At the end of the course, students are expected to have acquired the following skills, knowledge, and competencies:
Knowledge and Understanding:
Gain specific and in-depth knowledge of key areas in developmental and educational psychology, with particular attention to early childhood.
Applied Knowledge and Understanding:
Be able to identify typical and atypical behaviors in early childhood, developing strong observation and critical analysis skills. Understand the importance of the parent-child bond and early social interactions for the child’s psychological well-being, in order to design targeted educational interventions in both family and institutional contexts.
Independent Judgment:
Be capable of using the acquired knowledge to critically analyze complex situations related to the development and education of children aged 0–3 years. Students should demonstrate independent judgment in assessing the educational and developmental needs of young children and develop decision-making skills in early educational and intervention settings. The ability to independently reflect on appropriate educational strategies in response to specific child needs will be essential.
Communication Skills:
Develop a solid command of the technical and scientific language of developmental psychology, enabling effective communication with both specialists (psychologists, educators, pediatricians) and non-specialists (parents, caregivers) in both formal and informal settings.
Learning Skills:
Develop the ability to learn autonomously and continuously, staying up to date with new discoveries and theories in the field of developmental and educational psychology. Students should demonstrate the ability to apply key concepts of the discipline to the professional contexts in which they will operate.
Basic knowledge of developmental psychology.
The professor will use lectures, hands-on/laboratory-based teaching, and analytical reflections on case studies and/or scientific articles.
The assessment of competencies will be conducted through a written exam lasting 60 minutes, consisting of open-ended questions. To pass the exam, the student must demonstrate that they have acquired at least the core knowledge related to the course content and are able to present this content appropriately. The use of textbooks, handouts, notes, or digital devices is not permitted during the exam. The dates and times of the exam sessions will be communicated via the Degree Program’s website.
Caravita, S., Milani, L., & Traficante, D. (2024). Psicologia dello Sviluppo e dell’Educazione. Traiettorie evolutive e contesti educativi: una prospettiva integrata. Bologna: Il Mulino. (Excluding Chapters I, XI, XV).
Aureli, T., & Perucchini, P. (2014). Osservare e valutare il comportamento del bambino. Bologna: Il Mulino. (Excluding Chapters 3 and 4).
One text to be chosen from the following:
Stern, D. (2007). La costellazione materna. Torino: Boringhieri.
Ammaniti, M., & Ferrari P. (2020). Il corpo non dimentica. Milano: Raffaello Cortina.
Winnicott, D. W. (1996). I bambini e le loro madri. Milano: Raffaello Cortina.
Winnicott, D. W. (1986). Il bambino deprivato. Milano: Raffaello Cortina.
The course aims to provide a detailed analysis of the psychological development of the child, starting from the prenatal period and continuing through the early years of life. It will also address the methods used to study and analyze newborns. Particular emphasis will be placed on the key stages of motor, perceptual, and socio-cognitive development in infancy. Additionally, the course includes an in-depth examination of mental processes and the dynamics of the family context, both during pregnancy and in the child’s early years.
Please note that any content included in the textbook but not covered in class is nonetheless considered an integral part of the exam syllabus and may be subject to evaluation during the exam.
