The teaching is organized as follows:

Learning outcomes

Module: PSICOLOGIA DELLO SVILUPPO
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This course is aimed to:
a) provide students with a basic knowledge on developmental processes across the life span, especially from prenatal life to adolescence, as well as on the main theoretical perspectives that explain these processes;
b) promote the consideration of development as a complex dynamic process that emerges from the interaction between biological and environmental factors (biological maturation, relationship experiences within various ecological contexts: family, school, peer group, sociocultural context);
c) encourage discussions on how to use findings from psychological research with profit in education.


Module: PSICOLOGIA DELL'EDUCAZIONE
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Educational Psychology is the discipline which applies knowledge of mental, neural and social processes to learning in educational contexts. The course is aimed at introducing students to knowledge, techniques and methods employed in this discipline, with the purpose of offering not only a theoretical basis but also practical knowledge and the techniques useful to the educational profession.

Program

Module: PSICOLOGIA DELLO SVILUPPO
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Social, emotional and cognitive processes that characterize developmental phases within different developmental domains will be presented in the light of the main theoretical perspectives and related research paradigms.
After a brief introduction to the most important issues addressed by developmental psychology, the lessons will focus on child development from prenatal and neonatal period through infancy, childhood, and adolescence investigating the relationship between social, emotional and cognitive processes. A particular attention will be given to individual differences in developmental paths.

Exam books:
Handbook
1) Barone L. (a cura di) (2009). Manuale di Psicologia dello Sviluppo. Roma: Carocci, with the exception of chapters 2, 11, and all sections on atypical development.
Monograph
One of the following volumes, according to personal interest:
Infancy
2A) Lavelli M. (2007). Origini e primi sviluppi dell’intersoggettività. Milano: Raffaello Cortina, only introduction and second part.
Childhood
2B) Siegal M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina.
Adolescence
2C) Pietropolli Charmet G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.


Module: PSICOLOGIA DELL'EDUCAZIONE
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1. Part I: Individuals, intelligence and learning.
• The educational perspective. Introduction to the discipline.
• Intelligence and learning: what is intelligence? Innatist, constructivist and contextualist conceptions of intelligence and their educational implications.
• Individual differences in learning
• Mental and cultural processes: the cultural origin of higher mental functions, the influence of cultural practices on the child’s developmental and educative processes.

2. Part II: Ability and motivation to learn
• Metacognition and self-regulation in learning.I
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• Motivation to learn, self-efficacy, and the motivational role of context
3 . Part III: literacy processes:
• Learning to write and writing difficulties
• The process of reading and text comprehension.



Texts:

Boscolo, P. (1997). Psicologia dell'apprendimento scolastico. Torino, Utet.
Chapters: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11

Students’ notes

For those not attending the course:

Boscolo, P. (1997). Psicologia dell'apprendimento scolastico. Torino: Utet.
Chapters: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11

Rogoff, B. (2006). Imparando a pensare. L'apprendimento guidato nei contesti educativi. Milano: Cortina.

Examination Methods

Module: PSICOLOGIA DELLO SVILUPPO
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Written exam: the student will have one hour to answer to three open questions on topics illustrated in both the handbook (two questions) and the monograph (one question).


Module: PSICOLOGIA DELL'EDUCAZIONE
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The examination will be written, consisting of three open questions based on the programme.