She is Associate Professor at the Department of Human Sciences for Education, University of Milano-Bicocca (Italy), where she also teaches Developmental Psychology. She received a first degree in Educational Sciences from the Catholic University of Milan, a second degree in Developmental and Educational Psychology from the University of Pavia, and a PhD in Human Sciences from the University of Milano-Bicocca. Before she came to Milano-Bicocca University she worked as lecturer at the Catholic University of Milano and Brescia (teacher of Developmental Psychology and Psychology of Education). Her current research focuses on the relationship between language and social cognition and on the development of socio-emotional competence from infancy to adolescence. She has implemented training programs, based on the conversational approach, aimed at enhancing emotion understanding, theory of mind, and prosocial orientation in toddlers, preschoolers, and school-aged children. National PI of the Erasmus+ project (Action K3) Teaching to be. Supporting Teachers’ Professional Growth and Wellbeing in the field of Social and Emotional Learning, funded by the EACEA (2021-2024).

See Veronica Ornaghi’s full profile.

Selected Publications

Ornaghi, V., Conte, E., Agliati, A., & Gandellini, S. (2022). Early-childhood teachers’ emotion socialization practices: a multi-method study. Early Child Development and Care, 192(10), 1608-1625.  doi:10.1080/03004430.2021.1918124

Farina, E., Pepe, A., Ornaghi, V., & Cavioni, V. (2021). Trait emotional intelligence and school burnout discriminate between high and low alexithymic profiles: A study with female adolescents. Front. Psychol. 12:645215. doi:10.3389/fpsyg.2021.645215

Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., & Pepe, A, (2021). Adolescents’ mental health at school: The mediating role of life satisfaction. Front. Psychol. 12:720628. doi:10.3389/fpsyg.2021.720628

Ornaghi, I., Conte, E., & Grazzani, I. (2020). Empathy in toddlers: the role of emotion regulation, language ability, and maternal emotion socialization style. Frontiers in Psychology, 11:586862. doi: 10.3389/fpsyg.2020.58686262

Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2020). Patterns of association between early childhood teachers’ emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development, 31(1), 47-65doi:10.1080/10409289.2019.1627805 

Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., & Grazzani, I. (2020). High school student burnout: Is empathy a protective or risk factor? Front. Psychol. 11:897. doi:10.3389/fpsyg.2020.00897

Cavioni, V., Grazzani, I., Ornaghi, V., Pepe, A., & Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): a large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development. doi:10.1080/15248372.2020.1741365

Conte, E., Ornaghi, V., Grazzani, I., Pepe, A., & Cavioni, V. (2019). Emotion knowledge, theory of mind, and language in young children: Testing a comprehensive conceptual model. Frontiers in Psychology, 10 (2144), 1-11. doi:10.3389/fpsyg.2019.02144

Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, G. (2018). The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. Social Development. doi:10.1111/sode.12351

Ornaghi, V., Brazzelli, E., Grazzani, I., Agliati, A., & Lucarelli, M. (2017). Does training toddlers in emotion knowledge lead to changes in their prosocial and aggressive behavior towards peers at nursery? Early Education and Development, 28(4), 396-414. doi:1080/10409289.2016.1238674

Ornaghi V., Grazzani I., Cherubin E., Conte E., Piralli F. (2015). ‘Let’s talk about emotions’. The effect of conversational training on preschoolers’ emotion comprehension and prosocial orientation. Social Development, 24, 1, 166-183. DOI: 10.1111/sode.12091

Ornaghi V., Brockmeier J., Grazzani I. (2014). Enhancing social cognition by training children in emotion understanding: A primary school study. Journal of Experimental Child Psychology, 119, pp. 26-39. DOI: 10.1016/j.jecp.2013.10.005