Unit DEVELOPMENTAL PSYCHOLOGY
- Course
- Primary teacher education
- Study-unit Code
- GP004458
- Curriculum
- In all curricula
- Teacher
- Giulia Cenci
- Teachers
-
- Giulia Cenci
- Hours
- 54 ore - Giulia Cenci
- CFU
- 8
- Course Regulation
- Coorte 2019
- Offered
- 2019/20
- Learning activities
- Base
- Area
- Psicologia dello sviluppo e psicologia dell’educazione
- Academic discipline
- M-PSI/04
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- The course focuses on the main theoretical approaches and methodologies of development psychology. The course covers main psychological theories of development; methods for developmental study; stages of physical, motor, sensory, cognitive, linguistic and emotional development; factors and contexts involved in development.
- Reference texts
- Santrock J.W. , Psicologia dello sviluppo, McGraw-Hill, 2017.
Baumgartner E., Il gioco dei bambini, Carocci Editore, 2009.
Piaget J., Lo sviluppo mentale del bambino, Einaudi (1964, ed successive)
Bulgarelli D., Nido inclusivo e bambini con disabilità, Erikson (2018)
Cannoni E., Il disegno dei bambini, Carocci Editore, collana Bussole (2003)
Belacchi C., Gobbo C., Parlare con i bambini, Carocci editore (2004, 2007)
D'Amico S., Devescovi A., Comunicazione e linguaggio nei bambini, Carocci Editore, 2012 - Educational objectives
- The main objective 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:
• Identification of the features related to specific development and /or contexts 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 skills to propose educational interventions in the pre-school, school, and extra-school settings in order to respond to situations of social disadvantage, disease or the presence of special educational needs. 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
- In order to be able to understand and to know the contents of the course, students must have the basic notions of general psychology. A basic command of the English language is necessary tounderstand research articles and videos. Basic skills of the main technological tools will also be required to making presentations on specific topics.
- Teaching methods
- The predominant teaching method consists of lectures in the classroom assisted, if necessary, by multimedia tools such as slide support or videos. There are also collective discussion and presentations on specific research articles to promote greater autonomy.
- Other information
- They are supports for methods of study for students with disabilities and / or DSA in compliance with the guidelines on the page http://www.unipg.it/disabilita-e-dsa
- Learning verification modality
- The final evaluation will consist in a written test, except where specifically indicated. The written test it will be composed of multiple choice questions and open answer questions. The test aims at assuring the level of knowledge and understanding, as well as synthesis, achieved by the student. Students will also have the opportunity to make a presentation of research articles during lessons that will be considered in the final evaluation.
- Extended program
- 1. Introduction of developmental psychology and child development
2. Theories of child development
3. Methodologies and research designs of development psychology.
4. Prenatal development.
5. Physical, motor, and perceptual development.
6.Cognitive development: the theories of Piaget, Vigotskji, Bruner.
7. Approach of information processing: memory, attention, theory of mind, metacognition.
8. Psychometric approach: intelligence and tests.
9. Language development: development phases and theories of language development.
10. Emotional and affective development: emotions, attachment and temperament.
11. The self and identity.
12. The family and new families.
13. DSA, ADHD and autism.
14. Peers and friendship
15. Influence of culture and technology on development.