- Docente: Consuelo Mameli
- Credits: 10
- SSD: PSIC-02/A
- Language: Italian
- Teaching Mode: In-person learning (entirely or partially)
- Campus: Bologna
- Corso: First cycle degree programme (L) in Education Sciences in Social, Cultural and Community Contexts (cod. 6272)
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from Sep 14, 2026 to Nov 26, 2026
Learning outcomes
At the end of the course, students should be able to:
1. Demonstrate knowledge of the scientific method and research designs in developmental psychology.
2. Differentiate key concepts and theories within developmental psychology with particular attention to the following fields: communication, language, cognition, emotional and relational skills.
3. Know the phases of psychological development from the first years of life up to adolescence.
4. Illustrate differences among physical, psychological, and social frames of development.
5. Identify the basic psychological needs for developing well-being in infants, children and adolescents.
6. Recognize the complex interactions between risk and protective factors during development.
7. Develop theoretical and methodological competencies to build positive dyadic and group relationships.
8. Know observational tools and methodologies in educational settings.
9. Demonstrate skills in developing educational projects.
10. Use bibliographic sources to update the professional knowledge.
Course contents
The course takes place in the first semester, from September to November 2026, and is intended for first-year students enrolled in the Bachelor’s Degree Programme in Education in Social, Cultural and Community Contexts.
During the course, students will learn the main theoretical frameworks, the methods used in educational research and interventions, the key developmental milestones across different domains of development, and the various developmental contexts.
Main theoretical approaches:
- Piaget
- Vygotskij
- Bruner
Methods:
- Research designs in Developmental Psychology
- Observation
Developmental domains:
- Communication and language
- Emotional and affective development
- Self-consciouness
Different contexts:
- Family
- School and peers
- Culture and new technology
Readings/Bibliography
To prepare for the examination, students are required to study the textbook listed in the bibliography below, which is compulsory, not optional, together with the course slides, which will be progressively uploaded by the lecturer to the “Virtuale” platform during the course.
The topics discussed during classes will be assessed in the examination even when they are not included in the textbook. Likewise, contents included in the textbook but not examined in depth during classes are to be considered, in all respects, part of the examination programme.
Course Textbook
Santrock, J. W. (4th Italian edition, 2021). Psicologia dello Sviluppo. Milano: McGraw-Hill.
Chapters to be studied:
- 1 – Introduzione
- 2 – Lo studio scientifico del comportamento infantile
- 3 – Dagli inizi biologici alla nascita
- 5 – Approcci allo sviluppo cognitivo
- 8 – Lo sviluppo del linguaggio
- 9 – Lo sviluppo emotivo e affettivo
- 10 – Il sé e l’acquisizione dell’identità
- 12 – La famiglia
- 13 – I pari
- 14 – La scuola
- 15 - La cultura
The textbook is available at the library of the Department of Education Studies G. M. Bertin.
Note: either the 4th or the 5th edition of the Santrock textbook may be used to prepare for the examination. However, please note that the 4th edition does not include the chapter on school; therefore, students using this edition will need to obtain the missing chapter independently.
Erasmus Students (with a good command of English)
Erasmus students with limited knowledge of Italian and a good command of English may prepare for the exam using the following textbook in English (available at the library of the Department of Education Studies G. M. Bertin):
Santrock, J. W. (2021). Child Development: An Introduction (15th Edition). McGraw-Hill.
Chapters to be studied:
Chapter 1 – Introduction
Chapter 3 – Prenatal Development and Birth
Chapter 6 – Cognitive Developmental Approaches
Chapter 9 – Language Development
Chapter 10 – Emotional Development
Chapter 11 – The Self and Identity
Chapter 14 – Families
Chapter 15 – Peers
Chapter 16 Schools and Achievement
Chapter 17 – Culture and Diversity
Teaching methods
Lectures will be complemented by group discussions in class, interactive activities using the Wooclap platform, and the presentation of illustrative videos.
Students are strongly encouraged to participate actively in all teaching activities and are expected to stay informed, particularly through the announcements posted on the Virtuale platform.
Students are expected to consistently demonstrate appropriate and respectful behavior. This includes refraining from prohibited actions (e.g., audio or video recording of lectures) as well as adhering to social norms (e.g., punctuality for those attending in person).
Assessment methods
The exam consists of a written test lasting one hour, made up of four questions, described in detail below.The final mark will be expressed out of 30. To pass the examination, a minimum mark of 18/30 is required.
Structured open-ended questions (3 questions worth 5 points each)
The first three questions are structured and require a short answer, usually consisting of two parts: a definition of the requested concept and a concrete example that demonstrates understanding.
Each answer will be awarded a score from 0 to 5 points, based on the following criteria: completeness and consistency of content; ability to personally rework the concepts, especially in the examples; appropriateness of language, spelling, and grammar.
For each answer, marks will be awarded as follows:
5 points: precise and complete definition, original and relevant example, well argued, demonstrating full understanding of the concept. Appropriate terminology and clear writing.
4 points: complete and coherent definition, relevant example, but with limited personal reworking. Adequate terminology, possibly with some minor inaccuracies.
2–3 points: partial or not fully coherent definition, generic or irrelevant example. Frequent lexical, spelling or syntactic inaccuracies.
0–1 points: answer missing, seriously incomplete, lacking an example or not relevant to the question. Writing so incorrect as to hinder comprehension.
Unstructured Open-ended question (1 question worth 15 points)
The fourth question will be open-ended and will require a longer and more detailed response, in which the student must demonstrate the ability to describe a broad concept, argue critically, and, if requested, provide examples.
This answer will be awarded a score from 0 to 15 points, based on the following criteria: completeness and consistency; ability to personally rework and argue the content; appropriateness of language, spelling, and grammar.
For this answer, marks will be awarded as follows:
13–15 points: complete and coherent answer, with solid critical and personal argumentation, and, where appropriate, relevant examples that are well integrated into the discussion. Appropriate terminology and excellent clarity of exposition.
10–12 points: complete and coherent answer, with argumentation present but not always developed in depth. Adequate terminology, possibly with minor inaccuracies.
5–9 points: partially complete answer, mainly based on memorisation, with limited personal reworking. Understandable writing, but with frequent terminological, syntactic or lexical inaccuracies.
0–4 points: answer missing, seriously incomplete, irrelevant or lacking argumentation. Writing that is confused or incorrect to the point of hindering comprehension.
Artificial intelligence (AI) may be a useful tool to support individual study through further exploration, summaries and self-assessment activities. As far as the assessment of learning is concerned, the use of AI is prohibited during the in-person examination. Any use of AI constitutes a violation of academic integrity.
Study tips
To prepare effectively for the exam, students are encouraged to practice recognizing, defining, and connecting the main concepts covered in the course, and to formulate clear, relevant, and possibly original examples. A few sample exam questions will be uploaded on the "Virtuale" platform shortly before the end of the course.
Exam registration
Students must register for the exam through the AlmaEsami platform. Registration closes 7 days before the exam date. Those who are unable to register due to technical issues must promptly contact the academic office before the official deadline for registration.
Erasmus students
Erasmus students may take the written exam in Italian or English. Requests to take the exam in oral form will be considered only if adequately justified via email to the instructor at least 14 days before the exam date.
Teaching tools
The lectures will be supported by the use of Power Point presentations. Short videos related to the topics of the course will be used.
Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.
For students with specific learning disorders or disabilities for whom, in agreement with the offices mentioned above, the use of concept maps during the examination is permitted, it is recommended that they follow the good practices for their construction described at the following links:
https://www.unibo.it/sitoweb/consuelo.mameli/avvisi/15db228d
For questions and difficulties related to studying:
Students who have questions about the degree programme, or who wish to receive information about this or other courses, may contact the course tutors (edu.tutoresc@unibo.it ). For further details, please see the following link:
https://corsi.unibo.it/laurea/ScienzeEducazioneSocialiCulturaliBologna/tutor-del-corso
Students who experience difficulties with their study method, with the organisation and preparation of the examination, or with motivation related to their studies and university pathway, may refer to the services provided by the University, Study Method Workshops and OrientaLab, whose details are available on this page:
Office hours
See the website of Consuelo Mameli
SDGs
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.