Studying at the University of Verona

A.A. 2017/2018

Academic calendar

Il calendario accademico riporta le scadenze, gli adempimenti e i periodi rilevanti per la componente studentesca, personale docente e personale dell'Università. Sono inoltre indicate le festività e le chiusure ufficiali dell'Ateneo.
L’anno accademico inizia il 1° ottobre e termina il 30 settembre dell'anno successivo.

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. IA Sep 25, 2017 Oct 28, 2017
Sem. IB Nov 13, 2017 Dec 16, 2017
Sem. IIA Feb 26, 2018 Apr 7, 2018
Sem. IIB Apr 23, 2018 May 30, 2018
Exam sessions
Session From To
Sessione Invernale Jan 22, 2018 Feb 23, 2018
Sessione Estiva Jun 11, 2018 Jul 20, 2018
Sessione Autunnale Aug 20, 2018 Sep 21, 2018
Period From To
All Saints Day Nov 1, 2017 Nov 1, 2017
Immaculate Conception Dec 8, 2017 Dec 8, 2017
Christmas break Dec 22, 2017 Jan 7, 2018
Easter break Mar 30, 2018 Apr 3, 2018
Liberation Day Apr 25, 2018 Apr 25, 2018
Labour Day May 1, 2018 May 1, 2018
Patron Saint Day May 21, 2018 May 21, 2018
Republic Day Jun 2, 2018 Jun 2, 2018
Summer break Aug 13, 2018 Aug 18, 2018
Other Periods
Description Period From To
prima parte del primo semestre Lab. IA Oct 30, 2017 Nov 11, 2017
seconda parte del primo semestre Lab. IB Jan 8, 2018 Jan 20, 2018
prima parte del secondo semestre Lab. IIA Apr 9, 2018 Apr 21, 2018
seconda parte del secondo semestre Lab. IIB May 31, 2018 Jun 9, 2018

Exam calendar

The exam roll calls are centrally administered by the operational unit   Humanistic Studies Teaching and Student Services Unit
Exam Session Calendar and Roll call enrolment   sistema ESSE3 . If you forget your password to the online services, please contact the technical office in your Faculty or to the service credential recovery .

Exam calendar

Per dubbi o domande Read the answers to the more serious and frequent questions - F.A.Q. Examination enrolment

Academic staff

foto,  March 1, 2010

Agosti Alberto +39 045802 8774

Bertinato Luciano +39 0458425168

Bianchi Edoardo +39 045 802 8108

Covolan Federico 0458425210

Gecchele Mario +39 045802 8651

Majorano Marinella 0458028372

Migliorati Lorenzo 045802 8135

Nitti Paolo

Picotti Michele

Pontrandolfo Stefania 045 802 8483

Prandi Luisa +39 045 802 8718

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.

Teachings Credits TAF SSD
Between the years: 4°- 5°

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




Scientific Disciplinary Sector (SSD)


Language of instruction



Lab. IA, Sem. IA, Sem. IB

Learning outcomes

Learning objectives
The specific learning objectives of the course are divided into 5 areas. Each applies – in the age-appropriate way – to preschool and primary school.
1. Knowledge and understanding:
By the end of the course the student will be able to:
- identify and explain the developmental and learning processes across the range of psychological domains (perceptive, sensori-motor, cognitive, linguistic, communicative, emotional, socio-relational) in reference to the main theoretical models in developmental and educational psychology;
- identify the basic abilities involved in, and the prerequisites for, the acquisition and development of the skills in the linguistic, communicative and socio-relational domains;
- explain the roles that cognitive, emotional, motivational and social competences play in the learning processes and in promoting children’s well-being;
- explain the main methods and instruments derived from developmental and educational psychology for the observation and assessment of children.
2. Application of knowledge and understanding:
By the end of the course the student will be able to:
- consider critically the relationships between the individual and the contextual factors that influence the development of learning and language in typical and atypical populations, in order to understand individual differences in development and learning and to identify the factors that promote development and learning;
- analyse and choose the best instruments for the observation and assessment of children’s development and learning;
- apply the knowledge gained through observation to the design and implementation of learning and teaching activities, particularly with regard to the promotion of well-being and inclusion in risk situations;
- promote the children’s affective, cognitive and socio-relational independence;
- identify the different learning styles of girls and boys, evaluating the individual differences, with a view to the promotion of well-being and inclusion.
3. Making judgements:
By the end of the course the student will be able to:
- reflect critically and independently on the processes involved in, and the factors that promote, the development of the child’s learning and relational wellbeing;
- evaluate his/her own levels of psycho-educational and relational competence when designing projects, identifying areas of weakness and improvement strategies.
4. Communication skills:
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing typical and atypical behaviour and levels of ability in the various developmental domains;
- communicate with the children in ways that promote knowledge and skills – cognitive, linguistic, relational – at different levels;
- communicate and conduct fruitful discussions with colleagues;
- communicate clearly and effectively with parents in dialogues on the educational choices open to them
5. Learning skills:
By the end of the course the student will be able to:
- learn from observing and listening to children;
- find and use, in an effective and relevant manner, the sources necessary for developing appropriate learning and teaching strategies.


- the basic developmental and educational processes in Infant and primary school;
- the main theoretical models for understanding development across the different domains – including language, communication, memory and attention, motivation, socio-emotional competence – in addition to learning skills and the construction of self and identity in infant school and primary school;
- the principal methodologies and the practical instruments for the assessment of developmental and learning processes, across the domains, in Infant and primary school ;
- the role of the key factors (individual, family and social) in planning educational projects in infant and primary school , with specific reference to adult-child relations and peer-peer relations
The teaching sessions will be in the form of lectures with the use of videos and clinical case studies to promote the immediate application of theoretical knowledge. The students will be actively involved in group and individual discussions and project work under the supervision of the teacher, to promote their critical reflection on the topics covered. Attendance at the teaching sessions is recommended.

Preparation for the exam will include studying the following monographs:

Schaffer, H.R. (2008). Psicologia dello sviluppo: Un'introduzione. Milano: Cortina Editore.
Reffieuna, A. (2012). Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe. Trento: Erickson. (scuola dell'Infanzia solo cap 3 e cap 4)
Aureli, T., Bascelli, E., Camodeca, M., Di Sano, S. (2008). Il bambino in classe: Aspetti teorici e strumenti di valutazione. Milano: Carocci (scuola primaria)
Boscolo, P. (2012). La fatica e il piacere di imparare. Torino: Utet. (cap. 1, 4, 7, 8)


Reference texts
Author Title Publishing house Year ISBN Notes
Reffieuna, A. Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe Trento: Erickson 2012
Aureli, T., Bascelli, E., Camodeca, M., Di Sano, S. Il bambino in classe: Aspetti teorici e strumenti di valutazione Milano: Carocci 2008
Boscolo, P. La fatica e il piacere di imparare Torino: Utet 2012
Schaffer, H.R. Psicologia dello sviluppo: Un'introduzione. Milano: Cortina editore 2008

Examination Methods

1. Objectives and content:
The students will demonstrate that they:
- Are familiar with current knowledge in the field of developmental and educational psychology – theoretical and methodological –and its application in infant and primary schools.
- Have understood the main issues in, and the stages of, the design of training projects in developmental and educational psychology in infants and primary schools;
- Can discuss their knowledge using technical and critical language, identifying and evaluating the relevant concepts and methodological issues;
- Understand and can use the main methodologies in the developmental and educational psychology for project planning in educational contexts;
- Can critically analyse cases studies and the experience discussed, with particular reference to educational needs.
2. Procedures and evaluation:
- There will be a 2-hour written exam with four questions: three related to theoretical models of language and communication process in various contexts and one on the discussion of single case in infant school and primary school. Each question will be given a mark out of 30 and the final mark will be the average of the four.
- For students attending the course there will be an intermediate assessment using the same method as the final exam.

Tipologia di Attività formativa D e F

Prima parte del primo semestre From 9/27/21 To 11/6/21
years Teachings TAF Teacher
4° 5° Summer School: Human Sciences and Society - (HSaS) F Massimiliano Badino (Coordinatore)

Career prospects

Avvisi degli insegnamenti e del corso di studio

Per la comunità studentesca

Se sei già iscritta/o a un corso di studio, puoi consultare tutti gli avvisi relativi al tuo corso di studi nella tua area riservata MyUnivr.
In questo portale potrai visualizzare informazioni, risorse e servizi utili che riguardano la tua carriera universitaria (libretto online, gestione della carriera Esse3, corsi e-learning, email istituzionale, modulistica di segreteria, procedure amministrative, ecc.).
Entra in MyUnivr con le tue credenziali GIA.


Linguistic training CLA

Stage e Tirocini

Le attività di tirocinio indirette e dirette, per complessive 600 ore pari a 24 crediti formativi universitari, come stabilito dal D.M. 249/2010, hanno inizio nel secondo anno di corso e si svolgono secondo modalità tali da assicurare un aumento progressivo del numero dei relativi crediti formativi universitari fino all'ultimo anno.
La struttura generale del tirocinio prevede:
- II annualità 100 ore di tirocinio pari a 4 CFU
- III annualità 100 ore di tirocinio pari a 4 CFU
- IV annualità 175 ore di tirocinio pari a 7 CFU
- V annualità   225 ore di tirocinio pari a 9 CFU.
Il tirocinio è seguito da insegnanti tutor coordinatori e da tutor organizzatori distaccati, rispettivamente a tempo parziale e a tempo pieno, presso il CdS. Esso prevede attività che si sviluppano secondo modalità di partecipazione periferica e modalità di partecipazione attiva: tali attività dovranno essere, adeguatamente documentate da parte dello studente e saranno supervisionate dai tutor competenti.
La frequenza alle attività di tirocinio è obbligatoria.


Title Info File
pdf Regolamento 115 KB, 23/06/21 

Student mentoring

Practical information for students

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.