Università Roma Tre

The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on J.Piaget’s Genetic Epistemology and more recent studies on social development (J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..), and cognitive and constructivist approaches.
There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
It will finally depth the issue of the development of pro-sociality as a determinant of social adjustment during development.

The course includes 36 hours of lessons and a workshop (18 hours) with activity in the presence and online. All activities will be conducted in the first semester.

Since academic year 2016-2017 there is a distinction in two courses:
- A-L (Prof. Giovanni Maria Vecchio)
- M-Z (Prof. Susanna Pallini)

Prerequisites: General Psychology

Vianello R., Gini G., Lanfranchi S. (2015). Psicologia dello sviluppo – Second edition (Developmental Psychology), except for chapters 11 and 12. Torino: UTET Università.
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi (Educating to the prosociality. Theory and good practices). Milano - Torino: Pearson Italia.

Vianello R., Gini G., Lanfranchi S. (2015). Psicologia dello sviluppo – Second edition (Developmental Psychology), except for chapters 11 and 12. Torino: UTET Università.
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi (Educating to the prosociality. Theory and good practices). Milano - Torino: Pearson Italia.

Briefly has been touched key aspects of cognitive and emotional development, with a special focus on the main theories as cognitive and dynamic psychology and more recent research upon observational techniques. The goal is to help the readers to develop a rigorous organizational perspective of a child’s interpersonal emotional processes and to inspire them to further their research.
Students will be helped to recognize difficult situations that the child has to face during his first few years of life.
Special enphasis will be given to the study of J. Bowlby’s attachment theory and to the practical applications that such theory provides on the analyisis of the educational relationship and how observational represntational and self report techniques can be utilized in attachment research..
The latter is highlighted in the paper-based texts by Belsky Psicologia dello sviluppo, Zanichelli, which also features important paths of self-assesment, in Susanna Pallini’s Psicologia dell’attaccamento Processi interpersonali e valenze educative, Franco Angeli, Roma 2008 which deals with the theme of adult-child relationships from an interpersonal motivational systems perspective describing the attachment system and the caregiving system, and the difficult situations a child has to go through in as early as his first few years of life, such as separations and losses. Helpful suggestions are given to the educators on how to assist the child through these challenges.
Finally the topic of the socio emotional learning programs will be dealt on offering useful methodological indication and explaining the CEPIDEAS program

Pallini S. (2008). Psicologia dell’attaccamento nel ciclo di vita, processi interpersonali e valenze educative, FrancoAngeli, Milano..
Belsky Psicologia dello sviluppo, Zanichelli (eccetto l’ultimo capitolo)
Caprara et al (2014). Educare alla prosocialità. Pearson

The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on J.Piaget’s Genetic Epistemology and more recent studies on social development (J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..), and cognitive and constructivist approaches.
There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
It will finally depth the issue of the development of pro-sociality as a determinant of social adjustment during development.

The course includes 36 hours of lessons and a workshop (18 hours) with activity in the presence and online. All activities will be conducted in the first semester.

Since academic year 2016-2017 there is a distinction in two courses:
- A-L (Prof. Giovanni Maria Vecchio)
- M-Z (Prof. Susanna Pallini)

Prerequisites: General Psychology

Vianello R., Gini G., Lanfranchi S. (2015). Psicologia dello sviluppo – Second edition (Developmental Psychology), except for chapters 11 and 12. Torino: UTET Università.
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi (Educating to the prosociality. Theory and good practices). Milano - Torino: Pearson Italia.

Briefly has been touched key aspects of cognitive and emotional development, with a special focus on the main theories as cognitive and dynamic psychology and more recent research upon observational techniques. The goal is to help the readers to develop a rigorous organizational perspective of a child’s interpersonal emotional processes and to inspire them to further their research.
Students will be helped to recognize difficult situations that the child has to face during his first few years of life.
Special enphasis will be given to the study of J. Bowlby’s attachment theory and to the practical applications that such theory provides on the analyisis of the educational relationship and how observational represntational and self report techniques can be utilized in attachment research..
The latter is highlighted in the paper-based texts by Belsky Psicologia dello sviluppo, Zanichelli, which also features important paths of self-assesment, in Susanna Pallini’s Psicologia dell’attaccamento Processi interpersonali e valenze educative, Franco Angeli, Roma 2008 which deals with the theme of adult-child relationships from an interpersonal motivational systems perspective describing the attachment system and the caregiving system, and the difficult situations a child has to go through in as early as his first few years of life, such as separations and losses. Helpful suggestions are given to the educators on how to assist the child through these challenges.
Finally the topic of the socio emotional learning programs will be dealt on offering useful methodological indication and explaining the CEPIDEAS program

Pallini S. (2008). Psicologia dell’attaccamento nel ciclo di vita, processi interpersonali e valenze educative, FrancoAngeli, Milano..
Belsky Psicologia dello sviluppo, Zanichelli (eccetto l’ultimo capitolo)
Caprara et al (2014). Educare alla prosocialità. Pearson