Psychology of Education (2020/2021)

Course code
4S006129
Name of lecturer
Elena Florit
Coordinator
Elena Florit
Number of ECTS credits allocated
8
Academic sector
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Language of instruction
Italian
Location
VERONA
Period
Sem. 1A, Sem. 1B

Lesson timetable

Go to lesson schedule

Learning outcomes

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.

Syllabus

- 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 etc.)
- main tools for assessment of precursors of learning abilities in preschool and learning abilities in primary school (e.g., reading ability, text comprehension, writing 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 etc.) and socio-emotional competence in in preschool and primary school.

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

Exam texts
Preparation for the exam will include studying the following materials:
- Slides of the lessons
- Mason, L. (2019). Psicologia dell’apprendimento e dell’istruzione. Terza edizione. Bologna: Il Mulino (CAPITOLI 1,2,3,4,6,7,8)
- Bonifacci, P., & Tobia, V. (2017). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Roma: Carocci
- Grazzani Gavazzi, I., Ornaghi, V., & Antoniotti, C. (2011). La competenza emotiva dei bambini. Proposte psicoeducative per le scuole dell’infanzia e primaria. Trento: Erickson
- Cornoldi, C., Meneghetti, C., Moè, A., & Zamperlin, C. (2018). Processi cognitivi, motivazione e apprendimento. Bologna: Il Mulino (CAPITOLI 8, 12)

Assessment methods and criteria

Written exam*: the student will have 2 hours to answer 4 open questions on the topics and materials of the course.

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 process the acquired knowledge;
- are able to apply the acquired knowledge to interpret a child’s behavior and ability;
- ability to communicate in a clear and effective way, by using adequate terminology and correct syntax as well as identifying and using relevant theoretical and methodological knowledge.

Each part of the written examination will be given a rating score out of 30; the final score will be the average of the four partial scores.

* Please note that the above didactic and examination modalities might be modified in due course because of the situation deriving from the Covid-19 emergency.