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: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
CONCEPTUAL
1. To know the evolutionary process of 3-6 years, considering the continuity in development and developmental milestones in the preceding stage.
2. To recognize the major evolutionary patterns and abilities and the characteristic and emerging skills in every maturity moment of the 3-6 year stage in various areas of development: psychomotor, perceptual, cognitive, linguistic, socio-affective.
3. To recognize the maturation requirements as fundamental educational objectives at this stage.
4. To understand the various contexts of natural development of children and their relation to learning.
5. To know and understand the functions of the process of game, the family or the preschool for the optimal development at this evolutionary stage.
6. 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 3-6 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
BLOCK 1: DEVELOPMENT AND EDUCATION IN THE AGE OF 3 TO 6 YEARS
1.1. Cognitive development: precisions, conceptualization and characteristics.
1.2.Development and education. The relationships between development and education. The active and autonomous role of the child in their school learning. The importance of mediation and organization in development and learning. Teach and learn as a facilitator and managerial activity.
1.3.Learn together and have fun. The importance of student activity and interactivity in school education. The development of good practices in early childhood education.
BLOCK 2: COGNITIVE DEVELOPMENT, CONSTRUCTIVISM AND SCHOOL LEARNING
2.1. Factors and stages of cognitive and / or intellectual development.
2.2 Cognitive development in the pre-operational period: the stages of development.
2.2.1. Characteristics of the intellectual development of the child from 3 to 6 years
2.3. Constructivism, activity and interactivity of school learning.
2.4. Brain plasticidade, cognitive modifiability, enrichment, attention and cognitive stimulation.
2.5. Play as a dominant activity in cognitive development from 0 to 3 years old.
BLOCK 3: AFFECTIVE AND PERSONAL DEVELOPMENT.
3.1. Concept of Personality, affectivity and dimensions that comprise it.
3.2. The construction of personality through self-concept, personal identity and the construction of social norms and values.
3.3. Stages of development in the age of 3 to 6 years. The will, independence, autonomy and the ability to understand the world and its relationships
3.4. The education of the personality in the education and the development of the feelings in the boys and girls of 3 to 6 years.
BLOCK 4. LINGUISTIC AND COMMUNICATIVE DEVELOPMENT IN THE SCHOOL AGE OF 3 TO 6 YEARS.
4.1. Language development from 3 to 6 years: the importance of language in the age of 3 to 6 years: Bases and stages of development.
4.2. Factors and characteristics of language development in the age of 3 to 6 years: the linguistic and socializing language stage.
4.3. Communication and relationship with the world of people: the communication process and functions.
4.4. Stages of development of interpersoal and social communication: the different types of communication.
4.5. Educating language and communication: stimulation, strategies and educational attention.
BLOCK 5. THE DEVELOPMENT OF INTERACTION AND SOCIAL SKILLS OF PERSONS FROM 3 TO 6 YEARS OLD
5.1. Social interaction and social skills: concept and characteristics.
5.2. The development of social interaction and social skills: characteristics and factors.
5.3. Elements and characteristics of the development of social interaction and social skills from 3 to 6 years.
5.4. Educational care and stimulation of interaction and social skills in early childhood education from 3 to 6 years.
BLOCK 6. THE DEVELOPMENT OF BEHAVIOR AND GOOD PRACTICES IN CHILDREN'S EDUCATION FROM 3 TO 6 YEARS.
6.1. Behavior: concept and elements that comprise it.
6.1.1. The development of functional and adaptive behavior: factors and elements that define them.
6.2 Stages and characteristics in the development of adaptive and functional behavior from 3 to 6 years
6.3. The intentional nature of behavior and its communicative function: self-determination.
6.4. Adaptive and functional behavior education: factors and elements.
6.5. Behavior in the classroom and the development of good educational practices and the stimulation and attention of capable and independent students for a life in community.
BLOCK 7. Good Practices on quality of life and quality of school life for the development of the person from 0 to 3 years old.
Sense of the blocks in the matter
These blocks provide students with a detailed description of the main aspects of the individual's development at this stage. An evolutionary profile of the child is offered at these ages, so that the student knows the evolutionary patterns that characterize people in this period of development, as well as the indicators of neurotypical development in order to be able to undertake an effective educational and stimulating work and care. rigorous. This laboura is essential for us teachers of early childhood education, since they are the main architects of observation and stimulation of development in coordination with family education, so it is essential that they know the development guidelines at each age to educate in function and facilitating student learning.
Throughout them, the activity will focus on facilitating development as people and as future professionals, carrying out activities to develop habits and strategies of quality and good practices for people's lives. In these contents, the self-determination of the students, the life of educational quality, the capacity for development as well as the possibilities of enrichment in rigor and professional practice
BASIC BIBLIOGRAPHY
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.
FELDMAN, R.S. (2008). Desarrollo en la infancia. Méjico: Prentice Hall.
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.
COMPLEMENTARY BIBLIOGRAPHY
BARAJAS, C., MORENA, De la, M.L., FUENTES, M.J. y GONZÁLEZ, A.M. (2007). Perspectivas sobre el desarrollo psicológico: teoría y prácticas. Madrid: Pirámide.
CÓRDOBA, A.I., DESCALS, A. y GIL, M. D. (2007). Psicología del desarrollo en la edad escolar. Madrid: Psicología Pirámide.
GONZALEZ CUENCA, A.M. (1995). Psicología del desarrollo: teoría y prácticas. Málaga: Aljibe.
GONZÁLEZ GONZÁLEZ, E. y BUENO ALVÁREZ, J.A. (2007). Psicología de la educación y del desarrollo en la edad escolar. Madrid: CCS.
GUITART, R.M. (2008). Juegos. Juegos no competitivos. Barcelona: Grao.
LAGUIA, M.J.; y VIDAL,C (2008). Rincones de actividad en la escuela infantil (0-6 años). Barcelona: Grao.
PALOU VICENS,S. (2004). Sentir y crecer. Desarrollo emocional en la infancia. Barcelona: Grao.
PEREZ PEREIRA, M. (1995). Nuevas perspectivas en psicología del desarrollo. Madrid: Alianza.
PORTELLANO PEREZ, J.A. Dislexia y otras dificultades de aprendizaje: nuevas perspectivas en diagnóstico precoz. Madrid: CEPE.
SUGRAÑES, E.; y ANGEL, M.A. (2007). La educación psicomotriz (3-8 años.). Barcelona: Grao.
VASTA, R; HAITH, M.M.; y MILLER, S.A. (2001). Psicología infantil. Barcelona: Ariel.
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 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, the possibilities of developing activities of different kinds.
Each block will be treated throughout two expository classes and interactive duas in which the different approaches to the contents and blocks of this subject will be carried out; specifically:
a) Expository sessions in a large group: they include explanatory and expository classes, in which students will be provided with the fundamental concepts of the topics of the program, highlighting the most relevant aspects of the content of each of the topics. Didactic supports such as ppt presentations or audiovisual 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.
b) Medium group sessions (interactive group): they include sessions of a comprehensive-meaningful nature, in which it will be necessary to delve into the basic contents of the topics, taught in the expository classes, through activities of personal reading, reflection and raising doubts, or questioning the information. On the other hand, these session times will be used with interactive groups to organize and guide the guidelines for the elaboration of the different practical works of those topics or aspects of the agenda that require it. Presentations or presentations of the work in groups or individually will also be made in these sessions, as indicated by the teacher for each work. Finally, in these sessions the students will be provided with instructions for the development of the informational competence, regarding the use of BUSC resources (bibliographic-documentaries) or the virtual platform used for the development of the subject.
c) Small group sessions (group tutoring). Students will be organized in 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 guidelines for reorientation necessary for the timely preparation of them will be established. Trying to reserve the common tutorials for the attention of individual needs.
Given the uncertainty caused by the current health situation, part of the content may be worked on in a
autonomous pole / a student, what will be duly informed through the Virtual Campus of the subject?
In this case, the previously exposed Plan will be followed in which the exhibitions will be replaced by access to the virtual campus, developing the same content program and presenting all the work on the university's moddle platform; in this case, the exhibitions can be modified in video format or presentation of the materials
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 realize in function of the decisions that take the Joint of Empower to this respecto. 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).
Observation of participation in the classroom. Positive assessment of regular attendance, attitude and willingness to learn and participation with interest in the activity carried out in the classroom. It will even count 10% of the grade of the subject. It will be necessary to attend at least 80% of the theoretical and / or practical sessions and participate actively and with interest in them to obtain the maximum overall score of the section (1 point). Students who miss more than 20% of the sessions you attend (4 absences) without justification will not have a score in this section. Students who, for whatever reasons, do not attend a minimum of 50% of the sessions you attend, will not be able to present papers, activities, or participate in oral presentations, therefore, they will only be able to take the final exam, maintaining the proportionality indicated above.
B) Specific tests. Students must pass a specific test or final exam at the end of the school period. It will consist of a 40-question test with a true-false answer corrected using the A-E / 2 formula. It will even represent 50% of the grade of the subject. It is a necessary condition for passing the subject to have a pass in this test. Once this requirement has been exceeded, the scores of the rest of the evaluation sections will be added. In this case, the note that will appear in the minutes will be the note of the exam.
C) Reports and other written productions. During the course each student must present their written output resulting from their work in the expository, interactive and tutorial sessions. The teaching staff of the subject will give the appropriate instructions on form, content and deadlines. A maximum of 30% of the grade of the subject will be valued (3 points). In this section, the activity carried out by the students on the virtual platform will also be taken into account.
D) Oral presentations. They will even count a maximum of 10% of the grade of the subject. An academic paper and its presentation in PPT format will be required.
In scenarios 2 and 3, the same assessment procedure will be followed, in which the continuous assessment activities have the same weight and the possibility of the non-contact test that will be hung and opened in the virtual classroom and corrected in the same way previously specified. There will be a restricted time for it and the students will be informed of the successes and failures once the test time for a short time has ended. The grade obtained has no weight since the previously specified formula will be applied. The continuous activities will have a rubric and resources as well as a forum where to consult, raise or indicate what is considered depending on the need for help and support. They will not increase the learning time and effort specified in the subsequent activities, although more participation and autonomous work will be demanded by the students as they do not have a classroom.
"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 qualifications will apply."
"Depending on the health situation, the evaluation system may undergo changes that allow it to adapt to telematic or part-time teaching scenarios (see Comments)."
In addition to these specific indications, there are also criteria to assess the academic performance of students:
- The open and receptive attitude to learn new content and incorporate it into the training of the future teacher of Early Childhood Education.
- The active participation in the classes in relation to the contents of the program and the punctual accomplishment of the tasks foreseen for the presence activities.
- Knowledge and mastery of the main concepts, theories and methods of the subject and the ability to relate them to other subjects of the course
- Ability to integrate them into the knowledge of the student, the future teacher of Early Childhood Education.
- The competence to know how to apply the knowledge learned in the resolution of practical cases.
- The quality of the autonomous activity (reports, Works,...) which includes, in addition to the content, the orderly presentation of the activities and their delivery within the indicated deadlines.
- Oral and written linguistic competence, expressed in ownership and expressive correction.
IMPORTANT
To obtain a positive assessment in the subject, it will be necessary to have completed all the specified evaluation activities on time and exceed half the total score of each of the sections.
The individual or group works of the students must be original. The delivery of a copied work will mean the failure of the subject and the evaluation of the student in the next call.
For evaluative purposes, the same work cannot be used for several subjects, except in the activities programmed in a coordinated manner.
During the first week of the course, all students enrolled in the subject have to register on the USC virtual platform. An unregistered student will not be endorsed in the reports and other written productions sections, nor in the oral presentations section.
Students who do not pass the subject at the first opportunity and appear in July, will keep all the scores accumulated in the different sections of the assessment, having to do only the exam and pass it under the same conditions as the first common opportunity. If you did not have scores in any of the sections, you will still participate in the exam, but in this case the maximum score that can be achieved is one.
The same criteria will be applied to the students of 2nd and subsequent calls, that is, repeating students: They will only have to take the theoretical exam and will have a maximum score of 7 points, except for repeating students who are integrated into the common course, to which will follow the same criteria as for the rest of the students enrolled in that course.
Given the uncertainty caused by the current health situation, part of the content may be worked on in a
autonomous pole / a student, what Will you be duly informed through the Virtual Campus of the subject? in such a way that if it cannot be done in person, the work, tests and practicals will be delivered to the virtual campus in the open and closed resources on time and not being able to be delivered had been even. To go, it will have the support and help of the teaching staff through the forums, mail and remote contact of the University's virtual platforms.
In scenarios 2 and 3, the same assessment procedure will be followed, in which the continuous assessment activities have the same weight and the possibility of the non-contact test that will be hung and opened in the virtual classroom and corrected in the same way previously specified. There will be a restricted time for it and the students will be informed of the successes and failures once the test time for a short time has ended. The grade obtained has no weight since the previously specified formula will be applied. The continuous activities will have a rubric and resources as well as a forum where to consult, raise or indicate what is considered depending on the need for help and support. They will not increase the learning time and effort specified in the subsequent activities, although more participation and autonomous work will be demanded by the students as they do not have a classroom.
"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 qualifications will apply."
"Depending on the health situation, the evaluation system may undergo changes that allow it to adapt to telematic 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
Students are recommended to:
1. The organization and sequencing of the work according to the criteria established by the teacher; To go, the request for support and help is essential, so it is recommended to make sure of the direct information and never through the students of the criteria, guidelines and resources to take into account and carry out in this matter.
2. The maintenance of a continuous communication with the professor that guarantees the opportune follow-up of the subject, 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 computers according to each possibility and resource is essential, but in this time we live. This requirement is essential for monitoring the subject through the virtual platform that will be used as a teaching resource in the subject.
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, evaluation 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 evaluated 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 such as the virtual classroom and the teams will be used in the event that telematic teaching is required (both expository and interactive) without prejudice to the use of other tools that are required for learning and interaction with students; the system for monitoring non-contact activities (scheduling of deliveries, participation lists, etc.) will be carried out 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
RICE, F.P (2000): Desarrollo humano. Estudo del ciclo vital. México: Prentice- Hall.
RUBIO, R. (1992): Psicología del desarrollo. Madrid: CCS.
SANTROCK, J.W. (2003): Psicología del desarrollo en la infancia. Madrid: McGraw-Hill (7ª ed.).
SCRIBNER, S. y COLE, M. (1981) The psychology of literacy. Cambridge, MA: Harvard University Press.
SILVESTRE, N. e SOLE, M.R. (1993): Psicología evolutiva. Infancia, preadolescencia. Barcelona: CEAC
TRIANES, M.V. e GALLARDO, J.A. (Coords) (1998): Psicología de la educación y del desarrollo. Madrid: Pirámide.
TRIANES, M.V. e GALLARDO, J.A. (Coords) (2004): Psicología de la educación y del desarrollo en contextos escolares. Madrid: Pirámide.
VYGOTSKI, L.S. (1978). Pensamiento y lenguaje. Teoría del desarrollo cultural de las funciones psíquicas. Barcelona: Critica.
VYGOTSKI, L.S. (1972). El problema de la periodización por etapas del desarrollo del niño. Problemas de Psicología, 2, 114-123.
VYGOTSKI, L.S. (1979) El desarrollo de los procesos psicológicos superiores. Barcelona: Grijalbo.
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 Press.
ZICHENKO, V.P. (1985). Vygotsky' s ideas about units of analysis of mind. En J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 94-118). Cambridge, MA.: Cambridge University Press.
Manoel Baña Castro
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821024
- manoel.bana [at] usc.es
- Category
- Professor: University Lecturer