Developmental and Educational Psychology – A – a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof. Giulia Pecora
E-mail: giulia.pecora@uniroma2.it

CFU: 6
Course code: 804002811
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Written test

Pre-requisites:
Adequate knowledge of the Italian language, inclination for studying and critically analysing the topics presented.

Program:
The course will present the main theories of Developmental Psychology. It will also explore the cognitive, emotional, and social development of children, particularly from early childhood to the preschool years. Special attention will be given to the development of communication and language, metacognitive processes, and attachment relationships.

Text books:
Caravita S., Milani L., Traficante D. (2024). “Psicologia dello sviluppo e dell’educazione”. Il Mulino. (selected chapters) Leman, P., Bremner, A., Parke, R. D., Gauvain, M. (2023). “Psicologia dello sviluppo”. McGraw Hill. (selected chapters) slides and handouts

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to examine the main theories and research methodologies, as well as the key themes in Developmental and Educational Psychology. Particular attention will be given to cognitive, emotional, and social development. Additionally, the course will address aspects related to learning processes and educational challenges within family and school contexts. KNOWLEDGE AND UNDERSTANDING: The course aims to i) provide a deep understanding of the psychological theories that describe the primary developmental processes; ii) offer a solid knowledge of the different stages of development and the variables that can influence these processes; iii) explore the role of various growth contexts on cognitive, emotional, and social development. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will acquire foundational knowledge in Developmental and Educational Psychology, essential for working in educational settings where an understanding of growth and learning processes during childhood and adolescence is required. MAKING JUDGEMENTS: Students will develop the ability to assess critically the different theories and research methods in the field of Developmental and Educational Psychology, analyzing the most effective themes and approaches for promoting development and learning, as well as the primary methodological challenges. COMMUNICATION SKILLS: The course content must be learned and presented clearly and comprehensively, demonstrating the acquisition of adequate knowledge through the use of specific, discipline-appropriate psychological terminology. LEARNING SKILLS: The final objective of the course is to provide students with the fundamental concepts that distinguish Developmental and Educational Psychology, offering in-depth knowledge and stimulating critical analysis of the central themes in the discipline.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to examine the main theories and research methodologies, as well as the key themes in Developmental and Educational Psychology. Particular attention will be given to cognitive, emotional, and social development. Additionally, the course will address aspects related to learning processes and educational challenges within family and school contexts.
KNOWLEDGE AND UNDERSTANDING: The course aims to i) provide a deep understanding of the psychological theories that describe the primary developmental processes; ii) offer a solid knowledge of the different stages of development and the variables that can influence these processes; iii) explore the role of various growth contexts on cognitive, emotional, and social development.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will acquire foundational knowledge in Developmental and Educational Psychology, essential for working in educational settings where an understanding of growth and learning processes during childhood and adolescence is required.
MAKING JUDGEMENTS: Students will develop the ability to assess critically the different theories and research methods in the field of Developmental and Educational Psychology, analyzing the most effective themes and approaches for promoting development and learning, as well as the primary methodological challenges.
COMMUNICATION SKILLS: The course content must be learned and presented clearly and comprehensively, demonstrating the acquisition of adequate knowledge through the use of specific, discipline-appropriate psychological terminology.
LEARNING SKILLS: The final objective of the course is to provide students with the fundamental concepts that distinguish Developmental and Educational Psychology, offering in-depth knowledge and stimulating critical analysis of the central themes in the discipline.

Methods and criteria for verifying the learning:
The final exam will consist of a written test with multiple-choice and open-ended questions. For the open-ended responses, evaluation will be largely based on students’ depth of understanding and knowledge, as well as their ability to express ideas clearly and use discipline-specific terminology. 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 exam will consist of a written test with multiple-choice and open-ended questions. For the open-ended responses, evaluation will be largely based on students’ depth of understanding and knowledge, as well as their ability to express ideas clearly and use discipline-specific terminology.
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:
The course consists of oral lectures, supported by PowerPoint presentations, videos, and explanatory images. Throughout the course, activities will be proposed to monitor learning, including questions, brief self-assessment tests, and eventually group work. Attendance is optional but highly recommended.