Developmental and educational psychology [Cognomi M-Z] (2012/2013)

Course code
4S02384
Name of lecturer
Chiara Barachetti
Coordinator
Chiara Barachetti
Number of ECTS credits allocated
9
Academic sector
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Language of instruction
Italian
Location
VERONA
Period
Sem. 1A, Sem. 1B

Lesson timetable

Sem. 1A
Day Time Type Place Note
Friday 4:30 PM - 7:00 PM lesson Lecture Hall T.5 from Oct 12, 2012  to Nov 18, 2012
Saturday 9:00 AM - 11:30 AM lesson Lecture Hall T.5  
Sem. 1B
Day Time Type Place Note
Friday 4:00 PM - 6:30 PM lesson Lecture Hall T.5  
Saturday 9:00 AM - 11:30 AM lesson Lecture Hall T.5  

Learning outcomes

On the whole, this course is aimed: (a) to provide students with a basic knowledge and conceptual and methodological tools for understanding developmental processes in different psychological domains (motor, perceptive, socio-emotional, communicative-linguistic, and cognitive domains) from prenatal life to adolescence; (b) to promote reflections on the application of this knowledge within education contexts.
The specific aims, expressed as expected learning results, are the followings:
1 - Knowledge and understanding of developmental processes in different psychological domains (motor, perceptive, socio-emotional, communicative-linguistic, and cognitive domains) from pre- or neonatal life to adolescence, main theories explaining these processes, and factors which can promote or, on the contrary, hinder psychological development.
2 - Ability to apply knowledge and understanding in occupational contexts with children of different ages:
- to observe children’s behavior during interactions with peers and adults;
- to build relationships with both individual and group of children;
- to project educational activities;
- to prepare educational settings and materials;
- to support parents;
- to face problematical situations.
3 - Ability to consider the interdependence between biological and environmental factors in understanding individual differences in developmental paths, and building appropriate educational activities;
4 - Ability to communicate in a clear and effective way about their knowledge and understanding, their knowledge elaboration, and their reflections on education issues.

Syllabus

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., infant research, 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, childhood - preschool and school years - to early adolescence and adolescence, investigating developmental changes and factors and processes underlying changes.
Sociocultural approach 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;
- individual and cultural differences;
- the role played by the child’s motivation and emotional self-regulation in learning processes.

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

Exam texts
The preparation of the exam includes the study of an handbook of Developmental Psychology, a monograph, and the first chapters of a volume on Education Psychology:
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2 (specifically from p.28 to p.72) and 10.
2) One of the following volumes, according to the personal interest:
A) Infancy
Lavelli, M. (2007). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina, only the introduction and the second part.
B) Childhood
Siegal, M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina, no chapters 3, 5, 7.
C) Adolescence
Pietropolli Charmet, G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.
3) Mason, L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna: Il Mulino, only chapters 1, 2, 3, 4.

4 CFU exam texts (old program for students admitted in 2006-07 or 2007-08)
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli, no chapters 2 (specifically from p.28 to p.72) and 10.

8 CFU exam texts (old program for students admitted before 2006-07)
1) Belsky, J. (2007/2009). Psicologia dello sviluppo, Vol. I. Bologna: Zanichelli.
2) One of the following volumes, according to personal interest:
A) Infancy
Lavelli, M. (2007). Intersoggettività. Origini e primi sviluppi. Milano: Raffaello Cortina, only the introduction and the second part.
B) Childhood
Siegal, M. (1999). Conversazione e sviluppo cognitivo. Milano: Raffaello Cortina, no chapters 3, 5, 7.
C) Adolescence
Pietropolli Charmet, G. (2000). I nuovi adolescenti. Padri e madri di fronte a una sfida. Milano: Raffaello Cortina.

Assessment methods and criteria

Written exam: the student will have 2 hours to answer to six open questions on topics illustrated in the exam texts (see above). Requests to describe (to assess knowledge), to discuss (to assess understanding and ability to relate different pieces of information), and to apply the acquired knowledge to specific educational contexts (to assess the ability to translate knowledge in practice) will be included in the exam.
Evaluation will be focused on:
- knowledge;
- understanding and ability to elaborate knowledge;
- ability to communicate in a clear and effective way, by using adequate terminology and correct syntax.

Teaching aids

Documents