni, 2 vols., Utet, Torino, 2010: Vol. I Le premesse, le persecuzioni, lo sterminio, pp. 12-84; 171-255; 283-328; 337-368; 403-429; 433-504; 507-670 totalling 479 actual pages

classRoomMode

The course, which is spread over 48 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Although lessons also take place online, attendance in person is strongly recommended. In any case, attendance at the course remains mandatory.

bibliography

Bernard Bruneteau, Il secolo dei genocidi, Bologna, il Mulino, 2005

Yehuda Bauer, Rethinking the Holocaust, Yale University Press, 2001

Dan Michman, Holocaust Historiography-A Jewish Perspective. Conceptualizations, Terminology, Approaches and Fundamental Issues, London–Portland (Or.), Vallentine Mitchell, 2003

David Bankier, Dan Michman (eds.), Holocaust Historiography in Context: Emergence, Challenges, Polemics and Achievements, Jerusalem, Yad Vashem, 2008

David Bankier, Dan Michman (eds.), Holocaust and Justice. Representation and Historiography of the Holocaust in Post-War Trials, Jerusalem, Yad Vashem, 2010

David Meghnagi, Freud, Jung, Sabina Spielrein e “la faccenda nazionale ebraica”, Bollati Boringhieri, Torino, 2025

Giordana Terracina, L’illusione dell’emancipazione. La Comunità Israelitica di Roma dall’avvento del fascismo alla vigilia delle leggi antiebraiche (1922-1938), Gangemi, Roma, 2025

Cristina Bettin, Italian Jews from Emancipation to the Racial Laws, Palgrave Macmillan, 2010

Renzo De Felice, Storia degli ebrei italiani sotto il fascismo, Einaudi, Torino, 2005

Michele Sarfatti, Gli ebrei nell’Italia fascista. Vicende, identità, persecuzione, edizione definitiva ampliata, Einaudi, Torino, 2018

Centro Furio Jesi (a cura di), La menzogna della razza. Documenti e immagini del razzismo e dell’antisemitismo fascista, Grafis, Bologna, 1994

Giorgio Israel, Pietro Nastasi, Scienza e razza nell’Italia fascista, il Mulino, 1998, Bologna

Marie-Anne Matard-Bonucci, L’Italia fascista e la persecuzione degli ebrei, il Mulino, Bologna, 2008

Liliana Picciotto, Il libro della memoria. Gli Ebrei deportati dall’Italia (1943-1945). Ricerca della Fondazione Centro di Documentazione Ebraica Contemporanea, 3° ed., Mursia, Milano, 2002

Klaus Voigt, Il rifugio precario. Gli esuli in Italia dal 1933 al 1945, 2 voll., La Nuova Italia, Firenze, 1993-1996

Carlo Spartaco Capogreco, I campi del duce. L’internamento civile nell’Italia fascista (1940-1943), Einaudi, Torino, 2004

Davide Rodogno, Il nuovo ordine mediterraneo. Le politiche di occupazione dell’Italia fascista in Europa (1940-1943), Bollati Boringhieri, Torino, 2003

Annalisa Capristo, L’espulsione degli ebrei dalle accademie italiane, Zamorani, Torino, 2002

Tommaso Dell’Era, David Meghnagi (a cura di), «Perché di razza ebraica» Il 1938 e l’università italiana, vol. II, il Mulino, Bologna, 2025

Tommaso Dell’Era, David Meghnagi (a cura di), «Perché di razza ebraica» Il 1938 e l’università italiana, vol. I, il Mulino, Bologna, 2023

Giovanni Miccoli, I dilemmi e i silenzi di Pio XII, nuova edizione ampliata, Rizzoli, Milano, 2007

Susan Zuccotti, Il Vaticano e l’Olocausto in Italia, Bruno Mondadori, Milano, 2001

Francesca Cavarocchi, Elena Mazzini (a cura di), La Chiesa fiorentina e il soccorso agli ebrei. Luoghi, istituzioni, percorsi (1943-1944), Viella, Roma, 2018

David I. Kertzer, Un papa in guerra. La storia segreta di Mussolini Hitler e Pio XII, Garzanti, Milano, 2022

Nina Valbousquet, Les Ames tièdes. Le Vatican face à la Shoah, Editions La Decouverte, Paris, 2024

Coco Giovanni, Un mosaico di silenzi. Pio XII e la questione ebraica, Mondadori, Milano, 2025

Mario Toscano (a cura di), L’abrogazione delle leggi razziali in Italia (1943-1987), Senato della Repubblica, Roma, 1988

courseProgram

The course covers the following topics:
1) Historical and theoretical framework of didactics
This topic examines the evolution of didactics from a simple act of teaching to an autonomous field of research with its own epistemological status. The course analyzes the transition from modernity—with Comenius (the universal method) and Rousseau (child-centered education)—to twentieth-century progressive education, focused on experience and the needs of the child (Dewey, Parkhurst, Freinet). It further explores post-war rationalization, characterized by behaviorism (Skinner), taxonomies (Bloom), and cognitivism (Bruner). Finally, the module examines the constructivist turn, centered on situated learning and communities of practice, up to recent developments in Evidence-Based Education and digital technologies.
2) Instructional architectures and teaching strategies
This topic concerns instructional architectures, understood as macro-structures organized according to the degree of teacher control and the structuring of learning materials. Receptive, behavioral, guided discovery, simulation-based, collaborative, and exploratory models are distinguished. In addition, different teaching strategies are analyzed along a continuum ranging from lecture-based instruction—both in its multimodal and heuristic variants—to student-centered active strategies, including problem solving, case studies, role-playing, and cooperative learning.
3) Montessori: life and pedagogical-didactic thought
This topic explores the figure of Maria Montessori, the first woman physician in Italy, and her transition from psychiatric practice to pedagogy with the founding of the first Casa dei Bambini in 1907. Montessori’s educational thought is grounded in child-centered education and learner autonomy, supported by the theory of the absorbent mind and sensitive periods. The prepared environment, featuring proportioned furnishings, and the sensory development materials—designed to foster self-correction and independence—will be analyzed, with particular attention to early childhood education for the 0–3 age group. The role of the teacher as a guide and humble observer will also be examined, oriented toward “helping the child to do it by themselves” in order to liberate human potential.
4) Extracurricular education: the CEMEA approach
This topic focuses on the opportunities offered by the CEMEA approach (Centres for Training in Active Education Methods) for extracurricular education. Grounded in the principles of active education, this perspective values direct experience and “learning by doing” as essential tools for the holistic development of the person. Through the analysis of specific examples of practical activities—such as singing, dance, play, expressive activities, and nature-based experiences—the value of the CEMEA approach for communication, socialization, and meaning-making is highlighted. Central to this approach is the construction of a welcoming environment based on mutual trust, deep respect, and the suspension of judgment. The educator acts as a facilitator of a democratic learning community, where reflection on action and cooperation promote lifelong and widespread education.
5) Instructional design in different contexts
This topic addresses instructional design across various fields, including vocational and continuing training, extracurricular education, adult education, technological education, special education, and intercultural education. In particular, instructional design models will be analyzed, including the ADDIE model, which articulates the phases of analysis, design, development, implementation, and evaluation.
6) Montessori materials and activities for inclusive literacy education
This module explores the Montessori approach to literacy, highlighting how writing—understood as a psychomotor process of translating sounds into signs—typically precedes reading, understood as the intellectual interpretation of meaning. The module examines materials for indirect preparation, for the spontaneous composition of words, and for the transformation of the interpretation of signs into an act of discovering meaning.

examMode

The exam is structured in two phases:
PHASE 1: Administration of a multiple-choice test on the topics covered in the syllabus texts. This test is designed to verify the acquisition of fundamental knowledge necessary for developing methodological-didactic skills.
PHASE 2: Those who pass the test (by providing at least half of the correct answers) may proceed to the oral exam.
For each session, the written test lasts a maximum of 45 minutes and takes place in the morning (between 9:00 AM and 1:00 PM). The result is calculated automatically and is visible to the student immediately upon completion. The oral exam lasts a maximum of 20 minutes and takes place in the afternoon (between 2:00 PM and 7:00 PM) on the same day as the written test. It is possible to choose a time slot for both parts. It is recommended to register for the oral exam session held on the same day as the written test.
Registration for each session is open starting two weeks before the deadline and closes 5 days before the exam date. (For example, if the exam is on June 25th, you can register between June 5th and June 19th).
The Oral Exam
The oral exam includes a discussion of the correct and incorrect answers given to the test and, subsequently, an in-depth analysis of at least two of the six topics on the syllabus (you choose one, the other, or the others, me).
Grading Criteria
To obtain a grade above 26, for each topic during the interview, it is necessary to:
1. Correctly define concepts using appropriate disciplinary terminology.
2. Provide specific and consistent references to sources.
3. Propose coherent links with other topics and explore them in depth.
4. Propose examples consistent with the concepts, demonstrating adequate personal reflection.
• A grade between 18 and 20 is awarded if adequate disciplinary knowledge is accompanied by a good level in one of the other indicators.
• A grade between 21 and 26 is awarded if disciplinary knowledge is accompanied by a good level in two of the other indicators.
• If these quality levels are not reached, or are reached only for the topic chosen by the student, the exam is not passed.
For each topic, you will be evaluated based on your ability to:
• Provide definitions of the most relevant concepts;
• Associate concepts with sources (the syllabus texts or articles);
• Highlight links with other topics and/or subjects;
• Provide concrete examples, personally re-elaborating the concepts.
This assessment aims to verify theoretical and methodological-didactic skills and knowledge.
Special Educational Needs (SEN/SLD)
Students with Specific Learning Disorders (SLD) or Special Educational Needs (SEN) will not take the written test but will proceed directly to the oral interview on the topics listed above. During the interview, they may use any compensatory tools they find helpful. Notably, these tools are available for use by the entire student population.
IMPORTANT
During the oral exam, you may consult books, notes, concept maps, and other supports. Knowing how to consult sources to construct an answer is an indicator of successful learning (as is done in courts, parliaments, and public debates). This does not mean that the entire interview, or a large part of it, can simply be a "read-aloud" session. You may read certain passages, but you must then be able to place them coherently within the context of what is—lest we forget—a conversation.
During this interview, it will be essential to demonstrate mastery of the topics by critically re-elaborating what you have read and responding promptly to specific requests for further detail, descriptions of instructional strategy examples, references to concrete experience, or connections with other concepts (all topics on the list are interconnected in multiple ways). What is required of you is the active use of information to construct a meaningful discourse on didactics across various fields.

books

1. Calvani A. (a cura di) (2007). Fondamenti di didattica. Carocci. Pp. 17-32 (Cap.1, escluso il par. 4), pp. 43-72 (Cap. 2, escluso il par. 2.3), pp. 125-141 (Cap. 4, parr. 3-8).
2. Lucisano, P., Salerni, A., & Sposetti, P. (a cura di) (2013). Didattica e conoscenza. Riflessioni e proposte sull'apprendere e l'insegnare. Carocci. Pp. 168-199 (Parr. 5.3-5.4).
3. Montessori, M. (1999). La scoperta del bambino. Garzanti.
4. Franceschini, L., (a cura di) (2016). Viaggio attorno a un nido Montessori. Edizioni Opera Nazionale Montessori.
5. More material provided by the teacher on the course's Moodle page.

classRoomMode

attendance not compulsory but recommended