Subject objectives
The Students must get:
a) To know the Sequence of Developmental Achievements from the Birth until the end of the Childhood in the Biosocial, Cognitive, Linguistic and Socio-emotional Fields.
b) To appreciate the Individual Differences with regard to the Normative Development of the Children.
c) To manage the different approximations to the Assessment of the Child Development.
d) To value the Cultural Diversity in relation to the Human Development.
e) To acquire Study Habits, of Critical Analysis and Argument Discussion that promote the Construction of Knowledge on the Part of the Student.
f) To learn the Way of Synthetic Exposition of Obtained Results in a Research or in an Observation.
Contents
Theoretical Programme:
Part I: The Starting of the Development: from the Conception to the Birth.
Unit 1: The Development before Birth.
1- Fertilization.
2- Prenatal Development Phases.
3- Factors that affect to the Foetus.
4- Prenatal Diagnosis.
Unit 2: Birth and the First Behaviours of the Newborn.
1- The Process of Newborn.
2- The States of the Newborn.
3- Rhythms of the Newborn.
4- The Reflexes in the Newborn.
5- Diagnosis of the Newborn.
Part II: Psychological Development in the First Childhood: Normative Aspects, Determinants and Assessment.
Unit 3: Physical and Psychomotor Development.
1- Physical Development.
2- Psychomotor Development.
3- Factors that affect to the Physical and Psychomotor Development.
Unit 4: Cognitive Development.
1- Sensorial-motor Period: Six Stages of the Cognitive Development.
2- Basic Cognitive Processes: Sensorial-Perceptive, Care and Memory.
Unit 5: Communication Development and the First Language.
1- Socio-cognitive Bases of Communication and Language.
2- Intentional Communication.
3- Socio-cognitive Bases of Communication and Language.
4- First Ways of Intentional Communication and Contexts of Using.
5- Perception and Understanding of the Language.
6- Production of the Language.
Unit 6: Socio-affective Development.
1- The Devotion.
2- The Emotional Development.
3- The Starting of Himself Knowledge.
4- The Social Development: the First Interactions.
Part III: Psychological Development in the Second and Third Childhood: Normative Aspects, Determinants and Assessment.
Unit 7: Physical and Psychomotor Development.
1- The Growth Curve after two Years.
2- Cerebral Maturing Progresses.
3- The Body Control and the Psychomotor Activity.
4- The Corporal Scheme: Construction and Components.
5- Establishment of the Lateral Dominance.
6- The Evolution of the Graphic Gesture and the Development of Grapho-mobility.
Unit 8: Cognitive Development.
1- Pre-operation Intelligence.
2- Concrete Operational Thinking.
3- The Approximation to the Information Processing.
Unit 9: Language Development.
1- Phonological Development.
2- Lexical and Semantic Development.
3- Morphological Development.
4- Syntaxis Development.
5- Pragmatic Development.
6- Over the Sentence: The Connected Discourse.
7- Theoretical Approaches in the Explanation of the Language Acquisition.
Unit 10: Self-awareness and socio-emotional development
1- Self-awareness: self-concept, self-esteem, protective/risk factors.
2- Prgress of emotional development: emotional ambivalence, self-regulation, real and manifest emotion.
Practices:
Field Practice 1: Classification of play behaviors aand activities according to sex stereotypes (Unit.10)
Field Practice 2: Evolution and functions of childhood friendship (Unit.10)
Field Practice 3: Application of the Inventory of Communication Skills Development (Unit. 5)
Field Practice 4: From the Pre-operation Thinking to the Concrete Operations (Unit 8)
Basic and complementary bibliography
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.
Competencies
Competences of the program to which the subject contributes:
1. To know the contributions and limitations of the diverse theoretical models for Psychology.
2. To know the basic laws of psychological processes.
3. To know the main processes and stages of psychological development throughout the life span regarding normal and abnormal development.
4. To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
5. To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
6. To be able to select and apply adequate and specific psychological intervention procedures and instruments.
7. To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
8. To conform with the deontological duties of Psychology.
Specific Competences:
1) To know the Normative Patterns and the Chronology of the Psychological Development in their Different Facets from the Birth to the End of the Childhood.
2) To know the Factors which affect the Psychological Development, in their Normative and Differential Aspects.
3) To use the Acquired Knowledge on the Development for the Analysis of the Child's Behaviour in Different Contexts.
4) To assess the Level of Psychomotor, Cognitive, Linguistic and Social-affective Development during the Childhood.
5) To learn how to write a Report on Different Aspects of the Children Development.
6) To develop a Favourable Attitude for the Improvement of the Development Conditions of the more Vulnerable and Disadvantaged Individuals and Groups.
7) To promote the Respect and Interest for the Individual and Cultural Diversity in the Study of the Development.
Transversal Competences:
1) Capacity for organization and planning.
2) Ability to work as a team and collaborate effectively with other people.
3) Ability to take responsibility, solve problems and make decisions.
4) Ability to synthesize.
4) Capacity for self-criticism.
5) Ability to develop and maintain up-to-date skills, skills and knowledge of the profession.
Teaching methodology
The teaching methodology has to do with the teaching/learning processes must be planned in a way that leads to the achievement of the competencies and objectives formulated. To this end, we propose an active and reflective methodology that combines individual and group activities and promotes the constructive resolution of the difficulties that arise in relation to the learning of the subject. This methodology requires both a theoretical analysis and a practical approach to the subject, so that the methods we include respond to a series of teaching modalities that are divided between a mandatory classroom schedule, class attendance, and a non-classroom schedule or autonomous work by students.
In order to make it easier to follow the explanations, the students will previously have a didactic guide for each of the subjects, which specifies in detail the competences and objectives to be achieved, the contents to be worked on, the practices to be carried out and the bibliography to be consulted. It also includes a series of activities related to these contents that will guide students towards a better understanding of them. As far as possible, we will try to encourage collective discussion in the classroom, in order to promote the construction of common meanings. Through the Virtual Campus will be communicated all the news regarding the subject, so it is very important that students check their USC e-mail address.
The proposed field practices are the ideal environment where the student will have the opportunity to become familiar with the application of some of the most characteristic evaluation instruments of this discipline, to approach the use of some of the most commonly used methodologies for the collection of evolutionary data, observation of evolutionary patterns in situ and preparation of reports. Four practicals are proposed of which it is compulsory to attend and present the report of two of them (students will choose between 1 or 2 and between 3 or 4. The professors will dedicate several sessions of obligatory attendance to describe and explain in detail what each of the practices to be carried out consists of, as well as the type of reports that the students will have to present. Prior to the beginning of these sessions, students will be provided with a complete dossier with all the readings, material and information they will need for their realization. Students who do not attend and do not present the report of the two practicals will not be allowed to take the final exam.
Evaluation system
The evaluation system will rest on theoretical exams in which the knowledge acquired by students with a weight not exceeding 75% will be valued. For the evaluation of the knowledge acquired there will be two formative or continuous evaluation tests, which will contribute 40% of the final grade, and a final exam, which will contribute 35% to the total final grade. The evaluation had been complemented with the report of the practices carried out that the students must present, and that will have a weight of no more than 25% of the total grade.
The 2 formative evaluations as well as the report of the 2 internships will only be added if the final exam is approved.
Studying time and personal work
Presence Activities: Total 48 h.
- Expositive Classes, Explanation of the Themes and Presentation of Complementary Audiovisual Material, Instructions for the Field Practices, Oral Presentation of Group Works. Activities of Auto-evaluation: 32 h.
- Seminars/Presence Field Practices: 12 h.
- Tutorials of Course Work: 2 h.
- Final Exam: 2 h.
Student Personal Work: Total 102 h.
- Study: 56 h.
- Field Practices: 14 h.
- Seminar Reports: 4 h.
- Practice Report: 6 h.
- Tutored Work: 10 h.
- Readings: 12 h.
Subject study recommendations
- Basic Knowledge relation with the Nature and Functioning of some Cognitive and Affective Basic Processes and the Basic Methodological Approximations for the Research in Psychology. In any Case, this Subject must study necessarily posterior to the Subject of Development and Educational Psychology in which are given the Theoretical and Methodological Fundamental of the Discipline.
- Recommendations: It is important that the Student involves since the Beginning in the Dynamics and Functioning that will continue in the Subject (Attendance, Text Reading, Practice Elaboration, etc). Also, he must do an understanding Study, not Memory, that leads to a Clear Organization of the Concepts.
Assessment system in the case of students with dispensation from class attendance: in exceptional cases contemplated by the regulations, dispensation is only allowed for lectures but not for attendance and completion of the proposed practicals.
Tutoring hours: Mª Fernanda Páramo (Coord.) Office nº 49, (module A) or through TEAMS by appointment:
Monday:12-14 h.
Wednesday:12-14 h.
Horario de tutorías: Profa. Ana Nieto Vieites. Despacho nº 44 (módule A) or through TEAMS by appointment:
Monday: 10.15-13.15 h
Tuesday: 16.00-17.00 h (through TEAMS by appointment)
Tutorials allow students' individual needs or interests to be addressed, especially bibliographical and methodological advice on how to follow the subject
Observations
Before the beginning of each subject, the students will have at their disposal in the virtual classroom the support material to follow the classes.
