48
Psychology of Development and Psychology of Education
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The aim of the course is to provide students with knowledge and skills in the field of developmental psychology, with particular focus on aspects related to educational contexts and the dynamics underlying human development.
By the end of the course, students are expected to have acquired the following abilities, knowledge, and competences:
- Knowledge and Understanding: Understand the components that govern human development by analyzing developmental trajectories from childhood to adolescence within educational settings.
- Applied Knowledge and Understanding: Apply theoretical models that explain developmental dynamics, both in typical and atypical outcomes.
- Autonomy of Judgment: Make informed and appropriate judgments about developmental processes based on the knowledge acquired.
- Communication Skills: Demonstrate the knowledge acquired in the discipline through the final examination.
- Learning Skills: Understand the dynamics underlying developmental models, identify age-specific developmental tasks throughout the life cycle, and analyze strategies for managing groups in educational contexts.
Course Prerequisites
No specific prerequisites are required, except for a strong command of the Italian language and a good ability to understand abstract concepts.
Teaching Methods
The instructor will use lectures, workshop-based teaching, as well as analytical reflections on case studies and/or scientific articles.
Assessment Methods
The assessment of competencies will take place through a written examination consisting of open-ended questions, lasting 60 minutes.
In order to pass the exam, students must demonstrate that they have acquired at least the fundamental knowledge related to the course contents and that they are able to present it clearly and appropriately. During the exam, the use of books, handouts, notes, or digital devices is not permitted.
The final grade will be expressed out of thirty, with a score ranging from 18/30 to 30/30 with honours, on the basis of the competencies demonstrated during the examination.
The exam will be considered excellent (i.e., 30/30 with honours) when it demonstrates a comprehensive, well-structured, and accurate understanding of the course contents, together with a rigorous and informed use of scientific terminology.
The exam will be considered very good (i.e., 28–29/30) when it shows very solid and well-organized preparation, with clear and precise exposition and an appropriate and confident use of disciplinary terminology.
The exam will be considered good (i.e., 25–27/30) when it reveals solid and generally correct preparation, with clear exposition and a generally appropriate use of disciplinary terminology, despite some minor inaccuracies.
The exam will be considered fair (i.e., 22–24/30) when it shows overall adequate preparation, though not always in-depth, with some imprecision in exposition and in the use of specific terminology.
The exam will be considered satisfactory (i.e., 18–21/30) if it demonstrates essential knowledge of the topics covered, with some inaccuracies in exposition and in the use of specific terminology.
The exam will be considered insufficient if there are significant gaps in the understanding of the contents, difficulty in connecting the different topics, or a predominantly rote and non-critical use of information, as well as an inadequate use of the discipline-specific language.
The dates and times of the examinations will be communicated through the Degree Programme web page.
As this is a written exam, students must arrive at the exact time indicated in the official exam schedule.
Texts
Santrock, J. W., Deater-Deckard, K., Lansford, J. & Rollo, D. (2021). Psicologia dello Sviluppo (IV edizione). Milano: McGraw Hill.
Petruccelli, I. (2008). L’abuso sessuale infantile: L’intervento con i bambini. Roma: Carocci.
Contents
The course aims to explore the main theoretical models and research perspectives related to developmental psychology and the processes involved in education and learning.
Topics covered include the cognitive, motivational, emotional, behavioral, and relational aspects of children and adolescents within social contexts (e.g., school, family, peer group).
More information
Please note that any content included in the exam texts but not specifically covered during the lessons should still be considered an integral part of the exam syllabus and may therefore be subject to assessment during the evaluation.