The general aim of the course is to provide students with theoretical and methodological knowledge in the field of developmental and educational psychology, relating to school inclusion of pupils and promotion of well-being in school contexts. In particular, the social, emotional and cognitive determinants of maladjustment and school maladjustment and the models for the promotion of positive behaviors in educational contexts will be explored.
The course of DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION aims at achieving the following objectives.
Knowledge and understanding of:
theories on individual differences;
cognitive, social and emotional development from childhood to early adolescence;
theoretical and applicative models of social and emotional learning;
universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;
research methods aimed at studying school adjustment and inclusion;
teacher competencies in promoting well-being at school.
Applying knowledge and understanding:
using knowledge about the child's development processes to build the educational relationship;
designing and implementing a teaching style aimed at developing socio-emotional learning skills;
identifying universal prevention programs that are appropriate to the characteristics and needs of the class.
Making judgements:
finding connections between psychological theories and school situations;
evaluating educational innovations in the light of the advancement of research in developmental psychology.
acquiring the key competencies of the teacher's self-evaluation.
Communication skills:
acquiring the key competencies of the teacher for class management based on the recognition of the students' individual characteristics;
being able to modulate communicative strategies in the classroom to foster acceptance and inclusion, motivate learning, support pupils with difficulties, and stimulate positive peer interactions;
being able to use active listening and feedback.
Learning skills:
developing an orientation towards scientific research, both basic and applied, in developmental psychology;
developing the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;
developing the interest in training and professional upgrading in psycho-educational disciplines.
The course of DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION aims at achieving the following objectives.
Knowledge and understanding of:
theories on individual differences;
cognitive, social and emotional development from childhood to early adolescence;
theoretical and applicative models of social and emotional learning;
universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;
research methods aimed at studying school adjustment and inclusion;
teacher competencies in promoting well-being at school.
Applying knowledge and understanding:
using knowledge about the child's development processes to build the educational relationship;
designing and implementing a teaching style aimed at developing socio-emotional learning skills;
identifying universal prevention programs that are appropriate to the characteristics and needs of the class.
Making judgements:
finding connections between psychological theories and school situations;
evaluating educational innovations in the light of the advancement of research in developmental psychology.
acquiring the key competencies of the teacher's self-evaluation.
Communication skills:
acquiring the key competencies of the teacher for class management based on the recognition of the students' individual characteristics;
being able to modulate communicative strategies in the classroom to foster acceptance and inclusion, motivate learning, support pupils with difficulties, and stimulate positive peer interactions;
being able to use active listening and feedback.
Learning skills:
developing an orientation towards scientific research, both basic and applied, in developmental psychology;
developing the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;
developing the interest in training and professional upgrading in psycho-educational disciplines.
scheda docente
materiale didattico
1. Personality, Temperament, Social and Emotional Development, Prosocial and Aggressive behavior.
2. Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Educational Psychology, Culture and diversity, Learning contexts producing well-being.
4. Differences and needs in learning, Social-Cognitive Theory, Learning and Motivation.
5. School adjustment from a developmental perspective, Promoting social inclusion in educational settings: Challenges and opportunities.
6. Educating for prosociality: theorethical and methodological aspects.
2. AA.VV. (2021). Psicologia dello sviluppo per l’inclusione (Developmental Psychology for Inclusion). Milano - Torino: Pearson Italia.
3. Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142). (pdf su Formorline).
4. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità (Educating to prosociality). Teoria e buone prassi. Milano - Torino: Pearson Italia.
5. Vecchio (2021). L’adattamento scolastico da una prospettiva evolutiva (School adjustment from a developmental perspective). (pdf su Formorline).
6. Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. (pdf su Formorline).
Per le studentesse e gli studenti iscritti alla LM in Didattica dell’Italiano come Lingua Seconda (DIL2), il programma è il seguente:
1. Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
2. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
3. Vecchio (2021). L’adattamento sociale e scolastico da una prospettiva evolutiva. (pdf su Formorline).
Programma
The course program is divided into six thematic areas:1. Personality, Temperament, Social and Emotional Development, Prosocial and Aggressive behavior.
2. Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Educational Psychology, Culture and diversity, Learning contexts producing well-being.
4. Differences and needs in learning, Social-Cognitive Theory, Learning and Motivation.
5. School adjustment from a developmental perspective, Promoting social inclusion in educational settings: Challenges and opportunities.
6. Educating for prosociality: theorethical and methodological aspects.
Testi Adottati
1. Schaffer, H.R. (2005). Psicologia dello sviluppo (Developmental Psychology). Milano, Raffaello Cortina. Chapter 4. Creare le relazioni (Create relationships) (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (Emotional development) (pp. 137-177).2. AA.VV. (2021). Psicologia dello sviluppo per l’inclusione (Developmental Psychology for Inclusion). Milano - Torino: Pearson Italia.
3. Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142). (pdf su Formorline).
4. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità (Educating to prosociality). Teoria e buone prassi. Milano - Torino: Pearson Italia.
5. Vecchio (2021). L’adattamento scolastico da una prospettiva evolutiva (School adjustment from a developmental perspective). (pdf su Formorline).
6. Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. (pdf su Formorline).
Per le studentesse e gli studenti iscritti alla LM in Didattica dell’Italiano come Lingua Seconda (DIL2), il programma è il seguente:
1. Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
2. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
3. Vecchio (2021). L’adattamento sociale e scolastico da una prospettiva evolutiva. (pdf su Formorline).
Modalità Erogazione
The course lasts 60 hours. Part of the teaching activity takes place online (on the "Formonline" platform or other platforms).Modalità Frequenza
Attendance at lessons is not mandatory but recommended.Modalità Valutazione
Written test in electronic form (at the “Piazza Telematica”) lasting two (2) hours, which includes six questions divided according to the topic areas of the program: - Question 1 refers to the topic area "Personality, Temperament, Social and Emotional Development, Prosocial and Aggressive behavior". Length: maximum 30 lines. Rating: from 0 to 6. - Question 2 refers to the topic area "Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes. Length: maximum 15 lines. Rating: from 0 to 5. - Question 3 refers to the thematic area "Educational Psychology, Culture and diversity, Learning contexts producing well-being". Length: maximum 15 lines. Rating: from 0 to 5. - Question 4 refers to the thematic area "Differences and needs in learning, Social-Cognitive Theory, Learning and Motivation". Length: maximum 15 lines. Rating: from 0 to 5. - Question 5 refers to the thematic area "School adjustment from a developmental perspective, Promoting social inclusion in educational settings: Challenges and opportunities". Length: maximum 15 lines. Rating: from 0 to 5. - Question 6 refers to the thematic area "Educating for prosociality: theorethical and methodological aspects". Length: maximum 30 lines. Rating: from 0 to 6.