DEVELOPMENTAL PSYCHOLOGY AND AGES OF LIFE

The course introduces students to the main theoretical models and psychological processes that characterize human development across the lifespan. Development is presented as a continuous and dynamic process involving cognitive, emotional, and social dimensions, shaped by the interaction between biological factors, individual experiences, and relational contexts.
The aim of the course is to provide students with conceptual tools to understand the changes that occur at different stages of life, from childhood to adulthood, and to interpret development from a non-deterministic perspective that highlights the role of plasticity and experience in the capacity to learn, adapt, and change over time.
Particular attention is devoted to the relationship between cognitive and emotional development, the role of social relationships, and the educational and social implications of developmental models.

By the end of the course, the student will have acquired a basic knowledge of the main theoretical models of developmental psychology and of the characteristics associated with the different stages of life.
The student will be able to:
- describe the main theories of psychological development and the principal interpretative models of human development
- explain the cognitive, emotional, and social changes that characterize different stages of life
- understand the role of relationships, experiences, and contexts in individual development
- interpret developmental processes from a dynamic perspective, recognizing the possibility of change across the lifespan
- use the scientific terminology of developmental psychology appropriately

A basic knowledge of the main concepts of general psychology or cognitive science is required, as it provides the foundation for understanding the theoretical models and developmental processes addressed in the course.

The course addresses the main topics of developmental psychology and lifespan development, with particular attention to the processes of change that characterize individuals across the lifespan. The first part of the course is devoted to the main theoretical models of development and to the methods used to study psychological development. The principal theoretical perspectives will be introduced, including cognitive, socio-cultural, and relational approaches.
Subsequently, the course will focus on developmental processes at different stages of life. Changes occurring during childhood and adolescence will be examined, with reference to cognitive, emotional, and social development. Part of the course will be dedicated to the development of relationships and emotional competencies, with particular attention to the role of emotions in learning and adaptation processes. The final part of the course will address development in adulthood and the continuity of change across the lifespan, with particular attention to processes of adaptation and to the transformations that characterize different phases of life.

Camaioni, Di Blasio, [2025] Psicologia dello sviluppo, Bologna, Il Mulino

Learning assessment is carried out through a written examination with open-ended questions.
The examination is designed to evaluate students’ knowledge of the theoretical content of the course, their ability to understand and explain the main models of developmental psychology, and their capacity to interpret the changes that characterize different stages of life.
The questions require students to present the fundamental concepts of the course in a clear and coherent manner, using the scientific terminology of developmental psychology appropriately and demonstrating the ability to connect the different topics addressed during the lectures.
There is no distinction in the syllabus or examination requirements between attending and non-attending students.

The grades will be assigned based on the following criteria:

A. Scores in the range of 18-22 will be assigned for:
- Sufficient knowledge of the textbooks and related topics
- Limited ability to use data and form independent judgments
- Sufficient communication skills.

B. Scores in the range of 23-26 will be assigned for:
- Fair knowledge of the textbooks and related topics
- Fair ability to use data and form independent judgments
- Fair communication skills.

C. Scores in the range of 27-30 will be assigned for:
- Good or excellent knowledge of the textbooks and related topics
- Good or excellent ability to use data and form independent judgments
- Fully appropriate communication skills.

D. The “laude” will be awarded to students with excellent knowledge and comprehension of the textbooks and related topics.

written

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

As regards the grading scale (the method by which grades will be assigned), regardless of attendance status (attending or non-attending students):

A. Scores in the 18–22 range will be awarded in the presence of:

Sufficient knowledge and applied understanding of the course content;
Limited ability to collect and/or interpret data and formulate independent judgments;
Sufficient communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
B. Scores in the 23–26 range will be awarded in the presence of:

Fair knowledge and applied understanding of the course content;
Fair ability to collect and/or interpret data and formulate independent judgments;
Fair communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
C. Scores in the 27–30 range will be awarded in the presence of:

Good to excellent knowledge and applied understanding of the course content;
Good to excellent ability to collect and/or interpret data and formulate independent judgments;
Fully appropriate communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
D. Honors (cum laude) will be awarded in the presence of excellent knowledge and applied understanding of the course content, judgment skills, and communication abilities.

The course combines lectures with guided discussion sessions.
Lectures are designed to introduce and discuss the main theoretical models of developmental psychology and the processes of change that characterize different stages of life.
Alongside the theoretical component, some sessions will be devoted to the discussion of examples and developmental situations, with the aim of fostering students’ active participation and their ability to connect theoretical models to educational and social contexts.
Particular attention will be given to discussion and reflection on developmental processes, in order to promote a critical and non-deterministic understanding of change across the lifespan.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development