The course provides students with theoretical knowledge on human development in different domains (cognitive, social, emotional) and operational tools to apply that knowledge to the educational context, with particular reference to age group 0-6.
The course provides students with theoretical and applied knowledge on research methods used in developmental psychology.
The course of Developmental psychology aims at achieving the following objectives.
Knowledge and understanding of:
- the main theoretical models on development processes;
- the cognitive, social, and emotional development in the age 0-6;
- the psychological processes involved in the educational contexts.
Applying knowledge and understanding:
- ability to analyze educational situations according to the theoretical frameworks and involved psychological processes;
- ability to recognize the level of cognitive, social, affective and emotional in the age 0-6;
- ability to analyze educational contexts according to the theoretical frameworks and involved psychological processes.
Making judgements:
- aptitude to find connections between psychological theories and educational situations;
- aptitude for interpreting individual needs in psychological terms;
- aptitude for self-evaluation of behaviors and skills as an education practitioner.
Communication skills:
- master the specific scientific language.
Learning skills:
- attitude to life-long learning on the psychological aspects involved in the educational practice;
- to master the specific scientific language.
The course provides students with theoretical and applied knowledge on research methods used in developmental psychology.
The course of Developmental psychology aims at achieving the following objectives.
Knowledge and understanding of:
- the main theoretical models on development processes;
- the cognitive, social, and emotional development in the age 0-6;
- the psychological processes involved in the educational contexts.
Applying knowledge and understanding:
- ability to analyze educational situations according to the theoretical frameworks and involved psychological processes;
- ability to recognize the level of cognitive, social, affective and emotional in the age 0-6;
- ability to analyze educational contexts according to the theoretical frameworks and involved psychological processes.
Making judgements:
- aptitude to find connections between psychological theories and educational situations;
- aptitude for interpreting individual needs in psychological terms;
- aptitude for self-evaluation of behaviors and skills as an education practitioner.
Communication skills:
- master the specific scientific language.
Learning skills:
- attitude to life-long learning on the psychological aspects involved in the educational practice;
- to master the specific scientific language.
Canali
teacher profile teaching materials
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Programme
Some clue about the cognitive and emotional developmental will be offered, particularly on referring to the main theories as The Cognitive Psychology, to the current research, and to the method of research as the observation. The Theory of attachment will be discussed on specifying methods, strategies and research in this field. The goal is to offer to the students a framework of analysis of child's emotional and interpersonal processes and instruments for their educational workCore Documentation
Belsky, J, (2009). Psicologia dello sviluppo I vol., Zanichelli, Bologna (eccetto l’ultimo capitolo).Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Type of delivery of the course
face-to-face lessons role playing practice exerciseType of evaluation
test with multiple choice answers teacher profile teaching materials
(I) the different theoretical and methodological approaches to psychological development of child;
(II) the basic concepts of cognitive, communicative-linguistic and emotional-social development
in the preschool period;
(III) the ability to identify the child psychological state, in the typical and at risk development.
2. Murray. L. (2014). Le prime relazioni del bambino. Dalla nascita ai due anni, I legami fondamentali per lo sviluppo. Raffaello Cortina Editore.
3. Berti A.E., Bombi A.S. (2018). Corso di Psicologia dello sviluppo. Mulino (4a ristampa). chapters 1 - 10.
Programme
At the end of the course the student learns:(I) the different theoretical and methodological approaches to psychological development of child;
(II) the basic concepts of cognitive, communicative-linguistic and emotional-social development
in the preschool period;
(III) the ability to identify the child psychological state, in the typical and at risk development.
Core Documentation
1. Bosi. R. (2018). Pedagogia al nido. Sentimenti e relazioni. Carocci (7a ristampa)2. Murray. L. (2014). Le prime relazioni del bambino. Dalla nascita ai due anni, I legami fondamentali per lo sviluppo. Raffaello Cortina Editore.
3. Berti A.E., Bombi A.S. (2018). Corso di Psicologia dello sviluppo. Mulino (4a ristampa). chapters 1 - 10.
Reference Bibliography
1. Bosi. R. (2018). Pedagogia al nido. Sentimenti e relazioni. Carocci (7a ristampa) 2. Murray. L (2014). Le prime relazioni del bambino. Dalla nascita ai due anni, I legami fondamentali per lo sviluppo. Raffaello Cortina Editore. 3. Berti A.E., Bombi A.S. (2018). Corso di Psicologia dello sviluppo. Mulino (4a ristampa). chapters 1 - 10.Type of delivery of the course
Lectures, case studies and seminars will be given in ItalianAttendance
The frequency of course is not mandatory.Type of evaluation
A final test consisting on different topics related to the general part and to the monographic part of the course.