|Tipo di tesi||Tesi di laurea magistrale|
|Titolo||La Documentazione nei servizi per l'infanzia. Indagine sulle conoscenze e competenze degli insegnanti.|
|Titolo in inglese||Documentation in childcare services. Survey on teachers' knowledge and skills.|
|Struttura||Dipartimento di Educazione e Scienze Umane|
|Corso di studi||SCIENZE PEDAGOGICHE (D.M. 270/04)|
|Data inizio appello||2020-06-11|
|Disponibilità||Accessibile via web (tutti i file della tesi sono accessibili)|
L’elaborato sarà diviso in tre sezioni. La prima sezione tratterà degli orientamenti, la seconda delle pratiche e la terza di un progetto di ricerca condotto presso il contesto lavorativo in cui opero, costituito da nidi e scuole d’infanzia Happy Child.
The paper will be divided into three sections. The first section will deal with the guidelines, the second with the practices and the third with a research project carried out in the working context in which I operate, consisting of Happy Child nursery schools and kindergartens. The first part is divided into two chapters, the first is aimed at laying the conceptual and theoretical foundations necessary to orientate ourselves and fully understand the functionality of the documentation shown in the second chapter. The profiles of the child and the adult will be traced within an educational context of relationship and listening where observation, design and documentation dialogue recursively. In the profile of the resulting service, we will find multiple functionalities that can cover the documentary act of great significance; in fact, it directs reflection and promotes sharing, it allows to preserve memory and to evaluate the act that comes to life today, in order to build the traces and interpretations of events, and that in tomorrow can guide the educator and his choices. The second part will explore the practices that are related to the realization of a documentation project. We will focus on the analysis of the aesthetic and research dimension, subsequently identifying some of the different ways in which they can be realized. Within this path, great value is carried out by the question, in fact if correctly placed it can lead towards the assumption of the posture of the researcher who with a curious and questioning gaze is not satisfied with pre-established and predefined knowledge. The resulting recursiveness leads to breaking down the old antinomies, first of all the one that sees the contrast of theory and practice. In chapter four we will proceed to reunite, through the complexity of photographic and written language, the elusiveness of education with the need to tell stories. The need to narrate is not only inscribed ontologically in the nature of man but becomes absolutely necessary if we want to attribute visibility and body to pedagogical knowledge. In the third and final part, a research process will be carried out which is supported by the use of the questionnaire as a quantitative investigation tool. The analysis of the data will be preceded by a brief description of the context in which it takes place, a duty to understand and correctly read the results. Finally, in light of the results obtained and their graphic representation, in the final part of the report, areas for improvement will be identified and some personal considerations will also be left for space.