The course aims to provide a basic understanding of the theoretical and methodological issues related to the stages of development of a child's learning process in educational contexts and to provide a basic knowledge of the risk indicators of difficulties or delays in these processes in preschool and school-aged children.
Learning outcomes
The expected learning outcomes are as follows:
1) knowledge and understanding of the development of the learning processes of various competences and skills (such as language, reading, writing and mathematics) during the child’s school years, with reference to the main theoretical models and to the role of memory and attention in learning development;
2) the ability to discuss critically the relationship, in the development of the child’s learning processes, between the characteristics of the child (individual factors, skills, how he/she learns), of the environment (family, education, teaching methods, the class group and the wider school setting) and of other contexts ;
3) the ability to apply the knowledge acquired in planning and undertaking observations and educational programming in various educational contexts, particularly including learning difficulties;
4) the ability to communicate clearly and effectively the knowledge and understanding acquired;
5) the ability to develop a critical understanding of the topics and independently to use bibliographical sources.
The first part of the course considers the basic mechanisms of the developmental processes in children, in particular the specific precursors in the education of preschool children for the successful development of the processes of literacy in primary school.
The second part of the course examines the role of context variables in educational processes at all levels (family, educational methods, class groups, school context), with reference to the socio-constructivist theoretical perspective, taking into account the interactions between cognitive factors, socio-emotional factors and the motivational processes of learning. It will also explore the themes of observation and educational planning in cases of potential or actual learning difficulties.
Preparation for the Developmental and Educational Psychology exam includes studying the following publications:
Schaffer, R.H. (2005). Psicologia dello sviluppo: Un'introduzione. Milano: Cortina Editore.
Stella, G. (2000). Lo sviluppo cognitivo. Milano: Bruno Mondadori Editore. (cap. 3,4,6)
Boscolo, P. (2012). La fatica e il piacere di imparare. Torino: Utet. (cap. 1, 4, 7 e 8)
Orsolini, M., Fanari, R., Maronato, C. (2006). Difficoltà di lettura nei bambini. Bologna: Carocci.
The Developmental and Educational Psychology exam will be one (1) written test. The student will have 2 hours in which to answer six open questions.
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