Unit Developmental psychology

EDUCATION PSYCHOLOGY II MODULO

Code	A003046
CFU	6
Learning activities	Caratterizzante
Area	Psicologia dello sviluppo e dell'educazione
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Gruppo GRUPPO C

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

The most important research produced by Educational Psychology.

Reference texts

1.Santrock, J.W. (2024). Education Psychology, McGraw Hill, New York. 2.Vygotskij, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes, Harvard University Press, Cambridge - London.

Educational objectives

The main objective is to provide students with knowledge and skills on the main topics of educational psychology with particular reference contexts typical and atypical.

Prerequisites

In order to understand the course contents more effectively, the students must have acquired some knowledge of general psychology.

Teaching methods

Frontal lessons with the support of slides. Reflections on same of the main experiments and on same clinical cases presented in class. Organization of interdisciplinary thematic seminars.

Learning verification modality

The final exam is a writing exam with multiple-choice questions via the Unistudium platform. The time allotted is 90 minutes. Students with disorders or disabilities are encouraged to contact the instructor before the exam. They can also choose to take the examination written or verbal form, taking advantage of concept maps and additional time as required by Law 170/2010.

Extended program

1. Educational Psychology; A Tool for Effective Teaching; 2. Cognitive and Language Development; 3. Social Contexts and Socioemotional Development; 4. Individual Variation; 6. Learners who are Exceptional; 7. Behavioral and Social Cognitive Approaches; 10. Social Constructivist Approaches; 13. Motivation, Taching and Learning; 15. Standardized Test and Teaching.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Health and well-being; Quality education; Reduce inequalities.

Gruppo GRUPPO D

CFU

6

Teacher

Teachers

Hours

• 72 ore -

Gruppo GRUPPO B

CFU

6

Teacher

Andrea Baroncelli

Teachers

• Andrea Baroncelli

Hours

• 36 ore - Andrea Baroncelli

Gruppo GRUPPO A

CFU

6

Teacher

Michele Capurso

Teachers

• Michele Capurso

Hours

• 36 ore - Michele Capurso

Language of instruction

Italian

Contents

During the course, various components of the teaching and learning processes will be examined, ranging from behaviorist and cognitive theories to the most recent constructivist and cultural psychology approaches. Particular attention will be paid to the role of context in co-determining the quality of the learning process, with reference to the key concepts of the socio-cultural perspective. Different modes of organizing and managing principal teaching and learning techniques, such as various forms of lectures and collaborative learning models, will be illustrated. Educational psychology will be presented as an intersubjective and constructivist process, based on dialogue and action. Furthermore, different models of learning communities, both face-to-face and virtual, will be examined.

Reference texts

Contact the course’s professor to receive the latest English references.

Educational objectives

The objective of the course is to expand students' knowledge of the most complex and debated topics in educational psychology. Additionally, the course aims to provide students with the opportunity to acquire skills in applying this knowledge to specific areas of psychological work, with particular reference to school psychology, group management, educational intervention from a developmental perspective, and working with individuals in vulnerable situations. By the end of the course, students will be familiar with theories, methods, and strategies of teaching and learning and will know how to enhance them in educational and training activities.

Prerequisites

To effectively attend the course and study the contents of this module, it is necessary to have a basic knowledge of general psychology and developmental psychology. Such knowledge can be acquired by attending the respective courses and training modules in a bachelor's degree program in psychology.
Those who wish to review the prerequisite content for this course can refer to a recent textbook on the respective disciplines, for example:

General psychology:
Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Lutz, C. (2014). Atkinson & Hilgard’s Introduction to Psychology (16th ed.). Cengage Learning.

Developmental psychology:
Santrock, J. W. (2018). ISE Life-Span Development. United Kingdom: McGraw-Hill Education.

Teaching methods

ectures on the topics indicated in the syllabus;
Screening of films and videos related to the main topics covered;
Individual and small group exercises, to be conducted in class or during study hours, aimed at deepening and verifying the practical application of the topics discussed;
Group discussions, case studies, questions, and answers aimed at critically analyzing the topics addressed.

Other information

For any information or further details, please refer to the publicly accessible website managed by the instructor: http://www.capurso.net/corsi

IMPORTANT: This course cannot be selected as an elective to earn the 24 CFU necessary for access to competitions for teaching in secondary schools. For the list of selectable courses, see Area B at the following page: https://www.unipg.it/didattica/percorsi-post-laurea/5cfu-e-24cfu

IMPORTANT: This course cannot be selected as an elective to earn the 24 CFU necessary for access to competitions for teaching in secondary schools. For the list of selectable courses, see Area B at the following page: https://www.unipg.it/didattica/percorsi-post-laurea/5cfu-e-24cfu

Learning verification modality

The final exam is conducted in written form, with multiple-choice questions via the Unistudium platform. Unanswered and incorrect answers are not penalized and are counted as "0". The exam lasts 70 minutes, except as provided for students with learning disabilities. The exam aims to verify the student's knowledge and understanding of the subject, their ability to synthesize and detail, and their skill in applying what has been studied to typical situations. It will also assess communication skills and the ability to learn independently. The final exam covers all topics included in the exam syllabus, partially covered in the course and fully available in the indicated reference texts. The exam serves to evaluate the knowledge, understanding, effective communication skills, and correct use of the language and terms typical of educational psychology. Students with Disabilities and/or Learning Disabilities According to Law No. 104 of 1992 (Art. 16), students with certified disabilities have the right to "take university exams with the necessary aids." Students in this position are invited to contact the instructor before the exam. For more information, see: https://www.unipg.it/disabilita-e-dsa

Extended program

Part One: Origins, Theories, and Methods of Investigation

What is Educational Psychology

Processes, activities, and contexts/Definitions of students and teachers/The perspective of theories/Comparisons and evolutionary lines
Behaviorism

Foundations of behaviorism/Learning from a behaviorist perspective/The theory of instruction/Criticisms of behaviorism
Cognitivism

The cognitive revolution/Models of mind functioning/Types of knowledge/Metacognition/Cognitivism and learning/The theory of instruction/Criticisms of cognitivism
Piaget and Vygotsky

Piaget: assimilation, accommodation, and development theory/The role of learning for Piaget/Vygotsky: the problem of consciousness, historical materialism, and zones of proximal development/The role of learning for Vygotsky/After Piaget, after Vygotsky/Similarities despite differences
Contributions of Post-Piagetian Constructivism

From the cave myth to the role of context/Sociocognitive conflict/Learning as co-construction of knowledge/Discussing intelligence theory today: Gardner and multiple intelligences/Criticisms of socioconstructivism
Post-Vygotskian Approaches

Cultural psychology/Historical-cultural approach: from activity theory to activity network theory/From situated cognition to distributed cognition/The dialogical perspective
Research Methods

Unit of analysis/Quantitative and qualitative approaches/Observation as a research method/Design-Based Research approach/Evaluation research
Part Two: Teaching Strategies and Study Objects

Teaching Strategies

Lectures/Collaborative learning/Problem solving and progressive inquiry/Peer discussion/Learning in communities
Reading and Writing Texts

Reading and understanding texts: cognitive models/Reading and metacognition/Reading and understanding texts from a socioconstructivist perspective/Text production: cognitive models/Writing and metacognition/Writing from a socioconstructivist approach
Solving Problems in Mathematics and Developing Competencies in Science

Mathematical problem-solving from a cognitive perspective/The expert mathematical problem solver/Tackling mathematical problems from a socioconstructivist approach/Scientific knowledge and problem-solving: the cognitive approach/Addressing scientific problems expertly: the contribution of metacognition/Understanding scientific concepts from a socioconstructivist perspective
Motivation to Learn

Motivation, a multifaceted entity/Motivation and reinforcement/The needs underlying motivation/Goal setting/Personal beliefs that motivate/Intrinsic motivation: self-determination and flow experience/Motivation in context
Learning to Study and Self-Regulate Learning

Study activities, metacognition, and self-regulation/Study methods and metacognition/Self-regulated learning/Promoting self-regulated learning in school
Technologies to Support Learning

Mediation and artifacts/From teaching machines to hypertexts and hypermedia through LOGO/Computer-supported learning environments/From Web 1.0 to Web 4.0/distance learning, e-learning, and Blended Learning/Towards fourth-level artifacts?
The Quality of Learning

Learning as cognitive change/Learning as participation and acculturation/Learning as the development of agency and identity/Learning as the construction of intersubjectivity
Part Three: Developments in Educational Psychology

The Role of the School Psychologist

The school as a professional organization and educational community/The role of the school psychologist in a complex multidimensional approach/The activities of the psychologist in school contexts: some examples/Training for school psychologists/Laws and regulations for school psychologists in Italy
Learning in University and Extracurricular Contexts

Learning in university/Learning in organizations/Informal and incidental learning/Life-long learning: for continuous competence development

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Good health and well-being
Reduced Inequalities

Developmental psychology I MODULO

Code	A003045
CFU	6
Learning activities	Caratterizzante
Area	Psicologia dello sviluppo e dell'educazione
Academic discipline	M-PSI/04
Type of study-unit	Obbligatorio (Required)

Gruppo GRUPPO C

CFU

6

Teacher

Aurora Vecchini

Teachers

• Aurora Vecchini

Hours

• 36 ore - Aurora Vecchini

Language of instruction

Italian

Contents

The origin of Developmental Psychology. Theories of Psychological Development.

Reference texts

Santrock, J.W. (2021), Child Development, McGraw-Hill, New York.

Educational objectives

The main goal is to provide student whit knowledge and skill on the topics of the psychology of the development life-span in particular on the current scientific approaches multicausal. Such knowledge and skill need to be acquired for a proper comparison between typical and atypical development.

Prerequisites

In order to understand the course contents more effectively, the student must have acquired some knowledge of General Psychology.

Teaching methods

Frontal lessons with the support of slides. Reflections on same of the main experiments and on same clinical cases presented in class. Organization of interdisciplinary thematic seminars.

Learning verification modality

The final exam with multiple-choice questions via the Unistudium platform. The time allotted is 90 minutes. Students with disorders or disabilities are encouraged to contact the instructor before the exam. They can also choose to take the exam in written or verbal form, taking advantage of concept maps and additional time as required by Law 170/2010.

Extended program

1. Introduction to Developmental Psychology; 2. Contexts an Development; 3. Biological Beginning; 4. Prenatal Development and Birth; 5. Physical Development and Health; 6. Motor Sensory and Perceptual Development; 7. Historical Foundation of Cognitive Developmental Theories; 8. Information Processing; 9. Intelligence; 10. Language Development; 11. Emotional Development; 12. The Self and Identity; 13. Gender; 14. Moral Development; 15. Families; 16. Peers, Schools and Achievement.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Health and well-being; Quality education; Inequalities reduce.

Gruppo GRUPPO D

CFU

6

Teacher

Teachers

Hours

• 72 ore -

Gruppo GRUPPO B

CFU

6

Teacher

Andrea Baroncelli

Teachers

• Andrea Baroncelli

Hours

• 36 ore - Andrea Baroncelli

Gruppo GRUPPO A

CFU

6

Teacher

Michele Capurso

Teachers

• Michele Capurso

Hours

• 36 ore - Michele Capurso

Language of instruction

Italian

Contents

The origins of psychological development.
Theories of psychological development.

Reference texts

Santrock, J. W. (2019). Life-span Development. United Kingdom: McGraw-Hill Education.

Educational objectives

The primary objective is to provide students with knowledge and skills on the most current topics in developmental psychology across the lifespan, particularly focusing on multicausal scientific approaches. These knowledge and skills are also developed through the comparison of typical and atypical development.

Prerequisites

To effectively attend the course and study the contents of this module, it is necessary to have a basic knowledge of general psychology and developmental psychology. Such knowledge can be acquired by attending the respective courses and training modules in a bachelor's degree program in psychology.
Those who wish to review the prerequisite content for this course can refer to a recent textbook on the respective disciplines, for example:

General psychology:
Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Lutz, C. (2014). Atkinson & Hilgard’s Introduction to Psychology (16th ed.). Cengage Learning.

Teaching methods

Lectures on the topics indicated in the syllabus;
Screening of films and videos related to the main topics covered;
Individual and small group exercises, to be conducted in class or during study hours, aimed at deepening and verifying the practical application of the topics discussed;
Group discussions, case studies, questions, and answers aimed at critically analyzing the topics addressed.

Other information

IMPORTANT: This course cannot be selected as an elective to earn the 24 CFU necessary for access to competitions for teaching in secondary schools.

Learning verification modality

To access the examination test, students are required to demonstrate the ability to receive, read, understand, and comply, within the specified timeframes and according to the indicated procedures, with the instructions regarding participation in the examination, which will be sent via the university’s official institutional email account. In particular, and in accordance with the fundamental competencies of the psychology profession, students are expected to independently configure and utilize their own computing device for the final examination. Should technical assistance be needed, students must contact the appropriate support staff in a timely manner, and in any case, prior to the examination date. Please note that no technical assistance will be provided on the day of the examination. Students who present themselves unprepared, meaning without a properly configured device necessary for taking the examination, will not be admitted to the exam, as this demonstrates a failure to acquire the required competencies as specified above. The final exam is conducted in written form, with multiple-choice questions via the Unistudium platform. Unanswered and incorrect answers are not penalized and are counted as "0". The exam lasts 70 minutes, except as provided for students with learning disabilities. The exam aims to verify the student's knowledge and understanding of the subject, their ability to synthesize and detail, and their skill in applying what has been studied to typical situations. It will also assess communication skills and the ability to learn independently. The final exam covers all topics included in the exam syllabus, partially covered in the course and fully available in the indicated reference texts. The exam serves to evaluate the knowledge, understanding, effective communication skills, and correct use of the language and terms typical of educational psychology. Students with Disabilities and/or Learning Disabilities According to Law No. 104 of 1992 (Art. 16), students with certified disabilities have the right to "take university exams with the necessary aids." Students in this position are invited to contact the instructor before the exam. For more information, see: https://www.unipg.it/disabilita-e-dsa

Extended program

Part 1: The Nature of Child Development

Introduction

Child Development - Past and Present
Historical Perspectives on Childhood
Modern Study of Development
The Image of Childhood and Childcare
Developmental Processes and Periods
Biological, Cognitive, and Socioemotional Processes
Developmental Periods
Cohort Effects
Developmental Issues
Nature and Nurture
Continuity and Discontinuity
Early and Later Experiences
Evaluations on Developmental Issues
Developmental Theories
Psychoanalytic Theories
Cognitive Theories
Behavioral and Social Cognitive Theories
Ethological Theory
Ecological Theory
An Eclectic Theoretical Approach
Development, Education... Inclusion
Chapter Review
Concept Map
The Scientific Study of Child Development

The Importance of Research on Child Development
Pseudoscientific and Prescientific Methods
The Scientific Research Approach
Validity in Scientific Research
Describing and/or Explaining Development
Research Designs
Descriptive Research
Correlational Research
Experimental Research
Single-Subject Experimental Design
Methods for Recording Developmental Changes
Longitudinal and Cross-Sectional Research
Observation
Questionnaires and Interviews
Standardized Tests
Psychophysiological Measurements
Chapter Review
Concept Map
Part 2: Biological Processes, Physical Development, and Perceptual Development

From Biological Beginnings to Birth

The Evolutionary Perspective
Natural Selection and Adaptive Behaviors
Evolutionary Psychology
Interaction Between Hereditary and Environmental Factors: The Nature-Nurture Debate
Behavioral Genetics
Hereditary-Environment Correlations
Shared and Non-Shared Environmental Experiences
The Epigenetic Perspective and Gene X Environment (G X E) Interaction
Conclusions on the Interaction Between Hereditary and Environmental Factors
Prenatal Development
Periods of Prenatal Development
Teratology and Risks in Prenatal Development
Birth
The Birth Process
Newborn Health Assessments
Low Birth Weight and Preterm Infants
Chapter Review
Concept Map
Physical, Motor, and Perceptual Development

Growth and Body Changes
Growth Patterns
Early and Middle Childhood
Puberty
The Brain
Brain Physiology
Sleep
Motor Development
Dynamic Systems Theory
Reflexes
Gross Motor Skills
Sensory and Perceptual Development
What are Sensation and Perception?
Ecological Theory
Vision
Other Senses
Intermodal Perception
Nature and Nurture in Perceptual Development
Perceptual-Motor Coupling
Chapter Review
Concept Map
Cognition and Language

Approaches to Cognitive Development

Piaget’s Theory of Cognitive Development
Developmental Processes
Stages of Development
The Preoperational Stage
Concrete Operational Stage
Formal Operational Stage
Applications and Evaluation of Piaget’s Theory
Piaget and Education
Evaluations of Piaget’s Theory
Vygotsky’s Theory of Cognitive Development
Zone of Proximal Development
Scaffolding
Language and Thought
Teaching Strategies
Evaluations of Vygotsky’s Theory
Jerome Bruner’s Cognitive Development Theory
Cultural Approach to Development
Development of Knowledge
Narrative and Narrative Thought
Chapter Review
Concept Map
Information Processing Approach

Information Processing Approach
Information Processing Approach in Development
Cognitive Resources: Capacity and Speed of Information Processing
Mechanisms of Change
Comparisons with Piaget’s Theory
Attention
What is Attention?
Early Childhood
Middle Childhood
Adolescence
Aging
Memory
What is Memory?
Early Childhood
Middle Childhood
Adolescence and Adulthood
Thinking
What Does Thinking Mean?
Early Childhood
Middle Childhood
Adolescence
Metacognition
What is Metacognition?
Metacognition in Children
Metacognition in Adolescents
Theory of Mind
What is Theory of Mind?
Precursors
Developmental Changes
Individual Differences
Autism and Theory of Mind
Chapter Review
Concept Map
Psychometric Approach

The Concept of Intelligence
What is Intelligence?
Intelligence Tests
Theories of Multiple Intelligences
Neuroscience of Intelligence
Heredity and Environment Influence
Group Comparisons
Development of Intelligence
Infant Intelligence Tests
Stability and Change of Intelligence Through Childhood, Adolescence, and Adulthood
Extremes of Intelligence: Intellectual Disability and Giftedness
Intellectual Disability
Giftedness
Creativity
Learning Disabilities
Chapter Review
Concept Map
Language Development

What is Language?
Definition of Language
Systems of Language Rules
How Does Language Develop?
Infancy
Early Childhood
School Age and Preadolescence
Biological and Environmental Factors
Biological Factors
Environmental Factors
Language and Cognition
Chapter Review
Concept Map
Part 4: Socioemotional Development

Emotional and Affective Development

Exploring Emotions
What are Emotions?
The Functionalist Approach to Emotion
Emotional Competence
Development of Emotions
Early Childhood
Middle Childhood
School Age or Childhood
Temperament
Description and Classification of Temperament
Biological Foundations and Experience
Goodness of Fit and Parenting
Early Social Development: Reference and Social Understanding
Early Social Skills
Social Orientation and Cooperation
Movement and Independence
Intentionality and Goal-Directed Behavior
Social Referencing
Attachment
Attachment Theories
Individual Differences in Attachment
From Behaviors to Mental Models of Attachment
Caregiving Styles and Attachment
Social Neuroscience of Development and Attachment
Chapter Review
Concept Map
Self and Identity Formation

Understanding Self and Understanding Others
Understanding Self
Understanding Others
Self-Esteem and Self-Concept
What are Self-Esteem and Self-Concept?
Assessment
Developmental Changes
Modifications in Self-Esteem
Self-Efficacy
Identity
What is Identity?
Erikson’s Perspective
Developmental Changes
Social Contexts
What is Meant by “Gender”?
Influences on Sexual and Gender Identity Development
Biological Influences
Social Influences
Cognitive Influences
Gender Stereotypes, Similarities, and Differences
Gender Stereotypes
Gender Similarities and Differences
Chapter Review
Concept Map
Moral Development

Domains of Moral Development
What is Moral Development?
Moral Thought
Moral Behavior
Moral Feeling
Moral Personality
Social-Cognitive Domain Theory
Contexts of Moral Development
Parenting
School
Prosocial and Antisocial Behaviors
Prosocial Behavior
Antisocial Behavior
Chapter Review
Concept Map
Part 5: Social Contexts of Development

The Family

Family Processes
Interactions in the Family System
Cognition and Emotion in Family Processes
Multiple Developmental Trajectories
Domain-Specific Socialization
Socio-Cultural and Historical Changes
Parenting
Defining Parenting
Parental Adaptation to Child Developmental Changes
Parenting Styles and Discipline
Co-Parenting
Parent-Adolescent Relationships
Autonomy
Attachment
Balancing Freedom and Control
Parent-Adolescent Conflict
Post-Adolescence: Developing Adults
Siblings
Sibling Relationships
Birth Order
The Changing Family in a Changing World
New Families
Socio-Economic and Cultural Variations in Families
Chapter Review
Concept Map
Peers

Peer Relationships
Exploring Peer Relationships
The Developmental Course of Peer Relationships in Childhood
The Distinct but Coordinated Worlds of Parent-Child and Peer Relationships
Social Cognition and Emotion
Peer Statuses
Bullying
Play
Functions of Play
Types of Play
Friendship
Functions of Friendship
Similarities and Intimacy
Gender and Friendship
Friendships Among Different Age Groups
Peer Relationships in Adolescence
Peer Pressure and Conformity
Cliques and Crowds
Dating and Romantic Relationships
Chapter Review
Concept Map
Culture

Culture and Child Development
The Importance of Culture in Studying Children
Cross-Cultural Comparisons
Socio-Economic Status and Poverty
What is Socio-Economic Status?
Socio-Economic Variations in Families, Neighborhoods, and Schools
Poverty
Ethnicity
Immigration
Differences and Diversity
Prejudice and Discrimination
Technology
Media Use and Screen Time
Television and Electronic Media
Computers and the Internet

Obiettivi Agenda 2030 per lo sviluppo sostenibile