The general aim of the course is to provide students with theoretical and methodological knowledge in the field of developmental and educational psychology, relating to school inclusion of pupils and promotion of well-being in school contexts. In particular, the social, emotional and cognitive determinants of maladjustment and school maladjustment and the models for the promotion of positive behaviors in educational contexts will be explored.
The course of DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION aims at achieving the following objectives.
Knowledge and understanding of:
theories on individual differences;
cognitive, social and emotional development from childhood to early adolescence;
theoretical and applicative models of social and emotional learning;
universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;
research methods aimed at studying school adjustment and inclusion;
teacher competencies in promoting well-being at school.
Applying knowledge and understanding:
using knowledge about the child's development processes to build the educational relationship;
designing and implementing a teaching style aimed at developing socio-emotional learning skills;
identifying universal prevention programs that are appropriate to the characteristics and needs of the class.
Making judgements:
finding connections between psychological theories and school situations;
evaluating educational innovations in the light of the advancement of research in developmental psychology.
acquiring the key competencies of the teacher's self-evaluation.
Communication skills:
acquiring the key competencies of the teacher for class management based on the recognition of the students' individual characteristics;
being able to modulate communicative strategies in the classroom to foster acceptance and inclusion, motivate learning, support pupils with difficulties, and stimulate positive peer interactions;
being able to use active listening and feedback.
Learning skills:
developing an orientation towards scientific research, both basic and applied, in developmental psychology;
developing the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;
developing the interest in training and professional upgrading in psycho-educational disciplines.
The course of DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION aims at achieving the following objectives.
Knowledge and understanding of:
theories on individual differences;
cognitive, social and emotional development from childhood to early adolescence;
theoretical and applicative models of social and emotional learning;
universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;
research methods aimed at studying school adjustment and inclusion;
teacher competencies in promoting well-being at school.
Applying knowledge and understanding:
using knowledge about the child's development processes to build the educational relationship;
designing and implementing a teaching style aimed at developing socio-emotional learning skills;
identifying universal prevention programs that are appropriate to the characteristics and needs of the class.
Making judgements:
finding connections between psychological theories and school situations;
evaluating educational innovations in the light of the advancement of research in developmental psychology.
acquiring the key competencies of the teacher's self-evaluation.
Communication skills:
acquiring the key competencies of the teacher for class management based on the recognition of the students' individual characteristics;
being able to modulate communicative strategies in the classroom to foster acceptance and inclusion, motivate learning, support pupils with difficulties, and stimulate positive peer interactions;
being able to use active listening and feedback.
Learning skills:
developing an orientation towards scientific research, both basic and applied, in developmental psychology;
developing the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;
developing the interest in training and professional upgrading in psycho-educational disciplines.
teacher profile teaching materials
The temperament
Personality development
Coping styles
2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning
4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher
5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.
Temperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.
2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).
3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.
4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.
5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.
Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):
Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
Programme
1. Individual differencesThe temperament
Personality development
Coping styles
2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Socio-emotional learning
Self-regulation of learning
Social and Emotional Learning
4. Development of social and emotional skills
Social and emotional development
Development of prosocial skills
Socio-emotional skills of the teacher
5. Prosociality at school
Prosocial education in the school context: theoretical and methodological aspects.
Core Documentation
1. Individual DifferencesTemperament:
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson. Capitolo 10: Temperamento e sviluppo del comportamento nei bambini (pp. 265-295).
Personality development:
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina. Capitolo 5: Lo sviluppo della personalità nel corso della vita (pp.145-176).
- Articolo 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Coping:
- Articolo 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J. (2010). Annual Review of Psychology, 61, 679-704.
2. Implicit theories
Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes:
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142).
3. Socio-emotional learning
Self-regulation of learning:
- Articolo 1.ter: Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Social and Emotional Learning:
- Articolo 4: Zins, J.E. & Elias M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
- Articolo 3: Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
- Articolo 4.bis: Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
- Articolo 4.ter: Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.
4. Development of social and emotional skills
Social and emotional development:
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
Development of prosocial skills:
- Articolo 2: Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Teacher's socio-emotional skills:
- Articolo 2.bis: Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.
5. Prosociality at the school
Prosocial education in the school context: theoretical and methodological aspects:
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.
Programma per LM in Didattica dell’Italiano come Lingua Seconda (DIL2):
Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
Type of delivery of the course
The course lasts 60 hours as follows: 40 hours of lectures (in the first semester); 20 hours of online activities (group work on "Formonline" platform or other platforms) regarding some insights on topics of discipline (in the second semester).Attendance
Attendance is not mandatory but is recommendedType of evaluation
Written test in electronic form (at the “Piazza Telematica”) lasting two (2) hours, which includes six questions divided according to the topic areas of the program: - Question 1 refers to the topic area "Personality, Temperament, Coping". Length: maximum 30 lines. Rating: from 0 to 6. - Question 2 refers to the topic area "Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes. Length: maximum 15 lines. Rating: from 0 to 5. - Question 3 refers to the thematic area "Self-regulation of learning; Social emotional learning". Length: maximum 15 lines. Rating: from 0 to 5. - Question 4 refers to the thematic area "Social and emotional development; Prosocial skills; Socio-emotional competence of the teacher". Length: maximum 15 lines. Rating: from 0 to 5. - Question 5 refers to the thematic area "Educating for prosociality: theoretical aspects". Length: maximum 15 lines. Rating: from 0 to 5. - Question 6 refers to the thematic area "Educating for prosociality: the CEPIDEAS model". Length: maximum 30 lines. Rating: from 0 to 6.