Unit DEVELOPMENTAL PSYCHOLOGY

DEVELOPMENTAL PSYCHOLOGY I FORM

Code	GP003499
CFU	6
Teacher	Aurora Vecchini
Learning activities	Caratterizzante
Area	Discipline scientifiche demoetnoantropologiche, pedagogiche, psicologiche e economiche
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Cognomi A-L

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

The origins of developmental psychology.The current theoretical issues.

Reference texts

- Santrock J.W. (2017), Child Development, McGraw-Hill, New York.
- Santrock J.W. (2015), Adolescence, McGraw-Hill, New York.
Choose a book from the following:
- Bronfenbrenner U. (2005), Making human beings human: bio-ecological perspectives on human development, Thousand Oaks, Calif.
- Ferrari P.F., Rizzolatti G. (2015), New frontiers in mirror neurons research, Oxford University Press.
- Hethrington E.m., Blechman E.A. (2016), Stress, coping and resiliency in children and families, Taylor & Francis Ltd.
- Kennison S.M. (2014), Introduction to language development, Sage, Los Angeles.
- Santrock J.W. (2014), Life-span Development, McGraw-Hill, New York.
- Sternberg R.J. (2012), International Handbook of inteligence, Cambridge University Press.

Educational objectives

The main goal is to provide student with knowledge and skills on the topics of the psychology of the development life-span in particular on the corrent scientific approaches multicausal. Such knowledge and skills need to be acquired for a proper comparison between typical and atypical development.

Prerequisites

In order to understand more effective corse content, it is necessary that the student has same knowledge of general psycology.

Teaching methods

All topics of the course will be presented in the classroom with the support of slides. Presentation, reflection and collective discussion on some of the main experiments and some clinical cases.

Learning verification modality

Written test

Extended program

The nature of child development. Bological processes. Cognition and Language. Social and emotional development. Comparison of typical and atypical development.

Cognomi M-Z

CFU

6

Teacher

Alvaro Paolacci

Teachers

• Alvaro Paolacci

Hours

• 36 ore - Alvaro Paolacci

Language of instruction

Italian

Contents

The nature of child development. Biological processes.
Cognition and language.

Reference texts

-Santrock J.W. (2013), Psicologia dello sviluppo, McGraw-Hill, Milano.
-Polmonari A. (2011) Psicologia dell’adolescenza. Il Mulino. Bologna.

Scegliere un testo tra i seguenti:
- Attili G. (2016), L'amore imperfetto. Perchè i genitori non sono sempre come li vorremmo, Il Mulino, Bologna.
- Aureli T., Perrucchini P., (2014), Osservare e valutare il comportamento del bambino, Il Mulino, Bologna.
- Bonino S., Cattellino E., Ciairano S. (2007), Adolescenti e rischio, Giunti, Firenze.
- Bonino S., Lo Coco A., Tani F. (2012), Empatia. I processi di condivisione delle emozioni, Giunti, Firenze.
- Cornoldi C. (2007), Difficoltà e disturbi dell'apprendimento, Il Mulino, Bologna. -
Farneti P., Savelli L. (2013), La mente imitativa, Franco Angeli, Milano.
- Fava Vizziello G. (2003), Psicopatologia dello sviluppo, Il Mulino, Bologna.
- Gardner H. (2005), Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Erickson, Trento.
- Gnisci A., Pedon A. (II ed. 2016), Metodologia della ricerca psicologica, Il Mulino, Bologna.
- Guidetti V. (a cura di), (II ed. 2016), Fondamenti di neuropsichiatria dell'infanzia e dell'adolescenza, Il Mulino, Bologna.
- Guidetti V. (a cura di), (II ed. 2016), Neuropsichiatria dell'infanzia e dell'adolescenza, Il Mulino, Bologna.
- Iacoboni M., (2008), I neuroni specchio, Bollati Boringhieri, Torino.
- Inguglia C., Lo Coco A. (2013), Resilienza e vulnerabilità psicologica nel corso dello sviluppo, Il Mulino, Bologna.
- Lucidi F., Alivernini F., Pedon A. (2008), Metodologia della ricerca qualitativa, Il Mulino, Bologna.
- Macchi Cassia V., Valenza E., Simion F. (2012), Lo sviluppo della mente umana, Il mulino, Bologna.
- Mazzoncini B., Musatti L. (2012), I disturbi dello sviluppo, Raffaello Cortina Editore, Milano.
- Miller P.H. (2011), Teorie dello sviluppo psicologico, Il Mulino, Bologna - Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni, i legami fondamentali per lo sviluppo, Raffaello Cortina Editore, Milano..
- Rizzolatti G., Sinigaglia C. (2006), So quel che fai. Il cervello che agisce e i neuroni specchio, Raffaello Cortina, Milano.
- Soresi S., (2007), Psicologia delle disabilità, Il Mulino, Bologna.
- Zanobi M., Usai M.C. (2011), Psicologia della disabilità e dei disturbi dello sviluppo, Franco Angeli, Milano.

Educational objectives

At the end of the course the students will have acquired basic knowledge about the main teaching theories

Prerequisites

In order to understand the contents of the course more effectively, the student must have acquired some knowledge of general psychology.

Teaching methods

- Classroom lectures on all course topics with slide support;
- Presentation, reflection and collective discussion on some of the main experiments and on some clinical cases

Learning verification modality

Written Test

Extended program

09/24/2019
Introduction to Developmental Psychology. The nature of child development
09/26/2019
Processes and periods of development. Theories of Development
09/30/2019
Psychoanalytic theory. Freud and the unconscious
10/01/2019
Psycho-social theory of Erikson
10/03/2019
Cognitive theories: Piaget
10/07/2019
Cognitive theories: Piaget
10/08/2019
Socio-cultural Cognitive Theory: Vygotsky
10/10/2019
Classic Conditioning and Operating Conditioning: Pavlov and Skinner
10/14/2019
Piaget theory on Cognitive Development
10/15/2019
Permanence of Object and Constancy of Object
10/17/2019
Theories of Cognitive Development of Vygotsky
10/21/2019
The development of intelligence. Level test: use and abuse
10/22/2019
Theories of Multiple Intelligences
10/24/2019
The language
10/28/2019
Language Development. Biological and environmental factors
10/29/2019
Systems and rules of language
10/31/2019
Emotional and Affective Development
11/04/2019
Emotions. Emotional competence

DEVELOPMENTAL PSYCHOLOGY II FORM

Code	GP003500
CFU	6
Teacher	Aurora Vecchini
Learning activities	Caratterizzante
Area	Discipline scientifiche demoetnoantropologiche, pedagogiche, psicologiche e economiche
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Cognomi A-L

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

Socio-emotional development. Comparison between typical and atypical development.

Reference texts

The book are shown in the first form.

Educational objectives

At the end of the course the students will have acquired basic knowledge about the main teaching theories

Prerequisites

In order to understand the contents of the course more effectively, the student must have acquired some knowledge of general psychology.

Teaching methods

- Classroom lectures on all course topics with slide support;
- Presentation, reflection and collective discussion on some of the main experiments and on some clinical cases

Learning verification modality

Written test

Extended program

Adolescence. Studies on adolescence. Psychic and physical development. Teenager and family. Teenager and school.

Cognomi M-Z

CFU

6

Teacher

Alvaro Paolacci

Teachers

• Alvaro Paolacci

Hours

• 36 ore - Alvaro Paolacci

Contents

Socio-emotional development. Comparison between typical and atypical development.

Reference texts

-Santrock J.W. (2013), Psicologia dello sviluppo, McGraw-Hill, Milano.
-Polmonari A. (2011) Psicologia dell’adolescenza. Il Mulino. Bologna.

Scegliere un testo tra i seguenti:
- Attili G. (2016), L'amore imperfetto. Perchè i genitori non sono sempre come li vorremmo, Il Mulino, Bologna.
- Aureli T., Perrucchini P., (2014), Osservare e valutare il comportamento del bambino, Il Mulino, Bologna.
- Bonino S., Cattellino E., Ciairano S. (2007), Adolescenti e rischio, Giunti, Firenze.
- Bonino S., Lo Coco A., Tani F. (2012), Empatia. I processi di condivisione delle emozioni, Giunti, Firenze.
- Cornoldi C. (2007), Difficoltà e disturbi dell'apprendimento, Il Mulino, Bologna. - Farneti P., Savelli L. (2013), La mente imitativa, Franco Angeli, Milano.
- Fava Vizziello G. (2003), Psicopatologia dello sviluppo, Il Mulino, Bologna.
- Gardner H. (2005), Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Erickson, Trento.
- Gnisci A., Pedon A. (II ed. 2016), Metodologia della ricerca psicologica, Il Mulino, Bologna.
- Guidetti V. (a cura di), (II ed. 2016), Fondamenti di neuropsichiatria dell'infanzia e dell'adolescenza, Il Mulino, Bologna.
- Guidetti V. (a cura di), (II ed. 2016), Neuropsichiatria dell'infanzia e dell'adolescenza, Il Mulino, Bologna.
- Iacoboni M., (2008), I neuroni specchio, Bollati Boringhieri, Torino.
- Inguglia C., Lo Coco A. (2013), Resilienza e vulnerabilità psicologica nel corso dello sviluppo, Il Mulino, Bologna.
- Lucidi F., Alivernini F., Pedon A. (2008), Metodologia della ricerca qualitativa, Il Mulino, Bologna.
- Macchi Cassia V., Valenza E., Simion F. (2012), Lo sviluppo della mente umana, Il mulino, Bologna.
- Mazzoncini B., Musatti L. (2012), I disturbi dello sviluppo, Raffaello Cortina Editore, Milano.
- Miller P.H. (2011), Teorie dello sviluppo psicologico, Il Mulino, Bologna - Murray L. (2014), Le prime relazioni del bambino. Dalla nascita ai due anni, i legami fondamentali per lo sviluppo, Raffaello Cortina Editore, Milano..
- Rizzolatti G., Sinigaglia C. (2006), So quel che fai. Il cervello che agisce e i neuroni specchio, Raffaello Cortina, Milano.
- Soresi S., (2007), Psicologia delle disabilità, Il Mulino, Bologna.
- Zanobi M., Usai M.C. (2011), Psicologia della disabilità e dei disturbi dello sviluppo, Franco Angeli, Milano.

Educational objectives

At the end of the course the students will have acquired basic knowledge about the main teaching theories

Prerequisites

In order to understand the contents of the course more effectively, the student must have acquired some knowledge of general psychology.

Teaching methods

- Classroom lectures on all course topics with slide support;
- Presentation, reflection and collective discussion on some of the main experiments and on some clinical cases

Learning verification modality

Written Test

Extended program

11/05/2019
Brain and emotions
11/07/2019
Development of emotions
11/11/2019
Stress and coping strategies
11/12/2019
Bowlby attachment theory
11/14/2019
Differences in attachment during development
11/18/2019
Styles of care and attachment
11/25/2019
The Strange Situation
11/26/2019
The family
11/28/2019
Parenting styles and discipline
12/02/2019
The old and new addictions
12/03/2019
The new dependencies: Hikikomori and pro-ana sites
12/05/2019
Maltreatment and types of abuse
12/09/2019
Children with disabilities
12/10/2019
Specific Learning Disorders and
DSA in the DSM 5
12/11/2019
Attention Deficit Hyperactivity Disorder and
Autism Spectrum Disorders