The course offers an in-depth overview, based on scientific evidence, on the development processes of children and on the individual, cognitive, social and relational processes involved in learning. Specifically, the course is aimed at acquiring theoretical knowledge and methodological tools to promote understanding of learning and teaching processes in school contexts.

The course includes the following topics:

A first introductory part includes:

• Introduction to school and educational psychology

• Children's development: brain, cognitive, linguistic, social, self, identity and moral development. Implications for teaching

• The social contexts of development: family, peers, school

A second part is dedicated to deepening the main theoretical approaches and the respective techniques to promote learning processes

• Behaviorist approach

• Sociocognitivist approach

• Socio-constructive approach

• Information processing approach: attention, memory, metacognition

• Learning about different content areas: learning to read, write, math, science and social sciences

A third part analyzes the individual, psychological and cognitive aspects involved in the teaching and learning process

• Intelligence, cognitive styles, personality and temperament

• Sociocultural diversity

• Conceptual understanding and thinking

• Motivation and emotions

• Students with neurodevelopmental disorders and gifted students

Finally, a fourth part deals with some aspects of educational planning in terms of:

• Lesson centered on the teacher and the student

• Classroom management

• Classroom assessment

There is no prerequisite

The student must show the acquisition of:

Knowledge and understanding: the mastery of the theoretical and methodological knowledge of school psychology.
Applying knowledge and understanding: the ability to recognize and understand the development processes of children and the individual, psychological, cognitive, social and relational factors involved in the learning processes.
Making judgements: the ability to use knowledge and concepts to independently reflect on specific subjects of the discipline
Communication skills: a technical language, pertinent to the subject of study, in order to be able to communicate with specialist and non-specialist interlocutors.
Learning skills: mastery and autonomy in the choice of useful material for the purposes of one's continuing professional development

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 support activities.

Teaching

Frontal lessons

Group exercises

Group discussions

Innovative teaching methods

Use of the University Moodle platform for sharing in-depth material (text, audio or video);
Use of the Wooclap interactive platform to stimulate the active participation of students and measure the level of understanding of the course topics;
Use of the debate practice to deal with some course topics and facilitate the development of critical thinking.

Attendance

Attendance is not mandatory, but strongly recommended.

Course books

Santrock, J.W. (2021). Psicologia dell’educazione. McGraw-Hill: Milano.

In-depth materials on specific topics provided during the course.

Assessment

Written exam consisting of two parts:

- 15 multiple choice closed questions

- 5 open questions

A specific and in-depth knowledge of the topics is required, as well as the use of an appropriate and specialized language. The level of knowledge and depth of the various topics will be assessed, as well as the ability to critically re-elaborate the contents under examination.

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

No difference

Attendance

No difference

Course books

No difference

Assessment

No difference

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.