Primary teacher education

The general objective of the course is to deepen the role of developmental psychology in promoting inclusive school contexts. The course is divided into four parts that are conceptually interconnected. In the first part, the most relevant issues of educational and developmental psychology in school contexts will be discussed. The cognitive development, the social and moral development of the child will be deepened. Individual differences and specific learning needs will be outlined; self-esteem; parenting style and school adjustment; the role of culture and school in the social and emotional development of the child, fears and anxiety in early childhood; emotional regulation and aggressive behavior. Particular attention will be paid to the theme of learning, motivation, and learning contexts that promote the well-being of girls and boys. In the second part of the course, developmental psychology and education in helping to achieve inclusion in schools will be explored. A guide to the use of the Index for inclusion will be offered - which over time has become a point of reference for activating inclusive education paths in many Italian schools - providing a series of tools and operational indications to adapt it to the specific school context of our country. . The following topics will be dealt with: a) psychology and pedagogy of inclusion: why differences in school are essential; use and abuse of difference as a category; an inclusive approach to differences concerning citizenship, gender, disability; b) school as an inclusive organization: diversity and inclusion; c) train teachers for inclusion; d) good practices with the Index: positive experiences in Italian schools; implement/support good practices and build a network for inclusion In the third part of the course, we will present an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. We will emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop children's social competence skills for engaging in healthy relationships. We will have a strong focus on prevention and early intervention. Finally, we will review the current literature related to improving the quality of learning and living experiences for children and adolescents In the final part of the course, a laboratory will be set up which will provide for the activation of three distinct theoretical and practical activities: 1) participation in research projects in the field of developmental psychology and short presentations in a class by students; 2) presentations in a class by students of theoretical and practical insights on the issues of inclusion in school contexts; 3) the observation of the child in different age groups and the conduct of interviews with school-age children to understand how the thought regarding the themes of inclusion is articulated (for example the meaning attributed to the differences gender and/or the different dimensions of stereotypes and prejudices in the course of development). Upon completion of the course, the student will understand the biological, physical, cognitive, emotional, linguistic changes in the different stages of development. It will also have deepened the role of teachers and teachers in promoting good practices for inclusion in diverse school contexts. The skills acquired will concern a more remarkable ability to work with children in the proximal development zone by promoting prosocial skills, altruism, and self-esteem. The student will be stimulated to interact positively with the child's parents according to the different stages of development. The transversal skills acquired will concern critical and judgment skills enhanced by participation in theoretical and practical laboratory activities. The observation of the context and the observation of the child in the different age groups and the conduct of interviews with school-age children will allow the student to empirically verify the psychological theories studied concerning the promotion of prosocial skills and inclusion scholastic. Conducting interviews with school-age children and working in small groups to create short presentations in the classroom by the students will allow them to hone their skills in communicating what has been learned. Specifically, conducting interviews with children will enable the student to understand the skills necessary for effective and adequate communication according to the age and skills acquired, respect for the times of the child, the emotional climate in which communication happens, of the most common mistakes that can be made during an interview, of how the thinking of girls and boys regarding the issues of inclusion is articulated. The fourth part of the course will stimulate the participation of students in research projects (critical analysis of bibliographic sources, administration of questionnaires, and data entry) in developmental psychology. The student will be able to continue their studies independently during their life and deepen developmental psychology issues for the inclusion that they will need to study.