Unit DEVELOPMENTAL PSYCHOLOGY
- Course
- Primary teacher education
- Study-unit Code
- GP004458
- Curriculum
- In all curricula
- Teacher
- Andrea Baroncelli
- Teachers
-
- Andrea Baroncelli
- Hours
- 48 ore - Andrea Baroncelli
- CFU
- 8
- Course Regulation
- Coorte 2025
- Offered
- 2025/26
- Learning activities
- Base
- Area
- Psicologia dello sviluppo e psicologia dell’educazione
- Sector
- M-PSI/04
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- 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. The addressed topics will be declined in an operational way to facilitate the development of kindergarten and primary school teachers' skills.
- Reference texts
- 1) Santrock, J. W., Deater-Deckard, K., Lansford, J., & Rollo, D. (2021). Psicologia dello Sviluppo (IV edizione). McGraw Hill. ISBN: 9788838697074.
2) Selected passages from Vygotskij, L. S. (1934). Pensiero e linguaggio (we reccomend the italian edition by Angiola Massucco Costa). Giunti. ISBN: 9788809041165.
3) 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 developmental psychology from a life cycle perspective, 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 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 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
- -
- 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 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, reading and writing skills, the comparison between Piaget and Vygotskij about the development of thought and language.
- Intelligence, intellectual disability, specific disorders.
- Emotional development and emotional competence.
- The Self, identity, relationships in the life cycle.
- Moral development, empathy, aggression and bullying.
- Attachment theory.
- The complexity of the teaching profession 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.