| Center |
| Faculty of Philosophy and Educational Sciences |
| Departament |
| Education Theory |
| Lecturers in charge |
| G3135 - PEDRO GARFELLA ESTEBAN |
| Met. Docent |
| Research work in groups, with later presentation and experiments with games and toys. Keeping a portfolio |
| Met. Avaluació |
| Continuos evaluation - - |
| Bibliografia |
| AZNAR, P. ; GARFELLA, P. ; GARGALLO, B. (1995). Elaboración de casos educativos. Servei de Formació Permanent. Universitat de Valéncia. BORJA, M. (1980). El juego infantil. (Organización de las ludotecas). Oikos-Tau. Barcelona. Barcelona. BORJA, M. (Coord.).(1994). "Tema monográfico: Ludotecas". Revista Interuniversitaria de Formación del Profesorado, nº 19. BORJA, M. et al. (1995). Les ludoteques catalanes. Estudi d una realitat. Universitat de Barcelona. CARO, R. (1978). Los días geniales o lúdicros. Espasa-Calpe. Madrid. CASCÓN, P. Y MARTÍN,C.(1995). Alternativa del juego I. Juegos y dinámicas de educación para la paz. Los libros de la catarata. Madrid. CERIANI, A. (1996). La simulazione nei processi formativi. F. Angeli. Milano. COLECTIVO AMANI. (1994). |
| Continguts |
| CONTENTS: Historical origin of the game: from the classics to pedagogic realism. Educational games: antecedents and development. Contributions of the experimental psychological school: Montessori and Decroly. Game theories: from the classics to psychoanalysis. Constructivist theories of the game. The game concept and dimensional analysis. Play centres as educational centres. Toys as an element of the game. Instruments for analysing and classifying toys: the E.S.A.R.system Design, kindness criteria and safety measures of toys. Toy Museums. The game - simulation as an educational technique. GENERAL OBJECTIVES: To verify how games and toys have been a semi- formative/educational in man's history. To consider play centres as educational agencies. To characterize the attributes of quality of a good toy and to know the safety norms. To analyze games and toys in psycho-pedagogic terms. To make a play center project. To make and apply simulation games. To develop skills for the pedagogic and socio-edicational intervention in formal and informal contexts of education. |