The Cognitive Neurodevelopment – A – a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Maria Rosaria Juli (CV)
e-mail: dottmariarosaria.juli@gmail.com

CFU: 6
Course code: 804003675
Bachelor Degrees: Scienze dell’Educazione e della Formazione
Language: Italian

Course delivery modalities: II semester
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
The subject does not require any prerequisites.

Program:
Foundations of Cognitive Development and Theoretical Perspectives Development of Cognitive, Perceptual, and Motor Functions Cognitive Foundations of Learning Development of Visual, Auditory, and Executive Functions Neurodevelopmental Disorders: Cognitive, Language, Motor, and Learning Disorders Language and Communication Development The Development of Thinking: Reasoning, Problem Solving, and Metacognition Emotional Development, Attachment, and Early Social Experiences Cognitive Development, Learning, and Educational Contexts

Program:

Foundations of Cognitive Development and Theoretical Perspectives
Development of Cognitive, Perceptual, and Motor Functions
Cognitive Foundations of Learning
Development of Visual, Auditory, and Executive Functions
Neurodevelopmental Disorders: Cognitive, Language, Motor, and Learning Disorders
Language and Communication Development
The Development of Thinking: Reasoning, Problem Solving, and Metacognition
Emotional Development, Attachment, and Early Social Experiences
Cognitive Development, Learning, and Educational Contexts

Text books:
Miller P. (2002), Teorie dello sviluppo Psicologico. Il Mulino.

Bibliography:
Supplementary teaching materials will be made available during the course.

Educational goals and expected learning outcomes:
Learning Objectives and Expected Learning Outcomes The course aims to provide students with a solid theoretical and methodological background on the main processes underlying cognitive development across childhood and adolescence. Particular attention will be devoted to the mechanisms through which perceptual, attentional, memory, language, and reasoning abilities develop from early childhood through adolescence. The course will examine the major theoretical models and empirical evidence that have contributed to the understanding of cognitive development, fostering a critical perspective on different scientific approaches and research methodologies. Upon completion of the course, students will be able to understand the main stages of typical cognitive development, recognize the role of the interaction between biological, relational, social, and cultural factors in the development of cognitive abilities, and interpret individual differences in developmental trajectories. The acquired knowledge will enable students to identify early signs of developmental difficulties and to design educational interventions and inclusive teaching strategies tailored to children’s learning needs. Finally, the course aims to develop students’ ability to critically evaluate the scientific literature, exercise independent judgment in interpreting developmental phenomena, and communicate effectively about the main topics of the discipline. Knowledge and Understanding Upon successful completion of the course, students will have acquired the knowledge necessary to understand the main processes of cognitive development and their relationship with learning in educational settings. They will be able to recognize the characteristics of typical development as well as the variability of developmental trajectories. Students will also be able to critically interpret the principal theories of cognitive development and understand their implications for educational planning and teaching practice. Applying Knowledge and Understanding Upon completion of the course, students will be able to apply their knowledge of cognitive development to the design of educational and teaching activities appropriate to children’s developmental characteristics. They will be able to observe and interpret the main manifestations of cognitive development, identify early signs of learning difficulties, and contribute to the planning of educational interventions aimed at promoting inclusion, well-being, and the full development of children’s cognitive abilities. Making Judgements Upon completion of the course, students will be able to formulate independent evaluations regarding developmental processes and the educational implications of different theoretical perspectives. They will critically reflect on educational choices in relation to children’s developmental needs, evaluate the appropriateness of educational strategies in different learning contexts, and promote inclusive practices based on scientific evidence and respect for individual differences. Communication Skills The course will enable students to communicate effectively about the main topics of cognitive development using appropriate scientific terminology and adapting their communication to different educational contexts. Students will be able to engage in constructive dialogue with colleagues, families, and other education professionals, supporting their observations and educational decisions with theoretical knowledge and empirical evidence. Learning Skills Upon completion of the course, students will have developed an autonomous and reflective approach to the study of cognitive development, integrating the knowledge acquired during the course with evidence from national and international scientific research. They will be able to identify, select, and critically evaluate scientific literature and bibliographic sources in order to deepen their understanding of the discipline and continuously update their knowledge throughout their academic studies and future professional practice.

Educational goals and expected learning outcomes:

Learning Objectives and Expected Learning Outcomes
The course aims to provide students with a solid theoretical and methodological background on the main processes underlying cognitive development across childhood and adolescence. Particular attention will be devoted to the mechanisms through which perceptual, attentional, memory, language, and reasoning abilities develop from early childhood through adolescence.
The course will examine the major theoretical models and empirical evidence that have contributed to the understanding of cognitive development, fostering a critical perspective on different scientific approaches and research methodologies.
Upon completion of the course, students will be able to understand the main stages of typical cognitive development, recognize the role of the interaction between biological, relational, social, and cultural factors in the development of cognitive abilities, and interpret individual differences in developmental trajectories.
The acquired knowledge will enable students to identify early signs of developmental difficulties and to design educational interventions and inclusive teaching strategies tailored to children’s learning needs.
Finally, the course aims to develop students’ ability to critically evaluate the scientific literature, exercise independent judgment in interpreting developmental phenomena, and communicate effectively about the main topics of the discipline.
Knowledge and Understanding
Upon successful completion of the course, students will have acquired the knowledge necessary to understand the main processes of cognitive development and their relationship with learning in educational settings. They will be able to recognize the characteristics of typical development as well as the variability of developmental trajectories.
Students will also be able to critically interpret the principal theories of cognitive development and understand their implications for educational planning and teaching practice.
Applying Knowledge and Understanding
Upon completion of the course, students will be able to apply their knowledge of cognitive development to the design of educational and teaching activities appropriate to children’s developmental characteristics.
They will be able to observe and interpret the main manifestations of cognitive development, identify early signs of learning difficulties, and contribute to the planning of educational interventions aimed at promoting inclusion, well-being, and the full development of children’s cognitive abilities.
Making Judgements
Upon completion of the course, students will be able to formulate independent evaluations regarding developmental processes and the educational implications of different theoretical perspectives.
They will critically reflect on educational choices in relation to children’s developmental needs, evaluate the appropriateness of educational strategies in different learning contexts, and promote inclusive practices based on scientific evidence and respect for individual differences.
Communication Skills
The course will enable students to communicate effectively about the main topics of cognitive development using appropriate scientific terminology and adapting their communication to different educational contexts.
Students will be able to engage in constructive dialogue with colleagues, families, and other education professionals, supporting their observations and educational decisions with theoretical knowledge and empirical evidence.
Learning Skills
Upon completion of the course, students will have developed an autonomous and reflective approach to the study of cognitive development, integrating the knowledge acquired during the course with evidence from national and international scientific research.
They will be able to identify, select, and critically evaluate scientific literature and bibliographic sources in order to deepen their understanding of the discipline and continuously update their knowledge throughout their academic studies and future professional practice.

Methods and criteria for verifying the learning:
The final evaluation will evaluate knowledge and learning skills, understanding, and independent judgment through a written multiple choises test on the program of the course. The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The final evaluation will evaluate knowledge and learning skills, understanding, and independent judgment through a written multiple choises test on the program of the course.
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Classes will be held both in person and via virtual Teams classroom