ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The Students must get:
a) To know the Sequence of Developmental Achievements from the Birth until the end of the Childhood in the Biosocial, Cognitive, Linguistic and Socio-emotional Fields.
b) To appreciate the Individual Differences with regard to the Normative Development of the Children.
c) To manage the different approximations to the Assessment of the Child Development.
d) To value the Cultural Diversity in relation to the Human Development.
e) To acquire Study Habits, of Critical Analysis and Argument Discussion that promote the Construction of Knowledge on the Part of the Student.
f) To learn the Way of Synthetic Exposition of Obtained Results in a Research or in an Observation.
Theoretical Programme:
Part I: The Starting of the Development: from the Conception to the Birth.
Unit 1: The Development before Birth.
1- Fertilization.
2- Prenatal Development Phases.
3- Factors that affect to the Foetus.
4- Prenatal Diagnosis.
Unit 2: Birth and the First Behaviours of the Newborn.
1- The Process of Newborn.
2- The States of the Newborn.
3- Rhythms of the Newborn.
4- The Reflexes in the Newborn.
5- Diagnosis of the Newborn.
Part II: Psychological Development in the First Childhood: Normative Aspects, Determinants and Assessment.
Unit 3: Physical and Psychomotor Development.
1- Physical Development.
2- Psychomotor Development.
3- Factors that affect to the Physical and Psychomotor Development.
Unit 4: Cognitive Development.
1- Sensorial-motor Period: Six Stages of the Cognitive Development.
2- Basic Cognitive Processes: Sensorial-Perceptive, Care and Memory.
Unit 5: Communication Development and the First Language.
1- Socio-cognitive Bases of Communication and Language.
2- Intentional Communication.
3- Socio-cognitive Bases of Communication and Language.
4- First Ways of Intentional Communication and Contexts of Using.
5- Perception and Understanding of the Language.
6- Production of the Language.
Unit 6: Socio-affective Development.
1- The Devotion.
2- The Emotional Development.
3- The Starting of Himself Knowledge.
4- The Social Development: the First Interactions.
Part III: Psychological Development in the Second and Third Childhood: Normative Aspects, Determinants and Assessment.
Unit 7: Physical and Psychomotor Development.
1- The Growth Curve after two Years.
2- Cerebral Maturing Progresses.
3- The Body Control and the Psychomotor Activity.
4- The Corporal Scheme: Construction and Components.
5- Establishment of the Lateral Dominance.
6- The Evolution of the Graphic Gesture and the Development of Grapho-mobility.
Unit 8: Cognitive Development.
1- Pre-operation Intelligence.
2- Concrete Operational Thinking.
3- The Approximation to the Information Processing.
Unit 9: Language Development.
1- Phonological Development.
2- Lexical and Semantic Development.
3- Morphological Development.
4- Syntaxis Development.
5- Pragmatic Development.
6- Over the Sentence: The Connected Discourse.
7- Theoretical Approaches in the Explanation of the Language Acquisition.
Unit 10: Personal and Social Development.
1- Personal Development.
2- The Construction of the Gender Identity.
3- Social Development.
Unit 11: Social Knowledge and Moral Development.
1- Social Knowledge.
2- Development of the Gender Knowledge.
3- Social Development.
Practices/Seminars Programme
Field Practice 1: Intelligence Development: the Casatti-Lezine Scale. (Unit 4)
Field Practice 2: Inventory Application of the Communicative Skills Development. (Unit 5)
Seminar 1: Devotion Training. (Unit 6)
Field Practice 3: From the Pre-operation Thinking to the Concrete Operations. (Unit 8)
Field Practice 4: Assessment of the Language Development: Application of the PLON. (Unit 9)
Field Practice 5: Understanding of Complex Sentences. (Unit 9)
Field Practice 6: Classification of Behaviours and Game Activities in Function of the Sexual Stereotypes. (Unit 10)
Field Practice 7: Evolution and Functions of Friendship in the Childhood. (Unit 10)
Seminar 2: Moral Dilemmas. (Unit 11)
Basic Bibliography:
Berko Gleason, J., & Ratner, J. B. (Eds.). (2010). Desarrollo del lenguaje. 7ª edición. Mdrid: Pearson.
Enesco, I. (Coord.) (2003). El desarrollo del bebé. Cognición, emoción y Afectividad. Madrid: Alianza.
Golinkoff, R. y Hirsh-Pasek, K. (2001). Como hablan los bebés: La magia y el misterio del lenguaje durante los tres primeros años de vida. México: Oxford México.
Karmiloff, K. y Karmiloff-Smith, A. (2005). Hacia el Lenguaje: Del feto al Adolescente. Madrid: Morata.
Lafuente, M.J. y Cantero, M.J. (2010). Vinculaciones afectivas: apego, amistad y amor. Madrid: Pirámide.
López, F., Etxebarria, I., Fuentes, M. J. y Ortiz, M. J. (Coords.) (2005). Desarrollo afectivo y social. Madrid: Pirámide.
Mariscal, S. e Giménez-Dasí, M. (2017). Desarrollo temprano: Cognición, afectos y relaciones sociales (0-6). Madrid: Paraninfo.
Palacios, J., Marchesi, A. y Coll, C. (Comps.) (2007). Desarrollo psicológico y educación. Vol. 1 Psicología evolutiva. Madrid: Alianza.
Shaffer, D. R. y Kipp, K. (2007). Psicología del desarrollo. Infancia y Adolescencia. México: Thomson.
Complementary Bibliography:
Berger, K.S. (2007). Psicología del desarrollo. Infancia y adolescencia. Madrid: Editorial Médica Panamericana.
Berk, L. E. (2004). Desarrollo del niño y del adolescente.Madrid: Prentice-Hall.
Bermejo, V. (1994). Desarrollo cognitivo. Madrid: Síntesis.
Cantón, J. y Cortés, M. R. (2000). El apego del niño a sus cuidadores. Madrid: Alianza.
Conde, J. L. y Viciana, V. (1997). Fundamentos para el desarrollo de la motricidad en edades tempranas. Málaga: Aljibe.
Córdoba, A. I.,Descals, A. y Gil, M.D. (Coords.) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
Delval, J. (2004). El desarrollo humano. Madrid: Siglo XXI.
Hoff, E. (2013). Language Development. 3rd edition. Belmont: Wadsworth.
Fernández, J. (1988). Nuevas perspectivas en el desarrollo del sexo y el género. Madrid: Pirámide.
Gilibrand, R., Lam, V., & O'Donnell, V. L. (2016). Developmental Psychology. 2nd Edition. Harlow: Pearson Education.
Muñoz, A. (Coord.)(2010). Psicología del desarrollo en la etapa de educación infantil. Madrid: Pirámide.
Owens, R. E. (2011). Desarrollo del lenguaje. Madrid: Pearson-Prentice-Hall.
Rowland, C. (2014). Understanding Child Language Acquisition. New York: Routledge.
Santrock, J. W. (2010). Child Development. Thirteenth Edition. New York: McGraw Hill.
Serra, M., Serrat, E., Solé, R., Bel, A. y Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Editorial Ariel.
Tomasello, M. (2007). Los orígenes culturales de la cognición humana. Buenos Aires: Amorrortu.
Vasta, R., Haith, M. M. y Miller, S. A. (2001). Psicología infantil. Barcelona: Ariel.
Competences of the program to which the subject contributes:
1. To know the contributions and limitations of the diverse theoretical models for Psychology.
2. To know the basic laws of psychological processes.
3. To know the main processes and stages of psychological development throughout the life span regarding normal and abnormal development.
4. To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
5. To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
6. To be able to select and apply adequate and specific psychological intervention procedures and instruments.
7. To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
8. To conform with the deontological duties of Psychology.
Specific Competences:
1) To know the Normative Patterns and the Chronology of the Psychological Development in their Different Facets from the Birth to the End of the Childhood.
2) To know the Factors which affect the Psychological Development, in their Normative and Differential Aspects.
3) To use the Acquired Knowledge on the Development for the Analysis of the Child's Behaviour in Different Contexts.
4) To assess the Level of Psychomotor, Cognitive, Linguistic and Social-affective Development during the Childhood.
5) To learn how to write a Report on Different Aspects of the Children Development.
6) To develop a Favourable Attitude for the Improvement of the Development Conditions of the more Vulnerable and Disadvantaged Individuals and Groups.
7) To promote the Respect and Interest for the Individual and Cultural Diversity in the Study of the Development.
Transversal Competences:
1) Capacity for organization and planning.
2) Ability to work as a team and collaborate effectively with other people.
3) Ability to take responsibility, solve problems and make decisions.
4) Ability to synthesize.
4) Capacity for self-criticism.
5) Ability to develop and maintain up-to-date skills, skills and knowledge of the profession.
The teaching methodology has to do with the teaching / learning processes and, therefore, must be planned in a way that leads to the achievement of the competences and the objectives formulated. To do this, we propose an active and reflective methodology that combines individual and group activities and promotes constructive resolution of the difficulties that arise in relation to learning the subject. This methodology requires both a theoretical analysis and a practical approach to the subject, so the methods that we include respond to a series of teaching modalities that are divided between a compulsory classroom time, class attendance, and a non-classroom time or autonomous work by the students.
In order to facilitate the follow-up of the explanations, the students will previously have a didactic guide for each of the topics, in which the competences and objectives to be achieved, the contents to work on, the seminars and practices to be carried out and the recommended bibliography to consult. Likewise, a series of activities related to these contents are included that will guide the students towards a better understanding of them. As far as possible, it will try to promote collective discussion in the classroom, so as to enhance the construction of common meanings.
The field practice program we present is closely related to the theoretical program and is compulsory. The two programmed practicals are intended to complement and contrast the information transmitted in the theoretical classes and to promote direct contact with the original sources. The activities to be carried out will be based on reading and commenting on materials, answering questions, discussing questions of opinion or the repercussions of hypothetical situations, watching videos and analyzing their content, etc. Some of these activities may involve previous work by the student (reading documents, etc.). With these works we aim to encourage students to reflect on core concepts of the subject, bringing to light those aspects that were not clear and strengthening those that were well understood. In addition, through group work, the confrontation of different points of view and the elaboration of shared meanings are facilitated. Indirectly, students also exercise their skills to work cooperatively, to defend their own ideas, accept others, integrate arguments and reach agreements.
The proposed field practices constitute the ideal environment where the student will have the opportunity to become familiar with the application of some of the most characteristic assessment instruments in this discipline, to approach the use of some of the most widely used methodologies for collecting evolutionary data, observing patterns on-site evolutionary and reporting. The teachers will dedicate several compulsory attendance sessions to describe and explain in detail each of the practices to be carried out, as well as the type of reports that the students must present. Before the beginning of these sessions, students will have a complete dossier at their disposal with all the readings, material and information they need to carry them out. Of the total practices presented in the classroom, students must complete a maximum of two.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations).
The evaluation system will rest on theoretical exams in which the knowledge acquired by students with a weight not exceeding 75% will be valued. For the evaluation of the knowledge acquired there will be two formative or continuous evaluation tests, which will contribute 40% of the final grade, and a final exam, which will contribute 35% to the total final grade. The evaluation had been complemented with the report of the practices carried out that the students must present, and that will have a weight of no more than 25% of the total grade.
Depending on the health situation, the evaluation system may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations).
Presence Activities: Total 48 h.
- Expositive Classes, Explanation of the Themes and Presentation of Complementary Audiovisual Material, Instructions for the Field Practices, Oral Presentation of Group Works. Activities of Auto-evaluation: 32 h.
- Seminars/Presence Field Practices: 12 h.
- Tutorials of Course Work: 2 h.
- Final Exam: 2 h.
Student Personal Work: Total 102 h.
- Study: 56 h.
- Field Practices: 14 h.
- Seminar Reports: 4 h.
- Practice Report: 6 h.
- Tutored Work: 10 h.
- Readings: 12 h.
- Basic Knowledge relation with the Nature and Functioning of some Cognitive and Affective Basic Processes and the Basic Methodological Approximations for the Research in Psychology. In any Case, this Subject must study necessarily posterior to the Subject of Development and Educational Psychology in which are given the Theoretical and Methodological Fundamental of the Discipline.
- Recommendations: It is important that the Student involves since the Beginning in the Dynamics and Functioning that will continue in the Subject (Attendance, Text Reading, Practice Elaboration, etc). Also, he must do an understanding Study, not Memory, that leads to a Clear Organization of the Concepts.
Contingency plan.
Given the uncertainty caused by the current health situation, part of the content may be worked on in a autonomous by the student, which will be duly informed through the Virtual Campus of the subject.
In case of requiring the use of telematic teaching, we will use the Teams tool for expository and interactive teaching. The follow-up of non-face-to-face activities will be controlled by means of lists of participation in Teams sessions and the delivery of practical work by controlling the delivery of activities on the Virtual Campus.
Depending on the health circumstances, the evaluation tests may take place telematically using the resources of the Virtual Campus and Forms. For cases of fraudulent performance of exercises or tests, the one set forth in the Regulations for the evaluation of student academic performance and the review of grades will apply.
Given the uncertainty caused by the current health situation, part of the contents, although they will be worked on in the subject, may not be subject to evaluation, which will be duly informed in sufficient time through the subject's Virtual Campus.
Miguel Perez Pereira
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813733
- miguel.perez.pereira [at] usc.es
- Category
- Professor: University Professor
María Fernanda Páramo Fernández
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813727
- mfernanda.paramo [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 16:00-17:10 | GRUPO A (A-J) | Spanish | Classroom 2 |
| 17:20-18:30 | GRUPO B (L-Z) | Galician | Classroom 7 |
| Wednesday | |||
| 16:00-17:10 | GRUPO A (A-J) | Spanish | Classroom 2 |
| 17:20-18:30 | GRUPO B (L-Z) | Galician | Classroom 7 |
| 05.26.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 1 |
| 05.26.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 1 |
| 05.26.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 2 |
| 05.26.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 2 |
| 05.26.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 3 |
| 05.26.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 3 |
| 05.26.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 7 |
| 05.26.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 7 |
| 07.08.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 1 |
| 07.08.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 1 |
| 07.08.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 2 |
| 07.08.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 2 |
| 07.08.2021 09:30-12:00 | GRUPO A (A-J) | Classroom 3 |
| 07.08.2021 09:30-12:00 | GRUPO B (L-Z) | Classroom 3 |