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SOCIAL PSYCHOLOGY OF THE FAMILY IN EARLY CHILDHOOD

CODE 98304
ACADEMIC YEAR 2021/2022
CREDITS 6 credits during the 3nd year of 10841 EDUCATIONAL SCIENCES (L-19) GENOVA
SCIENTIFIC DISCIPLINARY SECTOR M-PSI/05
LANGUAGE Italian
TEACHING LOCATION GENOVA (EDUCATIONAL SCIENCES)
SEMESTER 2° Semester
PREREQUISITES
Prerequisites
You can take the exam for this unit if you passed the following exam(s):
  • EDUCATIONAL SCIENCES 10841 (coorte 2020/2021)
  • GENERAL PSYCHOLOGY 66879
  • EDUCATIONAL SCIENCES 10841 (coorte 2019/2020)
  • GENERAL PSYCHOLOGY 66879
TEACHING MATERIALS AULAWEB

OVERVIEW

Today’s families form an increasingly heterogeneous and differentiated framework by structure, by foundational processes and by the circumstances of life in which they develop. The time of the early childhood life cycle of children is a crucial, delicate and fruitful period in terms of growth, learning and creating bonds for both children and parents.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen the psychosocial perspective of the study of family relationships and of the relationship processes with early childhood educational institutions according to the most important theoretical models. The course aims to provide theoretical and methodological knowledge of the salient aspects of family life and the parenting dimension, with particular reference to the moment of life cycle with children in early childhood, both in normative contexts and in situations of fragility. Particular attention will be paid to the acquisition of skills to promote the relationship between educational institutions and families.

AIMS AND LEARNING OUTCOMES

The course aims to deepen, through theoretical models and constructs, the study of family relationships and parenting with particular attention to the time of the family life cycle of early childhood of children. In addition, the course aims to provide skills both for reading the relationship between families and early childhood educational institutions, and for defining and activating possible alliances in this area.

At the end of the course the student will be able to:

- to know and identify the most important theoretical approaches and constructs for the study of family relationships,
- critically analyze the most significant variables to understand families in the early childhood of children, 
- identify possible strengths and weaknesses of intervention models with families during the early childhood of children.

TEACHING METHODS

The course will alternate lectures, with slide support also available on Aulaweb, to group work aimed at promoting active learning processes. Due to emergency Covid-19 the lessons will be held on Platform Teams.

SYLLABUS/CONTENT

The course is divided into two parts: the first deals with the theoretical foundations and constructs for the study of family relationships and parenting in the early childhood of children; the second proposes a model of reading the relations between families and educational institutions with particular attention to the 'partenership approach.

RECOMMENDED READING/BIBLIOGRAPHY

Program for attending students:
Fruggeri L. (2018) Famiglie d'oggi, Quotidianità, dinamiche e processi psicosociali, Roma, Carocci Editore. (part one only)
Scabini E., Cigoli V. (2012) Alla ricerca del familiare, Milano, Cortina. (part one only)
Cardinali P., Migliorini L. (2013). Scuola e famiglia. Costruire alleanze, Roma, Carocci Faber.
Slides of the course available on aulaweb

Program for non-attending students:
Fruggeri L. (2018) Famiglie d'oggi, Quotidianità, dinamiche e processi psicosociali, Roma, Carocci Editore.
Scabini E., Cigoli V. (2012) Alla ricerca del familiare, Milano, Cortina.
Cardinals P., Migliorini L. (2013). Scuola e famiglia. Costruire alleanze, Roma, Carocci Faber.
Slides of the course available on aulaweb

TEACHERS AND EXAM BOARD

Exam Board

PAOLA CARDINALI (President)

NADIA RANIA

LESSONS

LESSONS START

February, 2021

Class schedule

All class schedules are posted on the EasyAcademy portal.

EXAMS

EXAM DESCRIPTION

The knowledge acquired will be assessed through an oral exam on the contents of the program. Through this mode, we will verify the theoretical and methodological knowledge acquired by the student, the critical look in relation to the main constructs addressed and the ability to translate them in the contexts.

Attendance at the lessons will allow you to get an overview of the materials in the program, thanks to the slides of the course, available on Aulaweb. Attending students can participate in planning of  interventions aimed at building alliances with families in educational institutions that can be the subject of further examination in the oral exam. Attending students will also be able to give priority to the study of slides, lessons notes and use the texts in the program as a reference in case of further study. The oral discussion will focus on the topics addressed in the classroom.

 

ASSESSMENT METHODS

Students will be able to demonstrate through the oral exam to possess adequate knowledge of the main theories and constructs in the field of psychology of family relationships with children in early childhood and to be able to apply the knowledge acquired in the role of carrying out interventions with families in educational institutions. Students can demonstrate the acquisition of the technical language typical of the discipline to be able to communicate clearly with interlocutors specialists and non-specialists.

Exam schedule

Date Time Location Type Notes
12/01/2022 12:00 GENOVA Orale
12/01/2022 12:00 GENOVA registrazione
26/01/2022 12:00 GENOVA Orale
26/01/2022 12:00 GENOVA registrazione
09/02/2022 12:00 GENOVA Orale
09/02/2022 12:00 GENOVA registrazione
27/05/2022 15:30 GENOVA Orale
17/06/2022 09:00 GENOVA Orale
01/07/2022 09:00 GENOVA Orale
15/07/2022 09:00 GENOVA Orale

FURTHER INFORMATION

Students with DSA certification, disability or other special educational needs are advised to contact the teacher at the beginning of the course to agree on teaching and examination methods that, in compliance with the objectives of the course, take into account individual learning patterns and provide appropriate compensatory tools.