Teacher
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VECCHIO GIOVANNI MARIA
(syllabus)
The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on Piaget’s Genetic Epistemology, Vygotsky's sociocultural perspective 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. Finally, the development of play in children and education in prosociality will be studied in depth.
(reference books)
Schaffer, H.R. (2005). Psicologia dello sviluppo. Un’introduzione. Milano: Raffaello Cortina. Capitolo 3: solo paragrafo Natura ed educazione (p. 48).
Lo sviluppo nel contesto Capitolo Perucchini T. Aureli, Il Bambino in classe (a cura di) Capitolo 1.
Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).
Caprara, G.V., Gerbino, M. Luengo Kanacri, B.P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano-Torino: Pearson.
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