Unit ELEMENTS OF EVALUATION AND PSYCHOLOGICAL INTERVENTION IN CHILDHOOD (0-3)
- Course
- Sciences of education
- Study-unit Code
- A002595
- Curriculum
- Educatore dei servizi educativi per l'lnfanzia
- Teacher
- Elide Francesca De Caro
- Teachers
-
- Elide Francesca De Caro
- Hours
- 30 ore - Elide Francesca De Caro
- CFU
- 5
- Course Regulation
- Coorte 2022
- Offered
- 2023/24
- Learning activities
- Caratterizzante
- Area
- Discipline didattiche e per l'integrazione dei disabili
- Academic discipline
- M-PSI/08
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- The course aims to provide students with concepts from various disciplines of psychology that have been involved in the study and research of child development in early childhood. In particular, the course aims to outline key aspects of development in early childhood to promote understanding and identification of antecedent aspects and relevant dimensions in terms of future individual functioning at successful stages of development.
Specifically, during the course, the concepts of developmental and educational psychology will be declined in the planning and design phase of psychological assessment and intervention in the psycho-educational field with particular reference to the study of the most widely used assessment tools in early childhood - Reference texts
- Reference texts (suggested for consultation, but other texts and manuals in the student's possession can also be used in which he/she can find the terms covered in the lessons):
1. BARONE, L. (2009). Manuale di psicologia dello sviluppo. Carocci Editore.
2. Hilgard, E. R., & Bower, G. H. (1983). Le Teorie dell’Apprendimento. Franco Angeli Editore
3. Ammanniti, M. (2001). Manuale di psicopatologia dell’infanzia. Raffaello Cortina Editore
4. Manzano, J., Palacio Espasa, F., & Zilkha, N. (2001). Scenari della genitorialità. La consultazione genitori-bambino. Raffello Cortina Editore.
Compulsory supplementary study materials:
•Turati, C., Simion, F., & Tressoldi, P. (1997). La tecnica dell’abituazione come strumento per la valutazione dello sviluppo nella prima infanzia. Psicologia clinica dello sviluppo, pp. 363-385.
•Michelini, M-C. Osservazione educativa. Ricerca di un paradigma. Educational observation. Searching for a paradigm. https://rivistedigitali.erickson.it/pedagogia-piu-didattica/archivio/vol-3-n-2/osservazione-educativa-ricerca-di-un-paradigma/
•Sigafoos, J., Roche, L., O’Reilly, M. F., & Lancioni, G. E. (2021). Persistence of primitive reflexes in developmental disorders. Current Developmental Disorders Reports, 8, 98-105.
•Athanasiadou, A., Buitelaar, J. K., Brovedani, P., Chorna, O., Fulceri, F., Guzzetta, A., & Scattoni, M. L. (2020). Early motor signs of attention-deficit hyperactivity disorder: A systematic review. European Child & Adolescent Psychiatry, 29, 903-916.
•Del Rosario C, Slevin M, Molloy EJ, Quigley J, Nixon E. How to use the Bayley Scales of Infant and Toddler Development. Arch Dis Child Educ Pract Ed. 2021 Apr;106(2):108-112. doi: 10.1136/archdischild-2020-319063. Epub 2020 Aug 28. PMID: 32859738 - Educational objectives
- The course is application-oriented, as it aims to use the theoretical foundations of the main disciplines that have dealt with the study and research of early childhood for the planning of psychological assessment and intervention in the 0-3 age group.
In particular, the course includes an in-depth treatment of the cognitive-behavioral paradigm applied to behavioral diagnosis and assessment and the study of the child's dyadic and relational system.
The course therefore aims to outline key aspects of development in early childhood to facilitate understanding and identification of antecedent aspects and relevant dimensions with regard to future individual functioning in later stages of development. - Prerequisites
- In order to understand and consolidate what has been learned, the student must master the general concepts of the main psychological theories of psychological functioning. This requirement applies to both participating and non-participating students.
- Teaching methods
- Lectures and classroom study groups
- Other information
- Further information will be uploaded to the Unistudium platform at the same time as the course (it is recommended to consult it)
- Learning verification modality
- The proposed texts, course slides and supplementary materials (which will be uploaded to the Unistudium platform together with the modules) must be used for the exam
The exam consists of 30 multiple-choice questions and 2 open-ended questions designed to test conceptual mastery of the topics covered, as well as the ability to analyse, synthesise and integrate knowledge.
If the student intends to take the exam in a year prior to the year scheduled in the curriculum, it is recommended that the student attend the lecture cycle and take the exam in the first available session after the completion of the class so that the semester of course scheduling is met.
If the student has earned a portion of the examination in another discipline for a total of 3 credits, the remaining 2 credits may be earned through an oral examination to be arranged in the sessions for the written examinations. - Extended program
- The course is divided into three theoretical-practical modules, comprising 5 lessons, as follows:
MODULE I:
- Introductory elements of developmental psychology and clinical development: motor skills, perception, attention and memory, learning, relationship and intersubjectivity
- Assessment methods: categorical (DSM-V and Diagnostic Classification 0-3) and dimensional-theoretical perspective
MODULE II
- Assessment and intervention methods based on the behaviourist paradigm in the context of learning processes
- Observation method in education: data collection and family history
- Narrative method: data collection instrument
- Theoretical and prospective elements in relation to educational scenarios
MODULE III
- Formulations and clinical considerations
- The conceptualization and planning phases: Assessment and intervention
- Practise and interventions in a multidisciplinary team