DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

The course aims to provide students with fundamental knowledge of the theories of developmental and educational psychology, with particular attention to developmental processes during childhood and to the relational models characterising family and educational contexts. The course also explores the theoretical foundations and the main techniques and tools used for the observation of child behaviour, considered an essential means of understanding children within educational settings.

By the end of the course, in accordance with the Dublin Descriptors, students are expected to have achieved the following learning outcomes:

1. Knowledge and understanding

Students will acquire knowledge and understanding of the main classical and contemporary theories of cognitive, emotional, social and relational development during childhood and school age, as well as theoretical models of family relationships and the organisational and relational models of early childhood educational services, with reference to the integrated 0–6 education system.

Students will also acquire knowledge of the theoretical and methodological foundations of child behaviour observation, the main types of observation, and the principal tools used for data collection.

2. Applying knowledge and understanding

Students will be able to recognise the influence of family and educational relational models on developmental trajectories and learning processes. They will also be able to use the main techniques and tools for observing child behaviour in educational settings, with particular attention to their reliability and validity.

3. Making judgements

Students will be able to critically evaluate the educational implications of different theories and models of development, selecting observational and educational approaches on the basis of up-to-date scientific evidence and critically assessing the reliability and validity of the observational tools employed.

This ability will be fostered through guided discussion of cases and educational situations presented during the course.

4. Communication skills

Students will be able to communicate the knowledge acquired on developmental processes and the results of child behaviour observations using appropriate scientific and disciplinary terminology, including when interacting with families and other professionals working in educational services.

These skills will be developed through classroom presentations and discussion of observational activities and practical exercises.

5. Learning skills

Students will be able to independently identify, explore and update their knowledge of the topics covered in the course, including through the consultation of scientific sources, in order to support the ongoing development of their professional practice in educational settings.

These skills will be supported through bibliographic guidance and methodological suggestions for independent study provided by the lecturer.

The course contributes to the achievement of selected goals of the United Nations 2030 Agenda for Sustainable Development, particularly Goal 4 (Quality Education), with reference to Target 4.2 concerning access for all girls and boys to quality early childhood development, care and pre-primary education, and Goal 3 (Good Health and Well-being), through the promotion of knowledge supporting children’s psychological well-being in educational settings

Lectures. Practical exercises, case discussions and applied examples drawn from family, educational and school contexts across childhood, from the 0–6 age range to primary school, may also be proposed, with particular attention to techniques for observing child behaviour in educational settings. Should the course be delivered in blended or distance-learning mode, any necessary adjustments may be introduced in order to ensure coverage of the programme set out in this syllabus.

No specific prerequisites are required.

Attendance is not compulsory. However, regular participation in classes is strongly recommended, given the relevance of classroom exercises for the acquisition of the applied skills expected from the course.

The course is organised into two closely integrated thematic areas: Developmental Psychology, with particular reference to developmental processes, social contexts and the main theoretical perspectives; and Educational Psychology, with specific attention to early childhood educational services, the integrated 0–6 education system, and the theoretical and methodological foundations of child behaviour observation.

Developmental Psychology

•     Developmental processes and periods.

•     The role of biological and cultural factors in development.

•     Prenatal development, birth and prematurity.

•     Continuity and discontinuity in developmental processes.

•     The scientific study of child development: research methods and paradigms, with an introduction to observational methods.

•     Physical, motor and perceptual development.

•     Major theories of cognitive development and their educational implications: Piaget, Vygotsky and Bruner; the information-processing approach and the psychometric approach.

•     Cognitive development during school age: changes in thinking, attention, memory and metacognition, and implications for learning.

•     Language development.

•     Emotional and affective development.

•     Self-development and identity construction.

•     Moral development.

Social Contexts of Development

•     Early mother-child interaction and the role of relationships in psychological development.

•     Attachment theory: the contributions of Bowlby and Ainsworth.

•     Attachment development across the lifespan.

•     The role of primary caregivers in socio-cognitive development.

•     The family: relational models, parenting styles and family functioning.

•     Peer relationships.

Educational Psychology

•     Development and learning in school contexts: continuity between preschool and primary school.

•     The role of secondary caregivers and attachment relationships with teachers.

•     The theoretical and methodological foundations of child behaviour observation: direct and indirect observation, naturalistic observation and observation under controlled conditions.

•     Observation tools: narrative descriptions, checklists and rating scales; reliability and validity of observational methods.

1.     Santrock J.W., Deater-Deckard K., Lansford J., Rollo D. Psicologia dello Sviluppo (5th edition). McGraw-Hill Education, 2026.

2.     Commodari E. L’abbraccio che crea. Lo sviluppo socio-cognitivo tra teoria e prassi. FrancoAngeli, 2022.

3.  Baumgartner E. L’osservazione del comportamento infantile. Teorie e strumenti. Nuova edizione con materiali on line. Carocci, 2018 (7th reprint, 2026).

Any additional teaching materials, handouts and thematic readings provided by the lecturer during the course will be made available to students on the Studium platform at the end of the classes.

Learning will be assessed through an oral examination aimed at evaluating:

• knowledge and understanding of the theoretical content of the course;
• the ability to critically elaborate on the knowledge acquired;
• the ability to establish connections among the different topics;
• the ability to apply knowledge to the analysis of concrete cases and examples relating to educational and school contexts across childhood, from the integrated 0–6 system to primary school.

The final assessment may also take into account the outcomes of individual or group exercises proposed by the lecturer. Participation in these activities is not compulsory. Assessment may also be conducted online should circumstances require it.

The examination will be assessed according to the following criteria:

• clarity and appropriateness of presentation;
• mastery of course content and correct use of disciplinary terminology;
• analytical skills and depth of critical understanding;
• ability to establish interdisciplinary connections;
• ability to independently elaborate on acquired knowledge;
• ability to apply knowledge to practical situations and professional contexts.

The final grade will be expressed on a 30-point scale, with honours where appropriate.

More specifically, the following criteria will be used to determine the final grade:

• Fail: the student does not demonstrate the minimum required knowledge of the main course content. The ability to use discipline-specific terminology is poor or absent, and the student is unable to independently apply the knowledge acquired.
• Grade 18–21: the student demonstrates minimum knowledge of developmental processes, family and educational relational models, and techniques for observing child behaviour; has limited ability to integrate and critically analyse the situations presented; and presents the topics with sufficient clarity, although command of discipline-specific language is limited.
• Grade 22–25: the student demonstrates adequate knowledge of developmental processes, family and educational relational models, and techniques for observing child behaviour, although mainly limited to the core topics; is able to integrate and critically analyse the situations presented, although not always consistently; and presents the topics with reasonable clarity and an adequate command of discipline-specific language.
• Grade 26–28: the student demonstrates good knowledge of developmental processes, family and educational relational models, and techniques for observing child behaviour; is able to integrate and critically analyse the situations presented in a coherent manner; can address complex problems with a good degree of autonomy; and presents the topics clearly using appropriate terminology.
• Grade 29–30 with honours: the student demonstrates in-depth knowledge of developmental processes, family and educational relational models, and techniques for observing child behaviour; is able to promptly and accurately integrate and critically analyse the situations presented, independently addressing even highly complex problems; and demonstrates excellent communication skills and command of discipline-specific language.

To ensure equal opportunities and in accordance with current legislation, students with specific needs may request an individual meeting to arrange appropriate compensatory and/or dispensatory measures, in line with the learning objectives of the course and their specific requirements. Students may also contact the departmental CInAP representative (Centre for Active and Participatory Inclusion — Services for Students with Disabilities and/or Specific Learning Disorders).

1.     Describe and compare the main contributions of Piaget, Vygotsky and Bruner to the study of cognitive development, highlighting their implications for educational and school contexts.

2.     Describe attachment theory and analyse the role of primary caregivers in the child's socio-emotional and cognitive development.

3.     Describe the main types of child behaviour observation (direct and indirect, naturalistic and under controlled conditions) and the principal data collection tools, discussing their reliability and validity.

4.     Describe the main parenting styles identified in the psychological literature and analyse their relationship with children's developmental trajectories.