Università Roma Tre

The course aims at achieving the following objectives for students.

In terms of knowledge and understanding:
- individual differences;
- cognitive, social and emotional development from childhood to early adolescence;
- theoretical and application models of social and emotional learning;
- universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;
- research methods aimed at the study of school adjustment and inclusion;
- teacher competencies in promoting well-being at school.

In terms of applying knowledge and understanding:
- to know how to use the knowledge about the child's development processes to build the educational relationship;
- to know how to designing and implementing a teaching aimed at developing socio-emotional learning skills;
- to be able to identify universal prevention programs that are appropriate to the characteristics and needs of the class.

In terms of making judgements:
- to find connections between psychological theories and school situations;
- to evaluate educational innovations in the light of the advancement of research in developmental psychology.
- to acquire the key competencies of the teacher's self-evaluation.

In terms of communication skills:
- to acquire the key competences of the teacher for class management based on the recognition of the students' individual characteristics;
- to know how to modulate communicative strategies in the classroom to show availability to relationship, motivate learning, support pupils with difficulty, and stimulate positive peer interactions;
- to know how to use active listening and feedback.

In terms of learning skills:
- to develop an orientation towards scientific research, both basic and applied, in developmental psychology;
- to develop the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;
- to develop the interest in training and professional upgrading in psycho-pedagogical disciplines.