Bachelor’s degree in Education and Training – Child Services Educator curriculum (L-19)

Study Programme Course L-19 – Child Services Educator curriculum

The Bachelor of Science Degree in Education and Training is aimed at the training of the professional socio-educational worker, professional figure capable of assuming specific roles:

in the sphere of educational services for children from 0 to 3 years, extracurricular services, for inclusion and prevention of hardship and school dropout;
in the sphere of interventions in socio-educational services for the development of the person and the territorial community, and in particular for: parenting and family services; educational services for equal opportunities; educational services for the promotion of well-being and health; educational, recreational, artistic-expressive and leisure services for subjects of all ages; services for the elderly; services for the integration of immigrants and refugees and for intercultural training; services for the re-education and resocialization of detained subjects and services for the care of minors involved in the judicial and penitentiary circuit.
in personal services in support of cognitive-functional prevention and re-education, in order to respond to the promotion of physical, mental and social well-being, as well as a support capable of fostering inclusion in situations of different abilities.

Finally, considering the group of teachings of a psychological nature, the three-year graduate in Education Sciences is able, within the social-health services to collaborate and support assessments of states of psychological distress and to follow it up at the pedagogical level with the implementation of ad hoc training interventions.

The course of study provides an educational pathway that includes two addresses. This address is set on the figure of the educator for children’s educational services, which develops the knowledge and skills for educational contexts, functional to develop, in girls and children from zero to three years of age, the potential for relationships, autonomy, creativity, learning, in an appropriate affective, playful and cognitive environment, ensuring equal opportunities for education, education, care, relationships and play, with the objectives of overcoming inequalities and territorial, economic, ethnic and cultural barriers.

The two directions are linked by an initial basic course, which prepares students with basic theoretical knowledge and operational skills in the pedagogical and methodological-educational sciences, supplemented by knowledge and skills in the sociological and psychological disciplines, with a relative prevalence of theoretical knowledge, epistemological and methodological knowledge of educational issues in their various dimensions, as well as for children’s educational services, skills and competencies for the evaluation of the abilities, as well as of young people with disabilities, of subjects of all ages, sedentary, active, and chronically ill subjects. In particular, activities are designed to develop the knowledge and operational strategies to act, both in conditions of psychosocial distress, in their various connotations, and in the prevention and recovery, of physical functions and cognitive functions by improving the related deficits that affect the results of the psychosocial rehabilitation pathway.

On the basis of the skills acquired, graduates with a degree in Education and Training Sciences will be able to carry out professional activities in public and private facilities, educational institutions, including those that carry out activities for children’s educational services (0-3 years), businesses and third sector organizations. Pursuant to Law No. 4 of January 14, 2013, the professions of socio-pedagogical professional educator are included in the scope of professions not organized in orders or colleges.

Education Sciences Online
Professional Profile
Occupational Outlets Education Sciences
Educational Objectives Bachelor’s Degree in Education Sciences Three-year degree program
Final Examination

Bachelor’s Degree in Education and Training Online – Child Care Services Educator curriculum.

The online Bachelor’s Degree in Education and Training Sciences is the ideal solution for all students, making it possible to earn this university degree even for those who are unable to attend a traditional university because they are far from home or for professional reasons.

Through Unicusano’s e-learning platform, it will be possible to follow the lectures of the online Bachelor’s Degree in Education in telematic mode, study on computer media from the comfort of your own home, at your own pace, and then take the exams at the nearest location. Thanks to the quality of its teachings and locations throughout Italy, Unicusano is now the best choice for those who wish to pursue an online Bachelor’s Degree in Education.

– Professional profile and expected occupational and professional outlets for graduates in Education and Training Sciences

Professional socio-educational worker: address Educator Children’s Services.

Function in a work setting:

The graduate in Education and Training (address Educator Children’s Services) is capable of operating with complete professional autonomy in three main areas of work contexts:

of formal education and training with the planning and management of activities of an educational and cultural nature in direct contact with children, particularly for kindergartens 0-3 years, adolescents, the elderly, cognitive-functional deficit carriers, and marginalized subjects;
of socio-educational education and animation by working alongside other practitioners, such as the doctor, sociologist, psychologist, teacher, social worker;
diagnosing and redefining educational and training paths as well as contributing to the solution of problems affecting the quality of community life (conflict, cooperation, communication, effects of educational needs, etc.).

In addition, the graduate may collaborate with other professionals, such as the psychologist and neuropsychiatrist, implement educational interventions aimed at supporting family relationships, developing support and help networks in situations of disability, developing psychoeducational interventions and health promotion, risk behaviour modification, social inclusion and participation, and quality of community life (conflict, cooperation, communication, effects of educational needs, etc.).

Competencies associated with the function:

The education and training graduate has skills to carry out:

analysis of health and social work situations in order to design and redesign learning environments that are safe, efficient, and consistent with the needs of individuals and groups;
design and application of qualitative and quantitative tools for measuring educational and training phenomena and processes;
design, management and coordination of orientation, selective, formative and change interventions implemented with regard to individuals, groups and communities;
design, management and coordination of evaluative analysis and research following social and technological change;
activities to support peer and hierarchical interactions, internal communication processes, various forms of external communication;
consulting and cooperation activities with practitioners from other disciplinary backgrounds involved in people intervention projects.

Employment outlets:

The three-year graduate in education and training can find jobs in positions that require managing the activities of social-educational educators and animators. In particular, effectively interpreting and responding to the psycho-physical and cultural growth needs of the youngest children (both in the day-care centre and in the spring sections and children’s communities and in all the new types of integrative services for children and parenting support). Specifically, the childhood educator works in early childhood supplementary and recreational services, is able to manage early childhood educational settings, participate in the management and coordination of educational services, and design and carry out educational activities in the various services aimed at early childhood.

In addition, other jobs relate to: area facilities that deal with the prevention and reduction of social distress in relation to different age groups (juvenile deviance, drug addiction, physical and mental disorders in the third age); institutions (public and private) that deal with problems related to gender differences and equal opportunities; facilities (public and private) that work in the area of intercultural mediation processes; and recreational and cultural facilities in the area.
The three-year course in Education and Training Science prepares for the profession of (ISTAT codifications)

teachers in professional education – (3.4.2.2.0);
social reintegration and integration technicians – (3.4.5.2.0).

Knowledge required for entry

The knowledge and skills that are assumed to be a prerequisite for access to the Bachelor of Science in Education, pedagogical-social address, are basic and transversal ones, such as reading comprehension, logical-linguistic and logical-mathematical skills. Knowledge of general culture, Italian language, English language, and basic computer skills are also required. Specifically, the knowledge and skills required for admission to the course of study are:

basic knowledge of psycho-pedagogical and scientific disciplines, their methods and their main thematic, lexical and historical developmental cores;
high readiness in the approach to study and internship experiences;
computer literacy;
interpersonal and social skills.

Access to the course of study is granted to those who hold a high school diploma obtained in Italy or a qualification obtained abroad and recognized as equivalent. In order to ascertain the possession of such knowledge, prior to matriculation, the student must take an objective test to verify the possession of the skills indicated above and covering knowledge related to three domains:

logical-mathematical;
physical-biological;
anthropological and epistemological.

If the evaluation of initial preparation is not successful, the student may be admitted with the assignment of additional educational obligations. For admission to the course of study delivered in English, there is also a test of English language proficiency, which must be at least level B1.

Modalities of Admission to the course of study in Educational Sciences.

The order of studies at Niccolò Cusano University has among its primary objectives an optimal preparation of its students, which must necessarily include a duration that is respectful of the time needed for training but also allows graduate students to be able to practice their chosen profession in the shortest possible time.

To this end, Niccolò Cusano University believes that a good basic preparation of the student who is about to embark on the university path is an essential prerequisite for the achievement of these objectives, and is therefore careful to verify that the initial knowledge of the students who enrol at the University is that provided for in the individual Didactic Regulations of the individual Study Courses. In this regard, the aforementioned Didactic Regulations provide information about the basic knowledge required to profitably approach the chosen Course of Study.

Students who intend to enrol in the Three-Year Study Course in Education must possess a high school diploma or other equivalent qualification, including those obtained abroad, recognized as suitable according to current regulations. In addition, for matriculation, it is necessary to take an admission test in which the initial preparation is assessed through a non-binding admission test that will consist of an orientation test delivered online on the UNICUSANO platform, which must be duly taken by the student according to predefined times and methods.

Although no specific knowledge is required, this test privileges aspects of basic preparation, such as knowledge and skills on the level of general culture, predisposition to the use of logic and sensitivity to social, sociological and psychological problems.

In case of failure, Additional Educational Obligations (OFAs) are assigned to be fulfilled within the first year of the course of study. These educational obligations will consist of attending three short courses, related to:

(a) principles of scientific disciplines
(b) text comprehension
(c) study method.

In case of credit recognition for a previous university career and/or certified professional experience, the year of course enrolment will be determined according to the following table:

I course year: 1 to 59 credits;
II year of course: from 60 to 119 credits;
Course year III: 120 to 180 credits.

The recognition of course credits is made no later than 30 days after matriculation. The request may be submitted only once and is not subject to subsequent changes.

– Specific educational objectives of the Bachelor of Science in Education Educator Children’s Services Curriculum

The Bachelor’s Degree in Education Science proposes, overall, the development of preparatory skills and competencies that enable the graduate to manage moments of an educational nature, the solicitation of interests, the development of a sense of one’s own corporeity, group socialization, and the interaction and conduction of micro-communities both child, adolescent and youth as well as those made up of adults and the senior citizens, also making use of the arts and new media, as well as experience and knowledge of strategies and methods necessary for the kind of training required by the professional area of formal, informal and no formal education, with special reference to aspects of cognitive psychological and physical-functional distress and where care, prevention and removal of obstacles to regular learning development in school, community, hospital situations are required.

In particular, the Bachelor of Science in Education provides specific knowledge and skills aimed at fostering the personal development, social maturation and autonomy of individuals and groups in the context of educational, social and socio-health services engaged with people in difficulty and with primary and social prevention purposes; the overall training intervention focuses on the network strategy, both in the context of residential and day services and in the specifically family environment, through a continuous and comprehensive unified action and in a joint manner between people and environment. In addition, it provides skills necessary to carry out tasks of management, organization and coordination of the aforementioned services; it contributes to the dissemination of person-centred intervention strategies and information about services, through a disciplinary framework that integrates pedagogical, psychological, sociological, medical, legal, technical and professional areas.

The internship is typical of a training course that essentially engages both the maturation and progressive openness to interpersonal relationships and the development of a personal work methodology. Specifically, the Course of Study in Education Sciences, address Educator Services for Children, proposes specific qualifying educational objectives, namely the acquisition and development of conceptual and methodological apparatuses that allow to:

design interventions with planned educational actions and in order to promote and foster the development of people’s learning, formative and cultural learning from childhood;
design and organize educational interventions in the age of development, in the family, in the elderly, in socio-educational services, in schools and in the territory;
realizing communicative and expressive contexts capable of reducing, within institutional structures, youth distress, the problem of drop out, that of minors at social risk and adults in difficulty;
promote socio-educational projects aimed at the prevention of distress and reintegration as alternatives to care, and particularly in relation to individuals with experiences of institutionalization;
delineate and appropriately place in the social fabric socio-educational projects and cultural initiatives capable of downsizing situations of distress and conditions of deviance, especially juvenile, in favour of individual and social well-being;
promote environmental education projects aimed at the prevention and removal of risks to health and the territory, aimed at the population;
develop projects for the prevention and protection of risks in the workplace (as per Legislative Decree 262/94 and subsequent additions);
design, in consultation with Local Authorities, educational interventions aimed at adoption and family foster care;
develop a coordinated system for the reception and limitation of the risk of deviance related to the presence, at specific facilities and also outside them, of migrant and nomadic subjects.

The Bachelor’s Degree Program in Education Sciences, therefore, intends to train graduates capable of demonstrating skills, knowledge and abilities, both theoretical and practical, related both to the specific sector of the pedagogical dimension, through the study of techniques for the design, coordination, management and evaluation of educational pathways, and to the sector of the psychological and medical dimension, delving into the different processes of learning and behaviour, and, finally, to the sociological sector, examining the specific problems of the societies in which we live, and the environment.

The set of training actions is completed, based on Decree Law 65/2017 and Ministerial Decree 378/2018 within the curriculum of the course in Science of Education and Training curricula Childhood Services Educator there are 5 credits of laboratory activities (18 hours of activities for each credit), divided between the teachings of Social Pedagogy (2 credits) and Special Pedagogy (3 credits).

The laboratory activities, for both teachings, are carried out in “near presence” at the University’s Rome Branch according to the times, methods and organization provided for by specific provisions established/referred to in the Regulations of the course of study, subject to any “emergency” situations that must be complied with.

Internship activities are divided into: Direct Internship, with a duration of 175 hours to be carried out at Nursery facilities (public or private) and Indirect Internship, with a duration of 75 hours that are carried out at the laboratories of the Education and Training Sciences course of study of the University and are coordinated by disciplinary tutors.

A maximum of three credits may be recognized as a direct internship, the positions held as an educator of the children’s educational services referred to in Article 2, Paragraph 3 of Legislative Decree No. 65 of April 13, 2017.

Based on the acquired skills, graduates of the class will be able to carry out professional activities in public and private facilities, educational institutions, businesses and third sector organizations.

– Expected Learning Outcomes.

Knowledge and understanding skills

Basic theoretical and methodological preparation in the pedagogical, sociological, anthropological, and psychological disciplines characterized by fundamental knowledge of the general lines and main actors and moments in the history of educational thought, understanding of the origin of pedagogical thought and its possible destiny in the contemporary cultural situation, assimilation of the most relevant themes that characterize the development of the individual-person, throughout the life cycle. Basic knowledge of the methodological, psychological, sociological, legal and technical tools that support action in educational contexts, of the normative frameworks within which educational systems are embedded, of the main theoretical and methodological tools used in empirical and experimental research in pedagogy and in field research in the area of groups and organizational cultures, of the conceptual bases for the conscious use of information technologies and their job in the interpretation of research data. Knowledge of the theoretical frameworks and practices necessary for understanding and valuing the nexus between theories and practices of acting in complex, intercultural and interdisciplinary social contexts. English language skills essential for coping with study and further education and for operating in cross-cultural contexts.

Ability to apply knowledge and understanding

Ability to consciously and critically use acquired basic knowledge, to identify the most critical issues in educational contexts and fields, and to apply acquired conceptual awareness to concrete cases, observations of educational processes, social and cultural events of our time. Interpretive ability to recognize major pedagogical issues in relation to their context of emergence and development. Ability to master knowledge related to educational sciences in the conception, design and evaluation of educational interventions related to individuals, groups of individuals and educational services, modulated to the specific contexts of intervention. Appropriate skills to interpret educational problems with a confident and flexible professional approach. Skills in judgment and synthesis of pedagogical, sociological and psychological issues and historical-environmental contexts. Ability to choose the most appropriate tools, methods and techniques for empirical and experimental pedagogical research interventions, the contextualization of educational actions within normative frameworks, the job of psychological disciplines for the development of educational interventions, the use of new technologies in educational, lifelong learning and socio-psycho-pedagogical research contexts. Ability to take into account in the practice and design of training interventions the intercultural aspects that invest and influence social contexts, the world of work and training, being able to deal with specialist, and non-specialist interlocutors of other nationalities. Ability to interact in cross-cultural environments and to document, study, research and update by making use of national and international services, including online, for the preservation and transmission of knowledge.

Making Judgements

At the end of the course, the three-year graduate in Educational Sciences has acquired the ability to observe and evaluate educational processes aimed at solving associated problems, the ability to make reasoned judgments from a systematically interdisciplinary perspective and in relation to the situations faced, the ability to link judgments to other professional and human experiences, contemplating both the possibility of personalizing and modulating interventions in constant dialogue with the recipients, and the possibility of modifying judgment in relation to operational contexts and their interactions.

In training situations set up also in order to offer preparation for the development of reflective and self-reflective thinking, he/she knows how to make use of a sufficient capacity for autonomy of behaviour and can foreshadow outcomes, consequences, results also in terms of ethics and professional ethics. The student acquires autonomy of judgment within all proposed teaching and learning activities, refining it in particular through:

laboratory training activities carried out in close contact with the contexts of educational and social services and research in the fields of pedagogy and social psychology, involving research, systematization and evaluation of data;
presentations in public, individual and group, aimed at the restitution and argumentation of one’s work;
the definition and design of the internship course;
discussion with teachers and colleagues in different teaching contexts.

It is verified through the written and/or oral tests related to the programs of exams and other training activities. The final examination, the internship project and the report on the activity carried out allow to verify the achievement of critically grounded autonomous professional skills.

Communication skills

The graduate in Education, Child Services Educator curriculum, should be able to argue and negotiate acquired knowledge, communicate information, ideas, problems and solutions clearly to specialist and non-specialist interlocutors, mediate and manage problematic situations at the relational, organizational and community levels.

Skills include those involving contact with other professionals, drafting minutes, writing aimed at describing cases, operational protocols, critical incidents, and so on. He or she should also have acquired language skills suitable for working in cross-cultural contexts, adequate computer skills, and aptitude for teamwork in multidisciplinary professional settings.

Communicative skills are developed through specific teaching activities offered in the curriculum, particularly those related to the study of English, computer science, and the sociology of communicative processes, as well as writing workshops in preparation for the final examination paper. The development of appropriate communication skills in the stages of restitution and processing of results is also exercised in small-group communicative contexts and in the performance of training internship activities in organizations and territorial contexts. They are verified through written tests (productions of individual and group reports, including multimedia) and/or oral tests (presentations, participation in guided debates) related to the programs of exams and other training activities.

Learning skills

The Bachelor of Education graduate should be able to argue and negotiate acquired knowledge, clearly communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors, mediate and manage problematic situations at relational, organizational and community levels. Skills include those involving contact with other professionals, drafting minutes, writing aimed at describing cases, operational protocols, critical incidents, and so on. He or she should also have acquired language skills suitable for working in cross-cultural contexts, adequate computer skills, and aptitude for teamwork in multidisciplinary professional settings.

The development of appropriate communication skills in the stages of restitution and processing of results is also exercised in small-group communicative contexts and in the performance of training internship activities in organizations and territorial contexts. They are verified through written tests (productions of individual and group reports, including multimedia) and/or oral tests (presentations, participation in guided debates) related to the programs of exams and other training activities.

Final Examination

The public discussion of the written paper is held before the Graduation Committee composed normally of 3 members appointed by the Dean/Coordinator of the Course of Study from among the faculty members of the teaching courses pertaining to the same Course or, in case of teaching or practical needs, from among the faculty members of other related Courses of Study. The Chairman of the Degree Committee is appointed by the Dean/Coordinator of the Course of Study from within the Committee. The student must demonstrate the ability to deal with the analysis of a problem related to the scope of the disciplines of the Course of Study. The evaluation is expressed as one hundred and ten/hundred and ten with possible honours and dignity of print, which, however, does not imply the printing of the paper, and takes into account the weighted average of the examinations taken by the candidate during his or her course of study.

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