Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


PSYCHOPEDAGOGY
PSICOPEDAGOGIA

Psychopedagogy of Everyday Life
Psicopedagogia della vita quotidiana

A.Y. Credits
2015/2016 6
Lecturer Email Office hours for students
Mario Rizzardi Wednesday 11-13; Thursday 14-16

Assigned to the Degree Course

Date Time Classroom / Location

Learning Objectives

The course aims to provide an updated overview of the most important theories, the most recent experimental acquisitions and applications relating to psychopedagogic evolutionary principles inherent in the daily life of the school and extracurricular child than the first child relationships. Students will acquire the basic concepts of Psychopedagogy related to cognitive development of children and their learning processes, together with the knowledge of the personality theories that fit the learning processes of each individual and in a specific field. Provides students with the strategies useful for the construction of individual pathways of learning and to the structuring of an educational project.

Program

The course aims to impart knowledge on the learning processes of adults and to encourage the student's ability in carrying out research with different methods in order to achieve the objectives of an educational project. issues related to interpersonal skills, such as ability to work in teams to achieve an educational goal with reciprocal arrangements, and issues relating wing encoding communication and reading social and interpersonal dynamics will be treated. Will therefore examined the investigation methods of educational psychology, theories of learning and development models in educational psychology, and some concepts related to the theory of personality. The lessons will be conducted in two phases: the first phase will provide students with the basic concepts and present theories about the processes of learning and personality theory. In the second phase we will be identified perm paths arrive at the drafting of an educational project, divided into different parts.

Bridging Courses

No Bridging Courses

Learning Achievements (Dublin Descriptors)

- Knowledge: students will acquire a good knowledge of the essential main theories of child development in different areas: motor, perceptual, communicative-linguistic, cognitive, emotional and affective-relational; - students will acquire a good knowledge of the stages of motor development, communicative-linguistic, cognitive, emotional and affective-relational with special attention to infancy and early childhood and adolescence.

- Understanding: students will acquire a good understanding of basic concepts of Psychopedagogy


- Applying knowledge and understanding: students will have the abilities to describe, analyse and understand cardinal aspects of Psychopedagogy, such as  the theoretical and methodological skills to build relationships and communicate effectively with individual children and with the group; - he knows the tools and techniques of observation of child behavior in educational contexts with particular reference to communication, language and affective-relational development; - he knows how to build educational projects to enhance the development of motor skills, communication, language, cognitive and affective relationship of children,

Teaching Material

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Supporting Activities

Video projector for presentation of videotaped material, overhead projector, flipchart, erasable whiteboard. The teaching material made available by the lecturer can be found, together with other supporting activities, inside the Moodle platform  blended.uniurb.it 


Didactics, Attendance, Course Books and Assessment

Didactics

Teaching is conducted through lectures, alternated with moments of discussion with students about the topics presented in class. Attending students carry out systematic observations on videos presented in class. 

Attendance

No attendence requested.

Course books

Two volumes among the following books:

1) Lynne Murray Le prime relazioni del bambino. Dalla nascita a due anni, i legami fondamentali per lo sviluppo Raffaello Cortina Editore, 2015

2) Un testo a celta tra: Claudio Vio, Cristina Toso, Maria Stella Spagnoletti L’intervento psicoeducativo nei disturbi dello sviluppo, Carocci Faber, 2015

3) Maria Beatrice Ligorio, Erik De Corte, Filip Dochy, Stefano Cacciamani, Le scienze dell’apprendimento. Cosa sono, come nascono e come cambiano, Carocci, 2015

Assessment

The exam consists of a oral exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

Additional Information for Non-Attending Students

Didactics

Teaching is conducted through lectures, alternated with moments of discussion with students about the topics presented in class. Attending students carry out systematic observations on videos presented in class. 

Attendance

No attendence requested.

Course books

Two volumes among the following books:

1) Lynne Murray Le prime relazioni del bambino. Dalla nascita a due anni, i legami fondamentali per lo sviluppo Raffaello Cortina Editore, 2015

2) Un testo a celta tra: Claudio Vio, Cristina Toso, Maria Stella Spagnoletti L’intervento psicoeducativo nei disturbi dello sviluppo, Carocci Faber, 2015

3) Maria Beatrice Ligorio, Erik De Corte, Filip Dochy, Stefano Cacciamani, Le scienze dell’apprendimento. Cosa sono, come nascono e come cambiano, Carocci, 2015

Assessment

The exam consists of a oral exam on all the topics covered in the texts. The examination aims to assess:- Organic knowledge of the subjects exposed in the texts and during the lessons;- Precise knowledge of the specific terminology used in the texts;- Ability to make connections among the topics covered by the texts and the reference material under study;- Ability to apply the acquired knowledge to observation in education contexts.

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