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Second Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)
[30/46]  PRIMARY TEACHER EDUCATION [46/00 - Ord. 2021]  PERCORSO COMUNE 8 60


The course will provide an overview of the developmental processes, the main theoretical models, and the basic methodological approaches in Developmental Psychology. The developmental milestones in perceptive, motor, cognitive, affective, linguistic and socio-communicative domains will be illustrated, with a particular focus on infancy and childhood. We will also consider risk and protective factors of school well-being. The course will provide practical tools to develop evidence-based educational interventions in the school settings.

- Students will know and understand the main milestones of infant and child development in perceptive, motor, cognitive, linguistic and socio-communicative domains
- Students will know and understand the main risk and protective factors of well-being at school
- Students will know and understand how to apply the theoretical knowledge in the classroom, with a particular focus on the students with special needs
- Students will acquire the basic research methods in developmental psychology and understand how to apply these methods in the classroom
- Students will familiarize with the language used to disseminate the scientific findings in Developmental Psychology internationally.

This knowledge and understanding will allow students to:
- plan flexible and evidence-based educational programs in collaboration with the colleagues, the parents, and the community;
- evaluate the teaching and learning processes in the light of solid theoretical models and throughout effective evaluation tools;
- work in groups to develop, apply and evaluate an effective teaching practice at school.

- students will elaborate independent thoughts on the main developmental mechanisms involved in the teaching and learning processes;
- students will be able to identify the theoretical models that better describe the main developmental processes involved in teaching and learning processes;
- students will self-evaluate their own knowledge and skills in developing, applying and monitoring effective educational processes in the classroom.

At the end of the course, the students:
- will be able to communicate relevant information on developmental processes and make a school intervention applying to the scientific jargon of Developmental Psychology;
- will be able to report and provide objective evidence on the efficacy of possible teaching interventions at school.

Students will learn how to critically elaborate the main findings in the field of Developmental Psychology, with particular attention to the well-being at school.


It would be useful for the student if they could already be used to elaborate critically the strengths and the weakness of a model of human behavior. It is also important that the students would be able to bridge together the different contents of the program.


The course will address core open questions in Developmental Psychology and consider the most significant developmental milestones, in the light of the main classical and modern approaches. Developmental trajectories in different domains will be described, as well as the main research methods applied to study perceptive, motor, cognitive, affective, linguistic and socio-communicative development. The role of contextual factors in human growth will be considered. The course will focus particularly on the risk and protective factors of school well-being.

Specifically, the course will target the following topics:
- Research methods in Developmental and Educational Psychology (10 hours)
- Affective Development (6 hours)
- The Construtivist approach to Cognitive Development (8 hours)
- The Social-constructivist approach to cognitive development (4 hours)
- Cultural Psychology (4 hours)
- Behaviorism and learning (4 hours)
- Memory and attention (6 hours)
- Perceptual and Motor Development (2 hours)
- Linguistic and Communicative Development (6 hours)
- Risk and protective factors for teaching and learning (5 hours)
- Communication in the classroom (5 hours)

Teaching Methods

Lectures will be enriched with debates, seminars and practicle activities. To accomplish with the guidelines to deal with the Covid-19 pandemic, the lectures will be available in streaming and the registrations of the lectures will be available on line.

Verification of learning

The program is the same for the students that will attend or that won't attend the course. The students will complite the course with a final oral exam, in which they will have to answer to three open questions about the main topics of the course. The students can start the exam with the topic that they prefer, if they wish. The answer to each question will account for 1/3 of the total points (range 0-10/30). The final vote will be the total of the points in each answer. The answers should be correct, complete, clear, congruent and synthetic.


Santrock, J. W., Psicologia dello Sviluppo, Milano, McGraw-Hill, 2021 (please, see only chapter 2, 4, 5, 6, 8, 9 e 11).
DAmico, S., Piccardi, L. (2018). Psicologia per insegnare un percorso di formazione. Editore: Zanichelli (please, see only chapter 9 e 12).
Striano, T. (2016). Developing your ideas and immersing yourself in the culture of research. In T. Striano (Ed.), Doing Developmental Research a practical guide, New York: The Guilford Press.

More Information

Academic Year: 2020-2021.
Students will meet Dr. Roberta Fadda in her office, to discuss the course program and/or for any support in their learning process, by appointment agreed via email at the following e-mail address:
Further information about the course will be available at the following internet address:

Non-attending students are invited to contact Prof. Roberta Fadda for any questions about the course.

Students intending to take the exam with a different program should contact Prof. Roberta Fadda at least three months before the exam to agree upon the contents of the program.

The Ufficio Disabilità ( is available at the University of Cagliari. This office helps students to arrange a personalized program and/or a personalized assessment if needed.

Erasmus students should contact Prof. Roberta Fadda at least three months before the exam, to define a personalize program and the related textbooks.

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