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 3 to 6 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.
To evaluate the performance and learning acquired through a combination of formative and summative evaluation activities. In this sense, it is proposed to assess both the results of learning and the effort and progress during the development of the same, encouraging critical reflection and a constant addiction to the subject throughout the term. In line with the constructive vision of the learning process, it is intended that the student demonstrates not only a declarative but also a procedural and attitudinal mastery of the contents, through the analysis of examples and the articulation of relationships between concepts.
The student's work must be original. The delivery of a copied work will suppose the failure in the subject and the evaluation of the student in the following call. For evaluation purposes, the same work may not be used for several subjects, except in activities scheduled in a coordinated manner.
For cases of fraudulent performance of exercises or tests will be applicable or collected in the Regulations for the evaluation of the academic performance of students and review of qualifications.
A) Evaluation
The evaluation of the subject includes:
1) SPECIFIC TESTS (50% da calificación): An exam -proba obxectiva- (test and/or short questions) that would endorse the fundamental knowledge of the subject, both theoretical and practical. The contents of the exam are those related to the aspects developed by the teacher in the theoretical classes as well as the recommended readings. The student must obtain a minimum grade, which is set at 2.5 points, for the rest of the grades to be added.
2) WRITTEN REPORTS AND OTHER PRODUCTS (40% of the grade): Reports, case analyses, text commentaries or other written products resulting, fundamentally, from the work in seminars and interactive classes. This grade will be the result of:
3) ORAIS PRESENTATIONS (5% of the grade): students will have to expose the group work collected in the previous section. It will be evaluated, mainly, the presentation, the expository clarity, the capacity of synthesis, the coherence and the discursive organization.
4) PARTICIPATION IN THE CLASSROOM (5% of the grade): Attendance and active participation in class. This score is gradually reduced as class attendance decreases without a justified reason.
B) Clarifications about the evaluation:
1. CONDITIONS TO PASS THE COURSE: In order to obtain a passing grade, the student must obtain a minimum score of 5 points in the final grade. This score must be obtained from a minimum of 2.5 points (out of 5) in the exam. Only when the exam is passed will the rest of the grades be added.
2. ATTENDANCE: It controls the attendance in the face-to-face sessions. The number of absences will be an important consideration in order to pass the subject, so that:
- Exceeding 20% of absences without justification will entail not being graded in section 4 (participation in the classroom).
- If you exceed 50% of the absences will not be graded in sections 2, 3 and 4 (written reports and other products, oral presentations and classroom participation). The evaluation will fall exclusively on the exam, which will be scored on a maximum of 7 points, placing the pass mark at 5 points.
3. STUDENTS WITH EXEMPTION FROM TEACHING: Students should contact the teacher during the first two weeks of class to establish an alternative evaluation plan that will consist of: Exam (5 points, which will be required to pass to add the rest of the scores), dossier of practical activities (2.5 points) and theoretical work (2.5 points).
4. STUDENT WHO DOES NOT PASS THE COURSE IN FIRST CHANCE (ORDINARY PERIOD): In this case, the scores obtained -during the ordinary period- in sections 2, 3 and 4 of the evaluation will be respected. In no case will work higher than the scores obtained during the ordinary period be admitted.
5. STUDENTS OF 2nd OR LATER CONVOCATIONS: These students must, at least, pass the conditions indicated in section 1 of the present clarifications on the evaluation. If the student has score/s in sections 2, 3 and 4 of the previous convocations, this score will be kept up to date.
6. STUDENTS WITH FUNCTIONAL DIVERSITY. The student who presents some type of functional diversity or difficulty for a normal daily monitoring of the subject, whether this difficulty is permanent or temporary, must justify his situation through a document issued by the USC accredited service for this purpose and inform the teacher of this subject within the first two weeks of the affected semester, so that a work plan adapted to meet each particular situation can be agreed upon as soon as possible.
Translated with www.DeepL.com/Translator (free version)
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
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.
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.
- Use the email account rai.
- Use institutional technological tools: Virtual Campus, Microsoft Office 365 and other tools provided by the faculty and authorized as institutional tools by the university.
-The mobile phone may not be used, except when it is used as a work instrument according to the instructions given by the teacher, with the students being responsible for the legal and academic consequences that may arise from an inappropriate use of it.
- Take into account that teaching-learning (classes / tutorials) is a private process, understood by private as a process of communication and exchange between the teacher and the student body enrolled in the subject.
- Comply with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
Carlos Dosil Diaz
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821021
- carlos.dosil [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Tuesday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_02 | Spanish | Classroom 26 |
| 10:30-12:00 | Grupo /CLIS_04 | Spanish | Classroom 26 |
| 16:00-17:30 | Grupo /CLIS_01 | Spanish | Classroom 27 |
| 17:30-19:00 | Grupo /CLE_01 | Spanish | Classroom 22 |
| 19:00-20:30 | Grupo /CLE_02 | Spanish | Classroom 22 |
| 06.02.2025 09:00-11:00 | Grupo /CLE_02 | Classroom 29 |
| 06.02.2025 09:00-11:00 | Grupo /CLE_01 | Classroom 29 |
| 06.26.2025 12:00-14:00 | Grupo /CLE_01 | Classroom 24 |
| 06.26.2025 12:00-14:00 | Grupo /CLE_02 | Classroom 24 |