Course guide of Developmental Psychology (2561111)

Curso 2023/2024
Approval date: 27/06/2023

Grado (bachelor's degree)

Bachelor'S Degree in Primary School Education (Bilingual Programme)

Branch

Social and Legal Sciences

Module

Aprendizaje y Desarrollo de la Personalidad

Subject

Psicología

Year of study

1

Semester

1

ECTS Credits

6

Course type

Core course

Teaching staff

Theory

María Manuela Moreno Fernández. Grupo: A

Practice

  • José Luis Arco Tirado Grupos: 1, 2 y 3
  • María Manuela Moreno Fernández Grupos: 1, 2 y 3

Timetable for tutorials

María Manuela Moreno Fernández

Email
  • First semester
    • Monday
      • 09:30 a 10:30
      • 12:30 a 15:00
    • Wednesday
      • 09:30 a 10:30
      • 13:30 a 15:00
  • Second semester
    • Monday de 10:00 a 14:00
    • Tuesday de 12:00 a 13:00
    • Wednesday de 12:00 a 13:00

José Luis Arco Tirado

Email
  • First semester
    • Monday
      • 08:00 a 08:30
      • 12:30 a 14:30
    • Tuesday
      • 08:00 a 09:30
      • 12:30 a 14:30
  • Second semester
    • Wednesday de 08:30 a 14:30

Prerequisites of recommendations

  • Intellectual curiosity (willingness to learn)
  • Engagement motivation (civic and community)
  • Self regulated learning (internal locus of control)
  • Fluency on a second language (English: reading, writing, listening, speaking)
  • Digital literacy (web search, excel, word processor, email, scientific database search)
  • Previous curricular knowledge
  • Willingness to work

Brief description of content (According to official validation report)

  • Development, learning, and education.
  • Cognitive development in the period 6-12 years.
  • Language development in the period 6-12 years.
  • Affective and emotional development in the period 6-12 years.
  • Personal and social development in the period 6-12.
  • The moral and religious-spiritual development in the period 6-12.
  • Physical and sexual development in the period 6-12. Family and school.
  • Peer interactions. Childhood and adolescence as contexts of development

General and specific competences

General competences

  • CG01. Analizar y sintetizar la información 
  • CG02. Organizar y planificar el trabajo 
  • CG05. Comunicar oralmente y por escrito con orden y claridad, en la propia lengua y en una segunda lengua 
  • CG07. Adquirir y desarrollar habilidades de relación interpersonal 
  • CG08. Trabajar en equipo y comunicarse en grupos multidisciplinares 
  • CG09. Expresar y aceptar la crítica 
  • CG15. Trabajar de forma autónoma y liderar equipos 

Specific competences

  • CE02. Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro 
  • CE05. Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. Estimular y valorar el esfuerzo, la constancia y la disciplina personal en los estudiantes 
  • CE07. Colaborar con los distintos sectores de la comunidad educativa y del entorno social. Asumir la dimensión educadora de la función docente y fomentar la educación democrática para una ciudadanía activa 
  • CE08. Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones sociales públicas y privadas 
  • CE10. Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los estudiantes 
  • CE12. Comprender la función, las posibilidades y los límites de la educación en la sociedad actual y las competencias fundamentales que afectan a los colegios de educación primaria y a sus profesionales. Conocer modelos de mejora de la calidad con aplicación a los centros educativos 
  • CE13. Comprender los procesos de aprendizaje relativos al periodo de 6-12, en el contexto familiar, social y escolar 
  • CE14. Conocer las características de estos estudiantes, así como las características de sus contextos motivacionales y sociales 
  • CE15. Dominar los conocimientos necesarios para comprender el desarrollo de la personalidad de estos estudiantes e identificar disfunciones 
  • CE18. Identificar y planificar la resolución la resolución de situaciones educativas que afectan a estudiantes con diferentes capacidades y distintos ritmos de aprendizaje 

Objectives (Expressed as expected learning outcomes)

General Outcome: Learn fundamental knowledge, procedures and attitudes of Developmental Psychology that allow them to exercise professional practice in the psychoeducational field aimed at guaranteeing maximum efficiency in the teaching-learning process, including referrals to the multilingual classroom.

Specific Outcomes:

  • Build knowledge, understanding and establishment of conceptual relationships.
  • Acquire rules, establish procedures and apply principles and problem solving.
  • Learning to learn, to study, reason and think.
  • Develop favorable attitudes to the subject, to permanent training, participation and collaboration and ethical attitudes towards professional and research work.

Detailed syllabus

Theory

  • UNIT 1. Development, learning and education
  • UNIT 2. Physical-motor and sexual development in the period from 6 to 12 years
  • UNIT 3. Cognitive development in the period of 6-12 years
  • UNIT 4. The development of language in the period of 6-12 years
  • UNIT 5. Emotional development in the period 6-12 years
  • UNIT 6. Personal development in the period 6-12 years
  • UNIT 7. Social development in the period 6-12 years
  • UNIT 8. Moral development in the period 6-12 years

*In the case of the bilingual group each unit will include adaptations to the EMI classroom.

Practice

  • Concept and object of Developmental Psychology.
  • Explanatory theories of human development.
  • Developmental interview with parents.
  • Psycho-affective and sexual development and education.
  • Cognitive development.
  • Acquisition and development of hierarchical classification.
  • Evaluation and evolution of language.
  • Communication skills.
  • Development of emotions.
  • Cognitive and emotional empathy from 10 to 12 years.
  • Affective-emotional profile from 6 to 12 years old.
  • Self-esteem: Characteristics and evaluation.
  • Programs on prevention of interpersonal conflicts.
  • Evolution of the concept of friendship.
  • Moral development.

Bibliography

Basic reading list

  • Bermúdez, M.P. y Bermúdez-Sánchez, A.M. (2004). Manual de Psicología infantil: Aspectos evolutivos e intervención psicopedagógica. Biblioteca Nueva Feldman, R. S. (2008). Desarrollo en la infancia. Prentice Hall.
  • Muñoz, A. (2010). Psicología del desarrollo en la etapa de educación primaria. Pirámide.
  • Rodrigo, M.J. y Palacios, J. (2000). Familia y desarrollo humano. Alianza Editorial.
  • Santrock, J.W. (2003). Infancia. Psicología del Desarrollo. McGraw Hill.
  • Trianes, M. V. (Coord.) (2012). Psicología del desarrollo y de la educación. Ediciones Pirámide.
  • Trianes, M. V., Muñoz, A. M. y Jiménez, M. (2007). Las relaciones sociales en la infancia y en la adolescencia y sus problemas. Pirámide.

Complementary reading

  • Berger, K.S. y Thompson, R.A. (1997). El desarrollo de la persona desde la niñez a la adolescencia. Panamericana.
  • Berk, L.E. (1997). Desarrollo del niño. Prentice Hall.
  • Bermúdez, M.P. (2000) Déficit de autoestima. Evaluación, prevención y tratamiento en la infancia y adolescencia. Pirámide. Bronfenbrenner, U. (1987) La ecología del desarrollo humano. Paidós.
  • Coll, C., Palacios, J. y Marchesi, A. (1990) Desarrollo psicológico y educación, II. Psicología de la Educación. Alianza Editorial.
  • Córdoba, A.I., Descals, A. y Gil, M.D. (2006). Psicología del desarrollo en la edad escolar. Pirámide.
  • Craig, G. (2001). Desarrollo Psicológico. Prentice-Hall.
  • Davidov, V.V. (1 988). Introducción a la psicología. McGraw Hill.
  • Delval, J. A. (2002). El desarrollo humano. Siglo XXI.
  • Fernández de Haro, E., Justicia, F. y Pichardo, M.C, (2007). Enciclopedia de psicología evolutiva y de la educación (Vol. 2). Aljibe.
  • Hoffman, L., Paris, S. y Hall, E. (1995) Psicología del desarrollo hoy Vol. 1 y 2. McGraw-Hill.
  • Marchesi, A., Coll, C. y Palacios, J. (2000) Desarrollo psicológico y educación, Vol, I y III. Alianza Editorial.
  • Martín, C. (1999) Psicología del desarrollo y de la educación en edad escolar. Ámbito.
  • Martín, C. y Navarro, J. (2009). Psicología del desarrollo para docentes. Pirámide.
  • Morris, Ch. G. (2001). Introducción a la Psicología. Pearson Education.
  • Myers, D. G. (1999). Psicología. Panamericana.
  • Palacios, J., Marchesi, A. y Coll, C. (1999) Desarrollo psicológico y educación, I. Psicología evolutiva. Alianza Editorial.
  • Papalia, D. y Wendkos, S. y Duskin, R. (2001). Desarrollo humano. McGraw-Hill.
  • Papalia, D.E. y Wencos, S. (2001). Psicología. McGraw-Hill.

Teaching methods

  • MD01. Aprendizaje cooperativo. Desarrollar aprendizajes activos y significativos de forma cooperativa. 
  • MD02. Aprendizaje por proyectos. Realización de proyectos para la resolución de un problema, aplicando habilidades y conocimientos adquiridos. 
  • MD03. Estudio de casos. Adquisición de aprendizajes mediante el análisis de casos reales o simulados. 
  • MD04. Aprendizaje basado en problemas. Desarrollar aprendizajes activos a través de la resolución de problemas. 

Assessment methods (Instruments, criteria and percentages)

Ordinary assessment session

ORDINARY ASSESSMENT

Instruments

EV-I1. Writing exams: essays, short answers, multiple choice, case analysis, problem solving.

EV-I2. Oral exams: presentations (individually or in teams), interview, debates.

EV-I3. Observation scales.

EV-I4. Portfolios, reports, diaries, Learning Guides, recessions.

Criteria:

EV-C1. Domain of the theoretical and practical contents set for the course including a critical analysis.

EV-C2. Performance on the individual and group works in terms of their quality of presentation, writing, ideas, creativity, scientific value, rationale and references.

EV-C3. Implication level, attitude and participation in class, tutorial and group work sessions.

EV-C4. Attendance to seminars, classes, conferences, use of office hours, quality and scientific rigor, clarity and utility of essays and Learning Guides and Recessions.

Percentage over the final score:

The evaluation and scoring system used will be the one established in article 5 of Royal Decree 1125/2003, of September 5, which establishes the European system of credits and the system of Qualifications in university degrees of an official nature and validity throughout the national territory. The overall final score will result from adding the weighted score of the following categories set:

  1. Written evaluative test: between 50% and 60%.
  2. Individual/group work of the student: between 40% and 50%.
  3. Participation and/or attendance to seminars, research projects or other activities: 10%.

The final score that will appear on the official records (i.e., Acta in Spanish) will result from adding the partial scores from each category. The final score will result from calculating the weighted average of categories one and two, as long as they meet two conditions, that is, they reach at least 50% of the score in play on categories one and two and they attend 80% of the planned seminars to cover the practical activities. The option “Not taken” in the official record will be assigned to those students not covering at least 50% of the total credits offered between categories one and two. Those students interested in obtaining up to 10% of the final score (i.e., category 3) through participation in other voluntary activities will have to communicate such intention to the teacher in advance in order to estimate how much that activity is worthy in points.

Those students who do not comply with the regimen of attendance to small groups seminars and/or have not passed the contents evaluated through individual work and group work, may decide to retake the extraordinary exam under the following assessment and scoring conditions:

  1. Written/oral exam of the theoretical contents between 50% and 60%
  2. Written/oral exam of the applied contents between 40% and 50%

To pass the subject it will be necessary, again, to obtain a minimum score of 50% on each one of the aforementioned categories.

Extraordinary assessment session

Instruments:

(the same as those specified under the ordinary evaluation)

Criteria:

(the same as those specified under the ordinary evaluation)

Percentage over the final score

Those students who meet the requirements set to access the ordinary exam (at least 80% of attendance to the seminars) will be able to retake the extraordinary exam. In this case students will have to retake the theoretical part and/ors the practicas seminars not initially passed.

Those students who do not meet the minimum attendance required and/or have not passed the contents evaluated through individual and group essays and activities, will be able to retake the extraordinary exam based on the following conditions::

  1. Written/oral exam of the theoretical contents between 50% and 60%
  2. Written/oral exam of the applied contents between 40% and 50%

In order to pass the subject it will be necessary, again, to get a minimum score of 50% on each one of the two exams mentioned. In case the student does not reach that minimum the final score in the official record will result from adding the scores obtained on each category, being the highest possible score 4.9 points in a 10 points scale, which means fail the course.

Single final assessment

Request form and requisites:

To take advantage of the single final evaluation (according to article 8 of the Regulations for Evaluation and Qualification of the students of the University of Granada (NCG71/2), approved in Council of Government on May 20, 2013 and its modification (NGC112/3), approved on October 26 2016, published in BOUGR no. 112, of November 9, 2016), the student, in the two first weeks of teaching the subject, or in the two weeks following its enrollment, if this has occurred after the start of the subject, will request it, through the electronic procedure, to the Director of the Department, alleging and accrediting the reasons that assist him/her for not being able to follow the continuous evaluation system. However, due to unexpected and justified exceptional causes (e.g., work reasons, state of health, disability, mobility programs, representation or any other circumstance analogous), the sole final evaluation may be requested outside the aforementioned periods, under the same administrative procedure.

Instruments:

(the same as those specified under the ordinary evaluation)

Criteria:

(the same as those specified under the ordinary evaluation)

Percentage over the final score:

Those student with a favorable decision by the Director of the Department of Developmental and Educational Psychology will take the exam under the following conditions::

  1. Written/oral exam of the theoretical contents between 50% and 60%.
  2. Written/oral exam of the applied contents between 40% and 50%

To pass the subject it will be necessary, again, to obtain a minimum score of over 50% in each of the aforementioned categories.

Additional information

Students are recommended to know the specific orientations of each professor although these may not contravene or restrict the information included on the Teaching Guides.

In those evaluation tests contemplated in this guide that require or foresee the use of audio and/or video during its development, this use will be made in accordance with the guidelines established in the instructions and recommendations for the application of the regulations of data protection, personal or home privacy marked by the Secretary General or competent body of the UGR.

Oral and written linguistic correctness will be an evaluable and influential criterion. A number of misspellings or normative deviations can be a decisive reason for not overcoming matter.

Subjects and activities used to deliver this course contents in another language in the bilingual group (i.e., English) will have to comply with in each category with the requirements specified on the Verifica document.

Incident evaluation

Students who cannot attend the evaluation test, both ordinary and extraordinary, on the date assigned by the Faculty, may request the Director of the Department the evaluation by incidents modality, in the cases established in article 9 of the Regulation of Evaluation and Qualification of the students of the University of Granada(NCG71/2), approved by the Governing Council on May 20, 2013 and the modification of this (NGC112/3), approved by the Governing Council on October 26, 2016. Said assumptions must be adequately accredited at the time of submitting the application to the Directorate of the Department of Evolutionary and Educational Psychology.

In the case of the Melilla Campus, for the evaluation by incidents, the Regulations approved by the Faculty of Education and Humanities of Melilla for this purpose (in http://faedumel.ugr.es/).

Extraordinary evaluation by a Commission:

Those students who wish to be evaluated by an ad hoc commission must request it to the Director of the Department in writing. The request must be submitted with a minimum of fifteen business days before the start date of the final testing period of each semester, renouncing the grades obtained by completing the various tests of continuous assessment. In the case of degree subjects with teaching shared by several Departments, the student will address the request to any of them, and must be resolved by the Director of the Department to which the request is addressed. The evaluation procedure by a commission will only be applicable to the final exams.

Evaluation of students with disabilities or other Specific Educational Needs (SEN)

The teaching methodology and evaluation will be adapted to students with SEN, in accordance with the Article 11 of the Regulation of evaluation and qualifications of the students of the University of Granada, published in the Official Gazette of the University of Granada, no 112, November 9, 2016.