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.
Academic calendar
The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.
Course calendar
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
Period | From | To |
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Sem. 1A | Sep 23, 2019 | Oct 31, 2019 |
Sem. 1B | Nov 11, 2019 | Jan 11, 2020 |
Sem. 2A | Feb 17, 2020 | Mar 28, 2020 |
Sem. 2B | Apr 6, 2020 | May 30, 2020 |
Session | From | To |
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Sessione d'esame invernale | Jan 13, 2020 | Feb 15, 2020 |
Sessione d'esame estiva | Jun 3, 2020 | Jul 25, 2020 |
Sessione d'esame autunnale | Aug 24, 2020 | Sep 19, 2020 |
Session | From | To |
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Sessione di laurea estiva | Jul 6, 2020 | Jul 11, 2020 |
Sessione di laurea autunnale | Nov 2, 2020 | Nov 6, 2020 |
Sessione di laurea invernale | Apr 7, 2021 | Apr 13, 2021 |
Period | From | To |
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Festa di Ognissanti | Nov 1, 2019 | Nov 1, 2019 |
Chiusura Ateneo | Nov 2, 2019 | Nov 2, 2019 |
Festa dell'Immacolata | Dec 8, 2019 | Dec 8, 2019 |
Vacanze di Natale | Dec 23, 2019 | Jan 6, 2020 |
Vacanze di Pasqua | Apr 10, 2020 | Apr 14, 2020 |
Festa della liberazione | Apr 25, 2020 | Apr 25, 2020 |
Festa del lavoro | May 1, 2020 | May 1, 2020 |
Sospensione delle lezioni | May 2, 2020 | May 2, 2020 |
Festa del Santo Patrono | May 21, 2020 | May 21, 2020 |
Sospensione delle lezioni | May 22, 2020 | May 23, 2020 |
Festa della Repubblica | Jun 2, 2020 | Jun 2, 2020 |
Vacanze estive | Aug 10, 2020 | Aug 15, 2020 |
Exam calendar
Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.
Academic staff
Ganzerla Luca Giovanni Michelangelo
![foto1, June 18, 2020](https://docs.univr.it/documenti//Persona/foto/foto888828.png)
Migliorati Lorenzo
Study Plan
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
Modules | Credits | TAF | SSD |
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2° Year activated in the A.Y. 2020/2021
Modules | Credits | TAF | SSD |
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3° Year activated in the A.Y. 2021/2022
Modules | Credits | TAF | SSD |
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1 module to be chosen between the following
Modules | Credits | TAF | SSD |
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Modules | Credits | TAF | SSD |
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Modules | Credits | TAF | SSD |
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1 module to be chosen between the following
Modules | Credits | TAF | SSD |
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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.
Developmental and educational psychology (2019/2020)
Teaching code
4S02384
Teacher
Coordinator
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Period
Sem. 1A, Sem. 1B
Learning outcomes
Knowledge and understanding
1. Having a basic knowledge and understanding of developmental and learning processes in the different psychological domains (motor-perceptual, cognitive, communicative-linguistic, emotional, socio-relational) from neonatal life to adolescence.
2. Having a basic knowledge and understanding of the main theories explaining these processes, and related research methods.
3. Having a basic knowledge and understanding of factors, which can promote or, on the contrary, hinder individual developmental trajectories.
Applying knowledge and understanding
1. Being able to observe and interpret child behavior (the behavior of a given child in a given context) in the light of the acquired knowledge.
2. Being able to consider the relationship between child characteristics (individual factors and skills) and contextual characteristics (family, social and cultural factors) in order to understand individual differences in developmental trajectories, and to identify specific promotion factors.
3. Being able to apply the acquired knowledge to identify possible difficulties or disorders in different developmental domains (emotional-relational, cognitive, linguistic, motor) and develop targeted educational interventions.
Program
After an introduction to fundamental concepts of Developmental Psychology, the course of the lessons will follow the child developmental process. Specifically, the following topics will be addressed:
- Introduction to Developmental and Educational Psychology
- Brain plasticity and the nature-nurture relationship in human development
- Neonatal period: continuity between prenatal and neonatal behaviors; newborn behavioral states; expressive and perceptual skills; infant pre-adapted to interact with human beings
- Infancy: emotional expression; early development of intersubjectivity and emotional regulation
- Infancy: milestones of motor development and cognition about the physical word: Piaget’s constructivist theory, and beyond: results from more recent studies
- Infancy: development of attachment and patterns of attachment: Bowlby-Ainsworth’s theory and current issues; patterns of attachment and emotional regulation styles
- Infancy: theories on language acquisition and development: Vygotskij and Bruner’s socio-cultural interactionist theory; comparison with other theories; Piaget-Vygotskij comparison
- Infancy: scripts, concepts and words; continuity between prelinguistic and linguistic communication; lexical and syntactic development
- Infancy and early childhood: development of conceptual self and complex emotions; social competence with peers and adults in nursery school and preschool contexts
- Early childhood: cognitive development: classic piagetian theory and following concerns; studies on the Theory of Mind and its development
- Early childhood: development of narrative thought/language and autobiographical memory
- Early childhood: development of graphic representation
- Childhood: entrance to primary school; cognitive development: classic piagetian theory, post-piagetians and human information processing (HIP) approach; neuroconstructivist approach
- Childhood: memory and working memory
- Childhood: development of executive functions and monitoring of cognitive processes
- Childhood: social and emotional development: executive functions and emotional regulation, behavioral difficulties; self-esteem; peer relationships
- Childhood and early adolescence: moral cognition, prosocial and aggressive behaviors; bullying
- Early adolescence: puberty: effects on development; role of monosexual groups of peers
- Adolescence: development tasks and current characteristics; functional and dysfunctional mentalization of sexuated body; psychological detachment from parents; role of peer group
- Adolescence: development of new representations of oneself; current concerns to the traditionl theories of identity formation; migrations and ethnic identity
- Adolescence: cognitive development: classic piagetian theory, following concerns, and theories of multiple intelligences
- Individual developmental trajectories: resilience vs. vulnerability; individual and environmental factors affecting the development of resilience vs. vulnerability
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 (1) an handbook of Developmental Psychology, (2) a monograph, in order to deepen the study of a specific developmental period (infancy, school age, adolescence), and (3) a volume on resilience in individual developmental trajectories:
1) Caravita, S., Milani, L., & Traficante, D. (Eds.) (2018). Psicologia dello sviluppo e dell’educazione. Bologna: Il Mulino (esclusi i capitoli X, XIII, XV).
2) One of the following volumes (and other volumes that will be probably added), according to the personal interest:
A) Infancy
Lavelli, M. (2015, III reprint). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina (only the introduction and the second part).
B) Childhood
Aureli, T., Bascelli, E., Camodeca, M., Di Sano, S. (2016, VII reprint). Il bambino in classe. Aspetti teorici e strumenti di valutazione. Roma: Carocci (no recurrent paragraphs ‘Evaluation tools’ and ‘Intervention tools’ in chapter 2).
C) Adolescence
Albiero P. (a cura di) (2015, II reprint). Il benessere psicosociale in adolescenza. Prospettive multidisciplinari. Roma: Carocci (no chapters 6 and 10).
3) Inguglia, C., Lo Coco, A. (2013). Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Bologna: Il Mulino (no chapters 3 and 5).
Author | Title | Publishing house | Year | ISBN | Notes |
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2B) Aureli, T., Bascelli, E., Camodeca, M., Di Sano, S. | Il bambino in classe. Aspetti teorici e strumenti di valutazione | Roma: Carocci | 2016 | In alternativa ai volumi 2A e 2C. Paragrafi 'Strumenti di valutazione' e 'Strategie di intervento' ricorrenti nel capitolo 2: solo da leggere | |
2C) Albiero, P. (a cura di) | Il benessere psicosociale in adolescenza. Prospettive multidisciplinari | Roma: Carocci | 2015 | In alternativa ai volumi 2A e 2B. Capitoli 6 e 10 solo da leggere | |
2A) Lavelli, M. | Intersoggettività. Origini e primi sviluppi | Milano: Raffaello Cortina | 2015 | In alternativa ai volumi 2B e 2C. Capitoli 1 e 2 solo da leggere | |
1) Caravita, S., Milani, L., Traficante, D. (a cura di) | Psicologia dello sviluppo e dell'educazione | Bologna: Il Mulino | 2018 | Esclusi i capitoli X, XIII, XV | |
3) Inguglia, C., Lo Coco, A. | Resilienza e vulnerabilità psicologica nel corso dello sviluppo | Bologna: Il Mulino | 2013 | Capitoli 3 e 5 solo da leggere |
Examination Methods
Written exam: the student will have two hours to answer to 4 open questions on topics illustrated in the three exam texts.
IMPORTANT! Because of the situation deriving from the Covid-19 emergency, the above examination modalities are modified for the summer (and probably autumn) 2020 sessions, in accordance with indications provided by UniVR, as follows:
The exam will be conducted in ORAL FORM, remotely, via Zoom connection. Registered students must therefore ensure that they have downloaded and activated access to the "Zoom client for meetings" software through their University credentials (by connecting to univr.zoom.us/download).
The exam will consist of 4 brief, separate parts:
Part I: 1st question about the Handbook of Developmental and Educational Psychology;
Part II: 2nd question about the Handbook of Developmental and Educational Psychology;
Part III: 1 question about the volume of your choice according to the age group of interest;
Part IV: 1 question about the volume on psychological resilience.
Evaluation criteria
The students will have to demonstrate that they:
- have a basic knowledge and understanding of both developmental processes in different psychological domains, and main theories explaining these processes;
- are able to relate and process the acquired knowledge;
- are able to apply the acquired knowledge to to interpret a child’s behavior (a brief case);
- ability to communicate in a clear and effective way, by using adequate terminology and correct syntax.
Each part of the oral interview will be given a rating score out of 30; the final score will be the average of the four partial scores.
Type D and Type F activities
Modules not yet included
Career prospects
Module/Programme news
News for students
There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and also via the Univr app.
Graduation
Documents
Title | Info File |
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pdf, it, 109 KB, 12/07/24 |
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pdf, it, 112 KB, 14/05/24 |
List of thesis proposals
theses proposals | Research area |
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Ambienti e contesti di lavoro con minori | Various topics |
Analisi dei personal network di sostegno | Various topics |
comunicazioni relative alla tesi | Various topics |
Il teatro come contesto educativo | Various topics |
I processi di globalizzazione culturale nella società contemporanea | Various topics |
La social network analysis applicata allo studio dei contesti educativi | Various topics |
L'educatore ed i progetti europei | Various topics |
L'impegno associativo in ambito educativo | Various topics |
Politiche sociali e contesti educativi | Various topics |
Progetti di collaborazione con le istituzioni scolastiche | Various topics |
PROPOSTE TESI AMBITO GEOGRAFICO | Various topics |
Scuola e capitale sociale | Various topics |
Linguistic training CLA
Gestione carriere
Student mentoring
Practical information for students
Documents
Title | Info File |
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pdf, it, 325 KB, 16/07/24 |
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pdf, it, 212 KB, 02/05/23 |
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pdf, it, 131 KB, 02/05/23 |
Stage e Tirocini
Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza. Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:
- fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
- approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;
Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.
Nuove Linee Guida per il tirocinio di Scienze dell'educazione.
- Tutte le informazioni in merito agli stage per futuri studenti sono disponibili alla pagina Stage e tirocini.
- Tutte le informazioni in merito agli stage per studenti iscritti sono pubblicate in MyUnivr - come fare per - stage e tirocini.
- Tutte le informazioni in merito agli stage per le aziende sono disponili alla pagina Stage e tirocini per azienze.
Documents
Title | Info File |
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pdf, it, 302 KB, 16/07/21 |
Student login and resources
Modalità e sedi di frequenza
La frequenza non è obbligatoria.
Maggiori dettagli in merito all'obbligo di frequenza vengono riportati nel Regolamento del corso di studio disponibile alla voce Regolamenti nel menu Il Corso. Anche se il regolamento non prevede un obbligo specifico, verifica le indicazioni previste dal singolo docente per ciascun insegnamento o per eventuali laboratori e/o tirocinio.
È consentita l'iscrizione a tempo parziale. Per saperne di più consulta la pagina Possibilità di iscrizione Part time.
Le sedi di svolgimento delle lezioni e degli esami sono le seguenti
- Polo Zanotto (vicino si trova il Palazzo di Lettere)
- Palazzo ex Economia
- Polo Santa Marta
- Istituto ex Orsoline
- Palazzo Zorzi (Lungadige Porta Vittoria, 17 - 37129 Verona)
- Chiostro Santa Maria delle Vittorie, Lungadige Porta Vittoria, 41