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 Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The aim is for students to:
a) Understand the sequence of developmental milestones from birth to the end of infancy in the biosocial, cognitive, linguistic, and socio-emotional domains.
b) Appreciate individual differences in relation to the normative development of children.
c) Handle different approaches to assessing child development.
d) Value cultural diversity in relation to human development.
e) Acquire study habits, critical analysis skills, and argumentative discussion skills that promote the construction of knowledge by the student.
f) Learn how to present results obtained from research or observation in a concise manner.
THEORETICAL PROGRM:
BLOCK I. THE BEGINNINGS OF DEVELOPMENT: FROM CONCEPTION TO BIRTH.
THEME 1. DEVELOPMENT BEFORE BIRTH.
1. Prenatal development, a "model" for thinking about later development.
2. Phases of prenatal development.
3. Factors affecting the fetus.
4. Prenatal diagnosis.
UNIT 2. BIRTH AND THE EARLY BEHAVIORS OF THE NEWBORN.
1.The birth process.
2. States of the newborn.
3. Reflexes in the newborn.
4. Assessment of the neonate.
BLOCK II. PSYCHOLOGICAL DEVELOPMENT IN EARLY CHILDHOOD: NORMATIVE ASPECTS, DETERMINANTS, AND EVALUATION.
UNIT 3. PHYSICAL AND PSYCHOMOTOR DEVELOPMENT.
1. Physical development.
2. Psychomotor development.
3. Factors affecting physical and psychomotor development.
UNIT 4. COGNITIVE DEVELOPMENT.
1. The sensorimotor period: six stages of cognitive development.
2. Basic cognitive processes: sensory-perceptual, attention, and memory.
UNIT 5. DEVELOPMENT OF COMMUNICATION AND FIRST LANGUAGE.
1. Foundations of communication and first language.
2. Linguistic development: first language.
3. Factors that may influence language development.
4. The role of adults: characteristics and functions of maternal speech.
UNIT 6. SOCIO-AFFECTIVE DEVELOPMENT.
1. Attachment.
2. Emotional development.
3. Early self-awareness.
4. Social development: early interactions.
BLOCK III. PSYCHOLOGICAL DEVELOPMENT IN SECOND AND THIRD CHILDHOOD: NORMATIVE ASPECTS, DETERMINANTS, AND EVALUATION.
UNIT 7. PHYSICAL AND PSYCHOMOTOR DEVELOPMENT.
1. Growth curve after two years.
2. Brain maturation progress.
3. Advances in psychomotor development.
4. Body schema: construction and components.
5. Establishment of handedness.
6. Evolution of graphic gesture and graphomotor development.
UNIT 8. COGNITIVE DEVELOPMENT.
1. Preoperational intelligence.
2. Concrete operational thinking.
3. Approach to information processing.
UNIT 9. LANGUAGE DEVELOPMENT.
1. Phonological development.
2. Morphological development.
3. Syntactic development.
4. Lexical and semantic development.
5. Pragmatic development.
6. Beyond the sentence: connected discourse.
UNIT 10. SELF-KNOWLEDGE AND SOCIO-EMOTIONAL DEVELOPMENT.
1. Self-knowledge: self-concept, self-esteem, protective/risk factors.
2. Advances in socio-emotional development: emotional ambivalence, self-regulation, real and manifest emotion.
Practice Program
Field Practice 1: Classification of behaviors and play activities based on gender stereotypes.
Field Practice 2: Evolution and functions of friendship in childhood.
Field Practice 3: How to improve psychomotor skills through storytelling in preschool children.
BASIC BIBLIOGRAPHY:
Berko Gleason, J., y Ratner, J. B. (Eds.). (2010). Desarrollo del lenguaje. 7ª edición. Madrid: Pearson.
Cantón Duarte, J., Cortés Arboleda, R. y Cantón Cortés, D. (2011). Desarrollo socioafectivo y de la personalidad. Madrid: Alianza Editorial.
Enesco, I. (Coord.) (2003). El desarrollo del bebé. Cognición, emoción y Afectividad. Madrid: Alianza.
Golinkoff, R. y Hirsh-Pasek, K. (2001). Como hablan los bebés: La magia y el misterio del lenguaje durante los tres primeros años de vida. México: Oxford México.
Karmiloff, K. y Karmiloff-Smith, A. (2005). Hacia el Lenguaje: Del feto al Adolescente. Madrid: Morata.
Lafuente, M.J. y Cantero, M.J. (2010). Vinculaciones afectivas: apego, amistad y amor. Madrid: Pirámide.
López, F., Etxebarria, I., Fuentes, M. J. y Ortiz, M. J. (Coords.) (2005). Desarrollo afectivo y social. Madrid: Pirámide.
Mariscal, S. e Giménez-Dasí, M. (2017). Desarrollo temprano: Cognición, afectos y relaciones sociales (0-6). Madrid: Paraninfo.
Palacios, J., Marchesi, A. y Coll, C. (Comps.) (2007). Desarrollo psicológico y educación. Vol. 1 Psicología evolutiva. Madrid: Alianza.
Shaffer, D. R. y Kipp, K. (2007). Psicología del desarrollo. Infancia y Adolescencia. México: Thomson.
Tomasello, M. (2019). Becoming human: a theory of ontogeny. Cambridge (MA): Harvard University Press.
COMPLEMENTARY BIBLIOGRAPHY:
Berger, K.S. (2007). Psicología del desarrollo. Infancia y adolescencia. Madrid: Editorial Médica Panamericana.
Berk, L. E. (2004). Desarrollo del niño y del adolescente.Madrid: Prentice-Hall.
Bermejo, V. (1994). Desarrollo cognitivo. Madrid: Síntesis.
Cantón, J. y Cortés, M. R. (2000). El apego del niño a sus cuidadores. Madrid: Alianza.
Conde, J. L. y Viciana, V. (1997). Fundamentos para el desarrollo de la motricidad en edades tempranas. Málaga: Aljibe.
Córdoba, A. I.,Descals, A. y Gil, M.D. (Coords.) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
Delval, J. (2004). El desarrollo humano. Madrid: Siglo XXI.
Hoff, E. (2013). Language Development. 3rd edition. Belmont: Wadsworth.
Fernández, J. (1988). Nuevas perspectivas en el desarrollo del sexo y el género. Madrid: Pirámide.
Gilibrand, R., Lam, V., & O'Donnell, V. L. (2016). Developmental Psychology. 2nd Edition. Harlow: Pearson Education.
Gimenez-Dasi, M. y Mariscal, S. (2008). Psicología del desarrollo. Desde el nacimiento a la primera infancia. Barcelona: Mc Graw Hill.
López, F. (2008). Necesidades en la infancia y en la adolescencia: respuesta familiar, escolar y social. Madrid: Pirámide.
Muñoz, A. (Coord.)(2010). Psicología del desarrollo en la etapa de educación infantil. Madrid: Pirámide.
Owens, R. E. (2011). Desarrollo del lenguaje. Madrid: Pearson-Prentice-Hall.
Rowland, C. (2014). Understanding Child Language Acquisition. New York: Routledge.
Santrock, J. W. (2010). Child Development. Thirteenth Edition. New York: McGraw Hill.
Serra, M., Serrat, E., Solé, R., Bel, A. y Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Editorial Ariel.
Tomasello, M. (2007). Los orígenes culturales de la cognición humana. Buenos Aires: Amorrortu.
Vasta, R., Haith, M. M. y Miller, S. A. (2001). Psicología infantil. Barcelona: Ariel.
BASIC AND GENERAL COMPETENCES:
CB1 - Students must demonstrate possession and understanding of knowledge in an area of study that is based on general secondary education, and is usually at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
CB2 - Students must be able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defense of arguments and problem solving within their area of study.
CB3 - Students must have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
CB4 - Students must be able to transmit information, ideas, problems, and solutions to both specialized and non-specialized audiences.
CB5 - Students must have developed the learning skills necessary to undertake further studies with a high degree of autonomy.
CG1 - They should be able to approach their professional and educational activities with respect for the Deontological Code of the psychologist, which includes, among other specific principles, the principles of respect and promotion of the fundamental rights of individuals, equality among people, principles of universal accessibility and design for all, and democratic values and a culture of peace.
TRANSVERSAL COMPETENCES:
CT1 - Ability to synthesize.
CT2 - Problem-solving and decision-making skills.
CT3 - Ability to work in teams and collaborate with other professionals.
CT4 - Self-criticism skills.
CT5 - Communication skills.
CT6 - Ability to develop and maintain updated competences, skills, and knowledge relevant to the profession.
SPECIFIC COMPETENCES:
CE1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions, and limitations of different theoretical models in Psychology.
CE2 - Demonstrate knowledge and understanding of the basic laws of different psychological processes.
CE3 - Demonstrate knowledge and understanding of the main processes and stages of psychological development throughout the life cycle, in both normal and abnormal aspects.
CE9 - Know how to identify relevant characteristics of individual, group, organizational, and contextual behavior using methods, techniques, and instruments specific to psychological assessment.
CE10 - Know how to promote health and quality of life, through methods specific to the profession, in individuals, groups, communities, and organizations in different areas and contexts: educational, clinical and health, work and organizations, group and community.
CE11 - Know how to select and administer specific techniques and instruments of Psychology.
CE14 - Know how to prepare psychological reports in different areas of action, aimed at recipients and other professionals.
CE15 - Know how to comply with the deontological obligations of Psychology.
Teaching methodology is closely related to the teaching/learning processes and, therefore, must be planned in a way that leads to the achievement of the competences formulated for the subject. To achieve this, we propose an active and reflective methodology that combines individual and group activities and promotes constructive resolution of difficulties that arise in learning the subject matter. This methodology requires both theoretical analysis and a practical approach to the contents, so the methods included respond to a series of teaching modalities that are divided between mandatory face-to-face classes and non-face-to-face or autonomous work by the students.
To facilitate the monitoring of explanations, students will have a didactic guide for each topic beforehand, detailing the competences and objectives to be achieved, the contents to be worked on, the practices to be carried out, and the recommended bibliography to consult. Additionally, a series of activities related to these contents are included to guide students towards better understanding. Collective discussion in the classroom will be encouraged as much as possible to enhance the construction of common meanings. All updates regarding the subject will be communicated through the Virtual Campus, so it is very important for students to check their USC email.
The practice program presented is closely related to the theoretical program and attendance is mandatory. The three proposed practices constitute the ideal context where students will have the opportunity to familiarize themselves with the application of some of the most characteristic assessment instruments of this discipline, approach the use of some of the most commonly used methodologies for collecting developmental data, observe developmental patterns in situ, and prepare reports. Each practice session will describe and explain each of them in detail, as well as the type of reports that students must submit. Prior to the start of these sessions, students will have access (through the Virtual Campus) to material, information, and readings needed for their completion. Out of the total practices presented in the classroom (3), students must complete and submit TWO PRACTICES (one will be practice 3, and the other can be chosen between 1 and 2). Students who do not attend or submit reports for both practices will not be able to pass the subject.
The evaluation system will be based on theoretical exams assessing the knowledge acquired by students, with a weight not exceeding 75%. For the evaluation of acquired knowledge, there will be two formative or continuous assessment tests, contributing 40% to the final grade (20% each), and a final exam (to be taken on the official date of the 1st examination session) which will contribute 35% to the total final grade. It is mandatory to have passed the three mentioned activities separately to add the rest of the grades and to pass the subject (both in the first and second examination sessions).
Evaluation will be complemented by the reports of the practical activities carried out by students, which will have a weight not exceeding 25% of the total grade (12.5% each). It is mandatory to have passed this part to add the rest of the grades that contribute to the final grade of the subject. In the correction of these activities, special emphasis will be placed on the degree of clarity and conceptual organization achieved by the student. The presentation of practice reports within the established deadlines and dates will also be taken into account.
To pass the subject, it is necessary to pass all its components. That is, it is indispensable to:
a) Pass the final exam (obtaining at least 1.75 points out of 3.5).
b) Pass the formative assessments (obtaining at least 1 point out of 2 in each of them).
c) Pass the practical activities (obtaining at least 0.625 out of 1.25 in each of the reports). The score of the practical activities will only be added if the final exam and the formative assessments are passed.
*These requirements apply to both the first and second examination sessions.
Individual or group assignments by students must be original. Submitting a copied assignment will result in failing the subject and the student will be evaluated in the following examination session. For evaluation purposes, the same assignment cannot be used in subsequent examination sessions or for multiple subjects, except for activities programmed in a coordinated manner.
In cases contemplated in the Faculty's regulations, students who have requested and been granted official exemption from teaching or dispensation from attendance must carry out the same tests, activities, monographic works... as generally programmed in the Teaching Guide, with the exemption only applying to lectures, not to attendance and performance of the proposed practical activities. The overall qualification of students with exemption in the subject will therefore proceed as follows: 75% exams (40% 2 formative and 35% final exam), 25% practice reports (with the exception that they can be carried out individually). It is a requirement to pass all components of the subject to pass it.
Repeat students and/or those with special situations (e.g., students with special educational needs requiring adaptation) should contact the professors during the first week of class.
The subject comprises approximately 55 hours of face-to-face classes, distributed among activities in large groups (lectures), activities in medium-sized groups in seminars (interactive classes), tutorials, and formative and summative assessment activities.
It is estimated that students will need to dedicate 95 hours of personal work to pass the subject, including 12 hours for reading materials, 33 hours for preparing reports and assignments, and 50 hours for studying.
Basic knowledge related to the nature and functioning of some basic cognitive and affective processes and basic methodological approaches for research in Psychology. In any case, this subject must be taken after the subject of Developmental and Educational Psychology, which provides the theoretical and methodological foundations of the discipline.
Recommendations: It is important for the student to be involved from the beginning in the dynamics and functioning of the subject (attendance, reading of texts, completion of practical activities, etc.). Additionally, they should conduct a comprehensive study, not merely memorization, leading to a clear organization of concepts.
ENVIRONMENTAL RESPONSIBILITY (student assignments should preferably be submitted through the virtual classroom):
- Avoid plastic covers or other unnecessary external wrappers.
- Whenever possible, use staples instead of binding.
- Print double-sided in "ink-saving" quality.
- Do not use blank sheets of paper as chapter or section separators.
- Avoid annexes that do not have direct reference to the topics covered.
CLASS ATTENDANCE:
The University Council, on March 25, 2010, approved the Attendance Policy for EHEA-adapted courses (https:// minerva.usc.es/xmlui/handle/10347/13189). This policy outlines the benefits of class attendance, including better understanding of the subject matter, acquisition of competencies in group and individual settings, continuous learning, direct interaction with other students, and the possibility of a more participatory teaching-learning methodology. It should be noted that USC is a face-to-face university, so attendance at a minimum of 80% of class sessions is mandatory.
In cases provided for in the Faculty's regulations, students may request official exemption from attendance. In these cases, students must contact the faculty to, if necessary, receive appropriate guidelines for fulfilling the program and passing the subject.
STUDENTS ARE INFORMED THAT:
- In line with equality and gender perspective criteria in the university environment, the use of non-sexist language is recommended both in daily classroom work and in assigned academic tasks. More information at: https://www.usc.gal/gl/servizos/area/normalizacion-linguistica/mellorar….
- All communications must be made using the rai email account.
- Students must compulsorily use institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc).
- Mobile phones cannot be used, except when used as a work tool following the instructions given by the teacher. Students are responsible for any legal and academic consequences arising from improper use of the mobile phone.
- The teaching-learning process (classes/tutorials) is private, understood as a process of communication and exchange between the teacher and the students enrolled in the subject.
- Compliance with data protection regulations is mandatory (https://www.usc.gal/es/politica-privacidad-proteccion-datos).
- In case of fraudulent completion of exercises or tests, the provisions of the Regulations for the Assessment of Student Performance and Grade Review will apply. More information: https://minerva.usc.es/xmlui/handle/10347/12984.
María Fernanda Páramo Fernández
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813727
- mfernanda.paramo [at] usc.es
- Category
- Professor: University Lecturer
Ana Nieto Vieites
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813679
- ananieto.vieites [at] usc.es
- Category
- Professor: Temporary supply professor for Special Services and others
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| 09:00-10:15 | Grupo /CLE_02 | Spanish | Classroom 1 |
| 10:15-11:30 | Grupo /CLE_01 | Spanish | Classroom 2 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 2 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 2 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |
| 05.28.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |
| 07.01.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |