This course incorporates insights from neuroscience, cross-cultural psychology, and education.

During the course we will: i) explore the development of cognition from birth through the pre-school years; ii) we will focus on how children acquire knowledge about the world, focusing on objects, caregivers, and causality (the relationships that bind agents and objects); iii) we will study language development – how language is acquired, and how it influences children’s thinking; iv) we will also examine how children’s knowledge is organised, stored, enhanced and modified.

The main objective of the current course is promoting cognitive development through everyday educational practice.

The course will assume a practical approach to studying children’s cognitive development. During the sessions the students will work with research data excerpts, and visual/video materials. The course will also introduce students to doing research with children. While providing scientific data about different domains of cognitive development throughout childhood, the course will enable students to learn about a range of cognitive developmental theories, themes and concepts, and about the methods involved in research with children. The course will also address critical issues and frameworks that shape how we study cognitive development, such as the influence of the context, the role of biological factors during development, and the interaction of the social, cognitive and genetic domains.

None.

- The student will master the basic notions of the most crucial cognitive developmental processes;
- The student will demonstrate an understanding of the psychological models presented in the course;
- The student must show the ability to implement the theoretical models into educational practice.

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

Slides and additional materials (video) will be made available through the moodle platform.

Teaching

Classes of 2 hours.

Attendance

Attendance is optional but is highly recommended.

Course books

Valenza, E., Turati, C. (2019). Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna: Il Mulino (cap. 1, paragrafi 1-2-3; cap. 3 tutto; cap. 5, paragrafi 5-6-7-9; cap. 6, paragrafi 1-2-5-6).

Guasti, M.T., Silleresi, S., Vernice, M. (2019). Imparare la lingua giocando. L'educazione multilingue da 0 a 6 anni. Milano: Raffaello Cortina Editore (tutti i capitoli).

Assessment

A written test consisting of four short open questions and a more detailed, longer open question. Additionally, students will have to create a didactic activity aimed at promoting child's cognitive development, inspired to the cognitive tasks and materials presented during classes.

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

Non-attending students must refer exclusively to the books listed in the bibliography. Non-attending students will have the same requirements as attending students.

Attendance

Attendance is optional.

Course books

Non-attending students must refer exclusively to the books and chapters listed in the course books section.

Assessment

There are no differences with respect to the requirements for attending students.

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.

None.