Scientific Disciplinary Sector (SSD)
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
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.
Prerequisites and basic notions
The ability to understand and learn from texts is a prerequisite.
The topics covered by the course will include:
- Introduction to developmental and educational psychology
- Main theoretical approaches to developmental psychology
- Research methods of developmental psychology
- Pre- and post-natal development and infant’s competences
- Language acquisition and development
- Cognitive development (Piaget’s theory; memory and intelligence; Theory of Mind)
- Development of attachment and patterns of attachment
- Emotional development and Emotional competence
- Social development (self-concept and gender identity; peer relationships)
Exam tests and materials
(1) Gillbrand, R.,Lam, V., O’Donnel, V.L., & Tallandini, M.A. (2019). Psicologia dello Sviluppo. Seconda Edizione. Pearson Italia (chapter 8: has to be excluded; chapter 2: to read).
(2) D’Amico, S. & Devescovi, A. (Eds.). Psicologia dello Sviluppo del Linguaggio. Il Mulino. (chapter 4, 5, 6 from p. 153 to p.171, 8 from p. 207 to p. 221)
(3) One volume to be chosen from those listed below (3a or 3b or 3c).
3a - Prima infanzia
Murray, L. (2015). Le prime relazioni del bambino. Dalla nascita ai due anni, i legami fondamentali per lo sviluppo. Raffaello Cortina.
3b - Età (pre)scolare e apprendimento
Bonifacci, P., & Tobia, V. (2020, IV ristampa). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Carocci.
Lancini, M. (2015). Adolescenti navigati. Come sostenere la crescita dei nativi digitali. Erickson.
(4) lectures’ slides available on the Moodle platform. The slides complement the exam texts, and both should be considered.
Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.
During lessons, explanations supported by visual devises will be alternated with moments in which students will be actively engaged in discussions on the concepts and issues addressed.
Learning assessment procedures
Written exam: the student will have one hour and thirty minutes to answer two open questions and ten definitions of key terms. The questions and definitions will focus on topics cover by the texts and slides.
The same examination methods will be applied to those students who attend and those who do not attend the lessons.
The students will have to demonstrate:
- a basic knowledge and understanding of both developmental processes in different psychological domains, and main theories explaining these processes;
- to be able to elaborate and relate the acquired knowledge;
- to be able to apply the acquired knowledge to interpret children’s behavior;
- to be able to use an adequate terminology;
- to be able to communicate in a clear and effective way.
Criteria for the composition of the final grade
The final score will be a rating score out of 30. Each answer to the open-ended questions will be awarded maximum ten points and each correct answers to definitions of key terms will be awarded one point.