- The theoretical and methodological foundations of observational and experimental methods in the study of human development.
- The theoretical-methodological aspects of the use of questionnaires and self-reports in the clinical and research field on human development.
- The main instruments used in the study of the typical and atypical development related to the social and emotional sphere of the child and adolescent: observation, interview, self-report, questionnaires, tests.
Baumgartner E. (2018). L' osservazione del comportamento infantile. Teorie e strumenti. Ed. Carocci.
Bonichini S. (2017). La valutazione psicologica dello sviluppo. Metodi e strumenti. Ed. Carocci. Capitoli: Introduzione, 7-8-9-10-11-12-13-19-20.
Learning Objectives
Knowledge and understanding.
Critical knowledge of the different theoretical and methodological paradigms in the study of development.
Knowledge of methods and instruments of measurement: direct observation, interview, questionnaire and self-report, test.
Applied knowledge.
Skills for analyzing research on developmental psychology. Applied skills for the use of assessment instruments in developmental psychlogy.
Autonomy of judgment.
To analyze critically the developmental study paradigms and methods introduced in the course.
Communication skills.
To use appropriately the specialized language related to the topics of the course. To expose and argue your point of view.
Ability to learn.
Implement the ability to connect theoretical and empirical aspects: use the learned concepts as tools to analyze reality; implement an attitude of openness to the comparison between psychological and other scientific disciplines.
Prerequisites
Knowledge of paradigms and of the main theoretical models of developmental psychology. General knowledge about emotional, social, cognitive and personality development.
Teaching Methods
The course will be developed through lectures, practical exercises, group discussions, seminars with external experts.
Knowledge and understanding. Lectures; seminars; group discussions on the topics of the course.
Applied knowledge. Design and application of measurement tools for specific development dimensions.
Autonomy of judgment. Group discussions on the topics of the course; planning and implementation of personal projects
Communication skills. Group discussion; presentation of research and personal projects.
Ability to learn. Identification of the main phases of an empirical research. Definition of the study and research.
Type of Assessment
Knowledge and understanding.
Written test consisting on open questions and multiple choice tests.
Applied knowledge.
Oral presentation and practical exercises. Particular attention will be paid to the student's ability to critically evaluate the experiences made.
Autonomy of judgment.
Ability to argue their point of view, their interests regarding possible personal insights.
Communication skills.
During the lessons, the students' oral exposition is evaluated in relation to the clarity of the exposition, the complexity of the exposition, the ability to express one's own point of view taking into account other possible points of view, respecting the schedule.
Ability to learn. Ability to critically present the tools and methodologies used by the authors.
Course program
General concepts of research methodology in developmental psychology: research designs, experimental, correlational and clinical method, observational methods. Theoretical and methodological implications of different observational techniques: experimental observation, the clinical-critical method of J. Piaget, ethological observation and psychoanalytic observation. Psychometric techniques. Validity and reliability of psychometric techniques.
Observation as an attachment evaluation method: Strange Situation and Infant Obeservation.
Design and implement an observation for the developmental assessment.
The psychological evaluation of the child: questionnaires and self reports.
Methods and instruments for evaluating the development of emotional and social competence: the assessment of temperament, socio-emotional well-being and emotional competence.
The evaluation of the child in the school context.