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.

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
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


Alga Maria Livia

symbol email

Bevilacqua Alessia Maria Aurora

symbol email symbol phone-number 045 8028383

Blezza Silvia

symbol email symbol phone-number +39 045802 8651

Branchini Erika

symbol email;

Cantalupo Gaetano

symbol email symbol phone-number +39 045 812 7123

Carta Simona

symbol email

Cecchi Sergio

symbol email symbol phone-number 0458028034

Cima Rosanna

symbol email symbol phone-number 0458028046

Dal Toso Paola

symbol email symbol phone-number 045/8028281

De Cordova Federica

symbol email symbol phone-number +39 045 802 8369

De Silvestri Donato

symbol email

Dusi Paola

symbol email symbol phone-number 045/8028616

Fontecedro Laura

symbol email

Fornari Giuseppe

symbol email symbol phone-number 045 8028053

Landi Licia

symbol email

Landuzzi Maria Gabriella

symbol email symbol phone-number +39 045 802 8547

Lascioli Angelo

symbol email symbol phone-number +39 045802 8156

Lavelli Manuela

symbol email symbol phone-number +39 045 802 8136

Loro Daniele

symbol email symbol phone-number +39 045 802 8041

Majorano Marinella

symbol email symbol phone-number 0458028372

Messetti Giuseppina

symbol email symbol phone-number 045 8028651
foto1,  June 18, 2020

Migliorati Lorenzo

symbol email symbol phone-number 045802 8135

Mori Maria

symbol email

Moro Valentina

symbol email symbol phone-number +39 045 802 8370

Odini Luca

symbol email

Ongaro Alessandro

symbol email

Poli Albino

symbol email symbol phone-number 045 8027658

Porceddu Cilione Pier Alberto

symbol email; symbol phone-number 045 8028732

Portera Agostino

symbol email symbol phone-number +39 045802 8397

Rapanà Francesca

symbol email symbol phone-number + 39 045 802 84 66

Riggio Sara

symbol email

Ronsivalle Gaetano Bruno

symbol email symbol phone-number 3462156236

Scandola Michele

symbol email symbol phone-number +39 045 802 8407

Sità Chiara

symbol email symbol phone-number 3491383836

Tingire Mirela

symbol email

Tronca Luigi

symbol email symbol phone-number +39 045 8028075

Vicini Fabio

symbol email symbol phone-number +39 045 802 8789

Vit Rosanna

symbol email

Viviani Debora

symbol email symbol phone-number 0458028470

Zoccatelli Barbara

symbol email

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.

Modules Credits TAF SSD
Between the years: 2°- 3°
Direct training
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.

S Placements in companies, public or private institutions and professional associations

Teaching code





Marinella Majorano



The teaching is organized as follows:

Learning outcomes

Knowledge and understanding Module 1: Psychology of developmental disorders in infancy 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, Motor Coordination Disorder, ADHD). Module 2: Laboratory of psychology of developmental disorders in infancy 1. Promoting the practical use of knowledge acquired within the module of Psychology of developmental disorders in infancy. 2. Promoting of the ability regarding atypical development in infancy in educational contexts. 3. Promoting of the ability to apply acquired knowledge referring to linguistic, cognitive, and socio-emotional development. Module 3: Cognitive processes in infancy 1. To know and understand the main theoretical approaches for describing the cognitive processes in infancy and the methodological issues. 2. Identify and explain developmental and learning processes in infancy that can enhance or hinder the cognitive development in various educational contexts in infancy. Applying knowledge and understanding Module 1: Psychology of developmental disorders in infancy 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. Module 2: Laboratory of Psychology of developmental disorders in infancy 1. To analyse and choose the best instruments for observation, and assessment of the child development with evolutionary atypia, for educational programming in infancy. 2. To Design interventions to strengthen some competences and inclusive paths in educational contexts. Module 3: Cognitive processes in Cognitive processes in infancy 1. To analyse and choose the best instruments to observe and evaluate the cognitive development in infancy and in a specific context and individuate contextual facilitative factors. 2. To consider critically the bidirectional relationship between the individual and the contextual factors (familiar, social and cultural) to understand individual differences in cognitive development and to identify the risk factors in infancy. 3. To apply the knowledge gained through observation for to analyise developmental fragilities and to design personalized educational activities.


Module 1: 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.
Module 2: 1. To analyse and choose the best instruments for observation, and assessment of the child development disorders for educational programming in infancy. 2. To Design interventions to strengthen some competences and inclusive paths in educational contexts. 3 To discuss cases of cognitive and sensory disabilities, autism spectrum disorders, Developmental Language Disorder, ADHD; 4. To analyze prerequisites and early indicators of delays and difficulties; 5. To Design support programs for families and educators.The activity included in the laboratory will propose active didactic strategies, based on collaborative learning, problem solving and peer discussion.


Reference texts
Author Title Publishing house Year ISBN Notes
Caselli, M.C., & Capirci, O. (a cura di) Indici di rischio nel primo sviluppo del linguaggio 2002
Bonifacio, S. & Zmarich, C. L'intervento precoce nel ritardo di linguaggio. Il modello INTERACT per il bambino parlatore tardivo. Milano: Franco angeli 2010
Valentina Pennazio ll nido d'infanzia come contesto inclusivo. Progettazione e continuità dell'intervento educativo per il bambino con disabilità nei servizi educativi per l'infanzia Franco Angeli 2017
Zanobini, M. & Usai, M.C. Psicologia della disabilità e dei disturbi dello sviluppo (Edizione 8) Milano: Franco Angeli 2011
Macchi Cassia, V., Valenza, E., & Simion, F. Lo sviluppo della mente umana. Dalle teorie classiche ai nuovi orientamenti. Il Mulino 2012 Capitoli I, II, III, IV, V, VII, IX
Vicari, S. & Caselli, M.C. Neuropsicologia dell'età evolutiva Bologna: Il Mulino 2017

Examination Methods

The exam: 
1) Objectives and content: 
The students will demonstrate that they: 
are familiar with current knowledge in the field of disabilities and special educational needs– theoretical and methodological –and its application in infancy; 
 have understood the main stages and developmental process, in order to observe and project for children with disabilities and special educational needs in various contexts in infancy; 
 can discuss their knowledge using technical and critical language, identifying and evaluating the relevant concepts and methodological issues;  have understood and can deploy in appropriate language the main arguments in developmental psychology, identifying and critically selecting the relevant concepts and methodologies; 
 can critically analyse cases studies and the experience discussed, using bibliographical references appropriately. 

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. 
Module 2: The activity included in the laboratory will result into the production of a project. During the laboratory, the teacher will explain how to elaborate the project.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

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 soon also via the Univr app.



List of theses and work experience 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
Scuola e capitale sociale Various topics

Linguistic training CLA

Gestione carriere

Student mentoring

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.


Student login and resources