Developmental psychology for inclusion
The general objective of the course is to provide theoretical and methodological knowledge, in the field of developmental psychology and education, relating to the inclusion of pupils in schools and the promotion of well-being in school contexts. In particular, the social, emotional and cognitive determinants of school adaptation and misadjustment and models for promoting positive behaviour in educational contexts will be deepened.
The general objective of the course is to provide theoretical and methodological knowledge, in the field of developmental psychology and education, relating to the inclusion of pupils in schools and the promotion of well-being in school contexts. In particular, the social, emotional and cognitive determinants of school adaptation and misadjustment and models for promoting positive behaviour in educational contexts will be deepened.
teacher profile teaching materials
1. Individual differences
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.
Mutuazione: 22910014 PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE in Scienze della formazione primaria LM-85 bis VECCHIO GIOVANNI MARIA
Programme
The course program is divided into five thematic areas.1. Individual differences
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.
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. Part of the activity takes place online (on "Formonline" platform or other platforms).Attendance
Nel caso di prolungamento dell’emergenza sanitaria da COVID-19, saranno adottate modalità di svolgimento del laboratorio, anche a distanza, utili a garantire il raggiungimento degli obiettivi formativi e nel contempo a tutelare la salute degli studenti e del personale universitario.Type 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.