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. IA | Sep 25, 2017 | Nov 11, 2017 |
Sem. IB | Nov 13, 2017 | Jan 20, 2018 |
Sem. IIA | Feb 26, 2018 | Apr 21, 2018 |
Sem. IIB | Apr 23, 2018 | Jun 9, 2018 |
Session | From | To |
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Sessione Invernale | Jan 22, 2018 | Feb 24, 2018 |
Sessione Estiva | Jun 11, 2018 | Jul 28, 2018 |
Sessione Autunnale | Aug 27, 2018 | Sep 22, 2018 |
Sessione Straordinaria | Jan 14, 2019 | Feb 16, 2019 |
Session | From | To |
---|---|---|
Sessione Estiva | Jul 16, 2018 | Jul 21, 2018 |
Sessione Autunnale | Nov 12, 2018 | Nov 17, 2018 |
Sessione Primaverile | Apr 1, 2019 | Apr 6, 2019 |
Period | From | To |
---|---|---|
All Saints Day | Nov 1, 2017 | Nov 1, 2017 |
Immaculate Conception | Dec 8, 2017 | Dec 8, 2017 |
Christmas break | Dec 22, 2017 | Jan 7, 2018 |
Easter break | Mar 30, 2018 | Apr 3, 2018 |
Liberation Day | Apr 25, 2018 | Apr 25, 2018 |
Labour Day | May 1, 2018 | May 1, 2018 |
Patron Saint Day | May 21, 2018 | May 21, 2018 |
Republic Day | Jun 2, 2018 | Jun 2, 2018 |
Summer break | Aug 13, 2018 | Aug 18, 2018 |
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
Longo Mario
mario.longo@univr.it 045 8028393Migliorati Lorenzo
lorenzo.migliorati@univr.it 045802 8135Study 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
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2° Year activated in the A.Y. 2018/2019
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3° Year activated in the A.Y. 2019/2020
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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 (2017/2018)
Teaching code
4S02384
Teacher
Coordinator
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Period
Sem. IA, Sem. IB
Learning outcomes
This course is aimed:
(a) to provide students with a basic, updated knowledge, and conceptual and methodological tools for understanding human developmental processes in different psychological domains and different ages;
(b) to promote reflections on the application of this knowledge within education contexts.
Learning outcomes are grouped in 5 areas:
1) Knowledge and understanding
At the end of the course the student should:
a) have 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;
b) have a basic knowledge and understanding of the main theories explaining these processes;
c) have a basic knowledge and understanding of factors which can promote or, on the contrary, hinder individual developmental trajectories.
2) Ability to apply knowledge and understanding
At the end of the course the student should be able to:
a) interpret child behavior (the behavior of a given child in a given context) in the light of the acquired knowledge;
b) apply the acquired knowledge to observe child behavior during interactions with peers and adults, in order to both identify possible risk indicators, and promote social integration;
c) consider the relationship between child characteristics (individual factors and skills) and contextual characteristics (family, social and cultural factors) to understand individual differences in developmental trajectories, and to identify specific promotion factors.
3) Making judgments
At the end of the course the student should be able to:
a) reflect autonomously on how the knowledge of developmental processes in the different psychological domains can affect the work of an educator.
4) Communication skills
At the end of the course the student should be able to:
a) use a clear language and an adequate terminology to argue on issues related to developmental processes and to describe typical and atypical behaviors in different developmental domains.
5) Learning skills
At the end of the course the student should be able to:
a) learn from observing children’s behaviors in their daily contexts;
b) find and use effectively the information sources needed to deepen issues related to developmental processes of interest.
Program
- 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: early intersubjectivity development; roots of mental development in early intersubjectivity
- Infancy: sensory-motor development and knowledge about the physical word: Piaget’s theory, results from more recent studies and neo-nativism hypothesis
- Infancy: development of attachment and patterns of attachment: Bowlby-Ainsworth’s theory and current issues
- Infancy and early childhood: theories on language acquisition and development: Vygotskij and Bruner’s interactionist theory; comparison with other theories; continuity between prelinguistic and linguistic communication; lexical and syntactic development
- Early childhood: development of conceptual self and complex emotions; social competence with peers and adults in nursery school and preschool contexts
- Early childhood: development of narrative though and autobiographical memory
- Early childhood: development of graphic representation
- Early childhood: cognitive development: classic piagetian theory and following concerns; affirmation of studies on the Theory of Mind
- Childhood: entrance to primary school; cognitive development: classic piagetian theory, post-piagetians and theory of human information processing (HIP); 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: 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: identity formation: Erikson and Marcia’s theory and current concerns
- Adolescence: cognitive development: classic piagetian theory and following concerns
- Intelligence and individual differences: theories of multiple intelligences: Stenberg, Gardner, contextual models
- Individual developmental trajectories: resilience vs. vulnerability; individual and environmental factors affecting 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 an handbook of Developmental Psychology, a monograph ‒in order to deepen the study of a specific developmental period (infancy, school age, adolescence)‒, and a volume on resilience in individual developmental trajectories:
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli (no pp.28-72 and 345-369).
2) One of the following volumes, according to the personal interest:
A) Infancy
Lavelli, M. (2007/2015). 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. (2008). 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) (2012). Il benessere psicosociale in adolescenza. Prospettive multidisciplinari. Roma: Carocci (no chapters 6 and 9).
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 | esclusi i paragrafi 'Strumenti di valutazione' e 'Strategie di intervento' ricorrenti nel capitolo 2 - in alternativa ai volumi 2A e 2C | |
2C) Albiero, P. (a cura di) | Il benessere psicosociale in adolescenza. Prospettive multidisciplinari | Roma: Carocci | 2015 | esclusi capitoli 6 e 9 - in alternativa ai volumi 2A e 2B | |
2A) Lavelli, M. | Intersoggettività. Origini e primi sviluppi | Milano: Raffaello Cortina | 2015 | esclusi i capitoli 1 e 2 - in alternativa ai volumi 2B e 2C | |
1) Belsky, J. | Psicologia dello sviluppo - Seconda edizione italiana (Edizione 2) | Bologna: Zanichelli | 2020 | escluse pp. 28-72 e 345-369 | |
3) Inguglia, C., Lo Coco, A. | Resilienza e vulnerabilità psicologica nel corso dello sviluppo | Bologna: Il Mulino | 2013 | esclusi capitoli 3 e 5 |
Examination Methods
Written exam: the student will have two hours to answer to six open questions on topics illustrated in the three exam texts.
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 answer will be given a rating score out of 30; the final score will be the average of the six 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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Adempimenti amministrativi domanda di laurea Marzo/Aprile 2025 a.a.2023/2024 | pdf, it, 109 KB, 12/07/24 |
Adempimenti amministrativi domanda di laurea Novembre 2024 - a.a. 2023/2024 | pdf, it, 112 KB, 14/05/24 |
List of thesis proposals
theses proposals | Research area |
---|---|
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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1 - Guida per lo studente - AGGIORNAMENTO 2022 | pdf, it, 325 KB, 16/07/24 |
2 - Guida per lo studente - AGGIORNAMENTO 2020 | pdf, it, 212 KB, 02/05/23 |
3 - Guida per lo studente - AGGIORNAMENTO 2013 | 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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Aggiornamenti del 18 marzo 2021 - svolgimento tirocinio per studenti in zona rossa | 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