Unit DEVELOPMENTAL PSYCHOLOGY (CHILD 0-3)

Course
Sciences of education
Study-unit Code
A001010
Curriculum
Educatore dei servizi educativi per l'lnfanzia
CFU
11
Course Regulation
Coorte 2021
Offered
2022/23
Type of study-unit
Obbligatorio (Required)
Type of learning activities
Attività formativa integrata

DEVELOPMENTAL PSYCHOLOGY LABORATORY (CHILD 0-3)

Code A001021
CFU 1
Teacher Giulia Cenci
Teachers
  • Giulia Cenci
Hours
  • 12 ore - Giulia Cenci
Learning activities Caratterizzante
Area Discipline didattiche e per l'integrazione dei disabili
Academic discipline M-PSI/04
Type of study-unit Obbligatorio (Required)
Contents The laboratory focus on infant observation as an important practice to understanding the dynamics of infant development. The second topic will be the knowledge of child attachment and its assessment in the educational context with the specific tools (ASQ).
Reference texts Baumgartner, E., & Sette, S. (2017). L'osservazione del comportamento infantile: teorie e strumenti.
Carocci (Studiare i primi 2 capitoli)Cassibba, R., & Salerni, N. (2014). Osservare i bambini: tecniche ed esercizi. Carocci.
Cassibba R., D’Odorico L., (2000) La valutazione dell’attaccamento nella prima infanzia. L’adattamento italiano dell’Attachment Q-sort di Everett Waters. Milano, Franco Angeli editore.
Educational objectives The laboratory is a direct and simulated activity aimed to acquire skills and competencies that empower students knowledge about infant development. The main skills that will be acquired will be:
• ability to implement observational research of child behavior;
• knowing the different type of observation and use observation grids;
• knowing and recognize the different patterns of attachment;
• reflexivity in educational practices.
A further goal will be the promotion of communicative, relational, and critical-reflexive skills to build educational interventions in different professional contexts.
Prerequisites In order to understand and to use the theoretical and practical contents of the laboratory, the students have to possess knowledge of Developmental Psychology.
Teaching methods The laboratory will consist of lectures, simulations, group work, and exercises supported by multimedia tools such as slides and videos to promote the acquisition of knowledge. All activities will be in small groups in order to promote greater criticality and reflexivity.
Other information For more information or to make an appointment, you can contact the teacher at giulia.cenci@unipg.it
Learning verification modality For students attending 75% of the laboratory lessons, the evaluation will be a written report during classroom lessons, about an observation project, and assessmento of child attachment.
For non-attending students, the evaluation will be a written test, together with the Development Psychology exam, on the main topics covered during the laboratory. The exam will consist of 10 multiple-choice questions, with only 1 correct answer. The incorrect questions will not result in a deduction of the score and will be passed with a minimum score of 6 out of 10. The test will last 15 minutes.
Extended program Module 1: The observation of child behavior: from theory to practice.
Module 2: Attachment and its assessment.

DEVELOPMENTAL PSYCHOLOGY (CHILD 0-3)

Code A001020
CFU 10
Teacher Giulia Cenci
Teachers
  • Giulia Cenci
Hours
  • 60 ore - Giulia Cenci
Learning activities Caratterizzante
Area Discipline didattiche e per l'integrazione dei disabili
Academic discipline M-PSI/04
Type of study-unit Obbligatorio (Required)
Language of instruction Italian
Contents The course's main objective is to provide students with knowledge about psychological development during the life span. The course will focus on the principal theoretical approaches and methodologies using in development psychology, especially referring to the childhood period (0-3 years). The course covers the main psychological theories of development; methods for developmental study; stages of physical, motor, perceptual, cognitive, linguistic, identity, emotional, and social development; factors and contexts involved in the development, in consideration of typical and atypical development. The course will describe the main contexts (family, school, peer group, culture) involved in development during the life span. Finally, the importance of the drawing and the play to development will also be examined.
Reference texts - Psicologia dello sviluppo, Santrock J.W., McGraw Hill Education, 2021.
- Cassiba R., Attaccamenti Multipli (2003) Edizioni Unicopli.
- Piaget J., Lo sviluppo mentale del bambino (1964, ed successive), Einaudi
- Cannoni E., Il disegno dei bambini (2003), Carocci Editore, collana Bussole
- D'Amico S., Devescovi A., Comunicazione e linguaggio nei bambini, 2012, Carocci Editore, collana Bussole
- Szanto-Feder, A. (2014). L'osservazione del movimento nel bambino: accompagnare lo sviluppo psico-motorio nella prima infanzia. Edizioni Erickson
- Baumgartner E., Il gioco dei bambini (2002, 2009), Carocci Editore, collana Bussole
Educational objectives The main aim of the course is to provide students the disciplinary and epistemological knowledge of child development. It also intends to acquire methodological knowledge, study, and research procedures in the field of development.
The main skills will be:
• Recognize and identify the developmental norms of early childhood, specifically
physical, cognitive, social, and emotional development in order to prepare specific educational responses;
• Recognize the different types of functioning in the child (eg typical and atypical development) and the different educational needs to provide individualized and effective educational responses;
• Reflective thought in educational practices.
The aim of the course will also be the promotion of communicative, relational, and critical-reflective functions. The last goal is the acquisition of specific skills in child development that allow the student to grasp the specificities of the educational profession to develop professional identity and responsibility.
Prerequisites To understand the contents of the course, students must have the basic notions of general psychology. It will be also required a basic level of English language to understand research articles and videos. Finally, the students must have basic skills in the main technological tools in order to produce presentations on specific topics.
Teaching methods The predominant Teaching Strategies consist of lectures in the classroom supported by multimedia tools such as slide support or videos. There are also seminars/group discussions and students’ presentations on specific research topics to promote greater autonomy.
Other information For more information or to make an appointment, you can contact the teacher at giulia.cenci@unipg.it
Learning verification modality The final evaluation will consist of a written test, except where expressly indicated. The test will consist of 30 multiple-choice questions with only one correct option and 1 open-ended question. The test will be passed with a minimum score of 18. The exam will last 60 minutes. The test aims to ensure the level of knowledge and understanding, as well as synthesis, achieved by the student. Students will also have the opportunity to realize a presentation based on research articles that will be considered in the final evaluation.

Students with disabilities and/or DSA can choose between:
a) written exam with 30 multiple-choice questions test (only 1 correct answer) in 90 minutes. The exam will be focused on the global topics. The exam will be passed with a minimum score of 18.
b) oral exam with possible partition of the program, as previously agreed with the teacher.
Extended program 1. Introduction to developmental psychology;
2. Child development theories: psychoanalytic, behavioral, cognitive, ethological, environmental theory.
3. Method and research designs in developmental psychology.
4. Prenatal development.
5. Physical, motor, and perceptual development.
6. Cognitive development: the theories of Piaget, Vygotsky, Bruner.
7. Information processing approach: memory, attention, theory of mind, metacognition.
8. Psychometric approach and theories of intelligence.
9. Language development.
10. Emotional and affective development: emotions, attachment, and temperament.
11. The self and identity.
12. The family and parents.
13. Atypical developmental, ADHD and autism and learning disability
14. Children's play and drawing.
15. Social development, peers, friendship, and bullying.
16. Influence of culture and technology on development.
17. Play and Drawing
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