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)
This subject is intended to deal both with the acquisition of knowledge about data and concepts of the discipline and with the practice of skills related to that knowledge and the acquisition of valuation dispositions. It is a priority for students to:
- Know the object of study of this discipline, its definition and its historical precedents.
- Know the intra- and inter-personal processes of change that take place throughout the life cycle.
- Reflect about the applicability of the knowledge on the evolutionary processes in order to optimize the development.
- Learn to analyze in a critical sense and to synthesize the scientific literature that is relevant for the subject.
- Acquire ethic interest as regards the implications of the acquired knowledge, as regards the professional exercise.
The contents of the subjects are organized into five thematic sections. In the first one, general aspects of conceptual and methodological nature are analyzed. The three following ones are devoted to childhood, adolescence and adult and old age, respectively. Throughout the different units, we will describe the normative changes that occur in the different developmental fields (physic and psycho-motor, cognitive, linguistic and socio-affective ones) throughout the stages of the life cycle, as well as individual differences regarding these changes. At the same time, we will deal with the most relevant explanatory contributions as regards those changes and the proposed optimization ways.
The syllabus consists of the following units:
Unit 1. Conceptual, historical and methodological approaches
Physical and psychomotor development
Unit 2. Corporal changes and neurophysiological maturation
Unit 3. Psychomotor development
Intellectual development
Unit 4. Operational development
Unit 5. Cognitive processes
Communicative development and language acquisition
Unit 6. The origins of communication
Unit 7. Language development
Psycho-affective development
Unit 8. Affective and relational development
Unit 9. Personality and moral development
Basic bibliography
Craig, G.J. (2009). Desarrollo psicológico (9ª ed.). México: Prentice-Hall.
Lizaso, I., Acha, J., Reizabal, L. & García, F.J. (2017). Desarrollo biológico y cognitivo en el ciclo vital. Madrid: Pirámide.
Mariscal, S., Giménez-Dasí, M., Carriedo, N. & Corral, A. (Coords.) (2009). El desarrollo psicológico a lo largo de la vida. Madrid: UNED/McGraw-Hill.
Complementary bibliography
Berger, K.S. (2009). Psicología del desarrollo: Adultez y vejez. Madrid: Panamericana.
Berger, K.S. (2006). Psicología del desarrollo: Infancia y adolescencia. Madrid: Panamericana.
Berk, L.E. (2004). Desarrollo del niño y del adolescente (4ª ed.). Madrid: Prentice-Hall.
Cabezas, J.L., & Rubio, R. (2017). Prácticas de Psicología del Desarrollo II. Madrid: Pirámide.
Carranza, J.A., & Ato, E. (Coords.) (2010). Manual de prácticas de Psicología del Desarrollo. Murcia: Servicio de Publicaciones de la Universidad de Murcia.
Carriedo, N., & Corral, A. (2013). Aprendizaje, desarrollo y prácticas. Un manual de actividades prácticas para aprender Psicología del Desarrollo. Madrid: UNED.
Córdoba, A.I., Descals, A., & Gil, M.D. (Coords.) (2006). Psicología del Desarrollo en la edad escolar. Madrid: Pirámide.
Delgado, B. (Coord.) (2008). Psicología del desarrollo: vol. 2. Desde la infancia a la vejez. Madrid: UNED.
Feldman, R.S. (2007). Desarrollo psicológico a través de la vida. México: Prentice-Hall.
García Madruga, J.A., & Delval, J. (2010). Psicología del Desarrollo I. Madrid: UNED.
Giménez-Dasí, M., & Mariscal, S. (Coord.) (2008). Psicología del desarrollo: vol. 1. Desde el nacimiento a la primera infancia. Madrid: UNED.
González-Cuenca, A.M., Fuentes, M.J., De la Morena, M.L., & Barajas, C. (2006). Psicología del desarrollo: teoría y prácticas. Málaga: Aljibe.
Gutiérrez, F., & Vila, J.O. (2011). Psicología del Desarrollo II. Madrid: UNED.
Palacios, J., Marchesi, A., & Coll, C. (Comps.) (1999). Desarrollo psicológico y educación: Vol. 1 Psicología evolutiva (2ª ed.). Madrid: Alianza.
Shaffer, D.R., & Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia. Madrid: Thomson.
López, F., Etxebarría, I., Fuentes, M.J., & Ortiz, M.J. (Coords.) (1999). Desarrollo afectivo y social. Madrid: Pirámide.
General competences
CG1 - To know and understand academic and scientific basis of the formative and professional field, with capacity to analyze critically theories, methodologies and intervention contexts of Social Education.
CG2 - To be able to analyze sociopolitical, economic, educative, cultural and linguistic realities in which professional task of social educators is developed, both in diagnostic and prospective terms.
CG-4 To promote and develop educative and/or socioeducative actions in different institutional and community contexts, in direct and indirect work with persons and groups, as well as in advice, mediation, management, organization, coordination, accompaniment and assessment of intervention efforts.
Transversal competences
CT1- To express oneself and communicate using different linguistic, material and technologic codes and resources.
CT2- To establish relations with other persons and groups, with special emphasis in team work and cooperation with other professionals.
CT3- To develop a self-critical attitude, as well as a reflexive, analytic and synthetic attitude with respect to knowledge, tasks and aims undertaken.
Specific competences
CE1.3 – To evaluate the personal, institutional and social circumstances that constitute the human being as the subject of education and its professional practices, from infancy till old age.
The training proposal for the subject includes: lectures, seminars, practices, self-evaluations and group and individual tutoring. Students will have the materials needed to study the subject at their disposal in the Virtual Campus of the USC.
Lectures
The objective is to present the subject’s contents, by providing an organized and integral view of the different explanation models about psychological development, as well as the available normative data and the individual differences in development.
For every unit, the students will be provided with a guide which includes objectives, an outline of the contents, tasks to be executed and specific recommended bibliography.
Seminars
Taking as a base the information that has been provided lectures and documents, seminars will be organized, consisting of group activities, as for example: answering a set of questions, discussing about opinion questions or repercussion of hypothetical situations, or synthesizing the studied contents. Besides, after every group activity there will be a putting into common by the whole class group. It will begin with an explanation by a representative of each group about the work that has been done, and it will continue with the participation of the students and the teacher, who will clarify doubts, precise concepts, establish relations among different contributions, etc.
Practices
Different types of activities will be carried out in order to approach the students to the applied side of the subject. So, they will be able to access and use different types of materials like assessment instruments and observing protocols.
Self-evaluations
Students will be able to review their level of understanding about the contents of the subject. For this purpose, they will be provided with relevant questions about the issues treated in theoretical and interactive sessions and the answers will be commented in class.
Group and individual tutorials
Group tutorials will be arranged in order to attend consultations and give guidance about tasks, the syllabus, the practices, etc. With regard to individual tutorial schedule, it will of maximum availability, except in case of other academic activities do not allow it.
The assessment will be based on an exam and the assistance and reports for two of the seminars and two of the practical activities. With respect to practices students will select at least one among those associated with units one to seven. Both types of reports will be made in group and will be delivered through the virtual course.
The exam will consist of multiple response questions and open questions. Relevance and clarity will be taken into account for the assessment of the later. The mark of the exam will be the weighted average of both parts; the first part will be given a weight of 40% and the second will receive a 60%.
Students will be provided with all necessary materials for each seminar and practice, as well with evaluation criteria. As a general model, reports will include:
- theoretical introduction
- description o activities performed, taking into account the instructions for the task and the results obtained
- conclusions obtained
- a global commentary
Concretely, theoretical introduction must consist in a summary or a scheme of those topics of the subject more closely related with the task proposed. On the other hand, in the final commentary, the relation of those topics with results/data obtained.
The final grade will be the mean of the marks that have been obtained in the exam (70%) and the reports of the seminars (15%) and the practices (15%). A minimum score of 4 is required in the exam.
Assistance will be controlled, as a way to ensure that students are prepared to elaborate the corresponding reports of activities, as well as their involvement in group activities. Reports delivered with delay and/or unjustified absences will affect the score of the work in question. Nevertheless, students participating in a mobility program and those with exemption from classes will have the option to accomplish tasks in a distance mentored way.
Classroom activities (total: 51 hours)
- Expositive sessions: 24 hours
- Interactive sessions: 24 hours
- Group tutorials: 3 hours
Student autonomous work (total: 99 hours)
- Reports of practices: 30 hours
- Reports of seminars: 30 hours
- Study: 39 hours
- Active implication in the class dynamics.
- Punctual carrying out of the compulsory works.
- Continuous follow up of the subject.
- Integration of the information that is managed in the different contact and non-contact activities.
Students will use a nonsexist language, in particular with regards to works to be submitted to the professor.
Patricia Maria Iglesias Souto
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813741
- patriciamaria.iglesias [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Ana Nieto Vieites
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813679
- ananieto.vieites [at] usc.es
- Category
- Professor: Temporary supply professor for IT and others
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLE_01 (A - Z) | Spanish | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 10:30-12:00 | Grupo /CLIS_03 (Ñ - Z) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| 12:30-14:00 | Grupo /CLIS_02 (Fernández N - N) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| Tuesday | |||
| 12:30-14:00 | Grupo /CLIS_01 (A - Fernández M) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| 05.28.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 07.12.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |