Teaching code

4S008135

Teacher

Marinella Majorano

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 1A, Sem. 1B

Lessons timetable Moodle Seminars 0

To show the organization of the course that includes this module, follow this link:  Course organization

Learning outcomes

The expected learning outcomes of the module "Psychology of developmental disorders in infancy" are as follows:
A) Knowledge and understanding: 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, Developmental Motor Coordination Disorder, ADHD).
B) Applying knowledge and understanding: 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.

Program

1) Introduction. The principal theoretical, epistemological, methodological and educational issues in children’s language and social development in infancy. Distinctions between developmental delay and disorder 2) Linguistic, cognitive, socio-emotional and motivational aspects of children’s language and social development. 3) Language delay and disorder: definitions, classifications, theoretical models. Developmental Language Disorders. Observational procedures in educational and family contexts. Prerequisites and early indicators of language difficulties. Early intervention programs for language delay in nurseries. Attention and memory in language delay. 4) Language and learning in children with cognitive disabilities, autism spectrum disorders, Developmental Coordination Disorders, Attention Deficit Hyperactivity Disorders. Language and social development in deaf children. 5) Prerequisites and early indicators of learning disabilities: the problem of a screening procedure. Recent norms in diagnosis and educational programs. Support programs for families and educators. Well-being and inclusion in nurseries.

Bibliography

Examination Methods

2) Procedures and evaluation: 
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.