Developmental and educational psychology (2015/2016)

Learning outcomes

This course is aimed to: (a) provide students with a basic knowledge and conceptual and methodological tools for understanding developmental processes in different psychological domains (motor, perceptive, communication and language, cognitive, emotional, and social domains) from prenatal life to school age, with focus on preschool and school years; (b) provide students with a basic knowledge on children’s learning processes in preschool and primary school, and indices of risk for these processes.
Specifically, the expected learning results are the followings:
1) Knowledge and understanding of (a) developmental processes in the different psychological domains from prenatal life to school age, (b) the main theories which explain these processes, and (c) factors which can promote or, on the contrary, hinder the child development.
2) Knowledge and understanding of (a) the development of learning processes (e.g., reading learning) during the school age, (b) the main theoretical models of learning, and (c) cognitive processes involved in learning, such as memory and attention.
3) Ability to consider the interdependence between biological and environmental factors in understanding individual differences in developmental and learning processes, and preparing appropriate educational and didactic activities.

Change processes that characterize developmental phases within different developmental domains will be presented in the light of the classic theories by Piaget, Vygotskij, Bowlby, their latest developments, and theoretical hypotheses offered by more recent research areas (e.g., theory of mind).
After an introduction to the most important issues addressed by developmental psychology, the lessons will focus on child development from prenatal and neonatal period through infancy, and childhood: preschool and school years, investigating developmental changes and factors and processes underlying changes. A particular attention will be paid to the development of learning processes (e.g., reading learning) during the school age, and to the main cognitive processes involved in learning, such as memory and attention.
A sociocultural perspective will be presented as a main theoretical framework to address fundamental topics such as the interdependence between biological and cultural factors in individual developmental and learning paths.
A particular attention will be paid to the relationship between socio-emotional and cognitive processes.

Didactic methods
During lessons, explanations supported by visual devises will be alternated with activities in which students will be actively engaged in discussions and analyses of research videos illustrative of concepts and issues addressed.

Exam texts
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2, 8, 9, 10.
2) Stella, G. (2000). Lo sviluppo cognitivo. Milano: Bruno Mondadori (solo cap. 3, 4, 5, 6).
3) Orsolini, M., Fanari, R., Maronato, C. (2006). Difficoltà di lettura nei bambini. Roma: Carocci (solo capitoli 1, 2).
4) Boscolo, P. (2012). La fatica e il piacere di imparare. Torino: Utet.
Furthermore, a copy of the slides used during lessons will be available for attending students.

The exam of Developmental and Educational Psychology will consist in an only written test. The student will have 2 hours to answer to six open questions. The evaluation will be focused on (a) knowledge; (b) understanding and ability to elaborate knowledge; and (c) ability to communicate in a clear and effective way, by using adequate terminology and correct syntax.

STUDENT MODULE EVALUATION - 2015/2016