Unit PSYCHOLOGY OF EDUCATION
- Course
- Primary teacher education
- Study-unit Code
- A000614
- Curriculum
- In all curricula
- Teacher
- Andrea Baroncelli
- CFU
- 9
- Course Regulation
- Coorte 2023
- Offered
- 2025/26
- Type of study-unit
- Type of learning activities
- Attività formativa integrata
PSYCHOLOGY OF EDUCATION WORKSHOP
| Code | A000616 |
|---|---|
| CFU | 1 |
| Teacher | Andrea Baroncelli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Psicologia dello sviluppo e psicologia dell’educazione |
| Sector | M-PSI/04 |
| Type of study-unit | |
| Language of instruction | Italian |
| Contents | The laboratory is designed to operationally implement the knowledge and skills acquired through the study of educational psychology (with particular attention to the cognitive and socio-emotional processes associated with teaching and learning); this is realized through group activities (i.e., simulating a team of teachers). Group activities also aim to stimulate the skills necessary for the teacher to work in a team. |
| Reference texts | Refer to the materials provided in the Educational Psychology course. |
| Educational objectives | KNOWLEDGE AND UNDERSTANDING: understanding how the theoretical foundations of educational psychology can be an operational part of the professional baggage of the kindergarten and primary school teacher. APPLYING KNOWLEDGE AND UNDERSTANDING: operationally train the ability to grasp the processes of psychological development of individuals and groups, in order to act from one's professional position in prevention, evaluation, or intervention activities. MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics; stimulation of abilities to mediate, in a group, between the various positions in order to define shared actions. COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors; promotion of communication and mediation skills necessary for teamwork. LEARNING SKILLS: stimulate interest in discipline and in-depth study. |
| Prerequisites | Good previous knowledge of developmental psychology (e.g., acquired in the course of the first year) is required. Furthermore, good knowledge of educational psychology is required (e.g., the one developed in parallel to the laboratory thanks to the course of educational psychology). |
| Teaching methods | Group exercises. By simulating participation in a team of teachers, students will have to apply the knowledge of developmental psychology and educational psychology to a realistic situation (e.g. analysis of a problematic situation, analysis of a case study, analysis or development of prevention, evaluation, or intervention actions), showing a critical approach, independent judgment, and mediation skills. During the meetings, a part of the time will be dedicated to group work, and a part to feedback and comparison with the plenary. More detailed operating procedures will be available on Unistudium at the beginning of the laboratory. |
| Other information | As per regulation, attendance is mandatory. 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 | At the end of the last meeting, each group will have to deliver a short paper. As for all laboratory activities, the short paper is focused on the application of developmental psychology and educational psychology knowledge to a realistic situation (e.g., analysis of a problematic situation, analysis of a case study, analysis or development of prevention, evaluation, or intervention actions), showing a critical approach, independent judgment and mediation skills. The assessment is expressed in terms of positive or negative outcome (“idoneità”). Students with disabilities, learning disabilities, or special needs are invited to consult https://www.unipg.it/disabilita-e-dsa/studenti-con-disabilita |
| Extended program | The activities of the groups during the laboratory will focus on the topics that make up the teaching program of the course Educational Psychology. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Good health and well-being. Quality education. |
Psychology of Education
| Code | A000615 |
|---|---|
| CFU | 8 |
| Teacher | Andrea Baroncelli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Psicologia dello sviluppo e psicologia dell’educazione |
| Sector | M-PSI/04 |
| Type of study-unit | |
| Language of instruction | Italian |
| Contents | Introduction to educational psychology, with a focus on the cognitive and socio-emotional processes involved in teaching and learning. The role of teachers in supporting the development of students' skills and competencies. Interpersonal relationships within school settings and school–family connections, with a specific attention to the family life-span. Topics will be addressed from an applied perspective, aimed at developing the professional competencies required for teaching in early childhood education and primary school. |
| Reference texts | 1) American Psychological Association, Coalition for Psychology in Schools and Education (2015). I 20 principi fondamentali della psicologia per l’insegnamento e l’apprendimento dalla scuola dell’infanzia alla scuola secondaria (document available in various languages and downloadable for free from the page https://www.apa.org/ed/schools/teaching-learning/top-twenty/principles). 2) Grazzani, I., Cavioni, V., Conte, E., Agliati, A., & Gandellini, S. (2025). Promuovere l’apprendimento sociale ed emotivo nella scuola dell’infanzia e primaria. Il programma PROMEHS. Edizioni Junior. 3) Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2 (free download with VPN UNIPG: https://www.unipg.it/servizi/servizi-on-line/vpn). 4) Ciucci, E., & Baroncelli, A. (2024). Meta-emotion philosophy in teachers from kindergarten to middle school. Current Psychology, 43(19), 17464–17476. https://doi.org/10.1007/s12144-024-05705-2 (open access, free download). 5) Baiocco, R., Barone, L., & Pistella, J. (2024). Relazioni e tipologie familiari nel ciclo di vita. Processi e legami. Editore Il Mulino. 6) Slides or other materials provided by the professor on Unistudium are study materials. |
| 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, and with a particular attention to the aspects of interest to a future kindergarten and primary school teacher; 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 future teachers with the necessary skills to understand the processes of psychological development of individuals and groups, in order to act from their professional position with greater awareness, and to know how to collaborate with the professional figure of the psychologist in 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 | Good previous knowledge of developmental psychology (e.g., acquired in the course of the first year) is required. |
| 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 The written examination consists of open-ended questions to be completed within a maximum time of 90 minutes. The exam includes five questions: four require concise and specific answers, while one requires a more extended and structured answer. Specifically, students will be presented with five short-answer questions, from which they must choose four. Each of these answers carries a maximum score of 2.5 points. In addition, two long-answer questions will be provided, and students must choose one to answer. The long-answer response will be evaluated with a maximum of 20 points. The final evaluation is calculated by summing the scores obtained on each selected question. The examination is designed to assess the student’s level of knowledge and understanding of the theoretical and methodological contents covered in the course. The short-answer questions are primarily intended to evaluate the acquisition of core knowledge and the ability to understand and recall specific concepts. The long-answer question is aimed at evaluating the student’s ability to communicate effectively using appropriate academic language and methodology, demonstrate the ability to establish connections between topics, and engage in a personal and critical reflection on the material, showing independent judgment. Students with disabilities and/or specific learning disorders (SLD) are encouraged to visit the dedicated webpage outlining the available tools and support measures, and to make prior arrangements with the professor regarding any necessary accommodations (https://www.unipg.it/disabilita-e-dsa) |
| Extended program | - Introduction to Educational Psychology: psychological processes and formalized contexts of education and instruction. - How students think and learn: Cognitive and motivational processes in school; individual differences in intelligence, abilities, and learning preferences. - Social and emotional competencies: Emotions, learning, and well-being through the lens of the Social and Emotional Learning (SEL) approach. - Teachers as attachment figures and emotional socializers: Styles and processes that promote the development of the Self and identity. - School–family relationships and developmental processes within the family from a life-span perspective. 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. |