Child development from conception till adolescence with a particular regard to affective, social and cognitive changes
Course Content
Human development from Adolescence till death with a particular regard to affective, social and cognitive changes occurring during adolescence, emerging adulthood, early and middle adult age, aging. Experiences’ cumulative sequences, developmental tasks, transitions and continuous narratives occurring during life cycle
Janet Belsky, Experiencing the life span (chapters 1-10) New York Worth Publishers
Léonie Sugarmann, Life – Span Development,Routledge London 2001
Students who did not perform sufficiently in the three tests during the term have to prepare their exam studying also
Sheila Kitzinger The Year after Childbirth Oxford University Press, New York, 1994Mary D. Sheridan: From Birth to five Years. Children's Developmemntal Progress Routledge London, 2008
Janet Belsky, Experiencing the life span (chapters 1-10) New York Worth Publishers
Janet Belsky, Experiencing the life span (chapters 11-15) New York, Worth Publishers
Léonie Sugarmann, Life – Span Development, 2001
Learning Objectives
Objectives
General To get a sufficiently detailed, whole and reflexive knowledge on human development from conception, infancy and childhood with a particular regard to affective, social and cognitive aspects.
Specific : to learn an appropriate language capable of communicating learned concepts
Expected learning Results
To know a sufficiently detailed, whole and reflexive knowledge on human development from conception, infancy and childhood with a particular regard to affective, social and cognitive aspects
To know how to do: using a specialist language, appropriate to life span psychology, recognizing developmental problems and anticipating consequences on further phases of development
To know how to be: having courage and determination of expressing own point of view in front of the group; having courage, transparency and honesty to tell own life starting from infancy
Learning Objectives
Objectives
General To get a sufficiently detailed, whole and reflexive knowledge on human development from adolescence till aging with a particular regard to affective, social and cognitive aspects.
Specific : to learn an appropriate language capable of communicating learned concepts
Expected learning Results
To know a sufficiently detailed, whole and reflexive knowledge on human development from from adolescence till aging with a particular regard to affective, social and cognitive aspects
To know how to do: using a specialist language, appropriate to life span psychology, recognizing developmental problems and anticipating consequences on further phases of development
To know how to be: having courage and determination of expressing own point of view in front of the group; having courage, transparency and honesty to tell own life starting from infancy
Prerequisites
Psychology students have to have already sustained the basic developmental psychology exam.
Prerequisites
none
Teaching Methods
Lectures, practical exercises, group discussion on course’s issues , tests
Teaching Methods
20 hours of Lectures, 20 hours of practical exercises, group discussion on course’s issues , tests
Further information
Professor Smorti will not answer via e-mail to any request of getting information about the course. Students are kindly requested to come to the periodic meetings in the settled hours
Further information
none
Type of Assessment
To attend the course is not compulsory but highly recommended. The students have to do three tests during their term. Students who did not perform sufficiently in the three tests have to prepare their exam studying a further book (Mary Shedridan "From birth to five years" see above)
Written test consisting in 20 questions with four possible answers, and 1 question requesting a more detailed answer. If the written test receives a sufficient score a student can sustain the oral test.
For the students who did not perform sufficiently in the three tests the final test will entail five more questions on "From birth to five years".
Type of Assessment
To attend the course is not compulsory but highly recommended. The students have to do three tests during their term.
Written test consisting in 20 questions with four possible answers, and 1 question requesting a more detailed answer. If the written test receives a sufficient score a student can sustain the oral test.
For the students who did not perform sufficiently in the three tests the final test will entail five more questions
Course program
Pregnancy, prenatal development, and birth. Infancy: physical and cognitive development. Infancy: socio emotional development: the theory of attachment. Childhood: physical and cognitive development. Socioemotional development. Settings for development: home and school.
The life-cycle psychology: introduction
Course program
Adolescence and emerging adulthood: physical changes, cognitive and socio emotional development. Adulthood: the early and middle adulthood. Relationships and roles in adulthood: marriage, finding a job, becoming a parent, divorce. Middle life: evolving self, sex and menopause: the physical challenges of the old age. Later life: cognitive and socio emotional development : the evolving self, later transitions. the death and dying.
The life-cycle psychology. Stages, ages and lines of development. Cumulative sequences. The tasks of development. The events and the transitions of life, the dynamic continuity of narratives, Intervening on the life cycle