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.

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.

Some clue about the cognitive and emotional developmental will be offered, particularly on referring to the main theories as The Cognitive Psychology, to the current research, and to the method of research as the observation. The Theory of attachment will be discussed on specifying methods, strategies and research in this field. The goal is to offer to the students a framework of analysis of child's emotional and interpersonal processes and instruments for their educational work.
Finally programs of socioemotional learningfor the children will be presented, on offering useful methodological issues and particularly the program CEPIDEAS for the development of prosocial abilites in children.

Belsky, J, (2009). Psicologia dello sviluppo I vol., Zanichelli, Bologna (eccetto l’ultimo capitolo).
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. Milano - Torino: Pearson Italia

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).

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.