Theoretical and methodological aspects of developmental and educational psychology; the processes and mechanisms that regulate social, emotional, cognitive and linguistic development from childhood to preadolescence. Special focus on school adjustment: factors that influence school adjustment and children’s academic outcomes; school as a system; well-being of teachers and students at school; basic knowledge about specific learning disorders.
Course Content - 2 semester - last names M-Z
Educational psychology. Theories, models, and main process of learning and instruction
Schaffer R. (2004). Psicologia dello sviluppo. Cortina Ed., Milano.
Aureli T., Bascelli E., Camodeca M., Di Sano S. (2008). Il bambino in classe. Aspetti teorici e strumenti di valutazione. Carocci editore, Roma.
Slides of the course on Moodle.
A) Ligorio, M. B., & Cacciamani, S. (2013). Psicologia dell’educazione. Roma: Carocci editore
B) Pinto, G. (2003). Il suono, il segno, il significato. Psicologia dei processi di alfabetizzazione. Roma: Carocci editore
C) Un libro a scelta fra i seguenti:
Pérez-Tello, S., Antonietti, A., Liverta Sempio, O., & Marchetti, A. (2005). Che cos’è l’apprendimento? Le concezioni degli studenti. Roma: Carocci editore
Cacciamani, S. (2009). Psicologia per l’insegnamento. Roma: Edizioni LE BUSSOLE - Carocci editore
Pinto, G. (2012). Te lo dico con le figure. Psicologia del disegno infantile. Firenze: Giunti Scuola
Selleri, P. (2016). La comunicazione in classe (Nuova edizione). Roma: Carocci
Menesini, E., Pinto, G., Nocentini, A. (2014). Apprendimento e competenza sociale a scuola. Roma: Carocci
Lecce, S., Cavallini, E., & Pagnin, A. (2010). La teoria della mente nell’arco di vita. Bologna: Il Mulino.
Molinari, L., & Mameli, C. (2015). Gestire la classe. Bologna: Il Mulino.
Antonietti, A. (2011). La creatività si impara. Metodi e tecniche per lo sviluppo del pensiero divergente a scuola. Firenze: Giunti Scuola
Pinto, G. (a cura di) (2017). Apprendimento cooperativo. Relazioni e apprendimento in classe. Firenze: Giunti Scuola
Learning Objectives - 2 semester - last names A-L
Knowledge and understanding:
The course provides basic knowledge on developmental and educational psychology. The topics are: the theoretical and methodological aspects of developmental psychology; the processes and mechanisms that regulate social, emotional, cognitive and linguistic development from childhood to preadolescence; factors that influence school adjustment and children’s academic outcomes; school as a system; well-being of teachers and students at school; basic knowledge about specific learning disorders.
Applying knowledge and understanding:
The course provides the fundamental skills to detect the main stages of psychological development across childhood and school-age. The course provides some strategies to measure class group relationships, class climate and to relate with children and adults. The course aims to support students in working in groups to plan and verify studies and educational interventions.
Making judgements:
The course will encourage a critical and involved attitude during discussions, group activities and lessons.
Communication skills:
The course provides the knowledge for using a correct vocabulary and for communicating with children and adults.
Learning skills:
The course provides skills required for ongoing learning.
Learning Objectives - 2 semester - last names M-Z
It would enable you to:
• learn the main theories of educational psychology and rework them effectevely.
• show in-depth knowledge and satisfying competence.
• recognize theoretical approaches and relativize them to specific contexts and learning objects.
• know and master the main teaching strategies to implement in a school context
• develop a critical and independent approach to theories and deployment strategies
• adjust the new knowledge in accordace with personal characteristics and previous experiences
• be aware of the distribution of learning within the social fabric
• comprehend in depht the different subjects addressed, adding something personal to what is learnt and interpreted, judged and of practical use
Prerequisites - 2 semester - last names A-L
none
Prerequisites - 2 semester - last names M-Z
None
Teaching Methods - 2 semester - last names A-L
Knowledge and understanding:
Lectures, 4 seminars (8 hours) in collaboration with experts, small groups’ work to plan a study/research.
Applying knowledge and understanding:
Exercises and individual or small groups’ work and discussion in the class.
Making judgements:
Group discussions and presentation to class of small groups’ work.
Communication skills:
Presenting small groups’ work studies/research in an oral and written form by power point (6 hours). Use of a correct vocabulary referring to the studied topics.
Learning skills:
This competence will be promoted through group study/research activities.
Teaching Methods - 2 semester - last names M-Z
Classes are provided to explain theoretical concepts, assessment tools, and deployment strategies. Further, discussions and exercises are to master what is shown during the lesson
Further information - 2 semester - last names A-L
Couse program, the time-table of course activities, suggested readings, learning objective, teaching methods, type of assessment will be presented at the beginning of the course. All students are invited to be present at the beginning of the course, even those who cannot attend the course o can do it but only rarely.
In addition to the slide presented during classes, the time-table of course activities, also Syllabus will be put online on the e-learning site.
Further information - 2 semester - last names M-Z
None
Type of Assessment - 2 semester - last names A-L
Knowledge and understanding:
Written and oral test: Written test with 20 multiple choice questions to verify in-depth knowledge and 2 open-ended questions to verify critical skills. Oral exam for students who got a sufficient evaluation in the written test. All students (attending and non-attending) have the opportunity to perform two formative evaluation activities, with self-evaluation and discussion about results in the class group (see calendar on moodle).
Applying knowledge and understanding:
In one of the open-ended questions of the written test, a paragraph of the suggested readings will be presented and students will be asked to give explanation. The other open-ended question will be a reflection on one issue of the course.
Small group homework and collectively discussion in classroom will be requested: it will be voluntary and evaluated. Students must apply within and not after the sixth lesson. The students' personal exposition will be evaluated in regard to: expository clarity, expository complexity, capacity of expressing limits and potentiality of the conducted study/research, respecting scheduled times. The positive evaluation of the group work will result in the addition of up to two points to the final exam evaluation for each student.
Making judgements:
Expressing personal point of view in the open-ended questions and arguing it in oral test will be evaluated.
Communication skills:
Use of a correct and appropriate vocabulary in written (open-ended questions) and oral test.
Learning skills:
Written and oral test. Study/research tasks carried-out in small groups.
Type of Assessment - 2 semester - last names M-Z
The test is in written form
Course program - 2 semester - last names A-L
The main themes of developmental psychology, theoretical approaches to explain human development, research methods. The development of social, emotional, cognitive and linguistic development from childhood to preadolescence. Main theories of development: Piaget, Vygotskij, Bowlby. By seminars and exercises the course will in-depth focus on: families, bullying, factors that influence school adjustment and children’s academic outcomes, school as a system, well-being of students and teachers at school, basic knowledge about specific learning disorders.
Course program - 2 semester - last names M-Z
The first part of the course deals with the following subjects:
• The main theories regarding learning process, methods of investigation and educational strategies
• The development of reading and writing skills
• The development of mathematical and scientific competences
• Motivational processes
• Metacognition and self-regulation in learning process
The second part of the course deals with theories about the development of symbolic systems, graphic representation, reading and writing.
Specifically, it presents:
• the general construction of emerging literacy
• the components of the emerging literacy construction about the acquisition of formalized writing and reading skills
• the effects of the environment and empowerment targeting measures on the emerging literacy of children