Studying at the University of Verona

A.A. 2019/2020

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. 1A Sep 30, 2019 Oct 31, 2019
Sem. 1B Nov 18, 2019 Dec 21, 2019
Sem. 2A Feb 17, 2020 Mar 21, 2020
Sem. 2B Apr 6, 2020 May 16, 2020
Exam sessions
Session From To
Sessione d'esame invernale Jan 20, 2020 Feb 15, 2020
Sessione d'esame estiva Jun 8, 2020 Jul 18, 2020
Sessione d'esame autunnale Aug 24, 2020 Sep 19, 2020
Holidays
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
Other Periods
Description Period From To
Laboratori insegnamenti 1A Lab. 1A Nov 4, 2019 Nov 16, 2019
Laboratori insegnamenti 1B Lab. 1B Jan 7, 2020 Jan 18, 2020
Laboratori insegnamenti 2A Lab. 2A Mar 23, 2020 Apr 4, 2020
Laboratori insegnamenti 2B Lab. 2B May 18, 2020 Jun 6, 2020

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

A B C D G L M N P R S T V Z

Antonello Monica

monica.antonello@univr.it

Bertinato Luciano

luciano.bertinato@univr.it +39 0458425168

Bianchi Edoardo

edoardo.bianchi@univr.it +39 045 802 8108

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Bozzo Giacomo

giacomo.bozzo@univr.it

Caleffi Paola Maria

paolamaria.caleffi@univr.it

Carta Simona

simona.carta@univr.it

Covolan Federico

federico.covolan@univr.it 0458425210

Daffara Claudia

claudia.daffara@univr.it +39 045 802 7942

D'Onofrio Mariapina

mariapina.donofrio@univr.it 045 802 7801

Dusi Paola

paola.dusi@univr.it 045/8028616

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Gecchele Mario

mario.gecchele@univr.it +39 045802 8651

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Landi Licia

licia.landi@univr.it

Majorano Marinella

marinella.majorano@univr.it 0458028372

Melodia Festa Beatrice

beatrice.melodiafesta@univr.it

Meyer Anja

anja.meyer@univr.it

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Monti Francesca

francesca.monti@univr.it 045 802 7910

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Nitti Paolo

paolo.nitti@univr.it

Picotti Michele

michele.picotti@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Richieri Cristina

cristina.richieri@univr.it

Rizzo Luca Simone

lucasimone.rizzo@univr.it / lucasimone.rizzo@unipd.it

Silva Roberta

roberta.silva@univr.it 045/8028385

Valbusa Federica

federica.valbusa@univr.it 045 802 8035

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.

TeachingsCreditsTAFSSD
9
B
(L-ART/02 ,L-ART/03 ,L-ART/06)
Tirocinio 5 anno
9
F
-
Prova finale
9
F
-

5° Anno

TeachingsCreditsTAFSSD
9
B
(L-ART/02 ,L-ART/03 ,L-ART/06)
Tirocinio 5 anno
9
F
-
Prova finale
9
F
-
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

4S006129

Credits

8

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Language of instruction

Italian

Period

Sem. 1A, Sem. 1B

Learning outcomes

PRE-SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- identify and explain developmental and learning process in different psychological domains (perceptive and sensory-motor, cognitive, linguistic and communicative, emotional, socio-relational) from the first infancy to preschool, with focus on 3-6 years of age, and in reference to the main theoretical models in developmental psychology;
- identity the basic abilities and the prerequisites of acquisition and development of the skills in the different domains, specifically linguistic and communicative, and socio-relational from 3 to 6 years of age;
- know and understand the role that cognitive competences, but also emotional, motivational and social have in the learning processes and for promoting well-being at school, from 3 to 6 years of age;
- know the main methods and instruments for observe and assess in developmental and educational psychology approaches, in reference to preschool.
2. Applying 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 in preschool children;
- analyse and choose the best instruments for the observation and assessment of preschool 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 in preschool;
- promote the preschool 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 in preschool.
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 preschool 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 in preschool.
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 in preschool children;
- communicate with the preschool children in ways that promote knowledge and skills – cognitive, linguistic, relational – at different levels;
- communicate and conduct fruitful discussions with colleagues in infant school;
- communicate clearly and effectively with parents in dialogues on the educational choices open to them in infant school.
5. Learning Skills
By the end of the course the student will be able to:
- learn from observing and listening to preschool children;
- find and use, in an effective and relevant manner, the sources necessary for developing appropriate learning and teaching strategies in infant school.

PRIMARY SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- identify and explain developmental and learning process in different psychological domains (perceptive and sensory-motor, cognitive, linguistic and communicative, emotional, socio-relational) from the first infancy to preschool, with focus on 6-11 years of age, and in reference to the main theoretical models in developmental psychology;
- identity the basic abilities and the prerequisites of acquisition and development of the skills in the different domains, specifically scholastic learning and relational competence, from 6 to 11 years of age;
- know and understand the role of “transversal” skills (attention and memory) for learning development;
- know and understand the role that cognitive competences, but also emotional, motivational and social have in the learning processes and for promoting well-being at school, from 6 to 11 years of age.
2. Applying 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 in primary school;
- analyse and choose the best instruments for the observation and assessment of children’s development and learning in primary school;
- 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 in primary school;
- promote the children’s affective, cognitive and socio-relational independence in primary school;
- identify the different learning styles of girls and boys, evaluating the individual differences, with a view to the promotion of well-being and inclusion in primary school.
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 in primary school;
- evaluate his/her own levels of psycho-educational and relational competence when designing projects, identifying areas of weakness and improvement strategies in primary school.
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 in primary school;
- communicate with the children in primary school in ways that promote knowledge and skills – cognitive, linguistic, relational – at different levels;
- communicate and conduct fruitful discussions with colleagues in primary school;
- communicate clearly and effectively with parents in dialogues on the educational choices open to them in primary school.
5. Learning Skills
By the end of the course the student will be able to:
- learn from observing and listening to children in primary school;
- find and use, in an effective and relevant manner, the sources necessary for developing appropriate learning and teaching strategies in primary school.

Program

Program:
- 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)

Bibliografia

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

Academic year

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Career prospects


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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.
 

Allegati

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

Linguistic training CLA


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