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.

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea in Scienze dell'educazione - Enrollment from 2025/2026

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.

CURRICULUM TIPO:

1° Year 

ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
9
E
L-LIN/12
9
E
L-LIN/04
9
E
L-LIN/14

2° Year   activated in the A.Y. 2010/2011

ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti

3° Year   activated in the A.Y. 2011/2012

ModulesCreditsTAFSSD
6
B
IUS/01
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
9
E
L-LIN/12
9
E
L-LIN/04
9
E
L-LIN/14
activated in the A.Y. 2010/2011
ModulesCreditsTAFSSD
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
activated in the A.Y. 2011/2012
ModulesCreditsTAFSSD
6
B
IUS/01
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti

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

4S02384

Credits

4

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 2B dal Apr 11, 2011 al Jun 5, 2011.

To show the organization of the course that includes this module, follow this link:  Course organization

Learning outcomes

Educational Psychology applies knowledge of mental development processes to study learning in educational contexts. This second part of the course - tightly integrated with the first one - is aimed to provide students with a basic knowledge and conceptual and methodological tools for understanding learning processes promoted within school and other educational contexts, taking into consideration sociocognitive-, metacognitive-, and motivational aspects.
On the whole, the course of Developmental and Educational Psychology is aimed to promote reflections on the relationship between development and learning, as well as to sensitize students to the observation of developmental and learning processes in educational contexts.

Program

Sociocultural approach will be presented as a main theoretical framework to address fundamental topics such as the interdependence between biological and cultural factors in child learning processes, and individual differences in such processes. The lessons will focus also on motivation, self-regulation, and metacognition in school learning, as well as on specific processes related to the acquisition of literacy.
Also in this part of the course, 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.

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