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 (Knowledge)
a) Understand the dimensions, processes, and stages of psychological development.
b) Analyze the main theories and explanatory models of the development of children aged 6 to 12.
c) Identify basic research methodologies in Developmental Psychology and their applications in the school setting.
d) Understand individual differences (culture, race, religion, sex/gender, class, etc.) and respect equal rights and opportunities.
Procedural (Skills)
a) Observe, analyze, and interpret behaviors representative of the main dimensions of development during the school-age period.
b) Adapt teaching practices to the characteristics of the students’ developmental level through a reflective understanding of psychological development.
c) Apply procedures and strategies to foster thinking and learning in children aged 6 to 12.
d) Use information sources related to Developmental Psychology.
Attitudinal (Values)
a) Internalize the role of the teacher in Primary Education within the process of child development.
b) Adopt work habits that promote the ongoing professional development of educators.
c) Demonstrate a positive attitude toward collaborative work, assertive communication, peaceful conflict resolution, and values such as tolerance, respect, and ethical commitment.
The subject is structured around two thematic blocks comprising a total of six topics, through which students will acquire the necessary knowledge to understand the development of primary school children and the basic research methodology used in developmental psychology.
Block I. Introduction to Developmental Psychology
Topic 1. Conceptual approach. Main theories of development.
Topic 2. Research methods in Developmental Psychology.
Block II. Development from ages 6 to 12
Topic 3. Physical and perceptual-motor development.
Topic 4. Cognitive development.
Topic 5. Language development.
Topic 6. Personal, socio-emotional, and moral development.
BASIC
Berger, K. S. (2016). Psicología del desarrollo: infancia y adolescencia. Médica Panamericana.
Feldman, R. S. (2008). Desarrollo en la infancia. Prentice Hall.
Papalia, D. E., Feldmand, R. D., y Martorell, G. (2012). Desarrollo humano. McGraw-Hill.
Papalia, D. E., Oold, S. W., y Feldman, R.D.(2009). Psicología del desarrollo: de la infancia a la adolescencia. McGraw-Hill.
Shaffer, D.R. (2007). Psicología del desarrollo: infancia y adolescencia. Internacional Thomson.
BASIC (digital)
Brioso, A. (2005). Psicología del desarrollo y de la educación. Vol. I. Psicología del desarrollo. UNED.
García, J. A. (2019). Psicología del desarrollo I. UNED.
Gutiérrez, F., y Vila, J. O. (2015). Psicología del desarrollo II. UNED.
Muñoz, V. (2014). Manual de Psicología del desarrollo aplicada a la educación. Pirámide.
Palacios, J., Marchesi, A., y Carretero, M. (2004). Desarrollo psicológico y educación. Vol. I. Psicología evolutiva. Alianza.
COMPLEMENTARY:
Barajas, C., Morena De la, M. L., Fuentes, M. J., y González, A. M. (2007). Perspectivas sobre el desarrollo psicológico: teoría y prácticas. Pirámide.
Berk, L. E. (2004). Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
Córdoba, A. I., Descals, A., y Gil, M. D. (2007). Psicología Del desarrollo en la edad escolar. Psicología Pirámide.
Craig, G. J., y Baucum, D. (2009). Desarrollo psicológico. Prentice-Hall.
Palacios, J., Marchesi, A., y Carretero, M. (2004). Psicología evolutiva (vol. I, II). Alianza.
Santrock, J. W. (2007). Desarrollo infantil. McGraw Hill.
General Competencies
a) Promote coexistence both inside and outside the classroom, address discipline issues, and contribute to the peaceful resolution of conflicts. Encourage and value students' effort, perseverance, and personal discipline.
b) Maintain a critical and autonomous perspective regarding knowledge, values, and social institutions, whether public or private.
c) Reflect on classroom practices in order to innovate and improve teaching, acquiring habits and skills for autonomous and cooperative learning and its promotion among students.
d) Understand and apply information and communication technologies in the classroom, critically selecting audiovisual content that contributes to learning, civic education, and cultural enrichment.
Specific Competencies
a) Know and understand the development of developmental psychology during the primary education stage, considering the characteristics of students and their motivational and social contexts.
b) Master the knowledge necessary to understand students’ personality development.
Basic Competencies
a) Students should be able to apply the knowledge acquired to their professional work, formulate and defend arguments, and solve problems.
b) Students should be able to gather and interpret relevant data in their field of study, make judgments, and reflect on socially, scientifically, or ethically relevant topics.
c) Students should develop the ability to effectively communicate information, ideas, problems, and solutions to both specialized and non-specialized audiences.
d) Students should develop the learning skills necessary to undertake further studies with a high degree of autonomy.
Cross-Curricular Competencies
a) Instrumental knowledge of a foreign language.
b) Instrumental knowledge of the Galician language.
c) Instrumental knowledge of information and communication technologies.
The proposed methodological approach will combine lecture-based teaching with active and participatory methodologies, as well as autonomous work and self-directed learning. Face-to-face activities in the lecture group will aim to introduce and explain the purpose of the topics, clarify key concepts, guide the completion of assignments, provide an overview of the content from the different thematic blocks, and interrelate knowledge to promote meaningful learning. Therefore, lectures will be supported, when appropriate, with advance organizers, definitions, synoptic charts, and diagrams. Visual materials and online resources will be used to clarify the content covered and serve as a reference and starting point for group-based tasks and activities.
Seminar work (interactive sessions) will focus on exploring specific aspects of the theoretical classes in greater depth. Activities will include reading and discussing documents, answering questions, analyzing practical situations, viewing videos, studying cases, engaging in debates, and completing assignments. These are intended to help students manage different sources of information, promote the transfer of theory into practice, develop skills to prepare and present reports, consider different perspectives, and build shared meaning with the support of the instructor’s mediation. The specific requirements of the tasks and the necessary materials will be provided to students during the corresponding class sessions.
Tutorial sessions will address the individual needs of each student and provide appropriate guidance to support their teaching and learning process. Tutorials may be conducted either in person or online, at the student’s request.
Assessment
Student performance and learning outcomes will be evaluated through a combination of formative (continuous) and summative (final) assessment activities. This approach seeks to assess not only the outcomes of learning but also the effort and progress demonstrated throughout the course, encouraging critical reflection and consistent engagement with the subject matter during the semester. In line with a constructive vision of the teaching-learning process, students are expected to demonstrate not only declarative knowledge but also procedural and attitudinal understanding of the content, through the analysis of examples and the articulation of conceptual relationships.
All student work must be original. For assessment purposes, the same piece of work may not be used for multiple subjects, except in cases of coordinated activities across subjects.
In cases of academic dishonesty in assignments or tests, the provisions of the USC's Academic Performance and Grade Review Regulations will apply.
The assessment system includes the following components:
1) SPECIFIC TESTS (40%–50% of the final grade):
A written exam (the format of which will be specified in due course) assessing fundamental theoretical and practical knowledge of the subject. Exam content will include material covered in lectures as well as recommended readings. Students must obtain at least 50% of the maximum score for this component in order for other assessment elements (written reports and/or other work) to be considered in the final grade.
2) WRITTEN REPORTS AND/OR OTHER OUTPUTS (50%–60% of the final grade):
This includes evaluation of reports, case analyses, text commentaries, and other written assignments produced mainly during seminar sessions. It may also include individual and/or group oral presentations, which will be assessed based on presentation quality, clarity of expression, synthesis ability, coherence and structure, integration of course topics, depth of arguments, and other relevant criteria. A portion of this grade may be assigned based on attendance and active participation in class. Students must achieve at least 50% of the maximum score for this component in order to add the grade from the specific test (exam).
Evaluation Clarifications
1. PASSING CONDITIONS:
To pass the course, students must obtain a minimum final grade of 5 out of 10, which must result from achieving at least 50% of the maximum score in each component of the assessment system (specific tests and written reports/other outputs). Only when both components are passed will the final grade be calculated.
2. ATTENDANCE:
Attendance will be monitored during in-person sessions. Unjustified absences may significantly affect the student’s ability to pass the course. A high percentage of unexcused absences may lead to the loss of the right to be assessed through the standard system, in which case an alternative will be offered and explained by the instructor. Attendance monitoring and absence justification will follow the Class Attendance Regulations for Undergraduate and Master's Degrees of the University of Santiago de Compostela (USC), dated November 25, 2024.
3. STUDENTS EXEMPT FROM CLASS ATTENDANCE:
Must contact the teaching staff within the timeframe established by the Faculty’s current regulations. These students will be subject to requirements similar to those of regular students (e.g., exam attendance, submission of assignments), for both the first and second assessment periods.
4. STUDENTS WHO DO NOT PASS THE COURSE DURING THE FIRST OPPORTUNITY (ORDINARY PERIOD):
Scores from successfully completed assessment components will be carried over to the second exam period.
5. REPEATING STUDENTS:
The instructor may allow grades from components passed in the immediately preceding academic year to be retained, under specific conditions which will be communicated at the beginning of the course.
6. STUDENTS WITH FUNCTIONAL DIVERSITY:
Students with a disability or any condition that affects regular participation in the course—whether temporary or permanent—must provide official documentation issued by the USC-accredited support service and notify the course instructor within the first two weeks of the semester. This will allow an adapted learning plan to be designed promptly to accommodate each student's needs.
Activities in large group: 24 attendance hours and 35 autonomous work.
Activities in medium group: 24 attendance hours and 35 autonomous work.
Small group activities: 3 attendance hours and 19 autonomous work.
Total attendance hours: 51.
Total hours of autonomous work: 99
TOTAL HOURS: 150.
It is recommended that students check their understanding of the content at the end of each topic (through self-assessment or content analysis), raise any questions in class or during tutorial sessions, plan their assignments in advance, and inform the instructor in a timely manner of any issues that may arise.
Attendance will be monitored during class sessions, and it may affect the student’s right to be assessed through the standard evaluation system. Specific considerations regarding attendance will be detailed in the course syllabus.
Students officially exempt from class attendance must adhere to the assignment deadlines set by the instructor. It is both advisable and necessary for them to maintain regular contact with the instructor through tutorials, virtual platforms, email, etc., in order to ensure proper progress in the subject and successfully complete the course.
María Campos Magdaleno
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821012
- maria.campos [at] usc.es
- Category
- Professor: University Lecturer
Veronica Marcos Martinez
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- veronica.marcos.martinez [at] usc.es
- Category
- Professor: Temporary supply professor to reduce teaching hours
| Tuesday | |||
|---|---|---|---|
| 17:30-19:00 | Grupo /CLE_02 | Galician, Spanish | Classroom 29 |
| 19:00-20:30 | Grupo /CLE_01 | Galician, Spanish | Classroom 29 |
| Wednesday | |||
| 09:00-10:30 | Grupo /CLIS_02 | Spanish, Galician | Classroom 21 |
| 10:30-12:00 | Grupo /CLIS_03 | Galician, Spanish | Classroom 21 |
| 12:00-13:30 | Grupo /CLIS_04 | Galician, Spanish | Classroom 21 |
| 13:30-15:00 | Grupo /CLIS_01 | Spanish, Galician | Classroom 21 |
| 05.26.2026 09:00-11:00 | Grupo /CLE_02 | Classroom 29 |
| 05.26.2026 09:00-11:00 | Grupo /CLE_01 | Classroom 29 |
| 07.09.2026 12:00-14:00 | Grupo /CLE_02 | Classroom 29 |
| 07.09.2026 12:00-14:00 | Grupo /CLE_01 | Classroom 29 |