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.
The course provides students with theoretical and applied knowledge on research methods used in developmental psychology.
INGLESE
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 life span;
- 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 life span;
- 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.
INGLESE
The course of Developmental psychology aims at achieving the following objectives.
Knowledge and understanding of:
- the research methods used in developmental psychology.
Applying knowledge and understanding:
- ability to analyze studies and research conducted in developmental psychology.
Making judgements:
- aptitude for evaluating educational practices according to the progress of research in developmental psychology.
Communication skills:
- master the specific scientific language.
Learning skills:
- interest in basic and applied research in developmental psychology.
The course provides students with theoretical and applied knowledge on research methods used in developmental psychology.
INGLESE
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 life span;
- 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 life span;
- 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.
INGLESE
The course of Developmental psychology aims at achieving the following objectives.
Knowledge and understanding of:
- the research methods used in developmental psychology.
Applying knowledge and understanding:
- ability to analyze studies and research conducted in developmental psychology.
Making judgements:
- aptitude for evaluating educational practices according to the progress of research in developmental psychology.
Communication skills:
- master the specific scientific language.
Learning skills:
- interest in basic and applied research in developmental psychology.
teacher profile teaching materials
There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
Finally, the development of play in children and education in prosociality will be studied in depth.
Lo sviluppo nel contesto Capitolo Perucchini
T. Aureli, Il Bambino in classe (a cura di) Capitolo 1.
Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
Caprara, G.V., Gerbino, M. Luengo Kanacri, B.P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano-Torino: Pearson.
Programme
The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on Piaget’s Genetic Epistemology, Vygotsky's sociocultural perspective and more recent studies on social development (J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..), and cognitive and constructivist approaches.There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
Finally, the development of play in children and education in prosociality will be studied in depth.
Core Documentation
Schaffer, H.R. (2005). Psicologia dello sviluppo. Un’introduzione. Milano: Raffaello Cortina. Capitolo 3: solo paragrafo Natura ed educazione (p. 48).Lo sviluppo nel contesto Capitolo Perucchini
T. Aureli, Il Bambino in classe (a cura di) Capitolo 1.
Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
Caprara, G.V., Gerbino, M. Luengo Kanacri, B.P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano-Torino: Pearson.
Type of evaluation
Multiple choice test