OVERVIEW

The course introduces students to the study of psychological development; it will include both theoretical aspects and methods and techniques used.

AIMS AND CONTENT

LEARNING OUTCOMES

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.

AIMS AND LEARNING OUTCOMES

As for the specific objectives relating to prepare teachers for preschool, the course aims to make to acquire knowledge and skills related to the main stages of development in preschool and the prerequisites for learning.

As for the specific objectives relating to prepare teachers for primary school, the course aims the students acquire knowledge and skills related to the main stages of the development of pre-school and school age, in order to facilitate understanding of school-age learning processes, useful for teaching and educational planning. The course is also aimed to provide an in-depth picture of the main processes involved in school learning.

Learning outcomes

At the end of the course. actively participating in the planned teaching activities, students will be able to:

• acquire adequate knowledge and effective understanding of psychological development, with particular reference to the age range between birth and adolescence;
• apply the knowledge acquired and understand any problematic situations for learning;
• use the knowledge acquired on a conceptual and operational level with autonomous assessment skills and ability in school contexts;
• use the technical language typical of the discipline to communicate clearly and unambiguously with specialist and nonspecialist interlocutors;
• communicate effectively in written and oral form, using different sources and supports, processing and evaluating different information;
• manage social interactions, collaborate for a common purpose, communicate constructively while respecting others, create a climate of mutual trust, show willingness to overcome prejudices, express and understand different points of view, and manage any conflicts;
• reflect on one's own learning, gaining autonomy in studying, concentrating and reflecting on a task, gaining awareness of one's own learning strategies, organizing and evaluating personal learning;
• develop adequate learning skills that allow them to continue to independently explore the main issues of the discipline, especially in the working contexts in which they will operate.

TEACHING METHODS

Lectures and group exercises following the Team Based Learning  will be provided.

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 childhood. A reflection on the educational challenges to aspects of the development will be carried out. Monographic part of the course will consist of two texts specifically aimed at deepening the preparation for primary school and preschool: the key features that characterize the learning process are presented in the textbook "Processi cognitivi e apprendimento scolastico", and the preschool prerequisites for learning is included in the text "Apprendere alla scuola dell'infanzia. Lo sviluppo dei prerequisiti".

This course contributes to the achievement of the following Sustainable Development Goal of the UN 2030 Agenda:
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

RECOMMENDED READING/BIBLIOGRAPHY

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

J. W. Santrock, Psicologia, sviluppo (4^ edizione), Milano, McGraw-Hill Education, 2021.
G.F. Amoretti, S. Morra, M.C. Usai  e  P. Viterbori (2020). Processi cognitivi e apprendimento scolastico. Carocci, Roma.
P. Bonifacci e V. Tobia, Apprendere alla scuola dell'infanzia. Lo sviluppo dei prerequisiti. Carocci, Roma, 2017.

Students of other study courses can, alternatively, prepare on these texts:

J. W. Santrock, Psicologia, sviluppo (4^ edizione), Milano, McGraw-Hill Education, 2021.
G.F. Amoretti, S. Morra, M.C. Usai  e  P. Viterbori (2020). Processi cognitivi e apprendimento scolastico. Carocci, Roma.
G. Vallortigara, Il pulcino di Kant, Adelphi, Milano, 2023.

TEACHERS AND EXAM BOARD

Exam Board

MARIA CARMEN USAI (President)

PAOLA VITERBORI

LESSONS

Class schedule

DEVELOPMENTAL PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

Written exam.

ASSESSMENT METHODS

The exam is a written test that includes two sections. The first section is a multiple-choice questions test about the manual. It 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. The second section is an open questions test to explore acquiring knowledge about monographs. To access the second section, students must have passed the multiple-choice test.

Exam schedule

FURTHER INFORMATION

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.

For students with disabilities or specific learning disorders (SLD)

Students with disabilities or SLD are reminded that to request accommodations for exams, they must first upload their certification on the university's website at servizionline.unige.it in the "Students" section. The documentation will be verified by the University’s Services for Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, well in advance (at least 10 days) before the exam date, it is necessary to send an email to the instructor with whom the exam will be taken, copying both the School Inclusion Coordinator for students with disabilities and SLD (laura.traverso@unige.it) and the aforementioned Services using one of the following addresses (disabili@unige.it; dsa@unige.it). In the email, you must specify:

• the name of the course
• the exam date
• the student's surname, first name, and registration number
• the compensatory tools and dispensatory measures deemed functional and requested.

The coordinator (Professor Laura Traverso) will confirm to the instructor that the requester is entitled to request exam accommodations and that these accommodations should be arranged with the instructor. The instructor will respond, indicating whether it is possible to use the requested accommodations.

Requests must be sent at least 10 days before the exam date to allow the instructor to evaluate the content. Specifically, if you intend to use concept maps for the exam (which must be much more concise than those used for studying), if the submission does not meet the deadlines, there will not be enough time to make any modifications that the instructor might request.

For further information regarding the request for services and accommodations, please refer to the document: Guidelines for requesting services, compensatory tools, and/or dispensatory measures and specific aids.