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.

A.A. 2021/2022

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

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 27, 2021 Oct 30, 2021
Sem. 1B Nov 15, 2021 Dec 18, 2021
Sem. 2A Feb 21, 2022 Mar 26, 2022
Sem. 2B Apr 18, 2022 May 20, 2022
Exam sessions
Session From To
Sessione Invernale Jan 24, 2022 Feb 19, 2022
Sessione estiva Jun 13, 2022 Jul 23, 2022
Sessione autunnale Aug 29, 2022 Sep 24, 2022
Other Periods
Description Period From To
Laboratori insegnamenti del Sem.1A Lab. 1A Nov 2, 2021 Nov 13, 2021
Laboratori insegnamenti del Sem.1B - VACANZE DAL 24/12 AL 2/01 E RECUPERO LEZIONI E LABORATORI DAL 3/1 ALL'8/1 Lab. 1B Dec 20, 2021 Jan 22, 2022
Laboratori insegnamenti del Sem.2A Lab. 2A Mar 28, 2022 Apr 16, 2022
Laboratori insegnamenti del Sem.2B Lab. 2B May 23, 2022 Jun 11, 2022

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

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

Antonello Monica

monica.antonello@univr.it

Badino Massimiliano

massimiliano.badino@univr.it +39 045 802 8459

Bevilacqua Alessia Maria Aurora

alessia.bevilacqua@univr.it

Bianchi Edoardo

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

Biino Valentina

valentina.biino@univr.it

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Crimi Massimo

massimo.crimi@univr.it 045 802 7924; Lab: 045 802 7050

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

Florit Elena

elena.florit@univr.it 045 8028065

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Guzzo Flavia

flavia.guzzo@univr.it 045 802 7923

Landi Licia

licia.landi@univr.it

La Rana Adele

adele.larana@univr.it

Majorano Marinella

marinella.majorano@univr.it 0458028372

Mastroeni Isabella

isabella.mastroeni@univr.it +39 045 802 7089

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

Poli Albino

albino.poli@univr.it 045 8027658

Silva Roberta

roberta.silva@univr.it 045/8028385

Simonati Alessandro

alessandro.simonati@univr.it +39 0458126625/4883

Tassinari Giancarlo

giancarlo.tassinari@univr.it +39 0458027153

Tomba Barbara

barbara.tomba@univr.it 0458425210

Ubbiali Marco

marco.ubbiali@univr.it 045 802 8059

Vannini Lara

lara.vannini@univr.it 3478600758

Vettorel Paola

paola.vettorel@univr.it +39 045802 8259

Vicini Fabio

fabio.vicini@univr.it +39 045 802 8789

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.

Modules Credits TAF SSD
Between the years: 4°- 5°
Activities to be chosen by the student
8
F
-

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

Teacher

Elena Florit

Coordinatore

Elena Florit

Credits

8

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Language

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

- main theoretical models of development and learning in preschool and primary school;
- main processes (e.g., cognitive, metacognitive, motivational and socio-emotional processes) accounting for development and learning in preschool and primary school;
- main theories accounting for the acquisition of precursors of learning abilities in preschool and learning abilities in primary school (e.g., reading, text comprehension, writing, socio-emotional competence etc.).
- main tools for the assessment of precursors of learning abilities in preschool and learning abilities in primary school (e.g., reading ability, text comprehension, writing, socio-emotional competence etc.);
- trainings and interventions for supporting acquisition of precursors of learning abilities in preschool and learning abilities in school(e.g., reading ability, text comprehension, writing, socio-emotional competence etc.).

Didactic methods*
During lessons, explanations supported by visual devices will be alternated with moments in which students will be actively engaged in discussions and guided exercises illustrative of concepts and issues addressed.

Exam texts
Preparation for the exam will be based on the following materials:
- Slides of the lessons
- Mason, L. (2019). Psicologia dell’apprendimento e dell’istruzione. Terza edizione. Bologna: Il Mulino (CAPITOLI 1,2,3,4,6,7,8)
- Santrock., J. W. (2021). Psicologia dell’educazione. Milano: McGraw-Hill (CAPITOLI 2,3,13)
- Bonifacci, P., & Tobia, V. (2017). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Roma: Carocci
- Grazzani Gavazzi, I., Ornaghi, V., & Antoniotti, C. (2011). La competenza emotiva dei bambini. Proposte psicoeducative per le scuole dell’infanzia e primaria. Trento: Erickson

* Please note that the above examination modalities might be modified in due course because of the situation deriving from the Covid-19 emergency.

Bibliografia

Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

Examination Methods

Written exam*: the student will have 1 hour and 30 min. to answer 4 open questions on the topics and materials of the course.

Evaluation criteria
The students will have to demonstrate that they:
- have a basic knowledge and understanding of main theories describing developmental and learning processes, precursors of learning abilities in preschool and learning abilities in primary school;
- are able to relate and elaborate on the acquired knowledge;
- are able to apply the acquired knowledge to interpret a child’s behavior and ability;
- ability to communicate in a clear and effective way, by identifying and using relevant theoretical and methodological knowledge and using adequate terminology and correct syntax.

Each part of the written examination will be given a rating score out of 30; the final score will be the average of the four partial scores.

* Please note that the above examination modalities might be modified in due course because of the situation deriving from the Covid-19 emergency.

Type D and Type F activities

Gli 8 crediti liberi a scelta dello studente (ambito “D”) hanno lo scopo di offrire allo studente la possibilità di personalizzare il proprio percorso formativo permettendo di approfondire uno o più argomenti di particolare interesse legati al proprio percorso accademico.
Per garantire questo fine, si invitano gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito:

  • almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi) di insegnamenti compresi nei settori scientifico disciplinari previsti nel piano di Studio (oltre ai settori di M-FIL) aventi stretta congruenza con il profilo professionalizzante del corso di laurea; il Collegio didattico ha indicato che sarà possibile scegliere fra i seguenti esami della LM di Scienze pedagogiche (Epistemologia della ricerca educativa - 9 cfu M-PED/01, Ermeneutica pedagogica - 6 cfu M-PED/01, Etnografia nei contesti educativi - 9 cfu M-DEA/01, Fenomenologia della cura - 6 cfu M-FIL/03, Psicologia sociale dei gruppi e delle organizzazioni - 9 cfu M-PSI/05, Teorie e metodi dell'educazione inclusiva - 6 cfu M-PED/03) e gli esami di Geografia applicata - 6 cfu M-GGR/01 della laurea in Scienze psicologiche per la formazione e Geografia BC - 6 cfu M-GGR/01 della laurea in Beni Culturali;
  • massimo 6 cfu relativi a competenze linguistiche (oltre a quelli previsti dal PdS);
  • partecipando ad attività formative espressamente approvate dal CdS;
  • non vengono valutate attività svolte in Erasmus non inserite nei Learning Agreement.
Altre informazioni sono reperibili nella Guida per i crediti liberi che è possibile trovare quì.

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

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.

Graduation


Gestione carriere


Linguistic training CLA


Student mentoring


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.
 

Attachments

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

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.