OVERVIEW

The course introduces students to the basic knowledge of Developmental Psychology and promotes a scientific approach, both by relating theories and learned topics to research results, and through the presentation of the main research design and methodologies.

The course is aimed to lay out the foundations for the acquisition of a suitable method of study, along with other basic courses and with the orientation activities provided by the Department for the first-year students.

AIMS AND CONTENT

LEARNING OUTCOMES

Provide a theoretical and methodological framework for the study of development processes; study the links between facts, theories and methods, with particular attention to observational methods .

LEARNING OUTCOMES (FURTHER INFO)

At the end of the course the students are expected to master the fundamentals of the main explanatory theories of psychological development, to correctly relate the psychological processes and skills according to the age range, to recognize the strengths and weaknesses of research design commonly used in the study of development, to know how to recognize the characteristics that distinguish scientific observations from spontaneous one, and to identify strengths and weaknesses of the different types of observation.

In details, the specific aims are:

a) to provide a theoretical and methodological framework for the study of developmental processes;

b) to promote understanding of the correlations between facts, methods and theories;

c) to promote the knowledge of psychological development in different areas, with particular focus to the communicative and language development

d) to facilitate understanding of developmental processes in relation to specific theoretical models.

e) to introduce first-hand knowledge of some authors.

TEACHING METHODS

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulate requests for clarification and in-depth learning. Moreover, individual exercises and group discussions will be organized in order to stimulate an active participation of the students and to give them feedback regarding their understanding and interpretation of the topics.

Opportunities for in-depth learning will be provided, both suggesting reading material on specific topics, and promoting the direct observation of children.

SYLLABUS/CONTENT

The course program is divided into three modules:

Module 1.

Developmental psychology: the main theoretical models and development stages. Introduction to the theoretical issues of developmental psychology, considered also in an historical perspective; excursus on the main classical and recent theories; description of the main stages and milestones of child development, with specific reference to motor skills, perceptual, cognitive, social and emotional development; in depth learning of some topic through first-hand reading of papers/book-chapters.

Module 2.

Common sense and scientific knowledge; aims of research in developmental psychology; methods of study in developmental psychology; the developmental variables; the observational method: characteristics, application, distortion factors; the research studies: longitudinal, cross-sectional, and sequential; assessment tools, methods, and techniques. The ethical issues in psychology.

Module 3

The communicative and language development, with specific reference to the first and second childhood.

The module 2 will be carried out in parallel to the other two modules, in Friday's lessons.

CAUTION: PROFESSIONAL EDUCATORS SHOULD ATTEND AND STUDY ONLY MODULE 2

RECOMMENDED READING/BIBLIOGRAPHY

STUDENTS WHO ATTEND THE COURSE

Module 1 :

A.E. Berti, A.S. Bombi, Introduzione alla Psicologia dello sviluppo. Bologna, Il Mulino, 2005 (chapters recommended during the course).

A.E.Berti, A.S. Bombi, Corso di Psicologia dello sviluppo (chapters recommended during the course). Bologna, Il Mulino, 2013.

Monographic texts (papers or chapters) to be downloaded from aulaweb. 

Module 2:

A.E. Berti, A.S. Bombi, Introduzione alla Psicologia dello sviluppo. Bologna, Il Mulino, 2005 (chapter 4).

E. Baumgartner, L'osservazione del comportamento infantile: teorie e strumenti. Roma, Carocci, 2004.

Module 3:

S. D'Amico, A. De Vescovi, Psicologia dello sviluppo del linguaggio, Bologna, Il Mulino, 2013 (chapters of the first and the second parts recommended during the course).

Supplementary material

Attendant students will find slides and other Didactic material on aulaweb

Personal notes taken during the lessons will integrate the textbooks.

STUDENTS WHO DO NOT ATTEND THE COURSE

Module 1 :

A. E. Berti, A. S. Bombi, Introduzione alla Psicologia dello sviluppo. Bologna, Il Mulino, 2005.

A. E.Berti, A. S. Bombi, Corso di Psicologia dello sviluppo. Bologna, Il Mulino, 2013.

Monographic texts (papers or chapters) to be downloaded from aulaweb. 

Module 2:

A.E. Berti, A.S. Bombi, Introduzione alla Psicologia dello sviluppo. Bologna, Il Mulino, 2005 (chapter 4).

E. Baumgartner, L'osservazione del comportamento infantile: teorie e strumenti. Roma, Carocci, 2004.

Module 3:

S. D'Amico, A. De Vescovi, Psicologia dello sviluppo del linguaggio, Bologna, Il Mulino, 2013 (first and second parts).

CAUTION: PROFESSIONAL EDUCATORS SHOULD ATTEND AND STUDY ONLY MODULE 2

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

MARIA CARMEN USAI

LESSONS

LESSONS START

September the 27th, 2016

Class schedule

DEVELOPMENTAL PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

For attending students (at least 70% attendance is required) two written evaluations will be scheduled in itinere, corresponding respectively to the first and the second/third modules, and a possible oral integration to be agreed upon with the professor. The enrolment has to be done during the lessons.

It is possible to enrol in the exam as attending student or to repeat one failed module during the whole winter session (January / February).

Non-attending students must take their exam in a single written test during one scheduled examination session after the end of the course.

Each student has to register online for the chosen examination session.

REPEAT EXAM: Students can attend the exams after regular registration without restrictions in every official session. No unofficial sessions will be scheduled.

We recommend students who fail the exam more than once to take an appointment with the professor, in order to plan the best study strategies together.

ASSESSMENT METHODS

The written exam will consist of multiple-choice questions, open-ended questions and completion tasks, in order to assess text comprehension, acquired knowledge, oral presentation skills, selection of relevant information and ability to synthesize. For attending students it will also include an optional open-ended question in which students who have carried out direct observations can expose the results of their work.

Exam schedule

FURTHER INFORMATION

All the students MUST visit the Aulaweb page (www.aulaweb.unige.it) regularly. All the information and materials related to this course are exclusively published on this website.

Thesis requests must be made at students’ office hours or by appointment.

The thematic areas for the thesis can cover any topic of the course. Students are encouraged to make specific proposals, accompanied by a bibliography.

The following topics will be considered for research theses:

- Development of typical and atypical language;

- Self-regulation and language in early childhood.

Further information

Any shifts in lectures timetable or office hours will be announced on Aulaweb.