The course aims to provide an updated overview of the most important theories, the most recent experimental acquisitions and applications relating to psychopedagogic evolutionary principles inherent in the daily life of the school and extracurricular child than the first child relationships. Students will acquire the basic concepts of Psychopedagogy related to cognitive development of children and their learning processes, together with the knowledge of the personality theories that fit the learning processes of each individual and in a specific field. Provides students with the strategies useful for the construction of individual pathways of learning and to the structuring of an educational project.

The course aims to transmit knowledge on the learning processes and on the psychopedagogical evolutionary principles inherent to the daily relational life of the child at school and outside school with respect to the child's first relationships and to promote the student's abilities in managing and carrying out research with different finalized methodologies. to achieve the objectives of an educational project. Issues relating to the coding of relationships and the reading of interpersonal and social dynamics will be covered. The following topics will therefore be examined: The professional identity of the educator and teacher, Vocation and role identity (Lessons 1-3); The psychopedagogical skills of the educator and the teacher; Relational skills; Communication skills; Emotional skills (Lessons 4-10); Teachers and educators in groups; The needs expressed in the group; The method and effectiveness of group work; Forms of group collaboration (Lessons 11-14); Living in the educational institution; From the environment to the system; The institutional background of the educational context (Lesson 15-16); Institutional mistreatment; Forms of institutional child abuse: the psychodynamic approach (Lessons 17-18); The educational alliance between school and family and the co-responsibility pact; The educational relationship in times of pandemic: fears, distances and hopes; The psychological effects of the pandemic on children and repercussions in the educational field (Lessons 19-20).

No Bridging Courses

- Knowledge: students will acquire a good knowledge of the essential main theories of educational psychology in different areas: motor, perceptual, communicative-linguistic, cognitive, emotional and affective-relational; - students will acquire a good knowledge of the stages of motor development, communicative-linguistic, cognitive, emotional and affective-relational with special attention to infancy and early childhood and adolescence.

- Understanding: students will acquire a good understanding of basic concepts of Educational  Psychology

- Applying knowledge and understanding: students will have the abilities to describe, analyse and understand cardinal aspects of Educational Psychology, such as  the theoretical and methodological skills to build relationships and communicate effectively with individual children and with the group; - he knows the tools and techniques of observation of child behavior in educational contexts with particular reference to communication, language and affective-relational development; - he knows how to build educational projects to enhance the development of motor skills, communication, language, cognitive and affective relationship of children,

-  Making Judgements: students will have the abilities to acquire informations in the area of Educational Psychology and perform critical and original thinking on these.

-   Communication Skills: students will acquire the abilities to comunicate to specialistic and non specialistic people in a clear and efficient way their knowledge, ideas, questions, solutions about Educational studies.

-  Learning Skills: students will be able to learn autonomously. knowledge and abilities about Educational Psychology.

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

Nothing

Teaching

Teaching is conducted through lectures, alternated with moments of discussion with students about the topics presented in class. Attending students carry out systematic observations on videos presented in class. 

Attendance

No attendence requested.

Course books

R. Agosta, G.Mancini, A.Naldi   Insegnare nella scuola dell'infanzia e primaria Un approccio psicodinamico Il Mulino, 2021

B.Tognazzi La conoscenza pedagogica,  Anicia, 2023

Assessment

Final assessment through an (oral) test carried out on the dates of the official exams by a Commission chaired by the teacher in charge of the course. The assessment test will consist of a test with questions on the concepts and theories of educational  psychology, with questions referring to the textbook and possibly also with questions to allow personal elaborations on the matter. The evaluation criteria used for the tests are: - Knowledge of the contents of the texts studied and ability to report on the issues addressed in them. - Learning definitions and concepts as well as technical terms of the discipline. - Ability to connect and contextualise contents, problems and in-depth methods during the course of studies. - Ability to re-elaborate the knowledge acquired in a personal and critical way. - Expressive properties and use of specialist terminology. For each criterion a score from 3/30 to 6/30 will be assigned and the exam grade will result from the sum of the evaluations obtained in each criterion. The exam will be passed only by obtaining a grade of 18/30 or higher. The maximum mark that can be attributed by the Commission is 30/30 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.

Teaching

Teaching is conducted through lectures, alternated with moments of discussion with students about the topics presented in class. Attending students carry out systematic observations on videos presented in class. 

Attendance

No attendence requested.

Course books

R. Agosta, G.Mancini, A.Naldi Insegnare nella scuola dell'infanzia e primaria Un approccio psicodinamico Il Mulino, 2021

B.Tognazzi La conoscenza pedagogica,  Anicia, 2023

Assessment

Final assessment through an (oral) test carried out on the dates of the official exams by a Commission chaired by the teacher in charge of the course. The assessment test will consist of a test with questions on the concepts and theories of educational psychology, with questions referring to the textbook and possibly also with questions to allow personal elaborations on the matter. The evaluation criteria used for the tests are: - Knowledge of the contents of the texts studied and ability to report on the issues addressed in them. - Learning definitions and concepts as well as technical terms of the discipline. - Ability to connect and contextualise contents, problems and in-depth methods during the course of studies. - Ability to re-elaborate the knowledge acquired in a personal and critical way. - Expressive properties and use of specialist terminology. For each criterion a score from 3/30 to 6/30 will be assigned and the exam grade will result from the sum of the evaluations obtained in each criterion. The exam will be passed only by obtaining a grade of 18/30 or higher. The maximum mark that can be attributed by the Commission is 30/30 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.