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The Program includes the following thematic areas: 1) the study of human development - historical notes, theories and methods; 2) physical and motor development - prenatal, motor, sexual and nervous development; 3) perceptual development; 4) cognitive development - classical theories of learning, Piaget's theory, Vygotsky's socio-cultural approach, socio-constructivist perspective, theories of Bruner and Gardner and "Theory of the mind"; 5) the development of language and communication; 6) the development of emotions and emotional relationships; 7) adolescence - operating thought and moral development, family and peer group. The dynamics within the so-called "families at risk" are also dealt with. The concepts of "risk", "protection" and "resilience" are illustrated to account for the many possible paths of growth. Expertise to evaluate experiences and adverse situations within the family are provided. Furthermore, the conceptual and operational tools to assess the difficult conditions that obstruct the normal processes of psychological and physical development are presented.

The course does not include prerequisites for attending.

Books: 1. Camaioni L., Di Blasio P. (2007). Psicologia dello sviluppo. Bologna: il Mulino. 2. Attili, G. (2012). L'amore imperfetto. Perché i genitori non sono sempre come li vorremmo. Bologna: il Mulino. 3. Di Pentima, L. (2016). Percorsi di sviluppo normale e patologico in età evolutiva. Milano: Unicopli. 4. Miragoli, S., Camisasca, E., Milani, L. (2024). Maltrattamento e abuso in età evolutiva. Traiettorie di sviluppo e valutazione delle competenze genitoriali. Bologna: il Mulino. Reference bibliography for students who wish to learn more: 1. Inguglia, C., Lo Coco, A. (2013). Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Bologna: il Mulino. 2. Anolli L., (2002). Le emozioni. Milano: Unicopli. 3. Cesa-Bianchi M., Albanese O. (a cura di), (2004). Crescere e invecchiare. La prospettiva del ciclo di vita. Milano: Unicopli. 4. Gattico E., Orrù R. (2008). Costruire per conoscere. Epistemologia costruttivista nelle pratiche psicopedagogiche. Milano: Unicopli. 5. Bastianoni P., Taurino A. (2007). Famiglie e genitorialità oggi. Nuovi significati e prospettive. Milano: Unicopli. 6. Attili, G. (2001). Ansia da separazione e misura dell'attaccamento normale e patologico: versione modificata e adattamento italiano del Separation Anxiety Test (SAT) di Klagsbrun e Bowlby. Milano: Unicopli. 7. Camisasca, E., Di Blasio, P., Miragoli, S. ( 2022). Mamma e papà litigano ancora! Dinamiche familiari e processi di sviluppo in situazione di conflitto genitoriale. Milano: Unicopli.

The organization of the teaching activities is based on frontal lessons, aimed at the transmission of basic contents concerning the discipline and how these knowledge are declined in the profession. The discussion of clinical cases to acquire the tools for assessing cognitive, emotional and behavioral dispositions in the developmental age, as well as some procedures for assessing the risk and protection conditions in childhood and adolescence is also planned in the classroom.

Attending lessons is not obligatory, but recommended to the goals of learning.

The assessment method is based on an oral test, aimed at ascertaining the acquisition of the fundamental issues concerning cognitive, emotional and behavioral development in childhood and adolescence. The oral exam is also aimed at ascertaining the skills needed to assess the risk for minors who live in conditions of economic, family and social hardship. At the end of the course partial examination is scheduled. To pass the exam the student must obtain a grade of not less than 18/30, indicating sufficient knowledge of the topics. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course. The exam calendar is available on infostud.

The organization of the teaching activities is based on frontal lessons, aimed at the transmission of basic contents concerning the discipline and how these knowledge are declined in the profession. The discussion of clinical cases to acquire the tools for assessing cognitive, emotional and behavioral dispositions in the developmental age, as well as some procedures for assessing the risk and protection conditions in childhood and adolescence is also planned in the classroom.