AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

The aim of the course is to provide theoretical, conceptual, and methodological tools for understanding the main processes of cognitive, emotional, and social development across the lifespan, as well as the factors that influence them.

By the end of the course, students are expected to know and understand the main explanatory models of psychological development and the key developmental changes in the perceptual, linguistic, cognitive, and emotional domains. Students should also be familiar with the research methods used in developmental psychology and understand their areas of application. Finally, they are expected to have developed the technical language specific to the discipline.

TEACHING METHODS

The course will primarily consist of lectures in which theoretical content will be complemented by findings from recent scientific literature. Active and critical participation by students will be encouraged throughout the lessons, with opportunities for reflection on specific topics, group discussions, and practical exercises. Tools commonly used in the field of developmental psychology—particularly relevant to social services—will also be presented and analyzed in small groups, in order to foster connections between theory and practice.

Students with certified specific learning disabilities (SLD) or other special educational needs are invited to contact the Professor at the beginning of the course to agree on teaching and examination arrangements that, while respecting the course objectives, take into account individual learning styles and provide appropriate compensatory tools.

SYLLABUS/CONTENT

The program includes: the definition of the disciplinary field, the history of the discipline, the main theoretical approaches, research methods, and the knowledge developed to date regarding psychological development across the lifespan, with particular attention to childhood and the following domains: physical, motor, perceptual, cognitive, emotional, and moral. The topics of disability and inclusion will also be addressed.

RECOMMENDED READING/BIBLIOGRAPHY

- Leman, P., Bremner, A., Parke, R. D. (a cura di F. Sulla, L. Traverso, A. Versari) (2023), Psicologia dello sviluppo, II Edizione, McGraw-Hill Education

- Gallina, M. & Mazzucchelli, F. (2016). Il colloquio psico-sociale nei servizi per i minori e per la famiglia. Franco Angeli

- Slides and materials presented during the lectures and uploaded on AulaWeb.

TEACHERS AND EXAM BOARD

Exam Board

LOREDANA PARADISO (President)

ELENA GANDOLFI (President Substitute)

LESSONS

LESSONS START

Second semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Oral

ASSESSMENT METHODS

The oral test will aim to evaluate the contents and skills acquired. In particular, the acquisition of specific contents will be mainly evaluated (e.g. development phases of different skills; development theories); expository clarity, the use of technical language and the ability to critically analyze acquired theories and concepts.

FURTHER INFORMATION

Please visit regularly the web page of the course on aulaweb.

Please let the teacher know if you have a special education need.