COGNITIVE PSYCHOLOGY OF THE CHILDHOOD
PSICOLOGIA COGNITIVA DELL'INFANZIA
| A.Y. | Credits |
|---|---|
| 2021/2022 | 5 |
| Lecturer | Office hours for students | |
|---|---|---|
| Mirta Vernice | after classes. alternatively students can arrange an apppointment by sending an email to mirta.vernice@uniurb.it |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
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.
Program
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.
Bridging Courses
None.
Learning Achievements (Dublin Descriptors)
- 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.
Teaching Material
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
Supporting Activities
Slides and additional materials (video) will be made available through the moodle platform.
Teaching, Attendance, Course Books and Assessment
- Teaching
Classes of 2 hours.
- Attendance
Attendance is optional but is highly recommended.
- Course books
Required Reading:
- Guasti, M.T., Silleresi, S., Vernice, M. (2019). Imparare la lingua giocando. L'educazione multilingue da 0 a 6 anni. Milano: Raffaello Cortina Editore.
Suggested Reading:
- Valenza, E., Turati, C. (2019). Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna: Il Mulino (chapter. 1, paragraphs 1-2-3; chap. 3; chap. 5, paragraphs 5-6-7-9; chap. 6, paragraphs 1-2-5-6).
- Assessment
A written test consisting of three open questions. 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.
The test will last 25 minutes.
The evaluation criteria are the following: 1) relevance and effectiveness of the answers in relation to the contents of the program; 2) degree of articulation of the answer; 3) adequacy of the language used.
The final evaluation will range from a minimum of 18 to a maximum of 30 cum laude.
- 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.
Additional Information for Non-Attending Students
- Teaching
Non-attending students must refer exclusively to the books listed in the bibliography as well as to the slides available on the blended learning page of the course. 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.
A written test consisting of three open questions. 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.
The test will last 25 minutes.
The evaluation criteria are the following: 1) relevance and effectiveness of the answers in relation to the contents of the program; 2) degree of articulation of the answer; 3) adequacy of the language used.
The final evaluation will range from a minimum of 18 to a maximum of 30 cum laude.
- 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.
Notes
None.
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