AIMS AND CONTENT

LEARNING OUTCOMES

The educational objectives of the teaching consist of acquiring knowledge related to the psychological principles underlying individual development and its educational path.

AIMS AND LEARNING OUTCOMES

The course aims to provide advanced knowledge of the main theoretical models of developmental and educational psychology, with particular attention to socio-emotional, cognitive, and relational development across the lifespan. It is designed to develop competencies that enable students to understand individuals' developmental needs and to design interventions in educational, preventive, adapted, and rehabilitation settings.

Learning Outcomes

By the end of the course, students will demonstrate a thorough understanding of the core concepts of developmental and educational psychology. In particular, they will be able to understand and describe the principal theoretical models and the cognitive, emotional, social, and relational processes of human development, using appropriate scientific terminology.

Students will be able to apply the knowledge acquired to the analysis of developmental situations and case studies, identifying individuals' developmental needs and proposing strategies aimed at promoting well-being in educational, preventive, and rehabilitation contexts. They will also be able to use observation, analysis, and reflective skills to address issues related to human development.

Students will develop critical reflection skills by integrating knowledge from developmental psychology, attachment theory, and interpersonal neuroscience.

They will be able to communicate their knowledge effectively, justify their professional decisions, and collaborate with peers during group activities, practical exercises, and role-playing sessions, demonstrating the ability to discuss, synthesize, and apply the concepts acquired.

Finally, students will be able to deepen their knowledge independently by identifying and integrating relevant scientific literature and by transferring the competencies acquired to their future professional practice.

TEACHING METHODS

The course consists of lectures complemented by practical exercises, case discussions, small-group activities, and role-playing sessions designed to promote the application of theoretical knowledge to professional practice. Multimedia teaching materials will be used throughout the course, and students may be asked to participate in brief individual and group reflective activities.

SYLLABUS/CONTENT

The course explores the main processes of psychological development across the lifespan, with particular attention to cognitive, emotional, social, and relational dimensions. It examines the principal theoretical models of developmental and educational psychology, with a specific focus on the role of attachment relationships, emotion regulation, and interpersonal neuroscience in promoting well-being.

Particular emphasis is placed on the analysis of the main developmental contexts, including the family, school, and educational and rehabilitation settings. The course explores the role of significant relationships, interpersonal attunement, and educational strategies in fostering healthy psychological development.

Finally, the course examines the application of developmental psychology within educational and rehabilitation contexts through case discussions, practical exercises, and role-playing activities aimed at developing professional, communication, and relational competencies.

RECOMMENDED READING/BIBLIOGRAPHY

For attending students:

• Lecture slides and teaching materials provided by the instructor.

• Scientific articles and supplementary reading materials will be provided during the course.

For non-attending students:

• Santrock, J. W., Deater-Deckard, K., Lansford, J. E., & Rollo, D. (Eds.). Developmental Psychology (5th ed.). McGraw-Hill Education, 2026.

• Scientific articles and supplementary reading provided during the course.

TEACHERS AND EXAM BOARD

Exam Board

PAOLA DEL SETTE (President)

MARIO SALISCI (President)

CLAUDIO MARCIANO (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

Second Semester, March.

The timetable for this course is available on the EasyAcademy Portal.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The final examination takes place at the end of the course.

Attending students may choose to complete a written examination consisting of the analysis of an educational or rehabilitation case, interpreted in light of the theoretical models covered during the course, together with the development of an appropriate intervention plan.

For non-attending students, the examination consists of an oral assessment covering the course contents.

ASSESSMENT METHODS

The assessment is designed to evaluate students' acquisition of the theoretical knowledge of developmental and educational psychology, their ability to use appropriate scientific terminology, and their capacity to apply the main theoretical models to the analysis of developmental, educational, and rehabilitation contexts. Students will also be assessed on their critical thinking skills, their ability to integrate the course content, and their capacity to develop intervention proposals that are appropriate to individuals' developmental needs.

FURTHER INFORMATION

Students with a certified Specific Learning Disorder (SLD), disability, or other special educational needs are invited to contact the DIMES Disability and Specific Learning Disorders (SLD) Committee Representative, Prof. N. Girtler (nicolagirtler@unige.it). Following an individual assessment, the Committee Representative will provide the course instructor(s) with the necessary recommendations regarding both teaching activities and examination arrangements.