Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea in Scienze dell'educazione - Enrollment from 2025/2026

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.

1° Year

ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
9
B
M-STO/02
Lingua straniera - Certificazione CLA livello B1 (completo) + B2 (informatizzato)
9
E
L-LIN/12
9
E
L-LIN/04
9
E
L-LIN/14

2° Year  activated in the A.Y. 2012/2013

ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
9
B
M-PED/01
Un insegnamento a scelta tra i seguenti
6
B
M-PED/01
Un insegnamento a scelta tra i seguenti

3° Year  activated in the A.Y. 2013/2014

ModulesCreditsTAFSSD
6
B
IUS/01
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Prova finale
3
E
-
ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
9
B
M-STO/02
Lingua straniera - Certificazione CLA livello B1 (completo) + B2 (informatizzato)
9
E
L-LIN/12
9
E
L-LIN/04
9
E
L-LIN/14
activated in the A.Y. 2012/2013
ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
9
B
M-PED/01
Un insegnamento a scelta tra i seguenti
6
B
M-PED/01
Un insegnamento a scelta tra i seguenti
activated in the A.Y. 2013/2014
ModulesCreditsTAFSSD
6
B
IUS/01
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Prova finale
3
E
-
Modules Credits TAF SSD

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S02384

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 1A, Sem. 1B

Learning outcomes

On the whole, this course is aimed: (a) to provide students with a basic knowledge and conceptual and methodological tools for understanding developmental processes in different psychological domains (motor, perceptive, socio-emotional, communicative-linguistic, and cognitive domains) from prenatal life to adolescence; (b) to promote reflections on the application of this knowledge within education contexts.
The specific aims, expressed as expected learning results, are the followings:
1 - Knowledge and understanding of developmental processes in different psychological domains (motor, perceptive, socio-emotional, communicative-linguistic, and cognitive domains) from pre- or neonatal life to adolescence, main theories explaining these processes, and factors which can promote or, on the contrary, hinder psychological development.
2 - Ability to apply knowledge and understanding in occupational contexts with children of different ages:
- to observe children’s behavior during interactions with peers and adults;
- to build relationships with both individual and group of children;
- to project educational activities;
- to prepare educational settings and materials;
- to support parents;
- to face problematical situations.
3 - Ability to consider the interdependence between biological and environmental factors in understanding individual differences in developmental paths, and building appropriate educational activities;
4 - Ability to communicate in a clear and effective way about their knowledge and understanding, their knowledge elaboration, and their reflections on education issues.

Program

Change processes that characterize developmental phases within different developmental domains will be presented in the light of the classic theories by Piaget, Vygotskij, Bowlby, their latest developments, and theoretical hypotheses offered by more recent research areas (e.g., infant research, theory of mind).
After an 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 - preschool and school years - to early adolescence and adolescence, investigating developmental changes and factors and processes underlying changes.
Sociocultural approach will be presented as a main theoretical framework to address fundamental topics such as the interdependence between biological and cultural factors in individual developmental and learning paths.
A particular attention will be paid to:
- the relationship between socio-emotional and cognitive processes;
- individual and cultural differences;
- the role played by the child’s motivation and emotional self-regulation in learning processes.

Didactic methods
During lessons, explanations supported by visual devises will be alternated with moments in which students will be actively engaged in discussions and analyses of research videos illustrative of concepts and issues addressed.

Exam texts
The preparation of the exam includes the study of an handbook of Developmental Psychology, a monograph, and the first chapters of a volume on Education Psychology:
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2 (specifically from p.28 to p.72) and 10.
2) One of the following volumes, according to the personal interest:
A) Infancy
Lavelli, M. (2007). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina, only the introduction and the second part.
B) Childhood
Siegal, M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina, no chapters 3, 5, 7.
C) Adolescence
Pietropolli Charmet, G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.
3) Mason, L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna: Il Mulino, only chapters 1, 2, 3, 4.

4 CFU exam texts (old program for students admitted in 2006-07 or 2007-08)
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2 (specifically from p.28 to p.72) and 10.

8 CFU exam texts (old program for students admitted before 2006-07)
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli.
2) One of the following volumes, according to personal interest:
A) Infancy
Lavelli, M. (2007). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina, only the introduction and the second part.
B) Childhood
Siegal, M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina, no chapters 3, 5, 7.
C) Adolescence
Pietropolli Charmet, G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.

Examination Methods

Written exam: the student will have 2 hours to answer to six open questions on topics illustrated in the exam texts (see above). Requests to describe (to assess knowledge), to discuss (to assess understanding and ability to relate different pieces of information), and to apply the acquired knowledge to specific educational contexts (to assess the ability to translate knowledge in practice) will be included in the exam.
Evaluation will be focused on:
- knowledge;
- understanding and ability to elaborate knowledge;
- ability to communicate in a clear and effective way, by using adequate terminology and correct syntax.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Teaching materials e documents