The course aims to provide a basic knowledge of the main theories, the results of studies, the most recent research and the specific methodological aspects of developmental psychology with particular reference to the period from birth to 3 years. The influence of biological and environmental factors in the genesis of thought will be highlighted, from the perspective that knowledge is not only intellectual, but also, at the same time, perceptive, linguistic and affective and is constituted in intersubjectivity and in the formation of personal identity. At the end of the course the student will have to: - know the main theories of development in the various cognitive, emotional and affective-relational psychological fields; - know how first relationships are built with particular reference to attachment theory; - know the role of the educator in the nursery and the good practices for inserting/settling the child into the nursery.

The concepts of developmental age, development and developmental stages will be illustrated preliminarily (Lessons 1-8). We will then proceed with the discussion of cognitive and social development as the main prerequisite for the promotion and acquisition of almost all other skills (Lessons 9-14). We will then analyze attachment theory as a fundamental construct for the creation of first relationships and the development of the child's sense of security (Lessons 15-17). The ability to regulate emotions by developing self-control will be examined with particular reference to the quality of the relationship with the educator/teacher in the nursery setting (Lessons 18-20).

No preparatory training is required

In relation to Childhood Developmental Psychology, the student must demonstrate possession of:

- (Knowledge and understanding) of the mastery of basic knowledge in relation to the main theories of development in the various cognitive, emotional and affective-relational fields; mastery of basic knowledge relating to the stages of cognitive, emotional and affective-relational development; mastery of basic knowledge relating to the tools and techniques for observing behavior in learning contexts with particular reference to cognitive, emotional and affective-relational development; understanding the fundamental concepts of developmental psychology with respect to the stages of cognitive, emotional and affective-relational development.

- (Applied knowledge and understanding) the ability to recognize and distinguish the risk factors that push towards conditions of discomfort and disturbance, and the protective factors that constitute the resources that allow you to recover balance and well-being.

- (Autonomy of judgment) of the autonomy of judgment or the ability to acquire information in the field of childhood developmental psychology on which to exercise personal and original critical thinking.

-   (Communication Skills) of the ability to clearly and effectively communicate acquired knowledge, ideas, problems and solutions of childhood developmental psychology to specialists and non-specialists.

-  (Ability to learn) the ability to study and learn independently the knowledge and skills of childhood developmental psychology.

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

Teaching takes place through frontal lessons, alternating with in-depth seminars on the topics presented in class.

Attendance

Study of the text and supplementary material provided by the teacher.

The student must guarantee participation in ¾ of the lesson hours (30 out of 40 hours).

Course books

1) Murray L., The child's first relationships, Raffaello Cortina Editore 2015.

Chapters 1, 2, 3

2) Other supplementary materials provided by the teacher.

Assessment

Written test with which you intend to ascertain:

- Adequate knowledge of the contents of the text studied and ability to report the problems addressed in it.

- Learning definitions and concepts as well as technical terms of the discipline.

- Ability to connect and contextualise contents, problems and in-depth methods during the course of studies.

- Ability to re-elaborate the knowledge acquired in a personal and critical way.

- Expressive properties and use of specialist terminology.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Distance study.

Attendance

Study of the text and material provided by the teacher available on the blended platform.

Course books

1) Murray L., The child's first relationships, Raffaello Cortina Editore 2015.

Chapters 1, 2, 3

2) Other supplementary materials provided by the teacher.

Assessment

Written test with which you intend to ascertain:

- Adequate knowledge of the contents of the text studied and ability to report the problems addressed in it.

- Learning definitions and concepts as well as technical terms of the discipline.

- Ability to connect and contextualise contents, problems and in-depth methods during the course of studies.

- Ability to re-elaborate the knowledge acquired in a personal and critical way.

- Expressive properties and use of specialist terminology.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.