OVERVIEW

What kind of abilities has a newborn got ? What allows children to learn to speak ? Is it possible to stimulate social skills ? Over time, in the field of the developmental and educational psychology, many knowledge about developmental change have been acquired. The study of this discipline is an essential help for those who want to support the development of the person in the space of life.

AIMS AND CONTENT

LEARNING OUTCOMES

The course'a aims are:

to provide students with specific knowledge about psychological development

to improve the participants' ability to use the acquired knowledge in supporting individual in educational contexts

TEACHING METHODS

Lectures (interspersed with presentations of films and materials), group discussions, exercises in small groups.

The lessons presented slides will be made ​​available on aulaweb .

SYLLABUS/CONTENT

The program includes: the definition of the discipline, the history of the discipline, the main theoretical approaches, methods of investigation, the knowledge gained up to now with respect to the psychological development throughout life (concerning the somatic and motor, the perceptual, the cognitive, the linguistic and communicative, the moral, the social and emotional domains), with particular attention to childhood.

RECOMMENDED READING/BIBLIOGRAPHY

Vianello R., Gini G., Lanfranchi S. (2015) Psicologia, Sviluppo, educazione. Utet, Padova

A text chosen between these two:

Usai, M.C., Traverso, L., Viterbori, P., De Franchis, V., (2012). Diamoci una regolata! Guida pratica per promuovere l’autoregolazione a casa e a scuola, Milano, Franco Angeli.

Scopesi, A.M., Viterbori, P. (2008). Istituzioni educative prescolari e sviluppo del linguaggio, Roma, Carocci.

TEACHERS AND EXAM BOARD

Exam Board

FRANCESCA LAGOMARSINO (President)

LAURA TRAVERSO (President)

LESSONS

LESSONS START

Second semester

Class schedule

DEVELOPMENTAL AND EDUCATION PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

The exam includes a written test and an oral test.
The rating is given by the average of the two tests.
Students attending (at least 70 % of class hours) which will perform the exercises proposed during the lessons will be exempt from the oral exam.

ASSESSMENT METHODS

After this course, useful knowledge must be acquired to describe: what skills characterize us in the various life stages (eg such as perceptual abilities of a newborn), how do we change (for example, how do we develop language and communication skills?), which scientists have been involved in investigating the different aspects of development (for example, who introduced the idea of ​​zone of proximal development?) and what theories have been formulated with respect to why we change (for example, the different theories concerning the cognitive development). The student should have acquired the ability to use this knowledge to understand a real situation that may be proposed or to envisage how to act in it (for example, you're in a Nursery School, with weaned children, which stimuli do you think it is useful to propose and why).

The written test consists of a series of multiple-choice questions ( to be done at the computer ) and two open questions.

The oral text comprehends at least three questions.

Exam schedule