Unit Developmental psychology

EDUCATION PSYCHOLOGY II MODULO

Code	A003046
CFU	6
Learning activities	Caratterizzante
Area	Psicologia dello sviluppo e dell'educazione
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Cognomi A-C

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

The most important researches produced by Educational Psychology

Reference texts

1)Santrock J.W. (2018). Education Psychology. McGraw Hill, New York.
2) Vygotskij L. S., (1978). Mind in Society. The Development of higher psychological processes. Harvard University Press, Cambridge - London.

Educational objectives

The main objective is to provide students with knowledge and skills on the main topics of educational psychology with particular reference contexts typical and atypical.

Prerequisites

See the first module

Teaching methods

See the first module

Learning verification modality

See the first module

Extended program

The major researches produced by educational psychology, relating them to the contents of developmental psychology. educational contexts in the clo of life (school, family, community). Typical and atypical development trajectories in various educational contexts.

Cognomi D-L

CFU

6

Teacher

Michele Capurso

Teachers

• Michele Capurso

Hours

• 36 ore - Michele Capurso

Language of instruction

Italian

Contents

The most important researches produced by Educational Psychology

Reference texts

1)Santrock J.W. (2018). Education Psychology. McGraw Hill, New York.
2) Vygotskij L. S., (1978). Mind in Society. The Development of higher psychological processes. Harvard University Press, Cambridge - London.

Educational objectives

The main objective is to provide students with knowledge and skills on the main topics of educational psychology with particular reference contexts typical and atypical.

Prerequisites

See the first module

Teaching methods

See the first module

Other information

ATTENZIONE: Questo corso non è selezionabile quale esame a scelta per la maturazione dei 24 CFU necessari per l'accesso ai concorsi per docente della scuola secondaria di primo e secondo grado.

Learning verification modality

See the first module

Extended program

The major researches produced by educational psychology, relating them to the contents of developmental psychology. educational contexts in the clo of life (school, family, community). Typical and atypical development trajectories in various educational contexts.

Cognomi M-P

CFU

6

Teacher

Alvaro Paolacci

Teachers

• Alvaro Paolacci

Hours

• 36 ore - Alvaro Paolacci

Cognomi Q-Z

CFU

6

Teacher

Andrea Baroncelli

Teachers

• Andrea Baroncelli

Hours

• 36 ore - Andrea Baroncelli

Language of instruction

Italian

Contents

Introduction to educational psychology, with attention to the cognitive and socio-emotional processes associated with teaching and learning. The applications of the main theories of psychological development to the educational field. The formalized contexts of education. Relationships in school contexts (relationships between peers, student-teacher relationship, other relationships in the school context). Typical and atypical development in the school context, with reference to current regulations and inclusive processes.

Reference texts

1) Santrock, J. W., Deater-Deckard, K., Lansford, J., & Rollo, D. (2021). Psicologia dello Sviluppo (IV edizione). McGraw Hill. ISBN: 9788838697074.

2) Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti (XIV edizione). Pearson. ISBN: 9788891909763

3) Selected passages from Vygotskij, L. S. (1934). Pensiero e linguaggio (we reccomend the italian edition by Angiola Massucco Costa). Giunti. ISBN: 9788809041165.

4) Slides or other materials provided by the professor on Unistudium are study materials.

NOTES:
- Book 1) can be found also in English: there are several recent books by J. W. Santrock on developmental psychology in the McGraw Hill collection (e.g., Life-Span Development, 19th Edition. ISBN10: 1266347348, ISBN13: 9781266347344).
- Book 2) can be found also in English: Woolfolk, A. (2020). Educational Psychology, Global Edition. Pearson. EAN: 9781292331522
- Any recent English edition of “Thought and language” by Vygotskij can be used.

Educational objectives

KNOWLEDGE AND UNDERSTANDING: the course aims to provide a knowledge on: a) theoretical aspects of educational psychology, with reference to both typical and atypical development; b) developmental psychological mechanisms that regulate educational processes; c) ability to recognize risk factors, protective factors, needs and resources concerning individuals and groups.

APPLYING KNOWLEDGE AND UNDERSTANDING: the course aims to provide the necessary skills to identify the psychological needs and resources of individuals and groups, in order to outline prevention, evaluation or intervention activities, in accordance with one’s specific professionalism.

MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics.

COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors.

LEARNING SKILLS: stimulate interest in discipline and in-depth study.

Prerequisites

Basics of general psychology. Advanced knowledge of the main topics of developmental psychology (refer to Module 1).

Teaching methods

Frontal lessons, individual exercises, and/or group exercises. Also the frontal lessons encourage students’ discussion and active participation.

Other information

In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded.

Learning verification modality

Written examination (in common with Module I).

The exam consists of open questions (or requests), with a maximum time of 90 minutes. There are five questions: three require a short and concise answer, while two require a more extensive and articulated answer. Specifically, four questions (short answer type) will be proposed, and the student will have to choose three of them. Each question will be evaluated with a maximum of 10 points, and the three evaluations will be added to obtain a maximum score of 30 points. In addition, three questions (extensive answer type) will be proposed, and the student will have to choose two of them. Each question will be evaluated with a maximum of 30 points. The final evaluation derives from the average of the above-mentioned evaluations.

The examination aims to ascertain the level of knowledge and understanding achieved by the student on the theoretical and methodological contents indicated in the program. Questions or requests that require a short and punctual answer are mainly aimed at this aim. The examination also aims to verify the ability to communicate what has been acquired with method and language properties, and to highlight interconnections between the topics under study with a personal and critical reworking of what has been learned, showing independence of judgment. Questions or requests that require an extensive answer are mainly aimed at this objective.

Students with disabilities, learning disabilities, or special needs are invited to consult https://www.unipg.it/disabilita-e-dsa/studenti-con-disabilita

Extended program

- Introduction to educational psychology.
- Psychological processes and formalized contexts of education.
- The school as a context that promotes development and inclusion.
- Intelligence, intellectual disability, specific disorders.
- Multiple intelligences and abilities; individual differences and learning preferences.
- Reading and writing skills.
- The main theories of cognitive development applied to educational processes.
- Emotional and motivational processes at school; emotional competence applied to educational processes.
- Peer relationships and relationships between students and teachers.
- Moral development, empathy, aggression, and bullying.
- The complexity of the profession of professional educator and teacher from the point of view of psychological processes.

ATTENTION: The extended program will result in specific thematic lessons (frontal lessons, individual exercises, and/or group exercises), organized in a calendar, and shared on Unistudium at the beginning of teaching. The final program actually carried out will be uploaded to Unistudium at the end of the teaching.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Good health and well-being.

Quality education.

Developmental psychology I MODULO

Code	A003045
CFU	6
Learning activities	Caratterizzante
Area	Psicologia dello sviluppo e dell'educazione
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Cognomi A-C

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

The origins of Developmental Psychology. Theories of psychological development.

Reference texts

1) Santrock J.W. (2021). Child Development. McGraw-Hill, New York.
2) Bronfenbrenner U. (2005). Making Human beings human: biological perspectives on human development. Thousand Oaks, California.

Educational objectives

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

Prerequisites

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

Teaching methods

Frontal lessons with the support of slides. Reflections and collective discussions on some of the main experiments and on some clinical cases presented in class. Organization of interdisciplinary thematic seminars.

Learning verification modality

Written test consisting of three open questions.
Students and students with DSA/ disorders are invited to contact the teacher before the exam. They can also choose to take the exam in writing or oral form, taking advantage of conceptual maps as required by law 170/2010.

In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded.

Extended program

Introduction to Developmental Psychology. The nature of childhood development. Development theories. Cognition and language. The psychometric approach. Socio-emotional development. The self and the acquisition of identity. The social contexts of development. Biological approaches. Contemporary theories.

Cognomi D-L

CFU

6

Teacher

Michele Capurso

Teachers

• Michele Capurso

Hours

• 36 ore - Michele Capurso

Language of instruction

Italian

Contents

Reference texts

Santrock J.W. et al. (2021), Psicologia dello sviluppo, McGraw-Hill, Milano.

Educational objectives

Prerequisites

Teaching methods

Other information

Learning verification modality

Extended program

Introduzione. Le origini della psicologia dello sviluppo. La teoria di Piaget. Le teorie psicoanalitiche: Freud e Erickson. Vygotskij e l'approccio socio-culturale. Gli approcci biologici. Le teorie contemporanee. Riflessioni.

Cognomi M-P

CFU

6

Teacher

Alvaro Paolacci

Teachers

• Alvaro Paolacci

Hours

• 36 ore - Alvaro Paolacci

Cognomi Q-Z

CFU

6

Teacher

Andrea Baroncelli

Teachers

• Andrea Baroncelli

Hours

• 36 ore - Andrea Baroncelli

Language of instruction

Italian

Contents

Introduction to developmental psychology from a life cycle perspective, with attention both to traditional theories and to the most recent ecological theories. The study of development and the various models to explain the interactions between hereditary factors and the environment. Prenatal development, birth, physical, motor, and perceptual development. Processes concerning cognitive and socio-emotional development, with attention to the dynamics of typical development and atypical development.

Reference texts

1) Santrock, J. W., Deater-Deckard, K., Lansford, J., & Rollo, D. (2021). Psicologia dello Sviluppo (IV edizione). McGraw Hill. ISBN: 9788838697074.

2) Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi,
strumenti (XIV edizione). Pearson. ISBN: 9788891909763

3) Selected passages from Vygotskij, L. S. (1934). Pensiero e linguaggio (we reccomend the italian edition by Angiola Massucco Costa). Giunti. ISBN: 9788809041165.

4) Slides or other materials provided by the professor on Unistudium are study materials.

NOTES:
- Book 1) can be found also in English: there are several recent books by J. W. Santrock on developmental psychology in the McGraw Hill collection (e.g., Life-Span Development, 19th Edition. ISBN10: 1266347348, ISBN13: 9781266347344).
- Book 2) can be found also in English: Woolfolk, A. (2020). Educational Psychology, Global Edition. Pearson. EAN: 9781292331522
- Any recent English edition of “Thought and language” by Vygotskij can be used.

Educational objectives

KNOWLEDGE AND UNDERSTANDING: the course aims to provide a knowledge on: a) theoretical aspects of developmental psychology from a life cycle perspective, with reference to both typical and atypical development; b) developmental psychological mechanisms that regulate biological, cognitive, and socio-emotional processes; c) ability to recognize risk factors, protective factors, needs and resources concerning individuals and groups.

APPLYING KNOWLEDGE AND UNDERSTANDING: the course aims to provide the necessary skills to understand the processes of psychological development of individuals and groups, in order to realize prevention, evaluation or intervention activities, in accordance with one’s specific professionalism.

MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics.

COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors.

LEARNING SKILLS: stimulate interest in discipline and in-depth study.

Prerequisites

Principals of general psychology.

Teaching methods

Frontal lessons, individual exercises, and/or group exercises. Also the frontal lessons encourage students’ discussion and active participation.

Other information

In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded.

Learning verification modality

Written examination (in common with Module II).

The exam consists of open questions (or requests), with a maximum time of 90 minutes. There are five questions: three require a short and concise answer, while two require a more extensive and articulated answer. Specifically, four questions (short answer type) will be proposed, and the student will have to choose three of them. Each question will be evaluated with a maximum of 10 points, and the three evaluations will be added to obtain a maximum score of 30 points. In addition, three questions (extensive answer type) will be proposed, and the student will have to choose two of them. Each question will be evaluated with a maximum of 30 points. The final evaluation derives from the average of the above-mentioned evaluations.

The examination aims to ascertain the level of knowledge and understanding achieved by the student on the theoretical and methodological contents indicated in the program. Questions or requests that require a short and punctual answer are mainly aimed at this aim. The examination also aims to verify the ability to communicate what has been acquired with method and language properties, and to highlight interconnections between the topics under study with a personal and critical reworking of what has been learned, showing independence of judgment. Questions or requests that require an extensive answer are mainly aimed at this objective.

Students with disabilities, learning disabilities, or special needs are invited to consult https://www.unipg.it/disabilita-e-dsa/studenti-con-disabilita

Extended program

- Introduction to developmental psychology from a life cycle perspective.
- Typical development and atypical development.
- Theoretical and methodological approaches to the study of human development; traditional theories and ecological theories.
- Prenatal development, birth, physical, motor and perceptual development.
- The main questions about cognitive development.
- The constructivist perspective and the contributions of Piaget and Vygotskij.
- From behaviorism to information processing theory.
- Social learning theory and Bandura's sociocognitive theory.
- Language development and the comparison between Piaget and Vygotskij about the development of thought and language.
- Emotional development and emotional competence.
- The Self, identity, relationships in the life cycle.
- Attachment theory.

ATTENTION: The extended program will result in specific thematic lessons (frontal lessons, individual exercises, and/or group exercises), organized in a calendar, and shared on Unistudium at the beginning of teaching. The final program actually carried out will be uploaded to Unistudium at the end of the teaching.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Good health and well-being.
Quality education.