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.

A.A. 2019/2020

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.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
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
Exam sessions
Session From To
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
Degree sessions
Session From To
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
Holidays
Period From To
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.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

B C D F G L M N P R S T

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Branchini Erika

erika.branchini@univr.it; erika.branchini@gmail.com

Cecchi Sergio

sergio.cecchi@univr.it 0458028034

Cima Rosanna

rosanna.cima@univr.it 0458028046

Dal Toso Paola

paola.daltoso@univr.it 045/8028281

De Cordova Federica

federica.decordova@univr.it +39 045 802 8369

De Silvestri Donato

donato.desilvestri@univr.it 0458028780

Dusi Paola

paola.dusi@univr.it 045/8028616

Fornari Giuseppe

giuseppe.fornari@univr.it 045 8028053

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Landuzzi Maria Gabriella

mariagabriella.landuzzi@univr.it +39 045 802 8547

Lascioli Angelo

angelo.lascioli@univr.it +39 045802 8156

Lavelli Manuela

manuela.lavelli@univr.it +39 045 802 8136

Lonardi Cristina

cristina.lonardi@univr.it 045/8028360

Loro Daniele

daniele.loro@univr.it +39 045 802 8041

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Nicolini Andrea

andrea.nicolini.uni@gmail.com - andrea.nicolini@univr.it

Pelgreffi Igor

igor.pelgreffi@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Porceddu Cilione Pier Alberto

pieralberto.porcedducilione@univr.it; pierre_pordd@yahoo.it 045 8028732

Portera Agostino

agostino.portera@univr.it +39 045802 8397

Ronsivalle Gaetano Bruno

gaetanobruno.ronsivalle@univr.it 3462156236

Sità Chiara

chiara.sita@univr.it 0039.045.8028572

Tronca Luigi

luigi.tronca@univr.it +39 045 8028075

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 enrolment year.

CURRICULUM TIPO:

3° Year

ModulesCreditsTAFSSD
1 module to be chosen between the following
Final exam
3
E
-
Modules Credits TAF SSD
Between the years: 2°- 3°
Direct training
14
F
-
Between the years: 1°- 2°- 3°

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S02384

Coordinatore

Manuela Lavelli

Credits

9

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Language

Italian

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).

Bibliografia

Reference texts
Author Title Publishing house Year ISBN Notes
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

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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.

Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology, Applied
Tesi - Contatto fisico intergruppi Psychology - Psychology, Social
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
Stage Research area
Tirocinio - Contatto fisico intergruppi PSYCHOLOGY - PSYCHOLOGY
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Applied
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Social

Gestione carriere


Practical information for students


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.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Attachments


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Student mentoring


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.