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.

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)

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.