Developmental and educational psychology (2017/2018)

Learning outcomes

The course is aimed at understanding and deepening the principles of developmental psychology (A) and the psychology of education (B).
The student will be proposed
A1) the knowledge of the main theories underlying the models of reading of psychological development,
A2) the characteristics of the development processes within the different psychological domains,
A3) the development of these processes within the different stages of development of the child, from the neonatal to the adolescent,
A4) the critical knowledge of the complex relationship between individual components (nature) and environmental components (nurture) and the role played by protection factors and risk indicators for the analysis of individual differences.
B) Knowledge and critical analysis of the elements related to the psychology of school learning with the aim of their direct application within the problems present in the scholastic context.
At the end of the course the student must demonstrate that he has acquired full mastery in the theoretical and critical and autonomous capacity to contextualize it in crucial issues related (A) to the development processes and (B) to 'learning.

(A):
At the center of attention will be placed the current and fruitful theoretical perspectives that allow the integration of the different models and greatly expand the reading possibilities of basic psychic processes.
They will be analyzed in depth, for the different age groups:
1. Neonatal
2. Early childhood
3. Childhood
4. School age
5. Puberty and preadolescence
6. Adolescence
the characteristics of the development processes within the different psychological domains:
• Cognitive
• Emotional / affective
• Communicative / language
• Perceptual / motor
• Relational / social.
Particular emphasis will be given to the role of individual factors (different temperaments and emotional regulation capacity) and environmental ones (parenting styles and family members) in the examination of the differences from the typical development.
(B):
The main research areas will be illustrated in the following areas:
1. Achievement goals,
2. Scholastic motivation and self-determination theory,
3. School interest,
4. Emotions related to learning,
5. Self-concept: self-efficacy and self-regulation.
Under proposed models we will be joined tools and considerations useful to promote the positive development of schooling

The exam will take place in oral form.
The student must demonstrate:
• Mastery and processing skills regarding both development processes (A) and learning processes (B), and the main theories that interpret them,
• Effective ability to examine the acquired knowledge and to apply it in concrete contexts related to development processes (A) and to issues related to school learning (B) both from the point of view of the teacher and the learner,
• Critical ability to activate links between theories and between models of behavioral reading in order to identify the best possible answers in development and learning contexts and to grasp the links between the child's resilience factors and the development environment.
The result of the examination is expressed in thirtieths.

STUDENT MODULE EVALUATION - 2017/2018