The Course aims to provide students theoretical knowledge and skills related to the knowledge of diseases that can occur in childhood. It aims to provide students knowledge related to the care, education and socialization of children from 0 to 6 years, with attention to gender, to individual and intercultural differences.
It aims to provide students knowledge related the use of adequate educational and didactic strategies with the aim to promote the well-being, identity, the autonomy, the curiosity, the creativity and the play.
By the study of the Psychopathology in Infancy and Early Childhood the student will be able to achieve the following training objectives.
- Knowledge and understanding: - knowledge of models, tools and techniques for the observation of the child in the socio-cultural and educational contexts;
- - the ability to recognize the educational needs of children in an inclusive logic and to adapt educational strategies, also in relation to age and context;
- Applying knowledge and understanding: - the ability to use in an informed and flexible way what was learned, applying it to resolve specific problems in several socio-educational services and with several subjects;
- -the ability to use tools and instruments for the observation and relationship strategies with children and their families; - observe the different situations and contexts, understanding the care, educational and socialization needs
- Making judgements: the ability to critically analyze and elaborate educational choices in a reflexive way;
- -ability to evaluate alternative solutions to problems and to take decisions that meet the educational needs of children and their families;
- - the aptitude to reformulate educational practices, based on research, experimentation and innovation.
- Communication skills: the ability to listen and understand the needs expressed by children through the care, education and socialization activities and the ability to recognize their eventual manifestation;
- - ability to recognize and promote relational and communicative skills (storytelling, verbal and non-verbal communication) of children through the care, education, socialization and play activities;
- Learning skills: The student is able to access and to consult the scientific literature on the argument, identifying reliable sources. He/She is aware of the importance of the relationship and cooperation with operators and experts with the same professional profile and with other figures operating in this sector. He/She is able to observe the contexts in which he/she operates and to reflect critically on the dynamics that characterize them.
It aims to provide students knowledge related the use of adequate educational and didactic strategies with the aim to promote the well-being, identity, the autonomy, the curiosity, the creativity and the play.
By the study of the Psychopathology in Infancy and Early Childhood the student will be able to achieve the following training objectives.
- Knowledge and understanding: - knowledge of models, tools and techniques for the observation of the child in the socio-cultural and educational contexts;
- - the ability to recognize the educational needs of children in an inclusive logic and to adapt educational strategies, also in relation to age and context;
- Applying knowledge and understanding: - the ability to use in an informed and flexible way what was learned, applying it to resolve specific problems in several socio-educational services and with several subjects;
- -the ability to use tools and instruments for the observation and relationship strategies with children and their families; - observe the different situations and contexts, understanding the care, educational and socialization needs
- Making judgements: the ability to critically analyze and elaborate educational choices in a reflexive way;
- -ability to evaluate alternative solutions to problems and to take decisions that meet the educational needs of children and their families;
- - the aptitude to reformulate educational practices, based on research, experimentation and innovation.
- Communication skills: the ability to listen and understand the needs expressed by children through the care, education and socialization activities and the ability to recognize their eventual manifestation;
- - ability to recognize and promote relational and communicative skills (storytelling, verbal and non-verbal communication) of children through the care, education, socialization and play activities;
- Learning skills: The student is able to access and to consult the scientific literature on the argument, identifying reliable sources. He/She is aware of the importance of the relationship and cooperation with operators and experts with the same professional profile and with other figures operating in this sector. He/She is able to observe the contexts in which he/she operates and to reflect critically on the dynamics that characterize them.
teacher profile teaching materials
The course will begin with a general overview of the basic principles of developmental psychopathology with some mention of the various forms of assessment and treatment during childhood and adolescence. This will be followed by lectures aimed at acquiring basics on the following clinical cases and epidemiological and etiological data from the most recent scientific research:
1. Trauma, stress and deprivation disorders: full section
2. Anxiety disorders: full section
3. Neurodevelopmental disorders: Autism Spectrum Disorders, Atypical Early Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Toddlerhood Hyperactivity Disorder, Global Developmental Delay.
4. Axes II, III, IV, V
Slides presented in class.
Extra materials uploaded to the formonline platform during the year.
Programme
This course is designed to provide students with an overview of developmental psychopathology aimed at understanding typical and atypical behaviors during childhood and adolescence. Expected learning outcomes include the ability to identify the individual (biological and psychological) and contextual factors potentially associated with adaptive or maladaptive development. A part of the program is dedicated to early childhood and to childhood educational settings.The course will begin with a general overview of the basic principles of developmental psychopathology with some mention of the various forms of assessment and treatment during childhood and adolescence. This will be followed by lectures aimed at acquiring basics on the following clinical cases and epidemiological and etiological data from the most recent scientific research:
1. Trauma, stress and deprivation disorders: full section
2. Anxiety disorders: full section
3. Neurodevelopmental disorders: Autism Spectrum Disorders, Atypical Early Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Toddlerhood Hyperactivity Disorder, Global Developmental Delay.
4. Axes II, III, IV, V
Core Documentation
Zero-To-Three, National Center For Infants, Toddlers And Families (2016). DC:0-5 Classificazione diagnostica della salute mentale e dei disturbi di sviluppo nell’infanzia. Tr. it Giovanni Fioriti Editore, Roma 2018.Slides presented in class.
Extra materials uploaded to the formonline platform during the year.
Reference Bibliography
Texts recommended for further study : Sheridan, M. D., Sharma, A., & Cockerill, H. (2009). Dalla nascita ai cinque anni: le tappe fondamentali dello sviluppo. R. Cortina. Pennazio, V. (2017). Il nido d’infanzia come contesto inclusivo. Progettazione e continuità dell’intervento educativo per il bambino con disabilità nei servizi educativi per l’infanzia. Milano: FrancoAngeli. Nicolodi, G. (2008). Il disagio educativo al nido e alla scuola dell'infanzia. Il disagio educativo al nido e alla scuola dell'infanzia. Milano: FrancoAngeli.Type of delivery of the course
The course will include mainly face-to-face lectures. Class discussions on the various clinical pictures will be stimulated. In the case of an extension of the COVID-19 health emergency, all provisions regulating the mode of conduct of teaching activities and evaluation of students will be implemented. In particular, lectures will be conducted in online mode on the Microsoft Teams platform in compliance with the academic calendar.Type of evaluation
The exam includes a written test consisting of 29 multiple-choice questions (no penalty for incorrect answers). Of these 29 questions, 25 questions will be on all aspects of theory and will be worth 1 point, while 4 questions will be on a clinical case and will be worth 1.5 points. The preparation for the exam includes the study of the slides and materials presented in class and of the adopted text (the slides and the materials present more up-to-date scientific data and much of the information presented is not included in the book). In the busiest sessions, students will be divided into shifts that will be communicated in advance on the teacher's bulletin board at the end of the reservation period for the exam. The sufficiency is reached with a score of at least 18 while the maximum score is 30 thirtieths. To this score, a "cum laude" can be added in case the student answers correctly to all 29 questions. In the case of an extension of the COVID-19 health emergency, all provisions regulating the manner in which teaching activities and student evaluation are carried out will be implemented. PREVIOUS PROGRAM Students who matriculated before 2020 have the right to bring the previous teacher's syllabus to the exam. In this case, the examination will be in oral form. Students who matriculated in 2020 have the right to take the 2021/2022 developmental psychopathology program. Again, the exam will be in oral form starting in the summer session of 2023 (In the winter session of 2023, the exam will be written).