AIMS AND LEARNING OUTCOMES

     The teaching of sets the goal of:
- provide students with the basics of neurobiological maturation processes;  
- develop in students knowledge on neurobiological development of the central nervous system and clinical correlates; 
- to have students acquire the main stages of posturo-motor, linguistic, emotional and social development.
- develop in students the knowledge related to the different development curves in the different areas of operation and therefore for each individual neuropsychological function. 
- develop in students the skills related to certain assessment tools.

   EXPECTED LEARNING RESULTS: At the end of the teaching, the student will be able to:
- Know the neuropsychological functioning and in particular the different development curves; 
- Apply some evaluation tools.
- Integrate the different development curves; 
- Build/create operating profiles:
- Recognize acquired skills, un acquired skills and emerging skills.

Teaching methods

The lessons are conducted in the front with interactive and participatory mode by the students in order to make the contents of the program even more explicit and experiential.

The program is then carried out with the support of slides (Power Point), integrated with the presentation of clinical cases (sometimes also with video) and implementation of simulations/tutorials.

SYLLABUS/CONTENT

• Cerebral neurobiological maturation processes

Proliferative phenomena, of "routing"

Regressive phenomena, of "apoptosis"

Hemispheric lateralization and sexual dominance or differentiation

Sensitive-vulnerable periods

Brain plasticity

• Stages of posture-motor development

Spontaneous Infant motility – General movements

Neonatal Reflexology

Evolution of Posture

Evolution of the path

Evolution of prehension and manipulation

• The development of the permanence of the object
• Stages of language development
• Stages of emotional development
•  Stages of social development
• The development of child play and imitation 
• The development and evaluation of the attachment
• The development and evaluation of attachment
• Introduction to Sensory Systems - > Sensation vs Perception: Typical Development
• Introduction to development evaluation methods and techniques.

RECOMMENDED READING/BIBLIOGRAPHY

The examination will mainly focus on handouts, documents and articles provided by the teacher.

Recommended Texts:

• Camaion L., Di Blasio P., Psicologia dello sviluppo, Ed. Il Mulino, Bologna, 2007.
• Camaion L., Aureli T., Perucchini P., Osservare e valutare il comportamento infantile, Ed. Il Mulino, Bologna, 2004.
• De Negri M., Neuropsichiatria dell’età evolutiva, Ed Piccin-Nuova Libraria, 2004.

Exam Board

EUGENIA DUFOUR (President)

ANDREA INGENITO

FEDERICA GALMOZZI

LAURA FORNONI

RICCARDA BARBIERI

LUCA BOERI

LINO NOBILI (President and Coordinator of Integrated Course)

Teaching methods

The lessons are conducted in the front with interactive and participatory mode by the students in order to make the contents of the program even more explicit and experiential.

The program is then carried out with the support of slides (Power Point), integrated with the presentation of clinical cases (sometimes also with video) and implementation of simulations/tutorials.

LESSONS START

You can refer to the hour voice of lessons

ORARI

L'orario di tutti gli insegnamenti è consultabile su EasyAcademy.

Vedi anche:

PEDIATRIC NEUROLOGY : BASIC CONCEPTS IN DEVELOP

Exam description

   The way in which this module is examined will also be preferably oral to allow the sharing of the methods of study used by the student and to clarify any doubts that have arisen during the same
Initially, a favorite topic is asked by the student, and then moved on to two other topics at the discretion of the teacher.
Additional questions may be asked if the student does not respond correctly and/or appears uncertain about the former.

Assessment methods

Ability to orient itself within the program, make connections between different development curves, identify emerging, acquired and unacquired functions; Clarity and specificity in the exposure, coherence and correctness of data content in response

Exam schedule