She is Assistant Professor at the Department of Human Sciences for Education, University of Milano-Bicocca (Italy), where she also teaches Psychology of Education. 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.

A selection of her publications

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

Grazzani I., Ornaghi V., Conte E., Pepe A., & Caprin C. (2018). The relation between emotion understanding and theory of mind in children aged 3 to 8: the key role of language. Frontiers in Psychology, 9:724. doi:3389/fpsyg.2018.00724

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

Grazzani, I., Ornaghi, V., Pepe, A., Brazzelli, E., & Reeffe, C. (2017). The Italian version of the Empathy Questionnnaire for 18- to 36-months-old children: psychometric properties and measurement invariance across gender of the EmQue-I13. European Journal of Developmental Psychology, 14(1), 118-126. doi: 10.1080/17405629.2016.1140640

Ornaghi, V., Pepe, A., & Grazzani, I. (2016). False-belief understanding and language ability mediate the relationship between emotion comprehension and prosocial orientation in preschoolers. Frontiers in Psychology. doi:10.3389/fpsyg.2016.01534

Grazzani, I., Ornaghi, V., & Brockmeier, J. (2016). Conversation on mental states at nursery: promoting social cognition in eraly childhood. European Journal of Developmental Psychology, 13(5), 563-581.  doi: 10.1080/17405629.2015.1127803

Ciucci, E., Baroncelli, A., Grazzani, I., Ornaghi, V. & Caprin, C. (2016). Emotional arousal and regulation: Further evidence of the validity of the “How I Feel” Questionnaire for use with school-age children. Journal of School Health, 86(3), 195-203. doi: 10.1111/josh.12370

Grazzani, I., Ornaghi, V., Agliati, A. & Brazzelli, E. (2016). How to Foster Toddlers’ Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A conversation-Based Intervention at Nursery School. Infancy, 21(2), 199-227. doi: 10.1111/infa.12107

Grazzani I., Ornaghi V. (2015). La “Prova di completamento di storie sull’orientamento prosociale”: Un’esperienza per potenziare la disposizione ai comportamenti di aiuto. Psicologia Clinica dello Sviluppo, 2 (Agosto), 357-362.

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

Ducan E., Ornaghi V., Grazzani I. (2013). Self-construal and psychological wellbeing in Scottish and Italian young adults. Journal of Happiness Studies, 14, 4, pp. 1145-1161. DOI:10.1007/s10902-012-9372-0.

Ornaghi V., Grazzani I. (2013). The relationship between emotional-state language and emotion comprehension: A study with school-age children. Cognition & Emotion, 27, 2, pp. 356-366.

Cherubin, E., Grazzani, I., Ornaghi, V., Piralli, F. (2013). Sviluppare abilità socio-emotive a scuola: una ricerca-intervento sulla competenza emotiva. Difficoltà di apprendimento, 18, 3, pp. 369-382.

Grazzani I., Ornaghi V. (2012). How do use and comprehension of mental-state language relate to theory of mind in middle childhood? Cognitive Development, 27, pp. 99-111.

Ornaghi V., Brockmeier, J., Grazzani I. (2011). The role of language games in children’s understanding of mental states: A training study, Journal of Cognition and Development, 12(2), pp. 239-259.

Grazzani I., Ornaghi, V. (2011). Emotional state talk and emotion understanding: A training study with preschool children, Journal of Child Language, 38(5), pp. 1124-1139.

Grazzani I., Ornaghi V., Antoniotti, C. (2011), Children’s and adolescents’ narratives of guilt: Antecedents and mentalization, European Journal of Developmental Psychology, 8(3), pp. 311-330.

Grazzani Gavazzi I.Ornaghi V., Antoniotti C. (2011). La competenza emotiva nei bambini. Proposte di educazione alle emozioni per la scuola dell’infanzia e il biennio di scuola primaria. Trento: Erickson.

Ornaghi V., Grazzani Gavazzi I., Zanetti M.A. (2010). Lessico psicologico e teoria della mente: uno studio con bambini di scuola primaria. Età Evolutiva, 97, pp. 39-55.

Ornaghi V., Grazzani Gavazzi I. (2009). La comprensione della mente nei bambini. Un laboratorio linguistico con storie per la scuola dell’infanzia. Erickson, Trento.