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 Teacher Training
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
CONCEPTUAL
1. To know and understand the main approaches in the field of developmental psychology, differentiating the theoretical constructs that characterize the different theories and major models and research methods.
2. To recognize and internalize the relationship between development and education, through the various educational implications of the development theories, which is essential to encourage the interest in the subject of future teachers.
3. To know the evolutionary process from conception until the end of early childhood (0-3 years)
4. To recognize the major evolutionary patterns and abilities and the characteristic and emerging skills in every maturity moment of the 0-3 year stage in various areas of development: psychomotor, perceptual, cognitive, linguistic, socio-affective
5. To recognize the maturation requirements as fundamental educational objectives at this stage.
6. To understand the various contexts of natural development of children and their relation to learning.
7. To know and understand the functions of the process of game, the family or the preschool for the optimal development at this evolutionary stage.
8. To recognize individual and / or social factors that may explain diversity and differences in the development process of children.
PROCEDURAL
1. To apply the knowledge acquired in the evolutionary patterns at different times of the stage 0-3 years in order to adapt educational programs designed to enhance the optimal development of children, respecting the maturating process, and promoting the further maturation requirements through learning and appropriate stimulation.
2. To encourage the development of strategies and skills within the framework of creativity to create and adapt activities and didactic materials that conform the characteristics of the evolutionary stage and the maturation moment of children.
3. To encourage the development of cognitive and metacognitive skills of analysis, reflection and questioning of the information.
4. To foster the capacity for cooperative work and the development of social skills in group.
5. To encourage the development of exposition and public intervention skills.
6. To promote management of bibliographic and documentary resources and ICTs within the framework of the information competence.
7. To promote the use and management of virtual platforms as a didactic means that allows a greater continuity in teacher-student communication and a better learning monitoring.
ATTITUDINAL
1. To promote values of tolerance and respect others’ opinions.
2. To encourage the development of open, flexible, communicative, empathetic, and assertive attitudes, within the interaction and teamwork.
3. To develop respect for individual diversity in students as individuals and as future teachers
The subject is developed through three thematic sections that diversify the contents in order to achieve a better structure of the subject, and better follow-up of it by students trying to condense in each section the knowledge according to its thematic purpose: epistemological, related to the knowledge of the development process on itself, and contextual.
BLOCK 1. PSYCHOLOGY, PSYCHOLOGY OF DEVELOPMENT AND CHILD EDUCATION. Psychology, development and education. Most notable theories, developmental and learning relationships, and psychological knowledge and implications for education. School development and learning.
Current factors and explanations of development from recent evolutionary theories: Main contributions of developmental psychology to school educational practice. The modifiable nature of human development, brain plasticity and its stimulation and change Implications for school educational practice
BLOCK 2. INTELLECTUAL AND / OR COGNITIVE DEVELOPMENT OF 0-3 YEARS. MODULE 2. Cognitive and cognitive intelligence. Cognitive development from 0 to 3 years. Intellectual or cognitive development: The contemporary evolutionary explanation, the explanations of the Piagetian stages and the Vygotsky crisis periods. Stages and factors of intellectual development. The sensorimotor stage and the early preoperative. Periods of evolutionary crises and their explanation: characteristics, educational implications and knowledge relevant to education
BLOCK 3: THE DEVELOPMENT OF PERSONALITY AND CHILDHOOD AFFECTION. Personal and affective development from 0 to 3 years. Attachment, moral reasoning, self-concept, and personal identity. Self-concept, self-esteem, personality building and education. The development of self-concept and characteristics from 0 to 3 years. The development of human identity and its explanation. Moral development, the construction of moral consciousness and the will. Implications for education from 0 to 3 years.
BLOCK 4. SOCIAL DEVELOPMENT: SKILLS AND SOCIAL INTERACTION FROM 0 TO 3 YEARS. The social and the individual of development: personal and interpersonal variables. The importance of the social factor in cultural development. Others and their contribution to personal development. Stages and characteristics of the development of skills and social interaction from 0 to 3 years. The development of good educational practices in social intelligence.
BLOCK 5. LANGUAGE DEVELOPMENT AND COMMUNICATION FROM 0 TO 3 YEARS. Stages and characteristics of linguistic and communicative development from 0 to 3 years. Functions of language and communication in human development: from the pre-linguistic stage to the structural grammar of sentences. Milestones of comprehensive and expressive language. Verbal and non-verbal communication in the development of people from 0 to 3 years. Supports and good practices for the development of human language.
BLOCK 6. THE DEVELOPMENT OF ADAPTIVE AND SOCIAL BEHAVIOR. Self-determination and the functionality of human behavior. Change and development. Contexts and situations of ability and learning. The experience with human difficulties and needs. Learning experiences in daily life. Stages and characteristics of behavioral development from 0 to 3 years. The importance of coordinating support and attention for development. Cognitive change as a result of schooling.
BLOCK 7: THE DEVELOPMENT OF EDUCATIONAL SUPPORTS AND GOOD PRACTICES FOR 3 YEARS: They will deal with the theoretical contents and current problems around development and education, growth and its stimulation, training people and the construction of knowledge as well as the world. social that we want and that we seek with the people we form. They will consist of a rubric and the necessary resources for its development as well as the obligatory tutoring by the teaching staff that will guide the practice and determine its staging. They will have as object the approach by the real route to the contents of the matter
BERGER, K.S. (2007). Psicología del desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.
BERK, L.E. (2004). Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
CRAIG, G.J.; y BAUCUM, D. (2009). Desarrollo psicológico. Méjico: Prentice-Hall.
DELVAL, J. (2002). El Desarrollo humano. Madrid: Siglo XXI.
DELVAL, J. (2001). Jean Piaget: El constructivismo (cap. 8) en F. Beltrán (Ed.). Pedagogías del Siglo XX. Barcelona: GRAO.
ELKONIN, A (1985) Psicología del Juego. Madrid: Visor.
FELMAN, R.S. (2008): Desarrollo en la infancia. México: Prentice Hall (4ª ed.)
FLAVELL, J (1982): El desarrollo cognitivo. Madrid: Visor.LEONTIEV, A (1984). Actividad, conciencia y personalidad. México: Cártago.
MIETZEL, G. (2005): Claves de la psicología evolutiva. Infancia y juventud. Barcelona: Herder.
MIRAS, F.; SALVADOR, F. e ÁLVAREZ, J. (2001): Psicología de la educación y del desarrollo en la edad escolar. Granada: Grupo Editorial Universitario
MOLL, L. (1993). Vygotski y la educación. Connotaciones y aplicaciones de la psicología sociohistórica a la educación. Argentina: Aique.
MORALEDA, M. (1992): Psicología del desarrollo. Infancia, adolescencia, madurez y senectud. Barcelona: Boixareu Universitaria
MUJINA, M.(1985) Psicología de la edad preescolar. Madrid: Visor.
PALACIOS, J.; MARCHESI, A. e COLL, C. (Comps.) (1990): Desarrollo psicológico y educación, I. Psicología evolutiva. Madrid: Alianza Psicológica.
PALACIOS, J.; MARCHESI, A. e COLL, C. (Comps.) (2002): Desarrollo psicológico y educación, I. Psicología evolutiva. Madrid: Alianza. Psicología y Educación (2ª ed.)
PAPALIA, D.E., WENDKOS, S. e DUSKIN, R. (2005): Desarrollo humano. Madrid: McGraw-Hill (9ªed.)
PERINAT, A. (2002): Psicología del desarrollo. Del nacimiento al final de la adolescencia. Barcelona: UOC.
PIAGET, J (1975). Seis Estudios de Psicología. Buenos Aires: Paidós-
PIAGET, J. (1976). De la lógica del niño a la lógica del adolescente. Buenos Aires: Aiqué.
PIAGET, J. (1984): Psicología del niño. Madrid: Morata
GARCIA MADRUGA, J.A. y Cols.(2002) Psicología Evolutiva (vol.I,II). Madrid: UNED.
PALACIOS, J.; MARCHESI, A. y CARRETERO, M. (2004). Psicología evolutiva (vol. I, II). Madrid: Alianza.
PALACIOS, J.; MARCHESI, A. y COLL, C. (2006). Desarrollo psicológico y Educación (vol. I, II). Madrid: Alianza.
PAPALIA, D.E.; OLDS, S.W. y FELDMAN, R.D.(2009). Psicología del desarrollo: de la infancia a la adolescencia. Bogotá: McGraw-Hill.
SHAFFER, D.R.(2007). Psicología del desarrollo: infancia y adolescencia. Méjico: Internacional Thomson.
SANTROCK, J.W. (2007). Desarrollo infantil. Madrid: McGraw Hill.
VYGOTSKI, L. S. (1982) Obras escogidas (Vol. 2). Madrid:Visor Distribuciones
WERSCHT, J. V. (1985) Vygotsky y la formación social de la mente. Barcelona: Paidós.
WERSCHT, J. V. (1989) Los mecanismos semióticos en la actividad cognitiva conjunta. Infancia y aprendizaje, 47, 2-22.
WERSCHT, J. V. (1991) Voces de la mente. Un enfoque sociocultural para el estudio de la acción mediada. Madrid: Visor Distribuciones.
WERSCHT, J.V. y SOHMER, R. (1995). Vygotsky on learning and development. Human Development, 38, 332-337.
WERSCHT, J. V. y STONE, C.A. (1985) The concept of internalization in Vygotsy's account of the genesis of higher mental functions. En J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 162-179). Cambridge, MA: Cambridge Uni
A. GENERAL COMPETENCES
G.2.- To promote and facilitate learning skills in early childhood, from a global and integrative perspective of the cognitive, affective, psychomotor and volitive domains.
G.4.- To encourage coexistence in and outside the classroom, resolve discipline problems and contribute to peaceful conflict resolution. To systematically observe learning contexts and social interaction and to know how to reflect on them.
G.8.- To know the fundamentals of dietetics and infant hygiene. To know the fundamentals of early care and the development basis that allow to understand the psychological and learning and processes and the mechanisms that build up personality in early childhood.
G.11.- To reflect on classroom practices to innovate and improve the teaching work. Acquire habits and skills for cooperative and autonomous learning and promote this in students.
B. SPECIFIC COMPETENCES
E.2.- To know development in children evolutionary psychology in the period 0-3 and 3-6.
E.3.- To understand the basics of early intervention.
E.4.- To recognize the identity of the stage and its cognitive, psychomotor, communicative, social, emotional characteristics.
E.5.- To learn to promote acquisition of habits about autonomy, freedom, curiosity,
observation, experimentation, imitation acceptance of rules and boundaries, symbolic and heuristic play.
E.21.- To be able to work in teams with other professionals within and outside the school centre on attention to each student, as well as in the planning of learning sequences and in the organization of work situations in the classroom and play space, identifying the peculiarities of the periods 0-3 and 3-6 year olds.
C. BASIC COMPETENCES
B.2. That students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
B.3. That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues.
B.4. That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
B.5. That students have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
D. TRANSVERSAL COMPETENCES
T.2. Instrumental knowledge of Galician language.
T.3. Instrumental knowledge of ITC.
T.4. Information competence.
The methodology of teaching-learning process will be divided into three working sessions involving a different nature, with groups of different composition according to their size and, consequently, the possibilities to develop different activities.
a) Expository sessions in large group: including explanatory and expository/virtual classes, in which students will be provided with the fundamental concepts of the syllabus, highlighting the most relevant aspects of the content for each of the topics. Power Point presentations or audiovisual materials that facilitate content monitoring and understanding by students will be used as teaching aids. The ultimate goal is the attainment of ideas and basic knowledge that students need for further work in this area.
b) Medium-group sessions (interactive group): comprehensive-significant sessions are included, that will delve into the basic contents of the themes, taught during the lectures, through personal reading activities, reflection and doubt exposure or information questioning. On the other hand, these interactive group sessions will be used to organize and guide the guidelines for the development of various practical tasks of the syllabus that require it. Also work presentations or expositions either in groups or individually will be made during these sessions, as directed by the teacher for each work. Finally, in these sessions students will be provided with instructions for the development of the informational competence, regarding the use of BUSC (bibliographical-documentary) resources or virtual platform used for the development of the subject.
c) Small group sessions (tutorial group). Students will be organized in small groups from the working groups established in the interactive sessions. During these sessions works will be followed up and tutorized, and the reorientation guidelines required to prepare them will be set up. Regular tutorials will be assigned to deal with individual
In Scenario 2: Spacing. a semi-face-to-face teaching will be carried out, with face-to-face teaching with small groups and telematic teaching. The adaptations will be established based on the decisions adopted by the Faculty through its Board. In this case, following the same time distribution and location independent of the classrooms of each course, the following measures would be taken:
a) Divide the groups of presentations in two and give in person half of the contents with alternating assistance of the groups (A1 / A2; B1 / B2 / B3) in the day of the corresponding week. The remaining contents would be taught through non-contact activities such as recorded demonstration videos, readings, and hanging resources for everyone in the virtual classroom regardless of the type of stage.
b) Interactive groups are not subdivided if the classrooms have enough space and at least 50% are taught in person. The rest are replaced by non-contact activities such as recorded demonstration videos, narrated descriptions, cases to be analyzed, rehearsals to be carried out ... for all scenarios with the same resources placed in the USC virtual classroom.
In Scenario 3: Closure of facilities. The hours and days contemplated for each subject are maintained, all teaching, expository and interactive being carried out virtually. The resources would be the same as in the other scenarios incorporating recordings and contacts through USC's audiovisual and ICT resources for everyone.
"Given the uncertainty caused by the current health situation, the methodology may be modified depending on the scenarios, which will be duly informed in sufficient time through the Virtual Campus of the subject" (see Observations section).
ASSESSMENT-------------------------------------- OVERALL MARK PERCENTAGE
Classroom participation ------------------------------------------------10%
Specific tests ------------------------------------------------------------ 50%
Written reports and other productions ------------------------------- 30%
Oral presentations ------------------------------------------------------ 10%
A) Observation of the participation in the classroom. It will evaluate positively the assistance asidua, the attitude and good disposal to learn and the participation with interest in the activity realized in the classroom. It will explain even a 10% of the qualification of the asignatura. It will be necessary to assist like minimum to 80% of the theoretical sessions and/or practical and take part actively and with interest in the same to obtain the maximum punctuation global of the apartado (1 point). The alumnado that are missing without justification to more of a 20% of the sessions presenciales (4 faults), will not have punctuation in this apartado. The alumnado that, by the reasons that are, no acude the a minimum of 50% of the sessions presenciales, will not be able to present works, neither activities, neither take part in the oral presentations, therefore, will be evaluated only put it final examination, maintaining the proporcionalidad before indicated.
B) Specific proofs. The alumnado will have to surpass a specific proof or final examination at the end of the period lectivo. It will consist in an examination type test with multiple answer. It will suppose even a 50% of the qualification of the asignatura. It is necessary condition for the superación of the subject have an approved in this proof. Once surpassed this requirement, will add the punctuations of the rest of apartados of the evaluation. In this case, the note that figurará in the actas will be the note of the examination.
C) Reports and other productions written. During the course each student/will have to it present his production written result of his work in the sessions expositivas, interactive and titoriales . The profesorado of the asignatura will give the timely instructions on form, content and terms. It will value even a maximum of 30% of the qualification of the asignatura (3 points). In this apartado also will have in account to activity developed pole alumnado in the virtual platform
D) oral Presentations. They will explain even a maximum of 10% of the qualification of the asignatura. exigirá An academic work and his exhibition in format PPT.
In addition to these specific indications, are also criteria to evaluate the academic performance of the alumnado:
- The open attitude and receptiva to learn young contents and incorporate them to the training of the future docente of Childish Education.
- The active participation in the kinds in relation with the contents of the program and the punctual realization of the due tasks for the activities presenciales.
- The knowledge and command of the main concepts, theories and methods of the asignatura and the capacity to relate them cas other asignaturas of the course
- The skill to integrate them in the knowledge of the/of the student/the, future docente of Childish Education.
- The competition to know apply the knowledges learnt in the resolution of practical cases.
- The quality of the autonomous activity (reports, works, ?) That includes, in addition to the content, the presentation ordered of the activities and his delivery in the terms indicated.
- The linguistic competition oral and written, manifested in the property and expressive correction.
IMPORTANT
to obtain a positive assessment in the subject will be precise to have realized in term all the activities of evaluation specified and surpass the half of the total punctuation of each one of the apartados.
The individual works or grupales of the students have to be original. The delivery of a work copied will suppose the suspenso of the subject and the evaluation of the student/the in the following announcement.
To effects evaluativos, a same work no pode be used for several subjects, except in the activities programadas of form coordinated.
During the first week of the course, all the students/the enrolled in the subject have to register in the platform virtual. This also is a basic requirement to surpass the subject. A student/to no enrolled, will not be evaluated in the apartados of reports and other productions written, neither in the apartado of oral presentations.
The alumnado that do not surpass the subject in the first opportunity and present in July, will maintain all the punctuations accumulated in the different apartados of the evaluation, having to do only to the examination and surpass it in equal conditions of the first common opportunity. If it did not have punctuations in any of the apartados, will take part equally of the even examination, but in this case the maximum punctuation that will be able to achieve is a.
To the alumnado of 2ª and successive announcements, is to say, alumnado repetidor, will apply him this same criterion: Only will have to do the theoretical examination and will have a maximum punctuation of 7 points, except the students repetidores that integrate in the common course, for which will follow the same criteria that for the rest of the alumnado enrolled in this course.
"For cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of students' academic performance and the review of grades will apply."
"Depending on the health situation, the evaluation system may undergo changes that allow it to adapt to telematics or part-time teaching scenarios (see Comments)"
Number of attendance hours ------------------------------ Autonomous work activities
Large group activities -------------24-------------------------------------------- 35
Medium group activities ----------24-------------------------------------------- 45
Small group activities ---------------3---------------------------------------------19
Total hours (25h x cred. No -------51-------------------------------------------- 99 = 150 hours
It is recommended to students:
1. The organization and sequencing of the work according to the criteria established by the teacher.
2. The maintenance of a continuous communication with the professor that guarantees the opportune follow-up of the matter, and the consultation of all those questions that can expose him doubt or conflict for the maximum understanding of the content.
3. The availability of a computer with network access, or in its absence the possibility of using the computers and the resources available to it. This requirement is indispensable for the follow-up of the subject through the virtual platform that will be used as a didactic resource in the subject.
The monitoring of the teaching staff as well as the demand for their instructions are mandatory for the development and delivery of the practices; likewise, its improvement can be demanded if these do not fulfill the characteristics of the demand.
Inglés
USC is a face-to-face University, so attendance and follow-up of a minimum of 80% of face-to-face and / or virtual class sessions, compliance and follow-up of teaching and learning activities is mandatory.
In case the student presents an absence or an unjustified follow-up to more than 20% of the sessions he will have a 0 in this section, and in case for some reason he does not attend 50% or more of the sessions, students will not have the option to submit assignments or other written productions.
Students with teaching exemptions must maintain, from the beginning, contact and communication with the teacher, which will inform you of the most appropriate channel for monitoring the subject in your case, as well as the work they will have the opportunity to perform, and which, for obvious reasons, may be of a different nature from that of the work of the students present. In this sense, the delivery dates and the criteria established by the teacher regarding the form and content of the work must also be respected.
CONTINGENCY PLAN:
The changes that would take place in the teaching methodology, assessment system, study time and personal work and recommendations for the study of the subject according to the planned scenarios will be reported by this means as well as through the virtual classroom of the subject.
In this sense, it will be reported:
a. For the teaching methodology, the possibility is contemplated that part of the contents be taught with asynchronous telematic resources (narrated presentations, texts, self-assessment questionnaires ...) and even that part of this content is not subject to evaluation on resources and technology. provided by USC itself that allows access to information and the search for activities for student learning to which the help and support you request will be made possible.
In addition, tools will be used such as the virtual classroom, teams and some others that enable access to learning as well as interaction with students if telematic teaching is required (both expository and interactive); the system for monitoring non-contact activities (scheduling of deliveries, participation lists, etc.) will be done through the virtual classroom. The workload for students will always be the same and proportionate to the credits of the subject.
b. The evaluation will be the same in all the scenarios for which the resources will be opened in the virtual classroom as well as the information will be provided to develop them through rubrics and instruments. In any case, with sufficient time for its development and fulfillment.
“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 evaluated, the methodology and system may be subject to change, which will be duly informed in sufficient time through the Campus Virtual of the matter ”.
COMPLEMENTARY BIBLIOGRAPHY
AEBLI, H. (1985). Doce formas básicas de enseñar. Madrid: Narcea, 1988.
AINSCOW, M. (2001). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid,
Narcea.
AINSCOW, M.; BERESFORD, J.; HARRIS, A.; HoPKINS, D. y WEST, D. (2001). Crear condiciones para la mejora del trabajo en el aula. Manual para la formación del profesorado. Madrid: Narcea.
Arnaiz, P. (2003) Educación inclusiva: una escuela para todos. Málaga: Ediciones Aljibe.
BELTRÁN, J. y BUENO, J. A. (1995) Psicología de la Educación. Barcelona: Boixareu Universitaria.
BERK, L. (1999) Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
BERMEJO, V. (Coord.)(1994). El desarrollo cognitivo. Madrid. Síntesis.
BOADA, H. (1986). El desarrollo de la comunicación en el niño. Barcelona: Anthropos.
BOWER, T. (1979) El mundo perceptivo del niño. Madrid: Morata.
BOWLBY, J. (1986) Vínculos afectivos: formación, desarrollo y pérdida. Madrid: Morata.
BRADLEY, S. (1989). Concepciones
de la infancia. Madrid: Alianza.
BRONFENBRENNER, U. (1987) La ecología del desarrollo humano. Barcelona: Paidós.
BRUNER, J. (1988) Desarrollo cognitivo y educación. Madrid: Morata.
CARRETERO, M. y GARCIA-MADRUGA, J. (Comps.)(1984). Lecturas de psicología del pensamiento. Madrid: Alianza Psicología.
COLL, C. (1987): Psicología y currículum. Barcelona, Laia.
COLL, C y otros (2000) El constructivismo en el aula. Ed Grao
COLL, C. (2007) Una encrucijada para la educación escolar. Cuadernos de pedagogía, 370, 19-23
COLL, C., PALACIOS, J. y MARCHESI, A. (1990) Desarrollo psicológico y educación, II. Psicología de la Educación. Madrid: Alianza Editorial.
COMELLAS,M.J. y PERPINYA,A. (1984) La psicomotricidad en preescolar. Barcelona: CEAC.
CORRAL, A. (1 994). Capacidad mental y desarrollo. Madrid: Visor.
DELVAL, J. (Comp.) (1978) Lecturas de psicología del niño. Vol.1 y Vol.2. Madrid: Alianza.
DEMAUSE, Li. (1 974). Historia de la infancia. Madrid: Alianza, 1982.
DONALSON, M. (1979) La mente de los niños. Madrid: Morata.
DUNN, J. (1993) Los comienzos de la comprensión social. Buenos Aires: Nueva Visión.
ECHEITA, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
ELBOJ, C. y cols. (2002). Comunidades de aprendizaje. Transformar la educación. Barcelona: Editorial Graó.
ENESCO, 1. (2000). Psicología del Desarrollo. Enciclopedia Micronet. . Htpp//www.encicionet.es
ERIKSON, E.H. (1980) Identidad, juventud y crisis. Madrid: Taurus.
FLAVELL, J. H. (1992). Desarrolla cognitivo. Nueva edición revisada. Madrid: Visor, 1993
FOSS, B. (1978) Nuevas perspectivas en el desarrollo del niño. Madrid: Fundamentos.
FURTH, H.G. y WACHS, H. La teoría de Piaget en la práctica. Buenos Aires: Kapelusz.
GARCIA-MADRUGA, J.A. (1991). Desarrollo y conocimiento. Madrid: Siglo XXI.
GARTIN, B.C., MURDICK, N.L., IMBEAU, M., y PERNER, D.E. (2002). How to use differentiated instruction with students with developmental disabilities in the general education classroom. ALEXANDRIA, VA: A Publication of the Developmental Disabilities of the Council for Exceptional Children
GARVEY, C. (1985) El juego infantil. Madrid: Morata
GARVEY, C. (1986) Lenguaje infantil. Madrid: Morata.
GINÉ, C. y FONT, J. (2007). El alumnado con discapacidad intelectual y del desarrollo. En Joan Bonals y Manuel Sánchez-Cano (coord.) Manual de asesoramiento pedagógico (pp. 879-914). Barcelona: Editorial Grao.
GONZÁLEZ, Ma C. Y TOURÓN, J. (1992). Autoconcepto y rendimiento escolar. Pampiona: EUNSA.
GONZÁLEZ-CUENCA, A.M.; FUENTES, M.J.; DE LA MORENA, M.L. y BARAJAS, C. (1995) Psicología del desarrollo. Teoría y prácticas. Málaga: Aljibe.
GOOD, T.L. y BROPHY, J.E. (1983) Psicología educacional. México: Interamericana.
GREGORY, G.H. y CHAPMAN, C. (2002) Differentiated Instructional Strategies. Thousand Oaks, Ac: Corwin Press.
HARRIS, P. (1992) Los niños y las emociones. Madrid: Alianza.
HERNANDEZ DE LA TORRE, E. (1997). El grupo clase y sus diferencias individuales desde la perspectiva significativa del aula. En P. Darder y J. Gairín (Coords.). Organización y gestión de centros educativos (pp.114-120). Barcelona: Praxis.
HOFFMAN, L.; PARIS, S. y HALL, E. (1995) Psicología del desarrollo hoy. Vol.1 Madrid: McGraw-Hill.
INHELDER, B. y PIAGET, J. (1 955). De la lógica del niño a la lógica del adolescente. Buenos Aires: Paidós, 1972.
INHELDER, B., SINCLAIR, H. y BOVE, M. (1975). Aprendizaje y estructuras del conocimiento. Madrid: Morata.
KAIL, R. (1984) El desarrollo de la memoria en los niños. Madrid: Siglo XXI.
KAMII, C. y DEVRIES, R. (1977). La teoría de Piaget y la educación preescolar. Madrid: Pablo del Río, 1988.
KAYE, K. (1986) La vida mental y social del bebé. Barcelona: Paidós.
KIMMEL, D. Y WEINER, 1. (1995). La adolescencia: una transición del desarrollo. Barcel ona: Ariel, 1998.
KOZULIN, A. (1990). La psicología de Vygotsky. Madrid: Alianza Psicología, 1994.
LANE, H. (1979). El niño salvaje de Aveyron. Madrid: Alianza, 1984.
LANGFORD, P. (1987). El desarrollo del pensamiento conceptual en la escuela primaria. Madrid: Paidós/MEC, 1989.
LINAZA, J. y MALDONADO, A. (1987) Los juegos y el deporte en el desarrollo psicológico del niño. Barcelona: Anthropos.
LINAZA, J. (1985) El desarrollo físico y motor. Madrid: Ministerio de Educación.
LINAZA, J. (1991) Jugar y aprender. Madrid: Alhambra Longman.
LOPEZ, F. (1985) La formación de los vínculos sociales. Madrid: Ministerio de Educación y Ciencia.
LURIA, A.R. y YUDOVICH, F.I. (1984) Lenguaje y desarrollo intelectual en el niño. Madrid: Siglo XXI.
MARTÍN, C. (1999) Psicología del desarrollo y de la educación en edad escolar. Valladolid: Ámbito.
NELSON, C. (1988) El descubrimiento del sentido. Madrid: Alianza.
NICKERSON, R.S., PERKINS, D.N. y SMITH, E.E. (1985). Enseñar a pensar. Aspectos de la aptitud intelectual. Madrid: Paidós/MEC,
OVEJERO, A. (1990). El aprendizaje cooperativo: una alternativa eficaz a la enseñanza tradicional. Barcelona, PPU.
PARRILLA, A. (2001): 0 Longo camiño cara a Inclusión». Revista Galega do Ensino, 32 pp. 35-54
PALACIOS, J., MARCHESI, A. y COLL, C. (Comps.)(1 990). Desarrollo psicológico y educación. VoL 1. Madrid: Alianza.
PALACIOS, J.; MARCHESI, A. y CARRETERO, M. (1985) Psicología Evolutiva (3 vols.) Madrid: Alianza.
PAPALIA, D. Y WENDKOS, S. (1992) Psicología del desarrollo. De la infancia a la adolescencia. Madrid: McGraw-Hill.
PÉREZ GÓMEZ, A. y ALMARAZ, J. Lecturas de aprendizaje y enseñanza. Madrid: Zero S.A
PEREZ DE LARA, N. (1998). La capacidad de ser sujeto. Barcelona, Paidós.
PERRET-CLERMONT, A-N. La construcción social de la inteligencia en la interacción socíal Madrid: Visor.
PIAGET, J. e INHEIDER, B. (1966). La psicología del niño. Madrid: Morata, 1975.
PIAGET, J. (1978) Seis estudios de psicología. Barcelona: Seix Barral.
PIAGET, J. e INHELDER,B. (1981) Psicología del niño. Madrid: Morata.
PIAGET,J. (1983) El criterio moral en el niño. Barcelona: Fontanella.
POZO, J.I. (1987). Aprendizaje de la ciencia y pensamiento causa¡. Madrid: Visor.
POZO, J.I. (1996) Aprendices y maestros. La nueva cultura del aprendizaje. Madrid: Alianza editorial.
POZO, J.¡. (1996). Teorías cognitivas del aprendizaje. Madrid: Morata.
Pujolas, P. (2001) Atención a la diversidad y aprendizaje cooperativo en la educación obligatoria. Málaga: Aljibe
RODRIGO, M.J. (1994) Contexto y desarrollo social. Madrid: Síntesis.
SCHAFFER, R.H. (1994) Decisiones sobre la infancia. Madrid: Aprendizaje/Visor.
SELIGMAN, M.E.P. (1975). Desarrollo emocional y educación. Madrid: Debate.
SIEGEL, I.S. y BRAINERD, C.J. (1983). Alternativas a Piaget. Madrid: Pirámide.
SIGUAN, M. (Comp.) (1986) Estudios sobre Psicología del lenguaje infantil. Madrid: Pirámide.
SINCLAIR, H. y otros (1982).Los bebés y las cosas. La creatividad del desarrollo cognoscitivo. Barcelona: Gedisa, 1983.
STAIMBACK, S. y STAIMBACK, W. (1999): Aulas inclusivas. Madrid: Narcea
TOMLINSON, C. A. (2000) Differentiation of Instruction in the Elementary Grades. ERIC Digest. ED443572 2000-08-0
TURIEL, E.; ENESCO, I y LINAZA, J. (Comp.) (1989) El mundo social en la mente infantil. Madrid: Alianza.
UNESCO (1994): Declaración de Salamanca. Conferencia Mundial sobre Necesidades Educativas Especiales: acceso y calidad. Salamanca, Unesco.
UNESCO (2001) Understanding and responding to children´s needs in inclusive classrooms. A guide for teachers. Paris: UNESCO.
VASTA, R.; HAITH, M.M. y MILLER, S.A. (1996) Psicología Infantil. Barcelona: Ariel.
VILA, I. (1990) Adquisición y desarrollo del lenguaje. Barcelona: Graó.
VILLIERS, P.A. y VILLIERS, J.G. (1980) Primer lenguaje. Madrid: Morata.
VYGOTSKI, L. (1977) Pensamiento y lenguaje. Buenos Aires: Pléyade.
VYGOTSKI, L.S. (1979) El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
WELLMAN, H.M. (1 990). Desarrollo de la teoría de/ pensamiento. Bilbao: Desclée de Brouwe
Manoel Baña Castro
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821024
- manoel.bana [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLIS_03 | Galician | Classroom 22 |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | Classroom 22 |
| 13:30-15:00 | Grupo /CLE_01 | Galician | Classroom 24 |
| Wednesday | |||
| 09:00-10:30 | Grupo /TI-ECTS01 | Galician | Research Seminar |
| 13:30-15:00 | Grupo /CLIS_02 | Galician | Classroom 21 |
| 01.15.2021 12:00-14:00 | Grupo /CLE_01 | Classroom 29 |
| 06.23.2021 16:00-18:00 | Grupo /CLE_01 | Classroom 29 |