After completing the course the student: - he knows the main theories of psychological development in different areas: motor, perceptual, communicative-linguistic, cognitive, emotional and affective-relational; - he knows in detail the stages of motor development, communicative-linguistic, cognitive, emotional and affective-relational with special attention to infancy and early childhood; - he has 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.

The course consists of four parts that will be developed parallel and contextually. First of all, the concepts of developmental age, development and stage of development are illustrated. The development in the dimensions of perceptual, communicative-linguistic, cognitive, emotional and affective skills is therefore treated, focusing on the changes that occur from early childhood until adolescence, on the factors that determine these changes and on the processes underlying them. The classical theories of Piaget and the neo-Piagetians, Vygotsky, Bowlby, Freud, Erikson, the theories of learning, ethology and evolutionary neurosciences will be constantly taken as a reference. The methods by which the child's skills can be observed in different contexts (family, children's educational services, laboratory) will also be presented.

No bridging courses requested

- Knowledge: students will acquire a good knowledge of the essential main theories of psychological development 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 Developmental Psychology.

- Applying knowledge and understanding: students will have the abilities to describe, analyse and understand cardinal aspects of Developmental 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 Developmental 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 Developmental Psychology studies.

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

Teaching is conducted through lectures, alternated with moments of reflection and discussion with students about the topics presented in class and case studies. Attending students carry out systematic observations on videos presented in class and in educational contexts. For these reasons attendance is highly recommended. 

Course books

PATRICIA H. MILLER Teorie dello sviluppo psicologico ISBN 978-88-15-28468-6  2019

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 childhood developmental 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

Distance learning of the course book

Attendance

No attendance requested for non-attending students

Course books

PATRICIA H. MILLER Teorie dello sviluppo psicologico ISBN 978-88-15-28468-6  2019

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 childhood developmental 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.