DEVELOPMENTAL PSYCHOLOGY
PSICOLOGIA DELLO SVILUPPO
| A.Y. | Credits |
|---|---|
| 2024/2025 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Barbara Tognazzi | At the end of the lessons by appointment by email |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to provide a basic knowledge of the main theories, the results of studies, the most recent research and the specific methodological aspects of developmental psychology. The influence of biological and environmental factors in the genesis of thought will be highlighted, from the perspective that knowledge is not only intellectual, but also, at the same time, perceptive, linguistic and affective and is constituted in intersubjectivity and in the formation of personal identity. At the end of the course the student will have to: - know the main theories of development in the various cognitive, emotional and affective-relational psychological fields throughout life; - have the theoretical and methodological skills to build relationships and communicate effectively with the individual and with the group; - know the tools and techniques for observing individual behavior in different contexts with particular reference to the cognitive, affective and relational dimensions. Particular attention will be paid to the comparison between typical and atypical development in different developmental fields and their implications in terms of theoretical knowledge and intervention models.
Program
The concepts of developmental age, development and developmental stage are preliminarily illustrated. We then proceed with the discussion of typical and atypical development in communicative-linguistic, cognitive, emotional, moral and affective skills, focusing on the changes that occur throughout the lifespan, on the factors that determine these changes and on the processes associated with them. below. The classic theories of developmental psychology and the innovations brought by contemporary studies will be taken as reference. In the last part the course will examine assessment, psychological interventions in the field of development, diagnostic classification systems and the observation of educational contexts such as family, school and society.
Bridging Courses
No bridging courses requested
Learning Achievements (Dublin Descriptors)
- Knowledge: mastery of basic knowledge relating to the main theories of development in the various cognitive, emotional and affective-relational fields; mastery of basic knowledge relating to the stages of cognitive, emotional and affective-relational development; mastery of basic knowledge relating to the tools and techniques for observing behavior in learning contexts with particular reference to cognitive, emotional and affective-relational development; understanding the fundamental concepts of developmental psychology with respect to the stages of cognitive, emotional and affective-relational development.
- Understanding: the ability to recognize and distinguish the typical and atypical outcomes of development by detecting which are the risk factors that push towards conditions of discomfort and disturbance, and the protective factors that constitute the resources that allow one to recover balance and well-being.
- Applying knowledge and understanding: of autonomy of judgment or the ability to acquire information in the field of developmental psychology on which to exercise personal and original critical thinking.
- 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: the ability to clearly and effectively communicate acquired developmental psychology knowledge, ideas, problems and solutions to specialists and non-specialists.
- Learning Skills: the ability to study and learn the knowledge and skills of developmental psychology independently.
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
The teaching material made available by the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
Teaching takes place through frontal lessons, alternating with in-depth seminars on the topics presented in class.
- Attendance
Study of the text and supplementary material provided by the teacher. The student must guarantee participation in ¾ of the lesson hours (27 hours out of 36).
- Course books
Barone L., Developmental psychology Manual, New Edition Carocci 2019.
Chapters 1, 2, 6, 9, 10 and 11.
Of chapter 11 only the following paragraphs: 1. Introduction
2. To understand the interventions
3. Multifactorial nature of developmental disorders
4. The interpersonal and relational perspective
5. Diagnostic classification systems
7. The specific areas of clinical intervention
7.1.1. Internalizing disorders: anxiety disorders
7.1.2. Externalizing disorders: conduct disorder and oppositional defiant disorder
7.1.3. Externalizing disorders: attention deficit/hyperactivity disorder
7.2.4 Pervasive developmental disorders
7.3. Axis III: mental retardation
8. Support for parenting
2) Other supplementary materials provided by the teacher
- Assessment
Written test with which you intend to ascertain:
- Adequate knowledge of the contents of the text studied and ability to report the problems addressed in it.
- 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.
- 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
Remote study. To give students and non-attending students the opportunity to compensate for what is done 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 program contents.
- Attendance
No attendance requested for non-attending students
- Course books
Barone L., Developmental psychology Manual, New Edition Carocci 2019.
Chapters 1, 2, 6, 9, 10 and 11.
- Assessment
Written test with which you intend to ascertain:
- Adequate knowledge of the contents of the text studied and ability to report the problems addressed in it.
- 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.
- 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.
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