ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Teacher Training
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
CONCEPTUAL
1. To know and understand the main approaches in the field of developmental psychology, differentiating the theoretical constructs that characterize the different theories and major models and research methods.
2. To recognize and internalize the relationship between development and education, through the various educational implications of the development theories, which is essential to encourage the interest in the subject of future teachers.
3. To know the evolutionary process from conception until the end of early childhood (0-3 years)
4. To recognize the major evolutionary patterns and abilities and the characteristic and emerging skills in every maturity moment of the 0-3 year stage in various areas of development: psychomotor, perceptual, cognitive, linguistic, socio-affective
5. To recognize the maturation requirements as fundamental educational objectives at this stage.
6. To understand the various contexts of natural development of children and their relation to learning.
7. To know and understand the functions of the process of game, the family or the preschool for the optimal development at this evolutionary stage.
8. To recognize individual and / or social factors that may explain diversity and differences in the development process of children.
PROCEDURAL
1. To apply the knowledge acquired in the evolutionary patterns at different times of the stage 0-3 years in order to adapt educational programs designed to enhance the optimal development of children, respecting the maturating process, and promoting the further maturation requirements through learning and appropriate stimulation.
2. To encourage the development of strategies and skills within the framework of creativity to create and adapt activities and didactic materials that conform the characteristics of the evolutionary stage and the maturation moment of children.
3. To encourage the development of cognitive and metacognitive skills of analysis, reflection and questioning of the information.
4. To foster the capacity for cooperative work and the development of social skills in group.
5. To encourage the development of exposition and public intervention skills.
6. To promote management of bibliographic and documentary resources and ICTs within the framework of the information competence.
7. To promote the use and management of virtual platforms as a didactic means that allows a greater continuity in teacher-student communication and a better learning monitoring.
ATTITUDINAL
1. To promote values of tolerance and respect others’ opinions.
2. To encourage the development of open, flexible, communicative, empathetic, and assertive attitudes, within the interaction and teamwork.
3. To develop respect for individual diversity in students as individuals and as future teachers
The subject is developed through three thematic sections that diversify the contents in order to achieve a better structure of the subject, and better follow-up of it by students trying to condense in each section the knowledge according to its thematic purpose: epistemological, related to the knowledge of the development process on itself, and contextual.
BLOCK 1. PSYCHOLOGY, PSYCHOLOGY OF DEVELOPMENT AND CHILD EDUCATION. Psychology, development and education. Most notable theories, developmental and learning relationships, and psychological knowledge and implications for education. School development and learning.
Current factors and explanations of development from recent evolutionary theories: Main contributions of developmental psychology to school educational practice. The modifiable nature of human development, brain plasticity and its stimulation and change Implications for school educational practice
BLOCK 2. INTELLECTUAL AND / OR COGNITIVE DEVELOPMENT OF 0-3 YEARS. MODULE 2. Cognitive and cognitive intelligence. Cognitive development from 0 to 3 years. Intellectual or cognitive development: The contemporary evolutionary explanation, the explanations of the Piagetian stages and the Vygotsky crisis periods. Stages and factors of intellectual development. The sensorimotor stage and the early preoperative. Periods of evolutionary crises and their explanation: characteristics, educational implications and knowledge relevant to education
BLOCK 3: THE DEVELOPMENT OF PERSONALITY AND CHILDHOOD AFFECTION. Personal and affective development from 0 to 3 years. Attachment, moral reasoning, self-concept, and personal identity. Self-concept, self-esteem, personality building and education. The development of self-concept and characteristics from 0 to 3 years. The development of human identity and its explanation. Moral development, the construction of moral consciousness and the will. Implications for education from 0 to 3 years.
BLOCK 4. SOCIAL DEVELOPMENT: SKILLS AND SOCIAL INTERACTION FROM 0 TO 3 YEARS. The social and the individual of development: personal and interpersonal variables. The importance of the social factor in cultural development. Others and their contribution to personal development. Stages and characteristics of the development of skills and social interaction from 0 to 3 years. The development of good educational practices in social intelligence.
BLOCK 5. LANGUAGE DEVELOPMENT AND COMMUNICATION FROM 0 TO 3 YEARS. Stages and characteristics of linguistic and communicative development from 0 to 3 years. Functions of language and communication in human development: from the pre-linguistic stage to the structural grammar of sentences. Milestones of comprehensive and expressive language. Verbal and non-verbal communication in the development of people from 0 to 3 years. Supports and good practices for the development of human language.
BLOCK 6. THE DEVELOPMENT OF ADAPTIVE AND SOCIAL BEHAVIOR. Self-determination and the functionality of human behavior. Change and development. Contexts and situations of ability and learning. The experience with human difficulties and needs. Learning experiences in daily life. Stages and characteristics of behavioral development from 0 to 3 years. The importance of coordinating support and attention for development. Cognitive change as a result of schooling.
BLOCK 7: THE DEVELOPMENT OF EDUCATIONAL SUPPORTS AND GOOD PRACTICES FOR 3 YEARS: They will deal with the theoretical contents and current problems around development and education, growth and its stimulation, training people and the construction of knowledge as well as the world. social that we want and that we seek with the people we form. They will consist of a rubric and the necessary resources for its development as well as the obligatory tutoring by the teaching staff that will guide the practice and determine its staging. They will have as object the approach by the real route to the contents of the matter
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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.
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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.
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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.
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de la infancia. Madrid: Alianza.
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COLL, C y otros (2000) El constructivismo en el aula. Ed Grao
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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 teaching-learning process will be divided into three working sessions involving a different nature, with groups of different composition according to their size and, consequently, the possibilities to develop different activities.
a) Expository sessions in large group: including explanatory and expository/virtual classes, in which students will be provided with the fundamental concepts of the syllabus, highlighting the most relevant aspects of the content for each of the topics. Power Point presentations or audiovisual materials that facilitate content monitoring and understanding by students will be used as teaching aids. The ultimate goal is the attainment of ideas and basic knowledge that students need for further work in this area.
b) Medium-group sessions (interactive group): comprehensive-significant sessions are included, that will delve into the basic contents of the themes, taught during the lectures, through personal reading activities, reflection and doubt exposure or information questioning. On the other hand, these interactive group sessions will be used to organize and guide the guidelines for the development of various practical tasks of the syllabus that require it. Also work presentations or expositions either in groups or individually will be made during these sessions, as directed by the teacher for each work. Finally, in these sessions students will be provided with instructions for the development of the informational competence, regarding the use of BUSC (bibliographical-documentary) resources or virtual platform used for the development of the subject.
c) Small group sessions (tutorial group). Students will be organized in small groups from the working groups established in the interactive sessions. During these sessions works will be followed up and tutorized, and the reorientation guidelines required to prepare them will be set up. Regular tutorials will be assigned to deal with individual
In Scenario 2: Spacing. a semi-face-to-face teaching will be carried out, with face-to-face teaching with small groups and telematic teaching. The adaptations will be established based on the decisions adopted by the Faculty through its Board. In this case, following the same time distribution and location independent of the classrooms of each course, the following measures would be taken:
a) Divide the groups of presentations in two and give in person half of the contents with alternating assistance of the groups (A1 / A2; B1 / B2 / B3) in the day of the corresponding week. The remaining contents would be taught through non-contact activities such as recorded demonstration videos, readings, and hanging resources for everyone in the virtual classroom regardless of the type of stage.
b) Interactive groups are not subdivided if the classrooms have enough space and at least 50% are taught in person. The rest are replaced by non-contact activities such as recorded demonstration videos, narrated descriptions, cases to be analyzed, rehearsals to be carried out ... for all scenarios with the same resources placed in the USC virtual classroom.
In Scenario 3: Closure of facilities. The hours and days contemplated for each subject are maintained, all teaching, expository and interactive being carried out virtually. The resources would be the same as in the other scenarios incorporating recordings and contacts through USC's audiovisual and ICT resources for everyone.
"Given the uncertainty caused by the current health situation, the methodology may be modified depending on the scenarios, which will be duly informed in sufficient time through the Virtual Campus of the subject" (see Observations section).
ELEMENTS OF EVALUATION And PERCENTAGE OF QUALIFICATION
The material base of the asignatura are the readings exposed and presented in the virtual classroom representative of the contents exposed in the classroom; the other instruments and resources are of education and learning for posibilitar the access by the distinct roads to the learning and the building of diagrams of knowledge in the alumnado by what exixe an active participation and motivante in the subject. In function of this, the elements of evaluation that do to give place to the qualification compoñense:
The) PARTICIPATION IN The classroom: 10%: Control of assistance and register of participation. Interest and effort observed in the participation in the classroom through the disposal, participation and activity observed in her and in the activities proposed and the sua resolution.
B) SPECIFIC PROOFS: 50%. Objective proof type test of false true/answer in which the errors explain and punish in form of two errors a tarpaulin with the obxeto of correxir the azar in the answers and his impact in the evaluation.
C) WORKS OF KIND, REPORTS WRITTEN And OTHER
PRODUCTIONS 30%. Activities presenciais and academic work
D) PRESENTATIONS And ORAL DEFENCES Through ESSAYS And ACTIVITY OF LEARNING: 10%. Realizations and Exhibitions in the classroom of activities of education and learning on which develop essays and academic documents-professional with the obxeto to go learning to communicate rigorous information and agree with the obxeto of the subject.
In concrete:
The) Observation of the participation in the classroom: avaliarase positively the assistance asidua, the attitude and good disposal to learn and the participation with interest in the activity realized in the classroom beside the effort in the elaboración and delivery of works and activities realized in her. It will explain even a 10% of the qualification of the subject. It will be necessary to assist like minimum to 80% of the theoretical sessions and/or practical and take part actively and with interest in the same to obtain the maximum punctuation global of the apartado (1 point). The alumnado that do not take part without justification to more of a 20% of the sessions presenciais (4 faults), will not have punctuation in this apartado. The alumnado that, by the reasons that are, no acude the a minimum of 50% of the sessions presenciais, will not be able to present works, neither activities, neither take part in the oral presentations, therefore, will be avaliado only in the final examination, maintaining the proporcionalidade before indicated.
B) Specific proofs. The alumnado will have to surpass a specific proof or final examination at the end of the period lectivo. It will consist in an examination type test with answer of true-false. It will suppose even a 50% of the qualification of the subject. It IS necessary condition for the superación of the subject have an approved in this proof. Once surpassed this requirement, will add the puntuacións of the rest of apartados of the evaluation. Himself Do not exist or in the fulfil with the delivery of the others apartados, the note that figurará in the actas will be the note of the proof or examination. They will be 40 questions with answer of type V-F with the object of avaliar the clarity of the concepts and the effort in the understanding of his learning. It will last 30 minutes and will be realized in the last kind and in the official date of the asignatura; the sua correction will be by the formula of The-And/2 all are it divided by 4.
C) Reports and other productions written. During the course each student/had had to present his production written result of his work in the sessions expositivas, interactive and titoriais . The profesorado of the subject will give the timely instructions on form, content and terms. It will value even a maximum of 30% of the qualification of the subject (3 points). In this apartado also will have in account to activity developed by the alumnado in the virtual platform fulfilling with the requirements and ratio of the global and total works of the subject.
D) Presentations and elaboraciones oral academic-professional. They will explain even a maximum of 10% of the qualification of the subject. It will consist in the realization of academic works-professional in training and his delivery and oral written/exhibition poles resources that establish in kind or through the virtual platform of the subject.
In addition to these specific indications, are also criteria for avaliar the academic performance of the alumnado:
- The open attitude and receptiva to learn new contents and incorporate them to the training of the future docente of Childish Education.
- The active participation in the kinds in relation with the contents of the program and the punctual realization of the due tasks for the activities presenciais.
- The knowledge and command of the main concepts, theories and methods of the subject and the capacity to relate them cas other subjects of the course
- To skill to integrate them in the knowledge of the alumnado, master future/the one of Childish Education.
- The competition to know apply the knowledges learnt in the resolution of practical cases.
- The quality of the autonomous activity (reports, works,?) That includes, in addition to the content, the presentation ordeada of the activities and his delivery in the terms signalled.
- The linguistic competition oral and written, manifested in the property and correction so much oral and expressive.
IMPORTANT
to obtain a positive assessment in the subject will be precise to have realized in term todalas activities of evaluation specified and surpass the half of the total punctuation of each one of the apartados. It IS responsibility of the alumnado ensure of the sua delivery and felicitous reception by part of the profesorado.
The individual works or grupais of the alumnado have to be original. The delivery of a work copied will suppose the suspenso of the subject and the evaluation of the student/the in the following announcement. To effects avaliativos, a same work no pode be used for several subjects, except in the activities programadas of form coordinated.
The alumnado that do not surpass the subject in the first opportunity and present in July, will maintain all the puntuacións accumulated in the different apartados of the evaluation, having to do only the examination and surpass it in equal conditions of the first common opportunity. If it does not have puntuacións in any of the apartados, will take part equal of the proof or examination, but in this case the maximum punctuation that will be able to achieve is a 70 % of the total qualification. The alumnado of 2ª and successive announcements, is to say, alumnado repetidor, will apply him this same criterion: Only will have to do the theoretical examination and will have a maximum punctuation of 7 points, except the alumnado repetidor that incluia in the common course, for which will follow the same criteria that for the rest of the alumnado enrolled in this course.
The USC is a University presencial by what the assistance to a minimum of 80% of the sessions of kind is obrigatorio. In case that the alumnado present an absence of more of a 20% of the sessions, the alumnado will not have option to be avaliado in the delivery of works or other productions written.
ALUMNADO WITH DISPENSA.
The alumnado with dispensa of docencia will have to maintain, from the beginning, contact and communication with the professor, the cual will inform him of the most timely channel for the seguimento of the asignatura in his case like this as of the works that will have opportunity to realize, and that, by obvious reasons, can be of distinct nature to the one of the works of the alumnado presencial. In this sense, will have to respect, the same, the dates of delivery and the criteria established pole professor regarding form and content of the work. To GO IT will OPEN A DELIVERY OF WORK IN The VIRTUAL classroom SPECIFIED FOR The SAME WHEN it TREAT OF WORK SPECIFY.
- Will present to the official proof of the subject in the official date approved by the Joint of Empower and will be of the even type for all the alumnado, so much presencial and with dispensa. It will have a load of the 50 %. With 40 questions of the True type/False in which two errors punish a tarpaulin (The-And/2).
- Works of synthesis of each subject in function of the readings having to present a graphic diagram (preferiblemente of type exposed to continuation) like this as an explanatory summary of this diagram (maximum duas pages): (30%)
- Participation and delivery of the practices for the cual will open a block in the virtual campus of the subject in which will have to fulfil with the requirements specified in him. (10%). They will be obxeto the practices like this like the elaboración of practical works related with the subject.
- Realizations and Exhibitions of activities of the subject on which develop essays and academic documents-professional with the obxeto to go learning to communicate rigorous information and agree with the obxeto of the subject like this as the work of elaboración in torno to the contents of learning (10%). The course 2020/21 will consist in the elaboración of academic essays on conferences and talks hanged for each block in the virtual campus like this as the development of a work centered in each subject in form of visual presentation in especifidade of the contents of a block.
Time of studies and of personal work that has to devote a student to surpass it
Hours presenciais---------------Activities of autonomous
work
Activities in big group-------24--------------------------------------------------35
Activities in average group--24--------------------------------------------------45
Activities in small group---3--------------------------------------------------19
Total hours (25h x nº crédt)------------51----------------------------------------99= 150 hours
"For cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of students' academic performance and the review of grades will apply."
"Depending on the health situation, the evaluation system may undergo changes that allow it to adapt to telematics or part-time teaching scenarios (see Comments)"
Number of attendance hours ------------------------------ Autonomous work activities
Large group activities -------------24-------------------------------------------- 35
Medium group activities ----------24-------------------------------------------- 45
Small group activities ---------------3---------------------------------------------19
Total hours (25h x cred. No -------51-------------------------------------------- 99 = 150 hours
It is recommended to students:
1. The organization and sequencing of the work according to the criteria established by the teacher.
2. The maintenance of a continuous communication with the professor that guarantees the opportune follow-up of the matter, and the consultation of all those questions that can expose him doubt or conflict for the maximum understanding of the content.
3. The availability of a computer with network access, or in its absence the possibility of using the computers and the resources available to it. This requirement is indispensable for the follow-up of the subject through the virtual platform that will be used as a didactic resource in the subject.
The monitoring of the teaching staff as well as the demand for their instructions are mandatory for the development and delivery of the practices; likewise, its improvement can be demanded if these do not fulfill the characteristics of the demand.
Inglés
USC is a face-to-face University, so attendance and follow-up of a minimum of 80% of face-to-face and / or virtual class sessions, compliance and follow-up of teaching and learning activities is mandatory.
In case the student presents an absence or an unjustified follow-up to more than 20% of the sessions he will have a 0 in this section, and in case for some reason he does not attend 50% or more of the sessions, students will not have the option to submit assignments or other written productions.
Students with teaching exemptions must maintain, from the beginning, contact and communication with the teacher, which will inform you of the most appropriate channel for monitoring the subject in your case, as well as the work they will have the opportunity to perform, and which, for obvious reasons, may be of a different nature from that of the work of the students present. In this sense, the delivery dates and the criteria established by the teacher regarding the form and content of the work must also be respected.
CONTINGENCY PLAN:
The changes that would take place in the teaching methodology, assessment system, study time and personal work and recommendations for the study of the subject according to the planned scenarios will be reported by this means as well as through the virtual classroom of the subject.
In this sense, it will be reported:
a. For the teaching methodology, the possibility is contemplated that part of the contents be taught with asynchronous telematic resources (narrated presentations, texts, self-assessment questionnaires ...) and even that part of this content is not subject to evaluation on resources and technology. provided by USC itself that allows access to information and the search for activities for student learning to which the help and support you request will be made possible.
In addition, tools will be used such as the virtual classroom, teams and some others that enable access to learning as well as interaction with students if telematic teaching is required (both expository and interactive); the system for monitoring non-contact activities (scheduling of deliveries, participation lists, etc.) will be done through the virtual classroom. The workload for students will always be the same and proportionate to the credits of the subject.
b. The evaluation will be the same in all the scenarios for which the resources will be opened in the virtual classroom as well as the information will be provided to develop them through rubrics and instruments. In any case, with sufficient time for its development and fulfillment.
“Given the uncertainty caused by the current health situation, part of the contents, although they will be worked on in the subject, may not be evaluated, the methodology and system may be subject to change, which will be duly informed in sufficient time through the Campus Virtual of the matter ”.
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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