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 Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The objectives prosed includes both to the acquisition of basic knowledge about the discipline, as well as the practice of skills related to knowledge and the acquisition of certain evaluative dispositions. It is considered a priority that students reach:
1. To know the object of study of the discipline, its definition and method.
2. To know the processes of intra and interpersonal change that take place throughout the life cycle.
3. To reflect on the applicability of knowledge about evolutionary processes in order to optimize development.
4. To learn to critically analyze and synthesize the scientific literature relevant to the discipline.
5. To acquire ethical concerns regarding the implications of the knowledge acquired, with a view to professional practice.
The subject Psychology of Development deals with the study of Developmental Psychology which is the discipline of Psychology that describes, explains, intervenes and optimizes the processes of psychological change that human beings experience throughout their lifespan. It is based in the knowledge about the psychological changes and the individual, social and cultural differences that occur in human beings.
The descriptors of the subject, as recorded in the Memory of the Degree in Pedagogy, are specified in the following contents:
UNIT I. CONCEPTUAL DELIMITATION AND HISTORICAL AND METHODOLOGICAL APPROACH TO THE PSYCHOLOGY OF DEVELOPMENT.
1.1. The psychological development throughout life. Contexts and diversity in development.
1.2. Theoretical perspectives on psychological development: objectives, approaches and limits
1.3. Research Methods. Questions about development. Research strategies. Research and deontology.
ITEM II. PSYCHOLOGICAL DEVELOPMENT IN EARLY CHILDHOOD: REGULATORY AND DETERMINING ASPECTS.
2.1. Genetics and prenatal development.
2.2. The birth and the newly born.
2.3. Early childhood Physical, cognitive, social and personal development.
ITEM III. PSYCHOLOGICAL DEVELOPMENT IN THE SECOND AND THIRD CHILDHOOD.
3.1. Physical and psychomotor development.
3.2. Cognitive development. Contexts of learning, school, family, society.
3.3. Social and personal development.
ITEM IV. PSYCHOLOGICAL DEVELOPMENT DURING ADOLESCENCE. TRANSITION, NORMATIVE GUIDELINES AND SOURCES OF INFLUENCE.
4.1. Physical maturation and health.
4.2. Cognitive development and schooling
4.3. Social and personal development. Identity, family relationships and friendship.
UNIT V. PSYCHOLOGICAL DEVELOPMENT IN ADULTHOOD. CHANGES, CRISES AND VITAL EVENTS.
5.1. Physical maintenance and health.
5.2. Cognitive development, education and professionalization.
5.3. Social and personal development. Personal relationships. Job. Social engagement.
ITEM VI. PSYCHOLOGICAL DEVELOPMENT IN OLD AGE. ACTIVE AGING. CHANGES, ADAPTATION, OPTIMIZATION.
6.1. Physical changes and health.
6.2. Cognitive changes Attention, memory, intelligence and wisdom.
6.3. Social and personal development. Retirement. Personal relationships. Social implication
6.4. The end of life. Care, death and morn.
Basic bibliography:
- Berger, K.S. (2016). Psicología del desarrollo, infancia y adolescencia, 6ª edición. Editorial Panamericana.
- Triadó, C., Celdrán, M., e Villar, F. (2019). Desarrollo adulto y envejecimiento, 2ª edición. Alianza editorial.
Complementary bibliography:
- Arnett, J.J. (2008). Adolescencia y adultez emergente: enfoque cultural. Pearson Educación.
- Baltes, P.B. (1981). Métodos de investigación en psicología evolutiva : enfoque del ciclo vital. Madrid : Morata.
- Craig, G. J. e Baucum, D. (2009). Desarrollo psicológico. Pearson Educación.
- Facal, D., López, M. J. D., & Moar, M. D. C. G. (2024). Interdigitales: Una experiencia de aprendizaje-servicio (ApS) intergeneracional. Revista Boletín Redipe, 13(1), 76-90.
- Feldman, R. S. (2007). Desarrollo psicológico a través de la vida. Pearson Educación.
- Jaureguizar Albonigamayor, J.; Galende Pérez, N., Redondo Rodríguez, I. (2023). Prácticas de psicología del desarrollo : del nacimiento a la adolescencia. Madrid : Ediciones Pirámide.
- Juang, L. P., Umaña-Taylor, A. J., Schachner, M. K., Frisén, A., Hwang, C. P., Moscardino, U., ... & Syed, M. (2023). Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries. European Journal of Developmental Psychology, 20(6), 978-1006.
- Losada-Baltar, A., Márquez-González, M., Mausbach, B. T., Jiménez-Gonzalo, L., Fernandes-Pires, J. A., Olazarán, J., ... & Cabrera, I. (2025). Longitudinal support to the sociocultural stress and coping model. A 4-year follow-up of family caregivers of people with dementia. International Psychogeriatrics, 100079.
- Maynard, M. L., Khalid, H., Karimi Valoojerdy, Z., Talwar, V., & Bosacki, S. L. (2025). Adolescent Development in Unprecedented Times: A Comparative Study of Theory of Mind Before and After COVID-19. Adolescents, 5(2), 11. https://doi.org/10.3390/adolescents5020011
- Ojala, M. (2023). How do children, adolescents, and young adults relate to climate change? Implications for developmental psychology. European Journal of Developmental Psychology, 20(6), 929-943.
- Oliver, B. R., Trzaskowski, M., & Plomin, R. (2014). Genetics of parenting: The power of the dark side. Developmental Psychology, 50(4), 1233–1240. https://doi.org/10.1037/a0035
- Palacios, J., Marchesi, A. e Coll, C. (Comps.) (2001). Desarrollo psicológico y educación: Vol. 1 Psicología evolutiva (2ª ed.). Alianza editorial.
- Perez Blasco, J. (2013). Aprender de los grandes cambios vitales. Valencia: Universitat de València.
- Owens, R.E. (2003). Desarrollo del lenguaje. Madrid: Prentice Hall.- Papalia, D. E., Feldman, R. D. e Martorell, G. (2012). Desarrollo Humano. McGraw-Hill.
- Pinazo, S. (2005). Gerontología: actualización, innovación y propuestas. Pearson Prentice Hall.
- Santrock, J. W. (2006). Psicología del desarrollo, el ciclo vital. McGraw-Hill.
- Schaie, K. W. e Willis, S. L. (2003). Psicología de la edad adulta y la vejez. Pearson.
- Shaffer, D.R. e Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia. Thomson.
- Simon, P., & Nader-Grosbois, N. (2025). Empathy and theory of mind development at preschool age: a one-year cross-lagged panel study. European Journal of Developmental Psychology, 1-23.
- Stern, Y., Arenaza‐Urquijo, E. M., Bartrés‐Faz, D., Belleville, S., Cantilon, M., Chetelat, G., ... & Reserve, Resilience and Protective Factors PIA Empirical Definitions and Conceptual Frameworks Workgroup. (2020). Whitepaper: Defining and investigating cognitive rese
BASIC AND GENERAL
CB1- The students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of their field of study.
CG1 - Know and understand the academic and scientific foundations on which their formative and professional field is based, having the capacity to analyze critically the nature of their theories, methodologies and fields of intervention of Pedagogy.
CG3 - Understand, comprehend and comprehensively analyze educational situations in different contexts, being able to adapt and apply the academic and scientific foundations of Pedagogy to them.
CG5 - Promote and develop educational counseling actions with different people and / or groups through the use of adequate means and resources.
TRANSVERSALS
CT1 - Express and communicate the use of different codes and resources (linguistic, material and technological).
CT2 - Relate to other people and groups, with special emphasis on teamwork and collaboration with other professionals.
CT3 - Develop a self-critical attitude, as well as reflection, analysis and synthesis regarding the knowledge, tasks and tasks in which they participate.
SPECIFIC
CE 5.1 - Advice to people and / or groups in educational and training processes.
The methodological proposal to be used aims to combine the expository class format with active and participatory methodologies, as well as autonomous work and self-learning. The theory class will aim to introduce and explain the meaning of the topics, clarify the important concepts, give a global vision of the contents and relate knowledge to facilitate the significance of the learning, so that the exhibition will be accompanied, when appropriate, of previous organizers, definitions, synoptic charts, diagrams, etc. The support of visual material and online resources will be used to clarify the content and serve as a reference and starting point for group work and activities, and will be available through the Virtual Campus.
With the work in the interactive sessions, the aim is to delve into specific aspects of the theoretical classes. The activities to be carried out will include reading and commenting on documents, answers to questions, analysis of practical situations, watching videos, case studies, debates and carrying out assignments. With them, it is intended that students learn to handle different sources of information, promote the transfer of theory to practice, learn to prepare and present reports, compare different points of view and be able to build shared meanings with the help of mediation work. of the teacher. The completion of the tasks required in the evening, presented to the students in the corresponding interactive sessions, and the required materials will be available through the Virtual Campus.
In the interactive sessions, different practical activities will be carried out that will be specified in the Teaching Guide for each of the topics. The results of the work, usually carried out in groups, must be present, in some cases, orally in front of the classmates and later debated. The proposal of activities in the course will take into account the needs and the rate of development within the students and the coordination with the other courses of the semester.
For each of the topics, the slides used in the exhibitions will be provided, to which study materials can be added specifically for each topic discussed. All the material of the expository and interactive classes will be the object of basic study for the exams of the subject and will be available on the Virtual Campus.
The individual and / or group tutorials, at the request of the students, will serve to clarify or comment on aspects of the work carried out in the expository and interactive classes. They will be done at the indicated times and in the subject teacher's office.
The learning tasks could be linked to service-learning projects.
The student's overall grade in the subject will come from:
-60% of the qualification of the results in the final test on the contents of the topics covered in the expository and interactive classes and in the compulsory readings. It is compulsory to have passed this test in order to add up the rest of the qualifications that contribute to the final mark for the subject.
-The other 40% of the qualification of the work done in the interactive sessions and participation in the different activities proposed. The assessment criteria for these activities may vary for each of them. Among the general aspects that will be considered are the quality of the content itself, the degree of adjustment to the given guidelines, expository competence, originality and critical contributions, and evidence of group work and not the sum of individual responses.
In order to attend the first opportunity examination, students must attend a minimum of 80% of the lecture hours and 80% of the interactive teaching hours. Prior to the first opportunity exam, a list of students who meet this requirement will be published in order to attend the exam. Likewise, in order to pass the subject, it will be necessary to have passed both the final exam (mark of 2.5 out of 6) and the work done in the interactive sessions. Failure to take the exam or to complete the activities proposed in the interactive sessions will result in a failing grade. Failure to pass either the exam or the activities proposed in the interactive sessions will result in a failing grade, with the numerical value closest to the 5 obtained in one or the other evaluation section.
In the second opportunity the evaluation system is maintained. Students who do not pass the final exam but have passed the activities carried out in the interactive sessions may sit the final exam at the second opportunity without the need to do additional work or take additional tests. Students who have not passed any of the activities carried out in the interactive sessions but have passed the exams on the official date may only be assessed on those activities-procedures not passed. Students who do not attend at least 80% of the expository teaching hours and 80% of the interactive teaching hours will have to do additional work in order to pass the subject at the second opportunity, for which they must contact the teacher coordinating the subject sufficiently in advance.
Repeating students will be subject to the common attendance regime and the same evaluation system as the rest of the students.
In the cases contemplated in the Faculty's regulations, students who have requested and been granted exemption from teaching must notify the lecturer of the subject in due time and form. The learning assessment system for these students will be the same as for the rest of the students enrolled in the subject. These students must contact the teaching staff in order to, if necessary, establish the specific guidelines for the fulfilment of the syllabus and the passing of the subject under the conditions of exemption from teaching or dispensation.
In the situation of exemption from lectures, students must attend the interactive classes working in groups or individually, depending on the case. In the situations of exemption from teaching all sessions if so determined and dispensation from attendance, a monitoring plan will be developed (face-to-face and/or virtual through institutional online media: USC Virtual Campus, Microsoft Teams) and personalised assessment by individually carrying out the tasks specified in the programme.
With regard to the fraudulent performance of exercises or tests, the Regulations on the assessment of students' academic performance and the review of qualifications, approved by the Governing Council on 15 June 2011 and amended on 5 April 2017, state that the fraudulent performance of any exercise or test required by the regulations will result in a failing grade in the corresponding exam session, regardless of the disciplinary process that may be followed against the offending student. Fraudulent work will be considered, among others, to be plagiarised or obtained from publicly available sources without reworking or reinterpretation and without citation of the authors and sources.
Study: 39 hours
Preparation of works: 30 hs.
Readings: 27 hs.
Total hours: 96
1. Active involvement in class dynamics.
2. Punctual completion of the mandatory dissertations.
3. Continuous follow-up of the subject.
4. Integration of the information handled in the different face-to-face and non-face-to-face activities.
5. Search for clarity and organization of the knowledge obtained in the subject.
CLASS ATTENDANCE
This program is in accordance with the specified in the Regulations for class attendance in official undergraduate and Master's degree courses at the University of Santiago de Compostela, approved by the Governing Council on 25 November 2024.
ENVIRONMENTAL RESPONSIBILITY
The works carried out by the students will be delivered, preferably, through the virtual classroom.
GENDER PERSPECTIVE:
In response to the criteria of gender equality in the university environment, it is recommended to use non-sexist language both in the daily classroom work and in the entrusted academic work. You can obtain information to the respect in the link: https://casadatroia.es/cdn/ff/QKcBDjOX5QgeJQkeVe81BaV8Ho1…
FORMAL QUALITY OF WORKS:
APA standards (http://www.apastyle.org) will be followed in carrying out the practices and assignments.
USC EMAIL AND TECHNOLOGICAL TOOLS:
Students must necessarily use the email of the USC (@rai.usc.es) in their communication with teachers.
Students must necessarily use Campus Virtual, Microsoft Office 365 including OneCloud, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
USE OF MOBILE PHONE AND DATA PROTECTION: The mobile phone cannot be used, except when used as a work tool following the instructions given by the teacher, making students responsible for the legal and academic consequences that may arise from inappropriate use of it.
Keep in mind that teaching-learning (classes / tutorials) is a private process, it is understood private as a process of communication and exchange between the teacher and the students enrolled in the subject.
Compulsory compliance with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos.
David Facal Mayo
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813695
- david.facal [at] usc.es
- Category
- Professor: University Lecturer
Xana Cid Mejias
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- xana.cid.mejias [at] usc.es
- Category
- Ministry Pre-doctoral Contract
| Thursday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_03 | Spanish, Galician | CLASSROOM 5 (LIFE CAMPUS-Module A) |
| 10:30-12:00 | Grupo /CLIS_02 | Galician, Spanish | CLASSROOM 5 (LIFE CAMPUS-Module A) |
| 12:00-13:30 | Grupo /CLE_01 | Galician | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 13:30-15:00 | Grupo /CLIS_01 | Galician, Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 05.20.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 07.01.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 15 (LIFE CAMPUS-Module A) |