Psychology of developmental disorders in infancy (2022/2023)
The teaching is organized as follows:
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Knowledge and understanding Module 1: Psychology of developmental disorders in infancy 1. To identify and explain the principal characteristics of atypical development in infancy in various areas (cognition, motor development, language and communication, socio-emotional development). 2. To analyze individual/contextual strengths and weaknesses in atypical development in infancy in educational settings. 3. Consider critically the relationships between the neuro-biological and the contextual factors that influence the developmental trajectories of infants' functions, skills and participation that can be considered precursors of various diagnoses (Developmental Language Disorder, Autism Spectrum Disorder, Intellectual Disability, Motor Coordination Disorder, ADHD). Module 2: Laboratory of psychology of developmental disorders in infancy 1. Promoting the practical use of knowledge acquired within the module of Psychology of developmental disorders in infancy. 2. Promoting of the ability regarding atypical development in infancy in educational contexts. 3. Promoting of the ability to apply acquired knowledge referring to linguistic, cognitive, and socio-emotional development. Module 3: Cognitive processes in infancy 1. To know and understand the main theoretical approaches for describing the cognitive processes in infancy and the methodological issues. 2. Identify and explain developmental and learning processes in infancy that can enhance or hinder the cognitive development in various educational contexts in infancy. Applying knowledge and understanding Module 1: Psychology of developmental disorders in infancy 1. To promote the ability to analyse individual development and difficulties in the context of the design of educational projects in infancy for promoting well-being and inclusion in Educational Services. 2. To know observational and assessment methodologies for evaluate atypical and at-risk development; 3. To know instruments and methodologies to design and implement educational programming in infancy for atypical development, particularly for promoting well-being and inclusion. Module 2: Laboratory of Psychology of developmental disorders in infancy 1. To analyse and choose the best instruments for observation, and assessment of the child development with evolutionary atypia, for educational programming in infancy. 2. To Design interventions to strengthen some competences and inclusive paths in educational contexts. Module 3: Cognitive processes in Cognitive processes in infancy 1. To analyse and choose the best instruments to observe and evaluate the cognitive development in infancy and in a specific context and individuate contextual facilitative factors. 2. To consider critically the bidirectional relationship between the individual and the contextual factors (familiar, social and cultural) to understand individual differences in cognitive development and to identify the risk factors in infancy. 3. To apply the knowledge gained through observation for to analyise developmental fragilities and to design personalized educational activities.
Prerequisites and basic notions
Basic knowledge of the principal developmental processes in infancy.
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Criteria for the composition of the final grade
There will be a 2-hour written exam with four questions: three on the principal theoretical approaches and on the various disabilities and special educational needs and one discussing a case. Each question will be given a mark out of 30 and the final mark will be the average of the four. Module 2: The activity included in the laboratory will result into the production of a project. During the laboratory, the teacher will explain how to elaborate the project.