In terms of knowledge and understanding, students are expected to know the theoretical models and methodological approaches for applying knowledge of developmental psychology to educational contexts.
In terms of ability to apply knowledge and understanding, students are expected to be able to analyse educational contexts according to the theoretical frameworks and psychological processes involved.
In terms of making judgements, students are expected to develop the aptitude an aptitude for evaluating educational skills and practices according to the advancement of research in developmental psychology.
In terms of communication skills, students are expected to be able to modulate communication strategies (e.g. active listening, feedback, assertiveness) to promote acceptance, motivate learning, support in difficulties and stimulate peer interaction.
In terms of learning skills, students are expected to develop the ability to identify and select models and practices of educational intervention according to scientific criteria.
In terms of ability to apply knowledge and understanding, students are expected to be able to analyse educational contexts according to the theoretical frameworks and psychological processes involved.
In terms of making judgements, students are expected to develop the aptitude an aptitude for evaluating educational skills and practices according to the advancement of research in developmental psychology.
In terms of communication skills, students are expected to be able to modulate communication strategies (e.g. active listening, feedback, assertiveness) to promote acceptance, motivate learning, support in difficulties and stimulate peer interaction.
In terms of learning skills, students are expected to develop the ability to identify and select models and practices of educational intervention according to scientific criteria.
teacher profile teaching materials
Social Contexts and Social, Moral, and Self-Development
Individual Differences
Sociocultural Diversity
Behaviorist and Sociocognitive Approaches
Social-constructivist approaches
Motivation, teaching, and learning
Emotions, teaching, and learning
Planning, instruction, technology, and classroom management
Prosocial behavior
Promoting prosocial behaviors in school
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità (Educating to prosociality). Teoria e buone prassi. Milano - Torino: Pearson Italia.
Programme
Educational Psychology: The BasicsSocial Contexts and Social, Moral, and Self-Development
Individual Differences
Sociocultural Diversity
Behaviorist and Sociocognitive Approaches
Social-constructivist approaches
Motivation, teaching, and learning
Emotions, teaching, and learning
Planning, instruction, technology, and classroom management
Prosocial behavior
Promoting prosocial behaviors in school
Core Documentation
Santrock, J. W., & Roehrig, A. D. (2025). Educational psychology. McGraw-Hill.Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità (Educating to prosociality). Teoria e buone prassi. Milano - Torino: Pearson Italia.
Attendance
Course participation consists of: - Watching the video lectures; - Accessing the course materials on the Edunext platform; - Participating in online exercises.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. Santrock 2. Caprara, et al. (chapters 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.