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.
THIS EXAM IS PREPARATORY TO THE LABORATORY FOR PSYCHOLOGICAL OBSERVATION OF CHILD BEHAVIOUR.
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.
THIS EXAM IS PREPARATORY TO THE LABORATORY FOR PSYCHOLOGICAL OBSERVATION OF CHILD BEHAVIOUR.
teacher profile teaching materials
The contribution of developmental psychology in early childcare settings.
The development of infant social cognition.
Attachment behavior between children and caregivers.
Infant cognitive, motor, and perceptual development: an overview.
Language development and early literacy: typical and at-risk development.
Prerequisites and development of reading and writing.
Emotional development and emotional competence: main theories.
Infant social development: an overview.
Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Developmental Psychology Course (6 ECTS)
Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Developmental Psychology Course (3 ECTS)
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci (10th reprint).
Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Programme
The course in Developmental Psychology aims to promote the acquisition of theoretical knowledge related to the main developmental changes in children aged 0–6 years across cognitive, linguistic, emotional, and social domains. The main topics covered are:The contribution of developmental psychology in early childcare settings.
The development of infant social cognition.
Attachment behavior between children and caregivers.
Infant cognitive, motor, and perceptual development: an overview.
Language development and early literacy: typical and at-risk development.
Prerequisites and development of reading and writing.
Emotional development and emotional competence: main theories.
Infant social development: an overview.
Core Documentation
Developmental Psychology Course (9 ECTS)Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Developmental Psychology Course (6 ECTS)
Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Developmental Psychology Course (3 ECTS)
Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci (10th reprint).
Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Attendance
Attendance is not mandatory but recommendedType of evaluation
The written exam is conducted via an online platform and is divided into two parts. The first part, called the “screening test,” consists of 24 multiple-choice questions on the topics covered in the three reference texts. Each correct answer is awarded 1 point, while incorrect or unanswered questions receive 0 points. The time allowed is 24 minutes. Passing the screening test requires at least 12 correct answers. This threshold does not guarantee passing the exam but allows access to the second part, the “open-ended questions” section, which follows immediately after the first test. The second part consists of an open-ended test with 3 questions related to the topics covered in the three reference texts. The time allowed is 30 minutes. Each answer is scored from 0 to 4 points, for a maximum total of 12 points. The exam is passed if the student achieves a score of 18 or higher. Students with Specific Learning Disorder or disabilities may be granted extra time (30% or 50%), upon official request through the University Inclusion System management platform. teacher profile teaching materials
The contribution of developmental psychology in early childcare settings.
The development of infant social cognition.
Attachment behavior between children and caregivers.
Infant cognitive, motor, and perceptual development: an overview.
Language development and early literacy: typical and at-risk development.
Prerequisites and development of reading and writing.
Emotional development and emotional competence: main theories.
Infant social development: an overview.
- Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
- Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Developmental Psychology Course (6 ECTS):
- Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Developmental Psychology Course (3 ECTS):
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci (10th reprint).
- Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Programme
The course in Developmental Psychology aims to promote the acquisition of theoretical knowledge related to the main developmental changes in children aged 0–6 years across cognitive, linguistic, emotional, and social domains. The main topics covered are:The contribution of developmental psychology in early childcare settings.
The development of infant social cognition.
Attachment behavior between children and caregivers.
Infant cognitive, motor, and perceptual development: an overview.
Language development and early literacy: typical and at-risk development.
Prerequisites and development of reading and writing.
Emotional development and emotional competence: main theories.
Infant social development: an overview.
Core Documentation
Developmental Psychology Course (9 ECTS):- Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
- Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Developmental Psychology Course (6 ECTS):
- Berti A.E. & Bombi A.S. (2018), Corso di psicologia dello sviluppo, Il Mulino (4th reprint). Chapters to study: 1–10.
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci Faber (10th reprint).
Developmental Psychology Course (3 ECTS):
- Bosi R. (2021), Pedagogia al nido. Sentimenti e relazioni, Carocci (10th reprint).
- Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni. I legami fondamentali per lo sviluppo, Raffaello Cortina Editore.
Attendance
Attendance is not mandatory, but it is recommended.Type of evaluation
The written exam is conducted via an online platform and is divided into two parts. The first part, called the “screening test,” consists of 24 multiple-choice questions on the topics covered in the three reference texts. Each correct answer is awarded 1 point, while incorrect or unanswered questions receive 0 points. The time allowed is 24 minutes. Passing the screening test requires at least 12 correct answers. This threshold does not guarantee passing the exam but allows access to the second part, the “open-ended questions” section, which follows immediately after the first test. The second part consists of an open-ended test with 3 questions related to the topics covered in the three reference texts. The time allowed is 30 minutes. Each answer is scored from 0 to 4 points, for a maximum total of 12 points. The exam is passed if the student achieves a score of 18 or higher. Students with Specific Learning Disorder or disabilities may be granted extra time (30% or 50%), upon official request through the University Inclusion System management platform.