The course aims to promote an adequate knowledge of complex childhood conditions in the light of the many historical images, anthropological, social and theoretical that characterize this significant period in the life of each individual. To this end, the course aims to promote the acquisition of pedagogical concepts related to the evolutionary scale and context within which the child develops their own learning processes and educational and methodological outcomes of teaching practice. The knowledge of the theoretical and methodological principles of early learning is an essential educational element to the performance of the educator role in the work team and families.

The course will cover the following themes in the indicated order:

- historical conceptions of infancy  and adolescence - childhood iand adolescence n history, childhood and adolescence stereotypes and theories of reference

- physical, cognitive, emotional, and relational development - periodization of childhood and adolescence and the achievement of pedagogical skills in the typical and atypical forms

- observation of the infant behavior - adult-child-adolescent relationship; models of caregiving and education

- educational and development of individualistic differences- identifying pedagogical interventions useful to educational practice in relation to the child and adolescent's needs and to the   learning environment

The student must have the basic knowledge of Developmental Psychology

In relation to the discipline the student has to show possession of:

- the mastery of basic knowledge in psychopedagogic areas of early childhood; the mastery of basic knowledge relative to theoretical and cultural overview aimed at understanding the educational needs according to bio-psycho-social development of the child with special reference to prevention and treatment;

- the understanding of the basic concepts of childhood pedagogy relative to the observation and analysis of the child during socializing, gaming and relationship with family;

- the ability to use knowledge and concepts in order to reason according to the logic of childhood pedagogy for: designing educational interventions on the basis of the studied pedagogical models; to build educational and didactic paths designed to integrate and enhance cultural diversity.

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

There are no activities to support the teaching

The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Frontal lessons

Attendance

The course does not have the obligation to complete the course

Course books

Barone L., Developmental psychology Manual, New Edition Carocci 2019 only chapters 1, 2, 9,10 and 11 (obligatory)

A second obligatory text to choose from among the following:

Andreoli V., Letter to a Teenager, BUR Biblioteca Univ. Rizzoli 2012

Biolcati R., Crocetti G., Mancini G. (eds.), La mente emozionale, Aracne 2020

Fratini T., The Bullying in a Crisis Time. A pedagogical reading, Anicia 2015

Iaquinta T., Salvo A., Generation TVB. Digital Teens, Love and Sex, Il Mulino 2017

Lancini M., Social withdrawal in adolescents the loneliness of a hypercomplex generation, Raffaello Cortina 2019

Maggiolini A., Pietropoli C., Teaching Psychology of Teens: Tasks and Conflicts, Franco Angeli 2004

Muratori F., Violent Boys, Il Mulino 2018

Rizzardi M. (ed.), The tear and the canvas. Stories of Teens in Psychotherapy, ETS 2011

Volpi B., Digital parents to grow their children in the era of internet, Il Mulino 2017 Volpi B., Adolescents and the Net, Carocci 2014

Total Books: 2

Assessment

Written closed questions with which they will determine:

- satisfactory knowledge of the theories of childhood and adolescence

- the evolutionary scale and context within which the child and adolescent develops their own learning processes

- Educational and methodological outcomes of teaching practice

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

Frontal lessons

Attendance

The course does not have the obligation to complete the course

Course books

Barone L., Developmental psychology Manual, New Edition Carocci 2019 only chapters 1, 2, 9, 10 and 11 (obligatory)

A second obligatory text to choose from among the following:

Andreoli V., Letter to a Teenager, BUR Biblioteca Univ. Rizzoli 2012

Biolcati R., Crocetti G., Mancini G. (eds.), La mente emozionale, Aracne 2020

Iaquinta T., Salvo A., Generation TVB. Digital Teens, Love and Sex, Il Mulino 2017

Lancini M., Social withdrawal in adolescents the loneliness of a hypercomplex generation, Raffaello Cortina 2019

Maggiolini A., Pietropoli C., Teaching Psychology of Teens: Tasks and Conflicts, Franco Angeli 2004

Muratori F., Violent Boys, Il Mulino 2018

Rizzardi M. (edited by), The tear and the canvas. Stories of Teens in Psychotherapy, ETS 2011

Volpi B., Digital parents to grow their children in the era of internet, Il Mulino 2017 Volpi B., Adolescents and the Net, Carocci 2014

Total Books: 2

Assessment

Written closed questions or oral interviewwith which they will determine:

- satisfactory knowledge of the theories of childhood and adolescence

- the evolutionary scale and context within which the child and adolescent develops their own learning processes

- Educational and methodological outcomes of teaching practice

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.

Students who already own the textbooks of the course program of previous years can take the exam on the topics covered in their academic year in the oral mode.

Only for non-attending students, the assessment procedures many vary during the exam and take place in written or oral mode.