Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. 1A Sep 25, 2023 Oct 28, 2023
Lab 1A Oct 30, 2023 Nov 11, 2023
Sem. 1B Nov 13, 2023 Dec 15, 2023
Lab 1B Dec 16, 2023 Jan 20, 2024
Sem. 2A Feb 19, 2024 Mar 22, 2024
Lab 2A Mar 23, 2024 Apr 13, 2024
Sem. 2B Apr 15, 2024 May 18, 2024
Lab 2B May 20, 2024 Jun 8, 2024
Exam sessions
Session From To
Sessione Invernale Jan 22, 2024 Feb 17, 2024
Sessione estiva Jun 10, 2024 Jul 27, 2024
Sessione autunnale Aug 26, 2024 Sep 21, 2024
Degree sessions
Session From To
Sessione estiva - 1° Appello Jun 24, 2024 Jun 29, 2024
Sessione estiva - 2° Appello Jul 4, 2024 Jul 13, 2024
Sessione autunnale Nov 6, 2024 Nov 13, 2024
Holidays
Period From To
Festa di Ognissanti Nov 1, 2023 Nov 1, 2023
Festa dell'Immacolata Dec 8, 2023 Dec 8, 2023
Vacanze di Natale Dec 23, 2023 Jan 6, 2024
Vacanze di Pasqua Mar 30, 2024 Apr 1, 2024
Festa della Liberazione Apr 25, 2024 Apr 25, 2024
Festa del Lavoro May 1, 2024 May 1, 2024
Festa del Patrono S. Zeno May 21, 2024 May 21, 2024
Festa della Repubblica Jun 2, 2024 Jun 2, 2024
Vacanze estive Aug 12, 2024 Aug 17, 2024

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrollment FAQs

Academic staff

A B C D F G L M N P S T U V

Badino Massimiliano

symbol email massimiliano.badino@univr.it symbol phone-number +39 045 802 8459

Bevilacqua Alessia Maria Aurora

symbol email alessia.bevilacqua@univr.it symbol phone-number 045 8028383

Bonafini Marisa

symbol email marisa.bonafini@univr.it

Cantalupo Gaetano

symbol email gaetano.cantalupo@univr.it symbol phone-number +39 045 812 7123

Ciulu Marco

symbol email marco.ciulu@univr.it symbol phone-number +39 0458027929

Crimi Massimo

symbol email massimo.crimi@univr.it symbol phone-number 045 802 7924; Lab: 045 802 7050

Daffara Claudia

symbol email claudia.daffara@univr.it symbol phone-number +39 045 802 7942

Dusi Paola

symbol email paola.dusi@univr.it symbol phone-number 045/8028616

Florit Elena

symbol email elena.florit@univr.it symbol phone-number 045 8028065

Gabusi Daria Lucia

symbol email darialucia.gabusi@univr.it symbol phone-number 045 802 8040

Garbellotti Marina

symbol email marina.garbellotti@univr.it symbol phone-number 045802 8403

Girelli Claudio

symbol email claudio.girelli@univr.it symbol phone-number 045 8028628

Gregorio Enrico

symbol email Enrico.Gregorio@univr.it symbol phone-number 045 802 7937

Guzzo Flavia

symbol email flavia.guzzo@univr.it symbol phone-number 045 802 7923

Landuzzi Maria Gabriella

symbol email mariagabriella.landuzzi@univr.it symbol phone-number +39 045 802 8547

Majorano Marinella

symbol email marinella.majorano@univr.it symbol phone-number 0458028372

Mastroeni Isabella

symbol email isabella.mastroeni@univr.it symbol phone-number +390458027089

Monti Francesca

symbol email francesca.monti@univr.it symbol phone-number 045 802 7910

Mortari Luigina

symbol email luigina.mortari@univr.it symbol phone-number 045 802 8652

Nardon Chiara

symbol email chiara.nardon@univr.it

Pagliaroli Stefano

symbol email stefano.pagliaroli@univr.it symbol phone-number +39 045 8028056

Piacentin Sofia

symbol email sofia.piacentin@univr.it

Picotti Michele

symbol email michele.picotti@univr.it

Salvo Irene

symbol email irene.salvo@univr.it symbol phone-number +39 045 802 8386

Silva Roberta

symbol email roberta.silva@univr.it symbol phone-number 045/8028385

Traina Ivan

symbol email ivan.traina@univr.it symbol phone-number 045 802 8655

Ubbiali Marco

symbol email marco.ubbiali@univr.it

Valbusa Federica

symbol email federica.valbusa@univr.it symbol phone-number 045 802 8035

Vettorel Paola

symbol email paola.vettorel@univr.it symbol phone-number +39 045802 8259

Vicini Fabio

symbol email fabio.vicini@univr.it symbol phone-number +39 045 802 8789

Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.

5° Year  It will be activated in the A.Y. 2027/2028

ModulesCreditsTAFSSD
9
B
L-ART/02 ,L-ART/03 ,L-ART/06
Modules Credits TAF SSD
Between the years: 2°- 3°- 4°- 5°
Activities to be chosen by the student
8
F
-

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S006129

Coordinator

Elena Florit

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 1A, Sem. 1B

Courses Single

Not Authorized

Learning objectives

PRE-SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- identify and explain developmental and learning process in different psychological domains (perceptive and sensory-motor, cognitive, linguistic and communicative, emotional, socio-relational) from the first infancy to preschool, with focus on 3-6 years of age, and in reference to the main theoretical models in developmental psychology;
- identity the basic abilities and the prerequisites of acquisition and development of the skills in the different domains, specifically linguistic and communicative, and socio-relational from 3 to 6 years of age;
- know and understand the role that cognitive competences, but also emotional, motivational and social have in the learning processes and for promoting well-being at school, from 3 to 6 years of age;
- know the main methods and instruments for observe and assess in developmental and educational psychology approaches, in reference to preschool.
2. Applying Knowledge and Understanding
By the end of the course the student will be able to:
- consider critically the relationships between the individual and the contextual factors that influence the development of learning and language in typical and atypical populations, in order to understand individual differences in development and learning and to identify the factors that promote development and learning in preschool children;
- analyse and choose the best instruments for the observation and assessment of preschool children’s development and learning;
- apply the knowledge gained through observation to the design and implementation of learning and teaching activities, particularly with regard to the promotion of well-being and inclusion in risk situations in preschool;
- promote the preschool children’s affective, cognitive and socio-relational independence;
- identify the different learning styles of girls and boys, evaluating the individual differences, with a view to the promotion of well-being and inclusion in preschool.
3. Making Judgements
By the end of the course the student will be able to:
- reflect critically and independently on the processes involved in, and the factors that promote, the development of the preschool child’s learning and relational wellbeing;
- evaluate his/her own levels of psycho-educational and relational competence when designing projects, identifying areas of weakness and improvement strategies in preschool.
4. Communication Skills
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing typical and atypical behaviour and levels of ability in the various developmental domains in preschool children;
- communicate with the preschool children in ways that promote knowledge and skills – cognitive, linguistic, relational – at different levels;
- communicate and conduct fruitful discussions with colleagues in infant school;
- communicate clearly and effectively with parents in dialogues on the educational choices open to them in infant school.
5. Learning Skills
By the end of the course the student will be able to:
- learn from observing and listening to preschool children;
- find and use, in an effective and relevant manner, the sources necessary for developing appropriate learning and teaching strategies in infant school.

PRIMARY SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- identify and explain developmental and learning process in different psychological domains (perceptive and sensory-motor, cognitive, linguistic and communicative, emotional, socio-relational) from the first infancy to preschool, with focus on 6-11 years of age, and in reference to the main theoretical models in developmental psychology;
- identity the basic abilities and the prerequisites of acquisition and development of the skills in the different domains, specifically scholastic learning and relational competence, from 6 to 11 years of age;
- know and understand the role of “transversal” skills (attention and memory) for learning development;
- know and understand the role that cognitive competences, but also emotional, motivational and social have in the learning processes and for promoting well-being at school, from 6 to 11 years of age.
2. Applying Knowledge and Understanding
By the end of the course the student will be able to:
- consider critically the relationships between the individual and the contextual factors that influence the development of learning and language in typical and atypical populations, in order to understand individual differences in development and learning and to identify the factors that promote development and learning in primary school;
- analyse and choose the best instruments for the observation and assessment of children’s development and learning in primary school;
- apply the knowledge gained through observation to the design and implementation of learning and teaching activities, particularly with regard to the promotion of well-being and inclusion in risk situations in primary school;
- promote the children’s affective, cognitive and socio-relational independence in primary school;
- identify the different learning styles of girls and boys, evaluating the individual differences, with a view to the promotion of well-being and inclusion in primary school.
3. Making Judgements
By the end of the course the student will be able to:
- reflect critically and independently on the processes involved in, and the factors that promote, the development of the child’s learning and relational wellbeing in primary school;
- evaluate his/her own levels of psycho-educational and relational competence when designing projects, identifying areas of weakness and improvement strategies in primary school.
4. Communication Skills
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing typical and atypical behaviour and levels of ability in the various developmental domains in primary school;
- communicate with the children in primary school in ways that promote knowledge and skills – cognitive, linguistic, relational – at different levels;
- communicate and conduct fruitful discussions with colleagues in primary school;
- communicate clearly and effectively with parents in dialogues on the educational choices open to them in primary school.
5. Learning Skills
By the end of the course the student will be able to:
- learn from observing and listening to children in primary school;
- find and use, in an effective and relevant manner, the sources necessary for developing appropriate learning and teaching strategies in primary school.

Prerequisites and basic notions

The ability to understand and learn from texts is a prerequisite.

Program

The topics covered by the course will include:
- main theoretical models of development and learning in preschool and primary school;
- main processes (e.g., cognitive, metacognitive, motivational and socio-emotional processes) accounting for development and learning in preschool and primary school;
- main theories accounting for the acquisition of precursors of learning abilities in preschool and learning abilities in primary school (e.g., reading, text comprehension, writing, socio-emotional competence etc.).
- main tools for the assessment of precursors of learning abilities in preschool and learning abilities in primary school (e.g., reading ability, text comprehension, writing, socio-emotional competence etc.);
- trainings and interventions for supporting acquisition of precursors of learning abilities in preschool and learning abilities in school (e.g., reading ability, text comprehension, writing, socio-emotional competence etc.).
Exam texts and materials
- Mason, L. (2019). Psicologia dell’apprendimento e dell’istruzione. Terza edizione. Il Mulino (CAPITOLI 1,2,3,4,6,7,8)
- Santrock., J. W. (2021). Psicologia dell’educazione. McGraw-Hill (CAPITOLI 2,3,13)
- Bonifacci, P., & Tobia, V. (2022, V ristampa). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Carocci
- Grazzani Gavazzi, I., Ornaghi, V., & Antoniotti, C. (2011). La competenza emotiva dei bambini. Proposte psicoeducative per le scuole dell’infanzia e primaria. Erickson.
- lectures’ slides available on the Moodle platform. The slides complement the exam texts, and both should be considered.

Bibliography

Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

Didactic methods

During lessons, explanations supported by visual devices will be alternated with moments in which students will be actively engaged in discussions and guided exercises illustrative of concepts and issues addressed by the course.
Course attendance is recommended.

Learning assessment procedures

Written exam: the student will have one hour to answer four open questions on the course's topics and materials (texts and slides).
The same examination methods will be applied to those students who attend and those who do not attend the lessons.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Evaluation criteria

The students will have to demonstrate that they:
- have a basic knowledge and understanding of main theories describing developmental and learning processes, precursors of learning abilities in preschool and learning abilities in primary school;
- are able to relate and elaborate on the acquired knowledge;
- are able to apply the acquired knowledge to identify educational activities and strategies that teachers can apply to support children’s learning abilities (and their precursors);
- ability to communicate in a clear and effective way, by identifying and using relevant theoretical and methodological knowledge and using adequate terminology and correct syntax.

Criteria for the composition of the final grade

Each question of the written examination will be given a rating score out of 30.
The final score will be a rating score out of 30, resulting from the average of the four partial scores.
Students can participate in a guided exercise that will contribute to 1/30 of the final grade if positively evaluated.

Exam language

Italiano

Type D and Type F activities

SOFT SKILLS  

Find out more about the Soft Skills courses for Univr students provided by the University's Teaching and Learning Centre: https://talc.univr.it/it/competenze-trasversali 

CONTAMINATION LAB 

The Contamination Lab Verona (CLab Verona) is an experiential course with modules on innovation and enterprise culture that offers the opportunity to work in teams with students from all areas to solve challenges set by companies and organisations.  

Upon completion of a CLab, students will be entitled to receive 6 CFU (D- or F-type credits).  

Find out more:  https://www.univr.it/clabverona 

PLEASE NOTE: In order to be admitted to any teaching activities, including those of your choice, you must be enrolled in the academic year in which the activities in question are offered. Students who are about to graduate in the December and April sessions are therefore advised NOT to undertake extracurricular activities in the new academic year in which they are not enrolled, as these graduation sessions are valid for students enrolled in the previous academic year. Therefore, students who undertake an activity in an academic year in which they are not enrolled will not be granted CFU credits.  

Prima parte del primo semestre From 9/25/23 To 11/4/23
years Modules TAF Teacher
2° 3° 4° 5° University and DSA - Methods and strategies for tackling study and university studies F Gianluca Solla (Coordinator)
Laboratori degli insegnamenti del Sem. 1A From 10/30/23 To 11/11/23
years Modules TAF Teacher
2° 3° 4° 5° Laboratory of education for adults. Introductory path to the activities of the CPIA F Claudio Girelli (Coordinator)
Seconda parte del primo semestre From 11/13/23 To 12/22/23
years Modules TAF Teacher
2° 3° 4° 5° University and DSA - Methods and strategies for tackling study and university studies F Gianluca Solla (Coordinator)
Laboratori degli insegnamenti del Sem. 1B From 12/16/23 To 1/20/24
years Modules TAF Teacher
2° 3° 4° 5° Laboratory of education for adults. Introductory path to the activities of the CPIA F Claudio Girelli (Coordinator)
Prima parte del secondo semestre From 2/19/24 To 3/22/24
years Modules TAF Teacher
2° 3° 4° 5° LABORATORY OF EXPRESSIVITY OF THE PERSON [Gruppo 1] F Claudio Girelli (Coordinator)
2° 3° 4° 5° LABORATORY OF EXPRESSIVITY OF THE PERSON [Gruppo 2] F Claudio Girelli (Coordinator)
2° 3° 4° 5° LABORATORY OF EXPRESSIVITY OF THE PERSON [Gruppo 3] F Claudio Girelli (Coordinator)
2° 3° 4° 5° LABORATORY OF EXPRESSIVITY OF THE PERSON [Gruppo 4] F Claudio Girelli (Coordinator)
Prima parte del secondo semestre From 2/19/24 To 3/29/24
years Modules TAF Teacher
2° 3° 4° 5° Education and affectivity - 200 years after Christian education by Antonio Rosmini F Fernando Bellelli (Coordinator)
List of courses with unassigned period
years Modules TAF Teacher
2° 3° 4° 5° I learn ... from problems F Claudio Girelli (Coordinator)
2° 3° 4° 5° I learn ... from problems F Claudio Girelli (Coordinator)
2° 3° 4° 5° SELF-KNOWLEDGE FOR EDUCATIONAL WORK F Claudio Girelli (Coordinator)

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.

Stage e Tirocini

Le attività di tirocinio indirette e dirette, per complessive 600 ore pari a 24 crediti formativi universitari, come stabilito dal D.M. 249/2010, hanno inizio nel secondo anno di corso e si svolgono secondo modalità tali da assicurare un aumento progressivo del numero dei relativi crediti formativi universitari fino all'ultimo anno.
 
La struttura generale del tirocinio prevede:
- II annualità 100 ore di tirocinio pari a 4 CFU
- III annualità 100 ore di tirocinio pari a 4 CFU
- IV annualità 175 ore di tirocinio pari a 7 CFU
- V annualità   225 ore di tirocinio pari a 9 CFU.
 
Il tirocinio è seguito da insegnanti tutor coordinatori e da tutor organizzatori distaccati, rispettivamente a tempo parziale e a tempo pieno, presso il CdS. Esso prevede attività che si sviluppano secondo modalità di partecipazione periferica e modalità di partecipazione attiva: tali attività dovranno essere, adeguatamente documentate da parte dello studente e saranno supervisionate dai tutor competenti.
La frequenza alle attività di tirocinio è obbligatoria.
 

Documents

Title Info File
File pdf Regolamento pdf, it, 115 KB, 23/06/21

Progetto Dinamo corsi di formazione continua

I corsi del Progetto Dinamo sono una proposta di formazione continua per i/le docenti della scuola dell'infanzia e primaria in servizio elaborata dal Corso di Studi in Scienze della Formazione Primaria dell'Università di Verona.
La loro frequenza, in numero limitato, è aperta anche agli studenti di Scienze della formazione primaria.
L'iscrizione non comporta oneri per gli studenti.
Per i corsi di 8 ore sarà riconosciuto 1 CFU nei crediti liberi; per quelli di 16 ore i crediti liberi riconosciuti saranno 2.
Le modalità di iscrizione saranno comunicate e gestite tramite i rappresentanti degli studenti.

Documents

Title Info File
File pdf Progetto Dinamo 2022 pdf, it, 198 KB, 29/08/22

Gestione carriere


Linguistic training CLA


Practical information for students

Documents

Title Info File
File pdf 1 - Guida per lo studente - AGGIORNAMENTO 2022 pdf, it, 325 KB, 02/05/23
File pdf 2 - Guida per lo studente - AGGIORNAMENTO 2020 pdf, it, 212 KB, 02/05/23
File pdf 3 - Guida per lo studente - AGGIORNAMENTO 2013 pdf, it, 131 KB, 02/05/23

Student mentoring


Student login and resources


eTwinning

Il Corso di SFP di Verona fa parte del Gruppo Europeo per la formazione eTwinning per i futuri insegnanti – Initial Teacher Education (ITE). Seminari di presentazione della piattaforma e delle sue potenzialità, introduzione alla comunità e/o laboratori sull’uso della stessa sono proposti annualmente come parte integrante dei Laboratori di Lingua Inglese per la Professionalità Docente, e quindi come parte dell’offerta formativa; per il II anno anche con attività progettuale in lingua inglese, studente-studente o a piccoli gruppi.

Per il I anno, a partire dall’ A.A. 2017/2018 è stato realizzato con il supporto dell’USR Veneto e la collaborazione delle ambasciatrici eTwinning un incontro seminariale di presentazione della comunità e piattaforma eTwinning, come parte del Laboratorio di Lingua Inglese per la Professionalità docente. Gli studenti svolgono attività di ricerca e reperimento materiale nel portale eTwinning, studiano alcuni progetti considerati “buone pratiche” e si confrontano con una breve attività in piccolo gruppo sui primi passi di introduzione e orientamento ad un progetto eTwinning.  Solitamente sono coinvolti circa un centinaio di studenti.

Per il II anno, a partire dall’A.A. 2020/2021, è stato introdotto un Laboratorio eTwinning (12 ore – 1CFU) di progettualità didattica in lingua inglese. Gli studenti svolgono attività individuali all’interno della Comunità volte a costruire una rete di partner e cogliere ogni potenzialità offerta dalla piattaforma. Inoltre, viene proposta una simulazione progettuale, in piccoli gruppi, dall’introduzione dei partner alla valutazione e disseminazione dei risultati di un progetto eTwinning. Solitamente partecipano circa un centinaio di studenti. Al termine del modulo è richiesto un portfolio digitale in lingua inglese. I futuri docenti esercitano contemporaneamente competenze linguistiche, digitali e sociali facilmente riutilizzabili nella professione futura.

Per il V anno, a partire dal AA 2022/2023, è stato introdotto, all'interno del Laboratorio di Lingua Inglese, un Laboratorio eTwinning  di progettualità didattica con un altro ITE (12 ore – 1CFU).

Nell'a.a. 2022/2023 è stata attivata e realizzata una collaborazione con SFP - Università di Cagliari.

Nell'a.a. 2023/2024 si è attivata una collaborazione con l'Università di Castilla-La Mancha (Spagna).

Le attività realizzate sono state presentate durante il Coordinamento Nazionale  eTwinning ITE 

  • a Firenze il 17 e 18 marzo 2022 
  • e a Lecce il 15 e 16 maggio 2023 

https://etwinning.indire.it/formazione/initial-teachers-educatioin-formazione-iniziale-docenti/coordinamento-nazionale-ite/