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Learning outcomes

The fundamental part of this course, focused on Developmental Psychology, is aimed to provide students with a basic knowledge and conceptual and methodological tools for understanding the main developmental processes in different psychological domains (motor, perceptive, socioemotional, communicative-linguistic, and cognitive domains) from prenatal life to adolescence.
In particular, this part is aimed to promote the consideration of human development as a complex dynamic process that emerges from the interaction between biological and environmental factors. Moreover, it shares with the second part (on Education Psychology) the aim to sensitize the students to the observation of child development in educational contexts.

Program

Change processes that characterize developmental phases within different developmental domains will be presented in the light of the classic theories by Piaget, Vygotskij, Bowlby, their latest developments, and theoretical hypotheses offered by more recent research areas (e.g., infant research, theory of mind).
After an introduction to the most important issues addressed by developmental psychology, the lessons will focus on child development from prenatal and neonatal period through infancy, childhood - preschool and school years - to early adolescence and adolescence, investigating developmental changes and factors and processes underlying changes.
A particular attention will be paid to:
- the relationship between socioemotional and cognitive processes;
- individual and cultural differences.

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 exam on Developmental and Education Psychology will be given in an only test. The prepare the exam, the study of three volumes: an handbook of Developmental Psychology, a monograph, and an handbook of Education Psychology (only some chapters).
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2 (pp.28-72) and 10.
2) One of the following volumes, according to personal interest:
A) Infancy
Lavelli, M. (2007). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina, only the introduction and the second part.
B) Childhood
Siegal, M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina, no chapters 3, 5, 7.
C) Adolescence
Pietropolli Charmet, G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.
3) Mason, L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna: Il Mulino, only chapters 1, 2, 3, 4, 6, 7.

Examination Methods

Written exam: the student will have 2 hours to answer to six open questions on topics illustrated in the exam texts (see above). No variation between students attending and not attending the course.