Argomenti dell'insegnamento
Theories of Development Domains of Development (early parent–child interaction and attachment; interpersonal behaviour; motor and sensory development; development of the self) Foundations of Behavioural Observation Quality Criteria for Observation Methods and Instruments The Structuring of Thinking Dynamic Cognitive Processes (causal reasoning, scientific reasoning, inferential reasoning, analogical reasoning) Discovery Learning vs. Inquiry-Based Learning Play and Theories of Play Transitional Phenomena Specific Observation Methods and Instruments (screening of abilities and skills; developmental and educational domains)

Modalità di insegnamento
Lectures (with media support), discussions, group work, student presentations.

Obiettivi formativi
Knowledge and Understanding Students - are familiar with the methodological, theoretical and conceptual foundations of developmental psychology, educational psychology and learning psychology, with a particular focus on early childhood and school-age children; - are familiar with the key physical, cognitive, emotional and social developmental stages in early childhood and school-age children, and the corresponding theories; - are familiar with forms and methods of systematic observation and documentation; - recognise the differences between everyday observations, structured observations, observations in educational settings and those in academic contexts; - are familiar with the relevant theories on learning, motivation, cognition and memory in early childhood; - are familiar with the conditions and criteria for supportive learning environments; - are familiar with criteria for assessing children’s developmental milestones; - understand the significance of developmental psychology, educational psychology and learning psychology in relation to processes of inclusion in early childhood education. Applying knowledge and understanding Students - can relate the fundamental principles of developmental psychology, educational psychology and learning psychology to specific situations and cases, and develop appropriate strategies for action in the field of inclusion; - can use their knowledge of developmental stages in early childhood and school age to inform scientifically grounded educational practice; - are able to systematically observe and document educational situations; - can support developmental stages on a case-by-case basis and promote them in inclusive settings; Making judgements Students - can apply the fundamental principles of developmental psychology, educational psychology and learning psychology to assess development and progress in early childhood education; - can use observations and documentation to assess learning processes; - can assess the quality of supportive learning environments; - can evaluate the advantages and disadvantages of observation and documentation methods; - can make a reasoned assessment of the role of motivation, cooperation and the development of strategies, as well as the importance of feedback and recognition for the learning process; Communication Students - can apply the fundamental principles of developmental psychology, educational psychology and learning psychology to communicate effectively within a team and to carry out process- and outcome-oriented assessments; - can report on and document the results of observations; Learning skills Students - are able to apply theories of learning and learning strategies to their own personal and professional development; - are able to apply the subject-specific fundamentals to their own continuing professional development and to familiarise themselves independently with further areas of research; - are able to use learning strategies as a hallmark of a ‘scientifically trained practitioner’.

Modalità d'esame
Written examination with open questions assessing knowledge and understanding of the lecture and lab.

Criteri di valutazione
The overall mark is based on a single examination covering both modules. The assessment consists of a written examination with open questions addressing the content of both the lecture and the laboratory course. The assessment criteria are: factual accuracy, use of scientific evidence, reference to relevant academic literature, logical structure, ability to critically analyse and reflect, appropriate use of academic terminology, and clarity of expression. Handwriting must be legible to enable the examination to be assessed and graded. Admission to the written examination requires successful completion of all continuous assessment components in the laboratory course. All continuous assessment requirements must be completed and positively assessed no later than the final session of the respective laboratory course. If a student is absent on the scheduled date of a presentation (e.g. due to illness), the outstanding continuous assessment component must be compensated for by completing an alternative assignment equivalent in scope to a seminar paper. The criteria for successful completion of the continuous assessment components are: information literacy, factual accuracy, independent argumentation and critical reflection, and the ability to transfer theoretical knowledge to practical contexts. Formal correctness (e.g. language, compliance with APA citation guidelines, and adherence to any formal requirements for assessment specified by the instructors) is a prerequisite for successfully completing any assessment component. The use of artificial intelligence tools is not permitted. According to the Examination Regulations, students who fail the examination after three attempts will be barred from taking the examination for the following three examination sessions (see Article 6, paragraph 4 of the current Examination Regulations).