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 aim is for students to:
a) Understand the sequence of developmental milestones from birth to the end of infancy in the biosocial, cognitive, linguistic, and socio-emotional domains.
b) Appreciate individual differences in relation to the normative development of children.
c) Handle different approaches to assessing child development.
d) Value cultural diversity in relation to human development.
e) Acquire study habits, critical analysis skills, and argumentative discussion skills that promote the construction of knowledge by the student.
f) Learn how to present results obtained from research or observation in a concise manner.
THEORETICAL PROGRM:
BLOCK I. THE BEGINNINGS OF DEVELOPMENT: FROM CONCEPTION TO BIRTH.
TOPIC 1. DEVELOPMENT BEFORE BIRTH.
1. Prenatal development, a "model" for thinking about later development.
2. Stages of prenatal development.
3. Factors affecting embryonic and fetal development.
4. Prenatal diagnosis.
TOPIC 2. BIRTH AND THE EARLY BEHAVIORS OF THE NEWBORN.
1.The birth process.
2. States of the newborn.
3. Reflexes in the newborn.
4. Newborn assessment.
BLOCK II. PSYCHOLOGICAL DEVELOPMENT IN EARLY CHILDHOOD: NORMATIVE ASPECTS, DETERMINANTS, AND EVALUATION.
TOPIC 3. PHYSICAL AND PSYCHOMOTOR DEVELOPMENT.
1. Physical development.
2. Psychomotor development.
3. Factors affecting physical and psychomotor development.
TOPIC 4. COGNITIVE DEVELOPMENT.
1. The sensorimotor period: six stages of cognitive development.
2. Basic cognitive processes: sensory-perceptual, attention, and memory.
TOPIC 5. DEVELOPMENT OF COMMUNICATION AND FIRST LANGUAGE.
1. Introduction to language development.
2. Main theories of language development.
3. Factors influencing language acquisition.
4. Stages in initial language development.
5. Disorders and variability in language acquisition. Warning signs.
6. The role of adults: infant-directed speech.
TOPIC 6. SOCIO-AFFECTIVE DEVELOPMENT.
1. Attachment.
2. Emotional development.
3. Beginnings of self-knowledge.
4. Social development: early interactions.
BLOCK III. PSYCHOLOGICAL DEVELOPMENT IN PRESCHOOL AND SCHOOL YEARS: NORMATIVE ASPECTS, DETERMINANTS, AND EVALUATION.
TOPIC 7. PHYSICAL AND PSYCHOMOTOR DEVELOPMENT.
1. Growth curve after two years.
2. Brain maturation progress.
3. Advances in psychomotor development.
4. Body schema: construction and components.
5. Establishment of handedness.
6. Evolution of graphic gesture and graphomotor development.
TOPIC 8. COGNITIVE DEVELOPMENT.
1. Preoperational intelligence.
2. Concrete operational thinking.
3. The information processing approach.
TOPIC 9. LANGUAGE DEVELOPMENT.
1. Phonological development.
2. Morphological and syntactic development.
3. Lexical and semantic development.
4. Pragmatic development.
5. Development of connected discourse: beyond the sentence.
6. Warning signs in language development.
TOPIC 10. SELF-KNOWLEDGE AND SOCIO-EMOTIONAL DEVELOPMENT.
1. Self-knowledge: self-concept, self-esteem, protective/risk factors.
2. Advances in socio-emotional development: emotional ambivalence, self-regulation, real and manifest emotion.
PRACTICE PROGRAM
Field Practice 1: Classification of behaviors and play activities based on gender stereotypes.
Field Practice 2: Evolution and functions of friendship in childhood.
Field Practice 3: How to improve psychomotor skills through storytelling in preschool children.
BASIC BIBLIOGRAPHY:
Bergen,K.S. (2004). Psicología del Desarrollo. Infancia y Adolescencia.6ª edición. Madrid: Panamericana.
Berko Gleason, J., y Ratner, J. B. (Eds.). (2010). Desarrollo del lenguaje. 7ª edición. Madrid: Pearson.
Cantón Duarte,J., Cortés Arboleda, R., Cantón Cortés, D. (2011). Desarrollo socioafectivo y de la personalidad. Madrid: Alianza Editorial.
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. y 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.
Tomasello, M. (2019). Becoming human: a theory of ontogeny. Cambridge (MA): Harvard University Press.
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.
Gimenenz-Dasi, M. y Mariscal,S. (2008). Psicología del dearrollo. Desde el nacimiento a la primera infancia. Barcelona: Mc Graw Hill.
López, F. (2008). Necesidades en la infancia y en la adolescencia: respuesta familiar, escolar y social. Madrid: Pirámide.
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.
Tomás A.D. (Coord.) (2006). Psicología del desarrollo en edad escolar. Madrid: Pirámide.
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.
BASIC AND GENERAL COMPETENCES:
CB1 - Students must demonstrate possession and understanding of knowledge in an area of study that is based on general secondary education, and is usually at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
CB2 - Students must be able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defense of arguments and problem solving within their area of study.
CB3 - Students must have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
CB4 - Students must be able to transmit information, ideas, problems, and solutions to both specialized and non-specialized audiences.
CB5 - Students must have developed the learning skills necessary to undertake further studies with a high degree of autonomy.
CG1 - They should be able to approach their professional and educational activities with respect for the Deontological Code of the psychologist, which includes, among other specific principles, the principles of respect and promotion of the fundamental rights of individuals, equality among people, principles of universal accessibility and design for all, and democratic values and a culture of peace.
TRANSVERSAL COMPETENCES:
CT1 - Ability to synthesize.
CT2 - Problem-solving and decision-making skills.
CT3 - Ability to work in teams and collaborate with other professionals.
CT4 - Self-criticism skills.
CT5 - Communication skills.
CT6 - Ability to develop and maintain updated competences, skills, and knowledge relevant to the profession.
SPECIFIC COMPETENCES:
CE1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions, and limitations of different theoretical models in Psychology.
CE2 - Demonstrate knowledge and understanding of the basic laws of different psychological processes.
CE3 - Demonstrate knowledge and understanding of the main processes and stages of psychological development throughout the life cycle, in both normal and abnormal aspects.
CE9 - Know how to identify relevant characteristics of individual, group, organizational, and contextual behavior using methods, techniques, and instruments specific to psychological assessment.
CE10 - Know how to promote health and quality of life, through methods specific to the profession, in individuals, groups, communities, and organizations in different areas and contexts: educational, clinical and health, work and organizations, group and community.
CE11 - Know how to select and administer specific techniques and instruments of Psychology.
CE14 - Know how to prepare psychological reports in different areas of action, aimed at recipients and other professionals.
CE15 - Know how to comply with the deontological obligations of Psychology.
The teaching methodology is closely related to the teaching/learning processes and, therefore, must be planned in a way that leads to the achievement of the competencies formulated for the course. To this end, we propose an active and reflective methodology that combines individual and group activities and promotes the constructive resolution of difficulties that may arise in learning the subject. This methodology requires both a theoretical analysis and a practical approach to the content; therefore, the methods included correspond to various teaching modalities distributed between mandatory in-person class attendance and non-classroom hours or autonomous student work.
Students will have access in advance to a didactic guide for each topic, which will detail the competencies and objectives to be achieved, the content to be covered, the practical activities to be carried out, and the recommended bibliography. In addition, a series of activities related to the content will be included to guide students toward a better understanding of the material.
Our teaching proposal includes:
1.Lectures. These aim to present an up-to-date overview of the data and concepts that make up each topic. Whenever possible, collective discussion in the classroom will be encouraged to foster the construction of shared meanings. Before the start of each topic, the corresponding PowerPoint will be made available through the Virtual Campus. At the end of each topic, a brief summary of the most relevant aspects covered will be provided.
2. Practical classes. The practical program presented is closely linked to the theoretical program, and attendance at these sessions is mandatory. The three proposed practical sessions provide an ideal setting where students will have the opportunity to become familiar with the application of some of the most characteristic assessment tools of this discipline, to approach the use of commonly employed methodologies for collecting developmental data, to observe developmental patterns in situ, and to produce reports. In each practical session, the activity will be described and explained in detail, as well as the type of report students will be required to submit. Prior to the beginning of these sessions, students will have access (via the Virtual Campus) to the materials, information, and readings necessary for their completion. Out of the total practicals presented, students must complete and submit TWO PRACTICALS (one must be Practice 3, and the other can be chosen between Practices 1 and 2). Students who do not attend all interactive sessions and submit both practical reports will not be able to pass the course. Students must attend the day and time assigned to the group to which they were allocated by the faculty. Changes of group will only be allowed in exceptional cases and with prior authorization from the instructors.
All updates related to the subject will be communicated through the Virtual Campus, so it is very important that students regularly check their USC email address.
The assessment of the course will be carried out from a dual perspective: formative or continuous and summative, with the following types of evaluations:
1. Theoretical multiple-choice exams that will assess the knowledge acquired by the students, with a weight not exceeding 75%. For the evaluation of acquired knowledge, there will be two formative or continuous assessment tests, each contributing 20% to the final grade (totaling 40%), and a final exam (to be taken on the official date of the 1st sitting), which will contribute 35% to the final overall grade. It is necessary to pass each of these three components separately in order to add the remaining scores and pass the course (this applies to both assessment periods). An exceptional case is that of students who pass both formative assessments but fail the final exam in the first sitting: these students may retake the final exam in the 2nd sitting (i.e., July), provided that both formative assessments completed during the course have been passed. Also exceptionally, students who properly justify their absence from one of the formative assessments may take it on a date set by the instructors (in this case, the exam will consist of short-answer questions).
2. Two practical reports to be submitted by students, with a weight not exceeding 25% of the total grade (12.5% each). Passing this component is mandatory to add the rest of the scores that contribute to the final grade. When grading these activities, special attention will be paid to the clarity and conceptual organization achieved by the student. Timely submission within the established deadlines will also be considered.
To pass the course, it is necessary to pass all of its components. That is, the following are mandatory requirements:
a) Pass the final exam (obtain at least 1.75 points out of 3.5).
b) Pass the two formative assessments (obtain at least 1 point out of 2 in each one).
c) Pass the practical reports (obtain at least 0.625 out of 1.25 in each report). The score from the practicals will only be added if both the final exam and the formative assessments are passed.
*These requirements apply to both the first and second sittings.
Individual or group assignments must be original. Submission of a copied or plagiarized assignment will result in failure of the course and the student being assessed in the next sitting. For assessment purposes, the same assignment cannot be reused in future sittings or for multiple courses, except in the case of coordinated activities. The grade for the practicals (as long as it is passed) will be valid for two academic years.
In cases contemplated by the faculty regulations, students who have requested and been granted official exemption from class attendance must carry out the same tests, activities, and assignments as those generally scheduled in the Course Guide. Exemption will only be granted for lecture-based classes, not for attendance at and completion of the practicals. The overall grade for exempted students will therefore be composed of: 75% exams (40% formative assessments and 35% final exam), and 25% practical reports (with the exception that these may be completed individually). Passing all components is required to pass the course.
Repeat students and/or those with special circumstances (e.g., students with Special Educational Needs requiring adaptations) must contact the instructors during the first week of class.
Fraudulent completion of exercises or tests:
According to the Regulations on the assessment of academic performance and the review of grades (approved by the Governing Council on June 15, 2011 and amended on April 5, 2017), fraudulent completion of any exercise or test required for the assessment of a subject will result in a failing grade in the corresponding assessment period, regardless of any disciplinary action that may be taken against the offending student. Fraudulent acts include, among others, the submission of plagiarized assignments or work obtained from publicly accessible sources without reworking or reinterpretation, and without citing authors and sources.
The subject comprises approximately 55 hours of face-to-face classes, distributed among activities in large groups (lectures), activities in medium-sized groups in seminars (interactive classes), tutorials, and formative and summative assessment activities.
It is estimated that students will need to dedicate 95 hours of personal work to pass the subject, including 12 hours for reading materials, 33 hours for preparing reports and assignments, and 50 hours for studying.
Basic knowledge related to the nature and functioning of some basic cognitive and affective processes and basic methodological approaches for research in Psychology. In any case, this subject must be taken after the subject of Developmental and Educational Psychology, which provides the theoretical and methodological foundations of the discipline.
Recommendations: It is important for the student to be involved from the beginning in the dynamics and functioning of the subject (attendance, reading of texts, completion of practical activities, etc.). Additionally, they should conduct a comprehensive study, not merely memorization, leading to a clear organization of concepts.
TUTORING SCHEDULE
-Professor Mª Fernanda Páramo (Coordinator): Office no. 49, 1st floor, Module A.
Monday: 12:00–14:00
Wednesday: 12:00–14:00
-Professor Ana Nieto Vieites: Office no. 32A, 1st floor, Module A.
Monday: 11:30–14:30
Tuesday: 11:30–14:30
1. Class attendance: The course syllabus will comply with the provisions of the Regulations on class attendance in official undergraduate and master’s degree programs at the University of Santiago de Compostela, approved by the Governing Council on November 25, 2024. More information can be found at the following link: https://minerva.usc.gal/entities/publication/bfb797a8-db23-4a8e-a8a9-6d…
2. Environmental responsibility:
- Avoid plastic covers or other unnecessary outer wrappings.
- Whenever possible, use staples instead of binding.
- Use both sides of the paper, and if printing, use “ink-saving” quality.
- Do not use blank sheets as chapter or section dividers.
- Avoid including annexes that do not directly refer to the topics developed.
3. Gender perspective: The use of inclusive and non-sexist language is recommended, both in regular classroom work and in academic assignments. More information can be found at the following link: https://assets.usc.gal/sites/default/files/documents/2023-10/linguaxe_n…
4. Use of the RAI email system is mandatory.
5. Use of institutional technological tools is mandatory: Campus Virtual, Microsoft Office 365, and other tools provided by the Faculty and authorized by the University as institutional tools.
6. Mobile phone use is not permitted, except as a working tool and following the teacher’s instructions. Students are responsible for any legal or academic consequences resulting from inappropriate use.
7. Teaching-learning process (classes / tutoring): This is a private process and must be understood as such, including all communication and exchange of information between the instructor and students enrolled in the course.
8. Compliance with data protection regulations is mandatory: https://www.usc.gal/es/politica-privacidad-proteccion-datos
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
Ana Nieto Vieites
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813679
- ananieto.vieites [at] usc.es
- Category
- Professor: Temporary supply professor for Special Services and others
| Tuesday | |||
|---|---|---|---|
| 09:00-10:15 | Grupo /CLE_02 | Spanish | Classroom 2 |
| 10:15-11:30 | Grupo /CLE_01 | Spanish | Classroom 1 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 2 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 2 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |
| 06.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |
| 07.01.2026 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |