PSICOLOGIA DELLO SVILUPPO
the issue of Debelopment
Il problema dello sviluppo
|Lecturer||Office hours for students|
|Carmen Belacchi||Wednesday from 10 to 11|
Assigned to the Degree Course
|Date||Time||Classroom / Location|
The Course aims to introduce to the question of Development according to both a general epistemological approach and main theories characterizing the disciplinary field. Both theoretical and metodological knowledges, characterizing developmental Psychology: starting from traditional models to more recent perspectives. The didactic teaching objectives consist in stimulating the abilities to understand vairious expressions of psychological development according to a viewpoint based on critical comparison and potential integration among different theoretical and methodological models for describing and interpreting the phenomenon of psychological development .
1 Introduction.:- The concept of development: criterions to define it - The historical frame of the discipline- The scientific approaches and methodologies of research in developmental field H. 12)
2. The main theories of psychological development: - Psychoanalitic theories (Freud, Erikson)- Behavioral Learning Theories (Watson, Skinner, Bandura)- Attachment Theory (Bowlby)- Piaget Theory and neopiagetian theorists- The cultural theory (Vygotskij e Bruner)- The Human Information Processing Theory- Recent theoretical approaches (h. 24)
3 The main areas of psychological development: - Cognitive and metacognitive development- The emotional, affective, social and moral development- The communicative and linguistic development (h.12)
There are not bridging corises
Learning Achievements (Dublin Descriptors)
As far as learning achievements are corcerned, the students
1. should display the mastering of the fundamental knowledge, both theoretical and methdological, ranging from understanding basic disciplinary concepts to abilities to use them in order to analyze and interpret psychological developmental phenonomenon according to different main scientific approaches to the discipline.
2. should be able to critically compare, one with the other, the different theoterical models of developmental Psychology, identifying analogies, differences and potential integrations .
3. in particular, schould be able to understand the potentialities and limits of the different methods regarding the specific development research areas.
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
Teaching, Attendance, Course Books and Assessment
No compulsory attendance
- Course books
- Miller P., Teorie dello sviluppo psicologico, Il Mulino (nuova edizione), (pp. 440)- Tomasello M., Le origini culturali della cognizione umana, Il Mulino (247) - Belacchi "Il problema dello sviluppo" (in preparazione) o in alternativa Belacchi e Gobbo "Parlare con i bambini", Carocci (pp. 225) che fino all'uscita del nuovo volume lo sostituirà.
Supplementary books (no obligatory, but useful for better and deeper understand disciplinary contents) the following books are suggested:
Freud S.: - "Il caso del piccolo Hans"
- "Carattere ed eorismo anale"
- "Tre saggi sulla sessualità infantile"
Erikson E: - "Infanzia e Società"
Piaget J. - “Lo sviluppo dell’intelligenza nel fanciullo”
- “La formazione del simbolo nel bambino”
Bowlby J. - “Attaccamento e perdita” Vol. 1
Skinner B.F. - “Walden two”
Written exam with supplementary oral exam
The written exam consists in two open questions, aiming to verify the ability to master in a critical manner disciplinary theoretical concepts, and in a series of multiple choice questions aiming to verify the learning of conceptual and terminological notions.
The supplementary oral exam compulsory for students receiving a mark less than 27/30 is meant to complete the testing of the acquired competences.
Additional Information for Non-Attending Students
There are no differences in Didactics, in Attendance, in Corrse books, nor in assessment for non-tattending students.
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