Learning objectives
By the end of the course, students will be expected to have acquired knowledge concerning the major developmental theories, as well as the key stages of development from a cerebral, perceptual-motor, emotional, cognitive, linguistic, and social perspective. Additionally, the course aims to provide updated insights into the main factors that can influence development, particularly focusing on the role of emotional and relational processes. It also aims to foster awareness about the main emotional and relational dynamics in professions involving assistance to children and adolescents. Finally, the course intends to foster the development of several transferable skills in students, including the ability to learn and discuss independently regarding theoretical and methodological matters, as well as effectively communicate and present the topics discussed and learned during the course.
Prerequisites
No prerequisites are required
Course unit content
The course aims to deepen the main stages of development from a cerebral, perceptual-motor, cognitive, linguistic, and socio-emotional perspective. Particular attention will be dedicated to the time frame that spans from the perinatal period - that is, gestation, birth, and the first months of life - up until adolescence. The main authors and theories of development will be discussed. Furthermore, starting from the most updated theories and research in the neuroscientific field, the importance of relational dynamics for development will be explored, with reference to the main social contexts - family relationships, peer relationships, society, and culture - also considering the impact of the use/abuse of digital devices and virtual realities. Additionally, the connection between theoretical knowledge, research, and intervention methodologies will be examined, with special attention to emotional and relational dynamics in professions that involve helping children and adolescents, using Attachment Theory and Interpersonal Motivational Systems as the main theoretical framework.
Full programme
Bibliography
Psicologia dello Sviluppo 2/ed con connect. Autori: P. Leman; A. Bremner; Ross D. Parke; M. Gauvain; F. Sulla; L. Traverso; A. Versari.
Data di pubblicazione: 1 gennaio 2023 Ed. Mc Graw Hill
At the beginning of the classes, additional sections of texts or scientific articles will be provided in PDF format through the Elly platform.
Teaching methods
The course will be structured with lectures and seminars/workshops. Additionally, during the lectures, interactive and practical activities will be included, such as working in groups on specific topics and preparing brief presentations summarizing the discussed subjects.
Assessment methods and criteria
The achievement of all learning objectives by students will be assessed through the final exam, which includes 25 multiple-choice questions and one open-ended question. Each correct answer to the multiple-choice questions will be counted as one point, while the open-ended question will be counted up to a maximum of 5 points. The written exam will be graded on a scale of thirty, and it will be considered passed only if the minimum score of 18 out of thirty is reached.
The final exam aims to evaluate whether the student has acquired knowledge and understanding of the course contents and has developed the ability to interpret and personally rework the topics covered.
Other information
The student consultations will take place, by appointment, at the end of the lesson, and, subsequently, through the MC TEAMS platform.
2030 agenda goals for sustainable development
