OVERVIEW

The course provides an indispensable theoretical framework for understanding development, both in terms of individual differences and in terms of atypical trajectories.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen the current developmental theoretical models useful to explain the functioning in neurodevelopmental disorders.

AIMS AND LEARNING OUTCOMES

The course aims to acquire knowledge and skills that are useful for explaining typical and atypical development. Mechanisms and processes of change that, from a neuroconstructivist perspective, play a fundamental role in influencing developmental trajectories will be presented. Particular attention will be devoted to the processes which in recent years have been hypothesized to constitute transdiagnostic indicators of many manifestations of atypical development.

Learning outcomes

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

• describe and understand the mechanisms that explain developmental changes and the processes involved in atypical developmental trajectories;
• apply the acquired knowledge and understand the mechanisms underlying certain developmental outcomes, recognizing the role of risk and protective factors; they will also be able to elaborate and/or apply original ideas, also in a research context;
• use the knowledge acquired autonomously, with the ability to evaluate and skillfully, on a conceptual and operational level;
• use the technical language typical of the discipline to communicate clearly and unambiguously with specialist and nonspecialist interlocutors;
• build an argumentative sequence using various sources of information, communicate it effectively, adapting the communication to the context;
• manage a complex task autonomously through one's own ability to concentrate and reflect;
• manage social interaction, collaborating and communicating constructively, respecting different points of view;
• develop adequate learning skills that will allow them to continue to explore the main issues of the discipline independently and critically, especially in the working contexts in which they will operate.

PREREQUISITES

The course assumes that the student has acquired the basic knowledge of psychological development through a basic course.

TEACHING METHODS

The course will take place through lectures, individual or group exercises to be carried out in the classroom and using the Aulaweb portal. The teaching technique of the "debate" will be used, and the activity will contribute to the final evaluation.

SYLLABUS/CONTENT

The main mechanisms that explain development from a neuroconstructivist perspective will be illustrated. The role of executive functions in typical and atypical development will also be explored. In particular, the following topics will be addressed:

• Constraints for development
• A. Karmiloff-Smith theory on representational redescription
• Implications of neuroconstructivist epigenesis for atypical development
• Application of the neuroconstructivist approach to different conditions of development and learning
• Executive functions: theoretical constructs and developmental implications
• Executive functions and atypical development: a possible transdiagnostic indicator.

This course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:

• Goal 3. Ensure healthy lives and promote well-being for all at all ages;
• Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

RECOMMENDED READING/BIBLIOGRAPHY

The main sources that students can use are:

• slides made available on Aulaweb
• E. Valenza e C. Turati, Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna, Il Mulino, 2019.
• G.M. Marzocchi, C. Pecini, M.C. Usai, P. Viterbori, Le funzioni esecutive nei disturbi del neurosviluppo. Dalla valutazione all’intervento. Firenze, Hogrefe, 2022.

Other materials may be provided during the lessons and made available on Aulaweb.

TEACHERS AND EXAM BOARD

Exam Board

MARIA CARMEN USAI (President)

LAURA TRAVERSO

LESSONS

LESSONS START

Second semester

EXAMS

EXAM DESCRIPTION

Written test, with multiple choice tests and open questions, plus oral exam.

ASSESSMENT METHODS

The exam includes a written test and an oral exam. The written test consists of open and multiple choice questions on the topics covered in the class and aims to evaluate the understanding of the topics covered in the class and the knowledge acquired. The oral exam aims to evaluate the ability to use the content of the written test to understand the changes in the typical and atypical development processes.

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 can take the exam in English.