The course aims to offer an in-depth overview, based on scientific evidence, on children's development processes 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 in-depth analysis of the following topics:

The first introductory part comprises:

•  Introduction to school and educational psychology (Lecture 1)

•  Research methods in school and educational psychology (Lecture 2)

•  Children's development: brain, cognitive, linguistic, social, self, identity, and moral development. Implications for teaching (Lectures 3-4-5-6-7-8)

•  The social contexts of development: the family, peers, and school (Lectures 9-10-11)

A second part is dedicated to the in-depth analysis of the main theoretical approaches and the respective techniques to promote learning processes (Lectures 12-13-14-15)

•  Behaviorist approach

•  Sociocognitivist approach

•  Socio-constructive approach

•  Information processing approach: attention, memory, metacognition

•  Learning different content areas: learning to read, write, mathematics, science and social studies

A third part analyzes the individual, psychological and cognitive aspects involved in the teaching and learning process (Lectures 16-17-18)

•  Intelligence, cognitive styles, personality and temperament

•  Sociocultural diversity

•  Conceptual understanding and thinking

•  Motivation and emotions

•  Exceptional students: students with neurodevelopmental disorders and gifted students

Finally, a fourth part addresses some aspects of educational planning (Lecture 19) in terms of:

•  Lesson centered on the teacher and the student

•  Classroom management

•  Classroom assessment

There is no prerequisite

The student must show to have:

Knowledge and understanding: the mastery of the theoretical and methodological knowledge of school psychology, as well as the factors involved in school learning.
Applying knowledge and understanding: the ability to recognize and understand children's development processes and the individual, psychological, cognitive, social and relational factors involved in learning processes.
Judgment autonomy (making judgements): the ability to use knowledge and concepts to reflect independently on specific topics of the discipline
Communication skills (communication skills): a technical language, relevant to the subject of study, in order to be able to communicate with specialist and non-specialist interlocutors.
Ability to learn (learning skills): Mastery and autonomy in choosing useful material for the purposes of one's continuing professional training

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 teaching support activities planned.

Teaching

Frontal lessons

Group exercises

Group discussions

Innovative teaching methods

• Use of the University's Moodle platform for uploading in-depth material (textual, audio or video);
• Use of the interactive platform Wooclap to stimulate the active participation of students and measure the level of understanding of the topics covered during the course.
• Use of the practice of "debate" 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

The exam consists of a written test lasting one hour and is composed of two parts:

- 15 closed multiple choice questions

- 5 open questions

Specific and in-depth knowledge of the topics is required, and the use of appropriate and specialized language.

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 response; 3) adequacy of the language used.

The final evaluation is expressed in thirtieths (from a minimum of 18 to a maximum of 30 with honors).

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

In order to give non-attending students the opportunity to compensate for what is covered during the lessons with independent study, we recommend using all the materials included in the blended platform (slides, exercises, supplementary material) which are particularly useful for fully understanding the contents of the program.

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

The exam consists of a written test lasting one hour and is composed of two parts:

- 15 closed multiple choice questions

- 5 open questions

Specific and in-depth knowledge of the topics is required, and the use of appropriate and specialized language.

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 response; 3) adequacy of the language used.

The final evaluation is expressed in thirtieths (from a minimum of 18 to a maximum of 30 with honors).

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 are out of course can bring their academic year program of attendance, but they are asked to communicate this to the teacher via email before the exam.
ERASMUS students can agree on personalized programs with the teacher and take the exam in Italian and/or English.