After completing the course the student: - he knows the main theories of psychological development in different areas: motor, perceptual, communicative-linguistic, cognitive, emotional and affective-relational; - he knows in detail the stages of motor development, communicative-linguistic, cognitive, emotional and affective-relational with special attention to infancy and early childhood; - he has the theoretical and methodological skills to build relationships and communicate effectively with individual children and with the group; - he knows the tools and techniques of observation of child behavior in educational contexts with particular reference to communication, language and affective-relational development.

The development of motor, perceptual, cognitive, communicative-linguistic and emotional competences, focusing on the changes occurring during infancy, preschool, school age and adolescence.

The factors contributing to these changes and the processes underlying them.

Classic theories:  Skinner, Piaget, Vygotskij, Bowlby and Freud

 Contemporary theoretical positions.

Experimental and observational evidences, taken from different contexts (family, school, laboratory).

No bridging courses requested

- Knowledge: students will acquire a good knowledge of the essential main theories of psychological development in different areas: motor, perceptual, communicative-linguistic, cognitive, emotional and affective-relational; - students will acquire a good knowledge of the stages of motor development, communicative-linguistic, cognitive, emotional and affective-relational with special attention to infancy and early childhood and adolescence.

- Understanding: students will acquire a good understanding of basic concepts of Developmental Psychology

- Applying knowledge and understanding: students will have the abilities to describe, analyse and understand cardinal aspects of Developmental Psychology, such as  the theoretical and methodological skills to build relationships and communicate effectively with individual children and with the group; - he knows the tools and techniques of observation of child behavior in educational contexts with particular reference to communication, language and affective-relational development; - he knows how to build educational projects to enhance the development of motor skills, communication, language, cognitive and affective relationship of children,

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material made available by the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Teaching is conducted through lectures, alternated with moments of discussion with students about the topics presented in class. Attending students carry out systematic observations on videos presented in class. 

Attendance

Teaching is conducted through lectures, alternated with moments of reflection and discussion with students about the topics presented in class and case studies. Attending students carry out systematic observations on videos presented in class and in educational contexts. For these reasons attendance is highly recommended. 

Course books

Alessandra Farneti Elementi di psicologia dello sviluppo Dalle teorie ai problemi quotidiani, Carocci Editore ISBN: 9788843013722

Assessment

The exam consists of a oral exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Distance learning of the course book and of teaching materials inside  Moodle Platform › blended.uniurb.it

Attendance

No attendance requested for non-attending students

Course books

Alessandra Farneti Elementi di psicologia dello sviluppo Dalle teorie ai problemi quotidiani, Carocci Editore ISBN: 9788843013722

Assessment

The exam consists of a oral exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.