03079 - Developmental Psychology

Learning outcomes

After having attended the course students will have acquired a good knowledge of: - the main theories of psychological development in its main aspects: motor, perceptual, communicative-linguistic, cognitive, emotional and relational; - the developmental phases of the above aspects from prenatal life to school age; - the methods and observational tools of children's behavior; - the strategies apt to cope with the complexity of relationships among children, teachers, and parents; -modalities to plan educational-didactic paths aiming at supporting children's psychological development taken into account the continuity between preschool and school age and the relevance of collaborating with the family; - the use of psychological references in order to cope with the issues raised by working in educational and school contexts.

Course contents

The course illustrates the development of motor, perceptual, cognitive, linguistic, communicative and emotional competences, focusing on changes that occur during pre-and post-natal, infancy, preschool and school age till adolescence. The course explains the factors contributing to these changes and the processes underlying them. Classic theories, i.e. those of Piaget, Vygotskij, and Bowlby and criticisms and innovations made by some contemporary theoretical positions will be presented. Experimental and observational evidences, taken from different contexts (family, school, laboratory), regarding each of the theories presented will be discussed.

Readings/Bibliography

References for preparing the exam:

1) Textbook of Developmental Psychology, two options:

-Santrock J. W. (2013). Psicologia dello Sviluppo. Milano: McGraw-Hill, excluded chapters 7, 10, 12.

- chapter 10 of the textbook Berti A. E., Bombi A. S. (2013). Corso di Psicologia dello Sviluppo. Bologna: Il Mulino.

OR

-Berti A. E., Bombi A. S. (2013). Corso di Psicologia dello Sviluppo. Bologna: Il Mulino (excluded chapters 12, 13)

- chapters 1 and 2 of the textbook Santrock J. W. (2013). Psicologia dello Sviluppo. Milano: McGraw-Hill.

2) Chapters 1 and 9 of the textbook Macchi Cassia V., Valenza E., Simion F. (2012). Lo sviluppo della mente umana. Bologna: Il Mulino.

Students attending the lessons have the possibility, if they choose it, to carry out a deepened study of a topic during attendance at the course using methods that will be presented in class by the professor.

Students not attending the lessons could meet the professor at the beginning of the course to agree on a work substituing the attendance.

Other texts of developmental psychology available for the understanding of the covered topics:

Barone L. (a cura di, 2009). Manuale di psicologia dello sviluppo. Roma: Carocci.

Belsky J. (2009). Psicologia dello sviluppo. Bologna: Zanichelli.

Berti A. E., Bombi A. S. (2001). Psicologia dello sviluppo. I. Storia, teorie e metodi. Bologna: Il Mulino.

Bruner, J. (1996). La cultura dell'educazione. Edizione it. 2004. Milano: Feltrinelli.

Butterworth, G., Harris, M. (1998). Fondamenti di psicologia dello sviluppo. Hove, Sussex: Psychology Press. Ed. italiana a cura di A. Sansavini, presso libreria Bonomo, Via Zamboni, Bologna.

Camaioni, L., Aureli, T., Perucchini, P. (2004). Osservare e valutare il comportamento infantile. Bologna: Il Mulino.

Camaioni, L., Di Blasio, P. (2002). Psicologia dello sviluppo. Bologna: Il Mulino.

Gillibrand R., Lam V., O'Donnel V.L., Tallandini M.A. (2013). Psicologia dello sviluppo. Milano: Pearson.

Miller, P. H. (2011). Teorie dello sviluppo psicologico (5th edition). Bologna: Il Mulino.

Schaffer, H. R. (1998). Lo sviluppo sociale. Milano: Cortina.

Teaching methods

Lessons will be accompanied by the use of a video-projector (to show transparencies and slides) and a video-recorder (to show videos).

Assessment methods

The exam consists of a written test with 2 open questions and 16 closed questions (multiple choice) on all the topics covered in the texts.
The examination aims to assess:
- Organic knowledge of the subjects exposed in the texts and and during the lessons;
- Precise knowledge of the specific terminology used in the texts;
- Ability to make connections among the topics covered by the texts and the reference material under study;
- Ability to apply the acquired knowledge to observation in education contexts.

Teaching tools

Lessons will be accompanied by the use of a video-projector, a PC and a video-recorder (to share during the lessons texts, slides, videos).

Office hours

See the website of Alessandra Sansavini