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 five theoretical-practical blocks and a practical one that diversifies the contents, in order to achieve a better organization of the subject and a better follow-up by the students, trying to densify in each block the knowledge in depending on its thematic purpose: rigorous in terms of current and contemporary knowledge, relative to knowledge of the development process itself, including and contextual.
BLOCK 1. PSYCHOLOGY, PSYCHOLOGY OF DEVELOPMENT AND CHILD EDUCATION. Psychology, development and education. Theories, relationships development and learning more remarkable and psychological knowledge and implications for education. Development and school learning.
Current factors and explanations of development from recent evolutionary theories: Main contributions of developmental psychology for school educational practice. The modifiability character of human development, brain plasticity and its stimulation and change. Implications for school educational practice
BLOCK 2. INTELLECTUAL AND/OR COGNITIVE DEVELOPMENT FROM 0-3 YEARS. Cognitive and cognitive intelligence. Cognitive development from 0 to 3 years. Intellectual or cognitive development: The contemporary evolutionary explanation of the Piagetian stages and the Vygotskian crisis periods. Stages and factors of intellectual development. The sensorimotor and early preoperational stages. The periods of evolutionary crises and their explanation: characteristics, educational implications and relevant knowledge for education
BLOCK 3: DEVELOPMENT OF CHILDREN'S PERSONALITY AND AFFECTION. Personal and affective development from 0 to 3 years. Attachment, moral reasoning, self-concept, and personal identity. Self-concept, self-esteem, personality construction and education. The development of self-concept and characteristics from 0 to 3 years. The development of human identity and its explanation. Moral development, construction of moral conscience and will. Implications for education from 0 to 3 years.
BLOCK 4. SOCIAL DEVELOPMENT: SOCIAL BEHAVIOR 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. Peers 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. Contexts and situations of capacity and learning. The experience with the difficulties and human needs. learning experiences in daily life. Stages and characteristics of behavioral development from 0 to 3 years. Self-determination and the functionality of human behavior. The importance of coordination of supports and care for development
BLOCK 5. DEVELOPMENT OF LANGUAGE 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 prelinguistic stage to the structural grammar of sentences. Comprehensive and expressive language milestones. Verbal and non-verbal communication in the development of people from 0 to 3 years old. Support and good practices for the development of human language.
PRACTICAL BLOCK: THE DEVELOPMENT OF EDUCATIONAL SUPPORT AND GOOD PRACTICES FROM LO TO 3 YEARS: They will deal with the theoretical content and current problems around development and education, growth and its stimulation, the training of people and the construction of knowledge as well as the social world that we want and generate with the people we form. They will consist of a signature and the necessary resources for their development as well as compulsory tutoring by the teaching staff that will guide the practice and determine its staging. They will have as object the approximation by the practical and experiential 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 University
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.
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 the process of teaching-learning diversificarase in three types of work that involve sessions of distinct nature, with groups of distinct composition @de acordo to the his size and, in consequence, to the possibilities to develop activities of different índole.
It) Sessions expositivas in big group: they include kinds of explanatory nature and expositiva, which will facilitate to the students the fundamental concepts of the blocks of the program, highlighting the aspects more relevantes of the contained of #each of the thematic. They Will employ educational supports like presentations ppt, or material audiovisual that facilitate the tracking and the understanding of the contained by part of the students as well as the plantexamento of doubts and disequilibriums that facilitate to sua construcción of diagrams of knowledge. His last end is the achievement of organisations and manufacture of ideas and knowledges than the students will need stop another type of back works in the subject.
b) Sessions in average group (interactive group): they include sessions of nature comprensivo-explanatory, which will treat to deepen in the contained of the blocks imparted in the kinds expositivas, through activities of personal reading, reflection and formulation of doubts or cuestionamentos of the information. By another band, will use these times of sessions with interactive groups to organize and guide the guidelines stop the manufacture of the diverse practical works of those fear or aspects of the temario that they require it. Also they will realize in these sessions the presentations or exhibitions of the works in group or individually, as it point out stop each work with the obxeto to search enable and strategies of learning and development. Finally, in these sessions will facilitate to the students instructions stop the development of the competitions cognoscitivas, regarding use of resources BUSC (bibliographic-documentary) or of the virtual platform employee stop the development of the subject as well as the acquisition of destrezas of the his labour future like communicating in group, establish dynamics of group as well as direct and guide processes of teaching and learning.
c) Sessions in small group. They Will organize the students in small groups from the groups of work established in the interactive sessions. In these sessions will realize the tracking and tutorización of the works and will establish the pautas of asesoramento and necessary orientation stop the opportune manufacture of the @mesmo. Treating to reserve the titorías common stop the attention of lawsuits and personal needs.
d) It Will establish resources of reflection and the generation of resources and opportunities stop the development of solutions to possible lawsuits and needs than if podan pose in the professional lawsuit by part of the students encouraging the creativity and the generation of ideas.
The basic study material is the readings presented and presented in the virtual classroom representative of the content presented in the classroom; they have an order of presentation from general to specific starting with the key concepts and their relationship, the second reading focuses on the more specific aspects of the block and the third reading focuses on the application of those contents to school education in this case; the other instruments and resources are for teaching and learning to enable access through the different mental pathways and the construction of knowledge schemes in the students, which requires an active and direct participation in the subject to seek self-knowledge and enable collaborative strategies.
The involvement of the students is sought, their active participation and the development of responsible and autonomous practices, so the principles of participation, presence and learning will be followed so that the students carry out an activity as rich as possible so that they learn the content as well as learn to use them according to the objectives and competencies of the subject. The quality of life in the classroom will be sought, promoting debate, discussion and the design of "major" imbalances and balances, facilitating environments for debate and discussion.
The methodology of the teaching-learning process will be diversified into three types of work that involve sessions of different nature, with groups of different composition according to their size and, consequently, to the possibilities of developing different kinds of activities.
Each block will be treated over the course of two expository and interactive classes in which the approaches to the content and blocks of this subject will be made in different ways; specifically:
a) Expository sessions in large groups: they include classes of an explanatory and expository nature, in which students will be provided with the fundamental concepts of the subjects of the program, highlighting the most relevant aspects of the content of each of the subjects. Didactic aids such as ppt presentations or audio-visual materials will be used to facilitate the monitoring and understanding of the content by the students. Its ultimate goal is the achievement of ideas and basic knowledge that the student will need for other types of subsequent work in the subject. Likewise, an attempt will be made to develop the skills of posing, doubts, concerns and questions that facilitate the application of the contents in real contexts.
b) Sessions in medium group (interactive group): they include sessions of a comprehensive-significant nature, in which the basic contents of the subjects, taught in the lectures, through personal reading activities, reflection and formulation of doubts, will be sought to be deepened, or questioning of information. On the other hand, these times of sessions with interactive groups will be used to organize and guide the guidelines for the preparation of the various practical works of those topics or aspects of the syllabus that require it. The presentations or exhibitions of the works will also take place in these sessions in groups or individually, as indicated (in this case, the pronoun must go before the verb: indicate) the teacher for each work. Finally, in these sessions the students will be provided with instructions for the development of informational competence, in terms of the use of BUSC (bibliographic-documentary) resources or the virtual platform used for the development of the subject. Likewise, the development of professional skills such as public speaking, guiding and leading groups and the dynamism of debates, doubts and discussions that facilitate the progress of educational processes and student learning will be sought
c) Small group sessions (tutoring group). The students will be organized into small groups based on the working groups established in the interactive sessions. In these sessions, the monitoring and tutoring of the works will be carried out and the advice guidelines and guidelines necessary for their timely preparation will be established. Trying to reserve the ordinary tutorials for the attention of personal demands.
Tutorials and messages will try to be done in a general way except for particular questions, raising the doubts and questions that could be raised for everyone. Likewise, you are encouraged to ask, to participate out loud in a climate of respect, trust and security where each and every one of us is important and the relationship must be presided over by a close, respectful and sensitive communication for each and every one of the people who contemplates the group- class
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
1. The organization and preparation of the work according to the criteria established by the teacher, showing interest and effort in the activities and tasks to be carried out in the
same 2. Learn to ask, maintenance of a continuous communication with the teacher that guarantees the timely follow-up of the matter and the consultation of all those questions that may expose doubt or conflict for the maximum understanding of the content.
3. The availability of a computer with network access or, failing that, the possibility of using the computers and the resources available to them. This requirement is essential for monitoring the subject through the virtual platform that will be used as a teaching resource on the subject.
The follow-up of the teaching staff as well as the demand for their instructions are mandatory for the development and delivery of the practices; Likewise, their improvement can be demanded if they do not meet the characteristics of the demand.
WORKS WILL NOT BE ACCEPTED OUTSIDE THE DEADLINES AND DATES INDICATED FOR IT. THE DELIVERY ACTIVITIES ARE DESIGNED TO BE CARRIED OUT IN THE CLASSROOM AND IN THE CLASS, BUT FOR THE REASON OF BEING REVIEWED AND IMPROVED, THEIR DELIVERY CAN BE PROVIDED ON THE TIME AND DATE STIPULATED BY THE TEACHER.
USC is a face-to-face University, so attendance and monitoring of a minimum of 80% of face-to-face and/or virtual class sessions, compliance and monitoring of teaching and learning activities is mandatory.
Students are asked for their involvement, interest and effort in carrying out the learning activities of the subject, suggesting that this be done continuously and throughout the course in accordance with the guidelines set forth in this program; For this, it will be presented in the first classes and the activities are prepared to comply with the schedule of the same without assuming an added time more than that contemplated by the guidelines of the Degree.
Students with a teaching waiver must maintain, from the beginning, contact and communication with the teacher, which will inform them of the most appropriate channel for monitoring the subject in their case, as well as the work they will have the opportunity to do, and which, for obvious reasons, may be of a different nature from that of the work of face-to-face students. 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.
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.
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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 21 |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | Classroom 21 |
| 13:30-15:00 | Grupo /CLE_01 | Galician | Classroom 24 |
| Wednesday | |||
| 13:30-15:00 | Grupo /CLIS_02 | Galician | Classroom 21 |
| 01.12.2024 12:00-14:00 | Grupo /CLE_01 | Classroom 29 |
| 06.19.2024 16:00-18:00 | Grupo /CLE_01 | Classroom 29 |