B027255 - PSYCHOLOGY OF ADOLESCENCE AND ADULTHOOD CHILDHOOD (for elective activities only)

Italian

The course offers an overview of the ideas, historical roots and potential areas of research that cultural psychology offers to the knowledge of the human being and his action in the world as a product and producer of culture

Textbooks:

Axia & Moscardino (2001) Psicologia, cultura e sviluppo umano. Carocci editore

Mandatory:
Gillen, J.,Cameron, C.A.(2014). "ONE DAY IN LIFE" International Early Childhood Research Paths. Florence: SEID Editori, ISBN:9788889473665
pp.220 OF THIS PDF DOWNLOADED ON MOODLES

2 articles of your choice from the following:
1) Ann Cameron; Giuliana Pinto (2020). Literacies as Contexta: Notational Acts During A Day in the Life. INTERCHANGE, pp. 0-0, ISSN:0826-4805 DOI
2) Giuliana Pinto, Catherine Ann Cameron, Monica Toselli (2020). An old mechanism, imitation, intended for socio-material knowing in “A Day in the Life” of first graders. FRONTIERS IN PSYCHOLOGY, pp. 1-7, ISSN:1664-1078
3) Cameron, C.A., Pinto, G. & Tapanya, S. (2014). Scaffolding one Thai youth drawing toward resilience. Culture & Psychology. 20(4), 453-479.
4) Incognito, O. & Pinto, G. (In press). The direct and mediated contribution of family and school literacy to emergent literacy skills in socioeconomically disadvantaged preschooler: a longitudinal study.

In relation to the expected learning in the discipline, it is expected that the student
1. show the mastery of the knowledge inherent in the discipline, both theoretical-conceptual and methodological: from the understanding of the fundamental concepts of the discipline to the ability to use knowledge and concepts and methods to analyse, interpret and evaluate the development of verbal and non-verbal language throughout life.
2. is able to make critical comparisons between different theoretical models relevant to the study of language development and communication.
3. is able to use knowledge and concepts to reason and argue autonomously and critically on the problems of the discipline.

Knowledge of processes and constructs studied by developmental and educational psychology. A basic knowledge of English, allowing the student to read some material in English.

The teaching will be mainly frontal type with the use of PowerPoint, movies and testimonials. Given the strong applicative value of the topics addressed, interactive modes, exercises and group work will be favoured together with the discussion of cases, which will show the application to the operational reality of the basic principles of cultural psychology. Students will produce in itinere, on a voluntary basis, but with significant evaluation for the final grade, a critical account of some of the topics covered by the course and any research experiences implemented.

The syllabus, the tentative calendar of classes, studying materials, teaching methods, type of assessment, program for attending and not-attending students will be presented during the first class.

For students attending the assessment of learning will be done through in itinere tests, the results of which will be valid for the whole academic year and will contribute to the final grade of the course.

Written examination in mixed mode: open questions and multiple-choice questions.

The written examination consists of open questions on the topics of the program carried out during the course to probe the level of mastery of the discipline and critical assimilation of its contents and a series of multiple-choice questions to detect knowledge of the most relevant and characterizing notions.

The course offers an overview of the ideas, historical roots and potential areas of research that cultural psychology offers to the knowledge of the human being and his action in the world as a product and producer of culture. In particular, the role of culture in constructs such as education, learning and development, family conceptions, relationships, affections, emotions, gender roles and skills expected at different ages of life will be investigated. The main evaluation and intervention techniques with children, adolescents and adults from different cultures and in multicultural contexts will be described.