THE COURSE WILL CONCERN THE DEEPENING OF THE MAIN TOPICS COVERED BY THE DISCIPLINE, INCLUDING PSYCHO-MOTOR DEVELOPMENT, COGNITIVE DEVELOPMENT, SOCIAL AND EMOTIONAL DEVELOPMENT FROM CHILDHOOD TO ADOLESCENCE.

Will be analyzed: the main disorders of the developmental age; mentalistic ability in typical and atypical developmental conditions; the emotional relationship between the child and his family and professional caregivers. Parenting according to the different theoretical approaches.

At the center of the reflection will be a complex interpretative model of typical and atypical development, which considers the child within the network of interpersonal relationships and social contexts in which he participates since birth, paying particular attention to the dynamics between mentalistic, social and affective.

Expected Learning Outcomes

Knowledge and Understanding

At the end of the course, students will have acquired knowledge of:

• the main theoretical models of developmental psychology (cognitive, socio-constructivist, and psychodynamic approaches);

• the fundamental stages of psychological development from infancy to adolescence;

• cognitive, emotional, affective, and social development in childhood;

• attachment processes and the development of early relationships;

• the development of language, play, and social competencies;

• risk and protective factors in psychological development;

• the role of the family, social, and cultural environment in child development;

• the psychological implications of illness and disability in developmental age within rehabilitation contexts.

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Applying Knowledge and Understanding

At the end of the course, students will be able to:

• recognize the main developmental stages across different age groups;

• apply developmental psychology knowledge when interacting with children and families in rehabilitation contexts;

• understand the psychological needs of children with illness or disability;

• collaborate with multidisciplinary teams by integrating psychological perspectives into the rehabilitation process;

• adapt communication and relational approaches according to the child’s age and individual characteristics.

These competencies will be developed through lectures, discussion of clinical cases, and applied examples in rehabilitation contexts.

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Making Judgements

Students will develop the ability to:

• critically analyze the main theories of psychological development;

• evaluate the role of biological, psychological, and social factors in child development;

• reflect on the psychological implications of disability and illness during developmental age;

• formulate critical considerations regarding clinical and relational situations in rehabilitation settings.

These competencies will be fostered through:

• guided discussion of case studies,

• analysis of clinical examples,

• classroom debate and reflection.

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Communication Skills

At the end of the course, students will be able to:

• clearly and effectively communicate key concepts of developmental psychology;

• use appropriate terminology within healthcare and rehabilitation contexts;

• interact appropriately with children, families, and healthcare professionals;

• participate in discussions of clinical cases using accurate scientific language.

Communication skills will be developed through:

• classroom discussions,

• presentation and analysis of clinical cases,

• peer interaction and dialogue.

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Learning Skills

At the end of the course, students will be able to:

• independently deepen their knowledge of topics related to developmental psychology;

• consult scientific texts and updated materials in the field of developmental psychology;

• integrate psychological knowledge with other disciplines in the degree programme (such as child neuropsychiatry, pediatric rehabilitation, and neuroscience);

• continue learning autonomously as part of their professional development.

To support this process, students will be provided with:

• bibliographic references,

• supplementary learning materials,

• methodological guidance for independent study.

Should teaching be carried out in mixed mode or remotely, it may be necessary to introduce changes with respect to previous statements, in line with the programme planned and outlined in the syllabus. DURING THE COURSE THE PRESENTATION OF RELATED SLIDES AND VIDEOS WILL BE USED FOR THE TREATMENT OF THE TOPICS SUBJECT TO STUDY. Learning assessment may also be carried out on line, should the conditions require it.

Class attendance is mandatory in accordance with the regulations of the Degree Programme. Total lesons hours: 14.

THE COURSE WILL CONCERN THE DEEPENING OF THE MAIN TOPICS COVERED BY THE DISCIPLINE, INCLUDING PSYCHO-MOTOR DEVELOPMENT, COGNITIVE DEVELOPMENT, SOCIAL AND EMOTIONAL DEVELOPMENT FROM CHILDHOOD TO ADOLESCENCE.

DEVELOPMENTAL PSYCHOLOGY. L. Camaioni, P. Di Blasio (2007), Ed. Il Mulino, Bologna.

Slides and teaching materials provided by the Professor

Oral examination. Midterm assessment.

The assessment is intended to verify students’ knowledge and understanding of the topics included in the course syllabus and covers all subjects addressed during the lectures.

Should the course be delivered in blended or distance-learning mode, the necessary adjustments may be introduced with respect to what has been previously stated, in order to ensure compliance with the planned programme as outlined in the syllabus.

The assessment of learning may also be conducted remotely if circumstances require it.

The questions will focus on the topics covered in the course and on the contents of the teaching materials provided to students.

• Main periods of development

• What can a newborn do?

• Piagetian theory