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
2.Aureli, T., Lo sviluppo nel contesto, capitolo in Aureli T., Bascelli, E., Camodeca M., Di Sano, S. (2008-2016). Il bambino in classe. Roma: Carocci. Solo il capitolo 1, disponibile sulla piattaforma.
3.Perucchini, P., I contesti dello sviluppo: la famiglia e la scuola. Capitolo in Barone L., (2019). Manuale di psicologia dello sviluppo. Roma: Carocci. Solo il capitolo 2, disponibile sulla piattaforma.
4.Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
5.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 course is an introduction to theoretical approaches and main topics of developmental psychology. The first part aims to analyze the idea of childhood by the historical, cultural and individual perspective; models of development, the role of biological and environmental influences of development, and educational contexts. The second part deals with the different aspects of the child development: social and relational, cognitive, linguistic and communicative, and emotional, with a focus on the play. Finally, the theme of education to prosociality will be considered.Core Documentation
1.Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Milano: Raffaello Cortina. Capitolo 3, solo il paragrafo Natura ed educazione (pp. 48-54); tutti gli altri capitoli completi.2.Aureli, T., Lo sviluppo nel contesto, capitolo in Aureli T., Bascelli, E., Camodeca M., Di Sano, S. (2008-2016). Il bambino in classe. Roma: Carocci. Solo il capitolo 1, disponibile sulla piattaforma.
3.Perucchini, P., I contesti dello sviluppo: la famiglia e la scuola. Capitolo in Barone L., (2019). Manuale di psicologia dello sviluppo. Roma: Carocci. Solo il capitolo 2, disponibile sulla piattaforma.
4.Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
5.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 delivery of the course
The course includes six lectures on the Microsoft Teams platform, in which some theoretical aspects of the discipline will be treated. It also includes some laboratory activities on the SDEONLINE platform, in which practical activities relating to research methodology in developmental psychology will be carried out. Finally, in-depth materials will be uploaded and discussion forums activated.Type of evaluation
The exam consists of 30 multiple choice questions (only one correct and no penalty for incorrect ones) and one open question. teacher profile teaching materials
The first part aims to analyze the idea of childhood from a historical, cultural and individual perspective; patterns of development, the role of biological and environmental influences on development, and educational contexts. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional, with an in-depth look at play.
Finally, the topic of education to prosociality will be explored.
2.Aureli, T., Lo sviluppo nel contesto, capitolo in Aureli T., Bascelli, E., Camodeca M., Di Sano, S. (2008-2016). Il bambino in classe. Roma: Carocci. Solo il capitolo 1, disponibile sulla piattaforma.
3.Perucchini, P., I contesti dello sviluppo: la famiglia e la scuola. Capitolo in Barone L., (2019). Manuale di psicologia dello sviluppo. Roma: Carocci. Solo il capitolo 2, disponibile sulla piattaforma.
4.Baumgartner, E. (2023). Affetti e relazioni nell’infanzia. La socialità nei contesti 0-6. Roma: Carocci (Collana Le Bussole).
oppure
5.Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
6.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 course is an introduction to the theoretical approaches and the main concepts of developmental psychology.The first part aims to analyze the idea of childhood from a historical, cultural and individual perspective; patterns of development, the role of biological and environmental influences on development, and educational contexts. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional, with an in-depth look at play.
Finally, the topic of education to prosociality will be explored.
Core Documentation
1.Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Milano: Raffaello Cortina. Capitolo 3, solo il paragrafo Natura ed educazione (pp. 48-54); tutti gli altri capitoli completi.2.Aureli, T., Lo sviluppo nel contesto, capitolo in Aureli T., Bascelli, E., Camodeca M., Di Sano, S. (2008-2016). Il bambino in classe. Roma: Carocci. Solo il capitolo 1, disponibile sulla piattaforma.
3.Perucchini, P., I contesti dello sviluppo: la famiglia e la scuola. Capitolo in Barone L., (2019). Manuale di psicologia dello sviluppo. Roma: Carocci. Solo il capitolo 2, disponibile sulla piattaforma.
4.Baumgartner, E. (2023). Affetti e relazioni nell’infanzia. La socialità nei contesti 0-6. Roma: Carocci (Collana Le Bussole).
oppure
5.Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
6.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 delivery of the course
The course includes eight frontal lessons on the Microsoft Teams platform, in which some theoretical aspects of the discipline will be dealt with. It also includes some laboratory activities on the SDEONLINE platform, in which practical activities related to research methodology in developmental psychology will be carried out. Finally, in-depth materials will be uploaded and discussion forums will be activated.Type of evaluation
The exam consists of 40 multiple choice questions (only one correct and no penalty for incorrect ones) and an open question. The multiple choice questions refer to: 1. Schaffer H. R.; 2. Aureli, T.; 3. Perucchini, P.; 4. Baumgartner, E. (2019); Baumgartner, E. (2023). 5. Caprara, et al. (capitoli 1-5). The open question refers to: Caprara, et al. (chapters 6-10). The description of a laboratory of your choice relating to the component of the CEPIDEAS model is required, which will be indicated in the question. The answer must include: a) Title of the laboratory; b) Objectives of the laboratory; c) Laboratory activities and methodologies; d) Materials used in the construction of the laboratory. The space available is a maximum of 30 lines.