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.
-Palmonari 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

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

Learning verification modality

Written test

Extended program

02/24/2021
Introduction to Developmental Psychology. The nature of child development
02/25/2021
Processes and periods of development. Theories of Development
03/01/2021
Psychoanalytic theory. Freud and the unconscious
03/03/2021
Psycho-social theory of Erikson
03/04/2021
Cognitive theories: Piaget
03/08/2021
Cognitive theories: Piaget
03/10/2021
Socio-cultural Cognitive Theory: Vygotsky
03/11/2021
Classic Conditioning and Operating Conditioning: Pavlov and Skinner
03/15/2021
Piaget theory on Cognitive Development
03/17/2021
Permanence of Object and Constancy of Object
03/18/2021
Theories of Cognitive Development of Vygotsky
03/22/2021
The development of intelligence. Level test: use and abuse
03/24/2021
Theories of Multiple Intelligences
03/25/2021
The language
03/29/2021
Language Development. Biological and environmental factors
03/31/2021
Systems and rules of language
04/01/2021
Emotional and Affective Development
04/07/2021
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

Language of instruction

Italian

Contents

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

Reference texts

-Santrock J.W. (2013), Psicologia dello sviluppo, McGraw-Hill, Milano.
-Palmonari 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

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

Learning verification modality

Written test

Extended program

04/08/2021
Prenatal development
04/12/2021
The brain and emotions
04/14/2021
Development of emotions
04/15/2021
Stress and coping strategies
04/19/2021
Bowlby's attachment theory
04/21/2021
Differences in attachment during development
04/22/2021
Styles of care and attachment
04/26/2021
The Strange Situation
28/04/2021
The family
03/05/2021
Parenting styles and discipline
05/05/2021
The old and new addictions
05/06/2021
Hikikomori and pro-ana sites
05/10/2021
Maltreatment and types of maltreatment
05/12/2021
Peer groups and deviant groups
05/13/2021
Children with disabilities
05/17/2021
Specific Learning Disorders and DSA in DSM 5
05/19/2021
Attention Deficit Disorder with Hyperactivity and Autism Spectrum Disorders