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 between face-to-face lectures, supported by slides also available on the Aulaweb, and group work designed to foster active learning processes.

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 with a focus on the early childhood stage of children; the second proposes a model for reading the relationships between families and educational institutions; an intervention project to support parenting in early childhood with an integrative and evaluative approach will also be explored.

RECOMMENDED READING/BIBLIOGRAPHY

Program for attending students:
Pandolfini V., Cardinali P., Rania N., Migliorini L. (2025) Le sfide della valutazione, Milano, Franco Angeli. (part 2 and chapter 8 of part 3 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:
Pandolfini V., Cardinali P., Rania N., Migliorini L. (2025) Le sfide della valutazione, Milano, Franco Angeli. 
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

ILARIA COPPOLA (President)

MARTINA OLCESE (President Substitute)

LESSONS

LESSONS START

Lessons will begin on February 18, 2025.

Class schedule

SOCIAL PSYCHOLOGY OF THE FAMILY IN EARLY CHILDHOOD

EXAMS

EXAM DESCRIPTION

The knowledge acquired will be ascertained through a written test on the program content. This mode will assess both the theoretical and methodological knowledge acquired and the student's ability to develop a critical look at the main constructs covered, also demonstrating competence in translating them into applied contexts.
Attendance at lessons will provide students with an overview of the materials covered in the program, supported by the course slides, available on the Aulaweb platform. Attending students will have the opportunity to participate in interactive lectures designed to facilitate understanding of the content.  The written exam for frequent attendees, will be mainly based on the topics covered during the lectures, while for nonattending students the exam will cover the entire program.

ASSESSMENT METHODS

Students through the written test will be able to demonstrate adequate knowledge of the main theories and constructs in the field of psychology of family relationships with children in the early childhood stage and be able to apply the acquired knowledge in function of the implementation of interventions with families. Students will be able to demonstrate acquisition of the technical language typical of the discipline in order to be able to communicate clearly with specialist and non-specialist interlocutors.

Exam schedule

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.