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 Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
This subject is intended to deal both with the acquisition of knowledge about data and concepts of the discipline and with the practice of skills related to that knowledge and the acquisition of valuation dispositions. It is a priority for students to:
- Know the object of study of this discipline, its definition and its historical precedents.
- Know the intra- and inter-personal processes of change that take place throughout the life cycle.
- Reflect about the applicability of the knowledge on the evolutionary processes in order to optimize the development.
- Learn to analyze in a critical sense and to synthesize the scientific literature that is relevant for the subject.
- Acquire ethic interest as regards the implications of the acquired knowledge, as regards the professional exercise.
The subject is structured around two thematic blocks made up of a total of 8 topics through which the necessary knowledge will be acquired to understand development throughout the life cycle and the basic research methodology used in developmental psychology.
Block I. Introduction to Developmental Psychology.
Unit 1. Conceptual approach and main theories of development.
Unit 2. Introduction to the research methodology in Developmental Psychology.
Block II. Development throughout the life cycle
Unit 3. Prenatal development
Unit 4. Psychological development in infancy
Unit 5. Psychological development in early and middle childhood
Unit 6. Psychological development in adolescence
Unit 7. Psychological development in early and middle adulthood
Unit 8. Psychological development in late adulthood or old age
Bsic
Berger, K.S. (2016). Psicología del desarrollo: infancia y adolescencia. Médica Panamericana.
Papalia, D. E., Feldman, R. D., & Martorell, G. (2012). Desarrollo humano. Mc Graw-Hill.
Complementary
Brioso, A. (2005). Psicología del desarrollo y de la educación. Vol. I. Psicología del desarrollo. UNED.
Craig, G.J. (2009). Desarrollo psicológico (9ª ed.). Prentice-Hall.
Feldman, R.S. (2008). Desarrollo en la infancia. Prentice Hall.
García, J. A. (2019). Psicología del desarrollo I. UNED.
Gutiérrez, F. & Vila, J.O. (2015). Psicología del desarrollo II. UNED.
Lizaso, I., Acha, J., Reizabal, L. & García, F.J. (2017). Desarrollo biológico y cognitivo en el ciclo vital. Pirámide.
Mariscal, S., Giménez-Dasí, M., Carriedo, N. & Corral, A. (Coords.) (2009). El desarrollo psicológico a lo largo de la vida. UNED/McGraw-Hill.
Palacios, J., Marchesi, A. & Carretero, M. (2004). Desarrollo psicológico y educación. Vol. I. Psicología evolutiva. Alianza.
Papalia, D. E., Oold, S. W. & Feldman, R. D.(2009). Psicología del desarrollo: de la infancia a la adolescencia. McGraw-Hill.
Rice, F.P. (2000). Adolescencia. Desarrollo, relaciones y cultura. Prentice Hall
Santrock, J. W. (2006). Psicología del desarrollo. El ciclo vital. Mc Graw-Hill.
Shaffer, D.R. (2007). Psicología del desarrollo: infancia y adolescencia. Thomson.
Triadó, C. & Villar, F. (2006). Psicología de la vejez. Alianza
Triadó, C., Celdrán, M., & Villar, F. (2019). Desarrollo adulto y envejecimiento, 2ª edición. Alianza.
Basic and general competences
CB1 - That the students demonstrate that they can understand knowledge in an area of study that is based on general secondary education, and reach a level that, even though it is supported by advanced textbooks, also includes some aspects that involve knowledge coming from the vangarda of his field of study.
CG1 - To know and understand academic and scientific basis of the formative and professional field, with capacity to analyze critically theories, methodologies and intervention contexts of Social Education.
CG2 - To be able to analyze sociopolitical, economic, educative, cultural and linguistic realities in which professional task of social educators is developed, both in diagnostic and prospective terms.
CG-4 To promote and develop educative and/or socioeducative actions in different institutional and community contexts, in direct and indirect work with persons and groups, as well as in advice, mediation, management, organization, coordination, accompaniment and assessment of intervention efforts.
Transversal competences
CT1- To express oneself and communicate using different linguistic, material and technologic codes and resources.
CT2- To establish relations with other persons and groups, with special emphasis in team work and cooperation with other professionals.
CT3- To develop a self-critical attitude, as well as a reflexive, analytic and synthetic attitude with respect to knowledge, tasks and aims undertaken.
Specific competences
CE1.3 – To evaluate the personal, institutional and social circumstances that constitute the human being as the subject of education and its professional practices, from infancy till old age.
The methodological proposal will combine the lectures with active and participatory methodologies, as well as autonomous work and self-learning.
The face-to-face activities in the lecture classes will have the objective of introducing and explaining the meaning of the topics, clarifying the important concepts, guiding the carrying out of work, giving a global vision of the contents of the different blocks and relating knowledge to facilitate the significance of the learning, so it will be accompanied, when appropriate, by previous organizers, definitions, synoptic tables, diagrams ... Visual material support and online resources will be used to clarify the contents covered and serve as a reference and starting point for the group work and activities.
The interactive seminars intend to delve into specific aspects of the theoretical classes; The activities to be carried out will include reading and commenting on documents, answering questions, analyzing practical situations, viewing videos, case studies, debates and carrying out work. With them it is intended that students learn to handle different sources of information, promote the transfer of theory to practice, learn to prepare and present reports, confront different points of view and be able to build shared meanings helped by the mediating work of the teacher. The completion of the required tasks and the necessary materials will be presented to the students in the corresponding class sessions. There is also de possibility to make field trips/visits to complement the class sessions.
In the tutorials the specific needs of each student will be addressed and the pertinent orientations will be carried out to guide their teaching-learning process.
To support teaching there will be the Virtual Classroom of the subject through which the students will have the basic material for the work and study of the theoretical topics, as well as for the realization of interactive work. The Virtual Classroom will also serve as a meeting place, debate and participation through forums and questionnaires. Likewise, through it, the delivery of certain tasks and evaluation tests may be requested.
Regarding assessment, student performance and acquired learning will be evaluated through a combination of formative (continuous) and summative (final) assessment activities. In this way, it is proposed to assess both the learning outcomes and the effort and progress during the course, encouraging critical reflection and continuous dedication to the subject throughout the semester. In line with a constructivist view of the teaching-learning process, students are expected to demonstrate not only declarative but also procedural and attitudinal mastery of the content, through the analysis of examples and the articulation of relationships between concepts.
Students’ work must be original. For evaluation purposes, the same work may not be used for multiple subjects, except in activities that are scheduled in a coordinated manner.
The evaluation of the subject includes the following modalities:
SPECIFIC TESTS (75% of the grade): an exam, the format of which will be defined in due time, that assesses the fundamental knowledge of the subject, both theoretical and practical. The exam content will be related to the aspects developed by the lecturer in the theoretical classes, as well as the recommended readings. Students must achieve a minimum score of 3.75 points (out of 7.5) in order for the rest of the grades to be added.
WRITTEN REPORTS AND OTHER PRODUCTIONS (25% of the grade): evaluation of reports, case analyses, text commentaries, or other written productions mainly resulting from work in interactive seminars. These tasks will generally be carried out in small groups and must be submitted in writing or as oral presentations, depending on the requirements for each case. Students must achieve a minimum score of 1.25 points (out of 2.5) in order for the rest of the grades to be added. Having an unjustified absence (as stipulated in the Attendance Regulation for official undergraduate and master’s degree programmes at the University of Santiago de Compostela, 2024) means being unable to complete the task associated with that session.
Clarifications regarding assessment:
CONDITIONS TO PASS THE COURSE: To obtain a passing grade, students must achieve a minimum final grade of 5 points. This score must be composed of at least 3.75 points (out of 7.5) in the exam, and at least 1.25 points (out of 2.5) in the tasks derived from the interactive sessions. Only when both parts are passed will the scores be added.
ATTENDANCE: Attendance at interactive sessions will be monitored in accordance with the Attendance Regulation for official undergraduate and master’s degree programmes at the University of Santiago de Compostela (2024). The number of absences will be a fundamental criterion to pass the subject, such that more than 2 unjustified absences will result in no grade being given for section 2 (Written reports and other productions). The assessment will then rely exclusively on the exam, which will be graded out of a maximum of 7.5 points, with 5 points being the passing mark.
STUDENTS WITH EXEMPTION FROM ATTENDANCE:
Students who, in accordance with the regulations of the Faculty, have requested an exemption from attending class, must notify the lecturer within the first two weeks of the second semester and submit the corresponding certificate once obtained. In such cases, the assessment system will follow the same criteria as for students with regular attendance: 75% exam, 25% assignments. The assignments will be adapted accordingly for the exemption modality.
STUDENTS WHO DO NOT PASS THE COURSE IN THE FIRST ATTEMPT (ORDINARY PERIOD): In this case, the scores obtained during the ordinary period for section 2 of the evaluation will be retained. No additional work beyond what was completed during the ordinary period will be accepted.
STUDENTS WITH FUNCTIONAL DIVERSITY: Students who present any type of functional diversity or difficulty in regularly following the course—whether permanent or temporary—must justify their situation with a document issued by the accredited USC service for this purpose, and inform the lecturer within the first two weeks of the affected semester, so that an adapted work plan can be agreed upon as soon as possible to address the individual situation.
Classroom activities (total: 51 hours)
- Expositive sessions: 24 hours
- Interactive sessions: 24 hours
- Group tutorials: 3 hours
Student autonomous work (total: 99 hours)
- Reports of practices: 30 hours
- Reports of seminars: 30 hours
- Study: 39 hours
- Active implication in the class dynamics.
- Punctual carrying out of the compulsory works.
- Continuous follow up of the subject.
- Integration of the information that is managed in the different contact and non-contact activities.
Important aspects to take into account
1. Since USC is a Presential University, attendance to a minimum of 80% of class sessions is mandatory, except for students with an official exemption from attendance.
2. Students with exemption from attendance must respect the work submission deadlines established by the lecturer, and it is both recommended and necessary that they stay in contact with her through tutorials, virtual classroom, email, etc., in order to ensure the optimal development of the course and to pass it.
3. Environmental responsibility: in all cases, assignments must be submitted through the virtual campus.
4. Gender perspective. The use of non-sexist language is recommended, both in everyday classroom work and in the academic assignments given. More information can be found at the following link: https://www.usc.gal/gl/servizos/area/normalizacion-linguistica/mellorar…
5. Use of the rai email account is mandatory.
6. The use of institutional technological tools is mandatory: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
7. The use of mobile phones is not permitted, unless used as a work tool following the lecturer’s instructions. Students are responsible for any legal or academic consequences that may arise from inappropriate use.
8. It must be taken into account that the teaching-learning process (classes, tutorials) is a private process of communication and exchange between the lecturer and the enrolled students.
9. The data protection regulations must be complied with: https://www.usc.gal/es/politica-privacidad-proteccion-datos
10. In cases of fraudulent completion of exercises or exams, the provisions of the Regulation on the evaluation of students' academic performance and review of grades will apply.
Susana Cid Fernandez
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813736
- susana.cid [at] usc.es
- Category
- PROFESOR/A PERMANENTE LABORAL
Natalia Rosa Bohorquez Villanueva
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- natalia.bohorquez [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Wednesday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLIS_02 | Spanish, Galician | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| 12:00-13:30 | Grupo /CLE_01 | Galician | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 05.22.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 07.07.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |