BERGAMO
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to promote a critical understanding of human development by exploring its biological, cognitive, emotional, social, and affective-relational dimensions. Furthermore, the course addresses these topics by considering the interaction between the individual and the environment in shaping individual developmental trajectories, placing these reflections within the classroom context.
By the end of the course, students are expected to have acquired solid foundational knowledge of the main topics in developmental psychology and to have developed a complex understanding of the competencies required to build and manage educational relationships with pupils from an inclusive perspective.
In addition, the laboratory component associated with the course will provide students with the opportunity to explore, at an applied level, some key theoretical concepts addressed during the course.
Course Prerequisites
None
Teaching Methods
Teaching will be delivered through lectures aimed at providing an appropriate framework for the theoretical foundations and core knowledge of the discipline. Particular attention will also be devoted to discussion and direct dialogue with students, who will be encouraged to propose topics for further exploration and debate during the lessons. Lectures will be complemented by small-group laboratory activities organized within the workshops associated with the course. Under the guidance of the professor and designated laboratory tutors, students will work with materials prepared by the instructor, with the aim of fostering educational exchange and promoting the development of critical and reflective skills within a practice-oriented learning framework.
Assessment Methods
The final examination consists of a written test including three open-ended questions to be completed within one hour. The following criteria will contribute to the final grade:
a) relevance and accuracy of the response in relation to the question;
b) logical coherence of the argumentation;
c) appropriate use of academic language.
The maximum score for each answer is 10 points, awarded to highly accurate responses.
Contents
The course syllabus includes a core textbook component aimed at providing foundational knowledge related to the historical-scientific perspective and the different domains of development (motor, perceptual, cognitive, linguistic-communicative, social, emotional-affective, and moral development).
The course will also introduce the following topics: research methodology in developmental psychology; the specific features of developmental psychology across all stages of the lifespan; emerging perspectives in developmental research, with particular attention to the development of emotions and, especially, the mind; and the educational foundations and components of attachment theory.
Alongside this core theoretical component, the course will offer in-depth exploration of selected topics considered particularly relevant to the professional profile targeted by this degree program: 1) a specific focus on the child–teacher educational relationship, examined through the lens of developmental systems theory and attachment theory, and understood as a key resource for supporting integration and inclusion of students with Special Educational Needs or those experiencing conditions of personal and social risk or vulnerability; 2) an in-depth examination of the development of mentalizing abilities during preschool and school age, with consideration of their potential implications for educational interventions.
Online Resources
More information
- All the information provided above applies equally to both attending and non-attending students.
- Working students who do not attend classes are encouraged, like attending students, to contact the laboratory tutors.
- Should the course be delivered in blended or online mode, modifications may be introduced to the syllabus in order to ensure that both teaching activities and examinations remain fully accessible under these formats.
- Students with a certified Specific Learning Disorder (SLD) are invited to contact the instructor well in advance (no later than one month before the exam) during office hours for an introductory meeting, in order to review the certification and agree on the most appropriate examination arrangements.
- Erasmus students are invited to contact the instructor in advance for an introductory meeting to agree, if necessary, on a specific examination bibliography, which may also include texts in English.