AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to provide: - knowledge of cognitive and emotional-relational development on the first three years of life; - elements to understand the mechanisms of change and the mutual influences between the different domains of individual functioning; - methodological skills about the development observation in the educational contexts.

AIMS AND LEARNING OUTCOMES

AIMS: a) Providing a theoretical and methodological framework of reference for the study of developmental processes; b) promoting knowledge of psychological development, of the processes and mechanisms underlying it, of the causes determining it.

Specific Learning outcomes

The course aims to make to acquire knowledge and skills related to the main stages of development in preschool and some useful observational tools for educational settings.

Learning outcomes

Knowledge and understanding: Students must acquire adequate knowledge and an effective ability to understand psychological development from birth to early childhood.
Ability to apply knowledge and understanding: Students must be able to apply the acquired knowledge and to understand any problematic situations for the development
Making judgments: Students must be able to use, on a conceptual and operational level, in educational contexts the acquired knowledge.
Communication skills: Students must acquire the technical language to communicate clearly and unambiguously with specialist and non-specialist interlocutors.
Learning skills: Students must develop adequate learning skills that allow them to continue to deepen independently the main topics of the discipline, especially in the working contexts in which they will operate.

TEACHING METHODS

The course will take place through lectures, group exercises, and individual exercises to be carried out using Aulaweb

SYLLABUS/CONTENT

The main stages of development will be discussed, with particular reference to the development of perceptual skills, cognitive, linguistic, and relational in infancy and early childhood. A reflection on the educational challenges to aspects of the development will be carried out. The monographic part of the course will consist of two texts: one focused on the regulation processes development and the other presenting the Italian version of a parent/teacher report to assess the development of communication and language.

RECOMMENDED READING/BIBLIOGRAPHY

Attending and non-attending students have to prepare the exam on these texts:

J.R. Gillibrand, V. Lam, V. O’Donnell, M.A. Tallandini, Psicologia dello sviluppo, Milano Torino, Pearson Italia, 2019, II edizione.

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

M.C. Caselli, A. Bello , P. Rinaldi , S. Stefanini , P.Pasqualetti, 2007, IL PRIMO VOCABOLARIO DEL BAMBINO: GESTI, PAROLE E FRASI. Valori di riferimento fra 8 e 36 mesi delle Forme complete e delle Forme brevi del questionario MacArthur-Bates CDI, Milano, Angeli.

TEACHERS AND EXAM BOARD

Exam Board

MARIA CARMEN USAI (President)

PAOLA VITERBORI (President Substitute)

LESSONS

LESSONS START

1st semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Multiple-choice tests.

If the restrictions due to the COVID-19 emergency continue, the examination modalities can be changed.

ASSESSMENT METHODS

For all students, the exam includes a written test with multiple-choice questions on the program. The test is intended to assess understanding of the topics covered in class, the acquired knowledge, and the ability to use this information in the developmental observation. 

Exam schedule

FURTHER INFORMATION

Students with certified learning disabilities can contact the teacher for any measures aimed at supporting the learning process.
Foreign students may contact the teacher to substitute the suggested bibliography in Italian with books or articles in English. In addition, they may take the exam in English.