Developmental Pyschology (6-12 years)

Conceptual (to know):
- To understand the psychological development, its processes, dimensions and phases.
- Analyze and understand the main theories and explanatory models of development for ages 6 to 12 year olds, acquiring a functional understanding of them that allows them to adapt teaching practice to the student's maturation level and its characteristics.
- Know about the educational implications arising from the processes of evolutionary change of the students and reflect on their applications to optimize the development.
- Know the research methodology in developmental psychology and its application to school.

Procedural (to know how):
- Handle different sources of information related to the educational psychology.
- Observe, analyze and interpret representative behaviours of the main dimensions of the school development.
- Acquire skills for prevention and peaceful conflict resolution and know how to coexist with the differences between cultures and people.
- Be familiar with stimulating procedures in the teaching profession, motivational techniques and the strategies for teaching thinking and study.

Attitudinal (to be able to be):
- Develop a critical, reflective and creative attitude towards the psycho-educational problems
- Build up work habits favouring participation and observation which encourage to keep an attitude of constant updating in the profession.
- Adopt a favourable disposition towards teamwork, interaction with peers and to promote ethical commitment and openness, both during the training period and in the subsequent professional conduct.

SECTION 1: Introduction to Developmental Psychology.

Theme 1. Conceptual approach. Main descriptive-explanatory theories of development.
Theme 2. Introduction to research methods in Developmental Psychology.

SECTION 2: The development from 6 to 12 years old.

Theme 3. The physical and perceptual-motor development.
Theme 4. Cognitive development.
Theme 5. Language development.
Theme 6. Socio-emotional, personality and moral development.

BASIC BIBLIOGRAPHY

- 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., Feldman, R.D., & Martorell, G. (2012). Desarrollo humano. McGraw-Hill.
- Bermudez, M.P. & Bermudez, A.M. (Coords.). (2004). Manual de psicología infantil. Aspectos evolutivos e intervención psicopedagógica. Biblioteca Nueva.

COMPLEMENTARY BIBLIOGRAPHY

- Barajas, C., Morena, De la, M.L., Fuentes, M.J., & González, A.M. (2007). Perspectivas sobre el desarrollo psicológico: teoría y prácticas. Pirámide.
- Berk, L.E. (2004). Desarrollo del niño y del adolescente. Prentice-Hall.
- Córdoba, A.I., Descals, A. & Gil, M.D. (2007). Psicología del desarrollo en la edad escolar. Pirámide.
- Craig, G.J. & Baucum, D. (2009). Desarrollo psicológico. Prentice-Hall.
- Hoffman, L., Paris, S. & Hull, E. (1995). Psicología del desarrollo hoy. McGraw Hill.
- Palacios, J., Marchesi, A. & Carretero, M. (2004). Psicología evolutiva (vol. I, II). Alianza.
- Papalia, D.E., Olds, S.W. & Feldman, R.D. (2009). Psicología del desarrollo: de la infancia a la adolescencia. McGraw-Hill.
- Santrock, J.W. (2007). Psicología del desarrollo en la infancia. McGraw Hill.
- Shaffer, D.R. (2007). Psicología del desarrollo: infancia y adolescencia. Internacional Thomson.

Soporte 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. & 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., & Carretero, M. (2004). Desarrollo psicológico y educación. Vol. I. Psicología evolutiva. Alianza.

WEBGRAFIA
- http://www.ite.educacion.es/
- http://www.profes.net/
- https://educared.fundaciontelefonica.com.pe/

Generals:
G5- Encourage coexistence in and outside the classroom, resolve discipline problems and contribute to peaceful conflict resolution. To stimulate and value effort, perseverance and personal discipline in the students.
G8- Maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.
G10- Reflect on classroom practices to innovate and improve teaching work. To acquire habits and skills for autonomous and cooperative learning and promote this in students.
G11- Know and apply information and communication technologies in the classroom. To selectively distinguish audiovisual information that contributes to learning, civic formation and cultural richness.

Basics:
CB2- That the students can apply their knowledge 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.
CB3- That students can be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
CB4- That students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
CB5- That students should have developed those learning skills needed to undertake further studies with a high level of autonomy.

Specifics:
E2- Know the students’ characteristics as well as the characteristics of their multi-vocational and social contexts.
E3- Master the necessary knowledge to understand the students’ personality development and to identify disorders.

Transversals:
T1- Instrumental knowledge of foreign languages.
T2- Instrumental knowledge of Galician language.
T3- Instrumental knowledge of ITC.

The methodology to be implemented tries to combine the expository class approach with active and participatory methodologies, as well as autonomous work and self-learning.
Attendance whole-class activities will be focused on introducing and explaining the theme meanings, clarifying the important concepts, training and guiding in carrying out the assignments, providing a global vision of the contents of the different sections and establishing relationships between the different types of knowledge to promote the meaningfulness of learning. Therefore the class exposition will be accompanied, when necessary, by graphic organizers, definitions, synoptic charts, diagrams, etc. The support of visual material and the Internet resources will be used to clarify the contents dealt with and to provide a frame of reference and a starting point for the group assignments.

Assignments carried out in the seminars are intended to deal with the specific aspects of the theoretical classes in detail. Such assignments will include reading and document commentary, answers to questions, practical situation analysis, watching videos, case study, debates and carrying out assignments. With them, students are expected to acquire the domain in the use of the different information sources, to promote the transfer of theory into practice, to learn how to develop and present reports, to confront different points of view, and to be able to build shared meanings helped by the teacher as a mediator.
The accomplishment of the required tasks and the necessary materials will be introduced to the student during the class sessions and in the guides for each theme using the Virtual Campus and the resources it offers.

In the tutorial attention, the specific needs of each student will be attended to and the pertinent orientations will be given to guide their teaching-learning process.

The subject assessment will be conducted considering the level of achievement and will be graded as follows:

- 50% of the mark will be awarded from the results of a test (exam) on the contents covered in the expository and interactive classes; it is necessary to pass this test (by obtaining 3 points out of 5 points) to pass the subject and also to consider the scores obtained in the interactivity, the expositions and the attendance and participation in the classroom dynamics. Failure to take this test will result in a "fail" grade in the subject.

- 35% of the mark will be awarded from the assessment of written reports and other assignments (individual and group) required to the students. Conceptual precision, adjustment to the given guidelines, originality and critical reflection will be valued.

- 5% of the mark will be awarded from oral presentations. Conceptual precision and expository competence will be valued.

- 10% of the mark will be awarded from the active participation in class dynamics.

In order to get a positive assessment on the subject it will be necessary to have passed the exam, to have attended at least at 80% of the interactive sessions and to have delivered on time all the activities (individual and group) requested.

Students’ individual or group works must be original. Submitting a plagiarized work will result in the failure of the subject in the corresponding exam call.

For assessment purposes, the same work cannot be used for several subjects, except for those activities scheduled in a coordinated form.

For cases of fraudulent performance of exercises or tests (plagiarism or misuse of technologies), the provisions of the “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións”.

In the cases contemplated in the regulations of the Faculty (and in the Instruction no. 1/2017 of 27 April 2017, of the General Secretariat of the USC on the dispensation of class attendance) students may request exemption from teaching. This situation must be notified to the professor at the beginning of the term and the certification must be presented at the time it is obtained. All of this will be necessary in order to establish the appropriate guidelines for the fulfilment of the programme and the passing of the subject. The assessment of the subject will be carried out taking into account the weighted level of achievement:
-50% of the qualification will come from the results of a test (exam) on the contents dealt with; it is necessary to pass this test (obtain 3 points out of 5 points) to pass the subject and for the scores obtained in the reports and other required productions to be considered.
50% of the grade will come from the delivery of written reports and other productions required of the students. Conceptual precision, adjustment to the given guidelines, originality and critical reflection will be valued.

The subject has a total of 51 hours of attendance classes, distributed in expository classes with the whole class group, group activities in seminars, case studies, guides and work orientation and tutorials.

It is estimated that students in order to pass the subject should dedicate to autonomous work about 99 hours. Of which, approximately 35 hours should be dedicated to study tasks, material preparation, searching for information and documentary analysis; around 45 hours should be dedicated to readings and elaboration of works, drafts and conceptual maps, searching for complementary information or preparation of oral presentations and around 19 hours to working on recommended readings, autonomous learning, and solving doubts and problems.
The examination shall cover a period not to exceed two hours.

Taking into account the basic nature of the subject and its place in the syllabus no previous requirements are required.
It is important that students establish relationships with the specific contents of the subjects Educational Psychology and Learning Disabilities and Developmental Disorders.
It is important that students get actively involved from the beginning in the subject dynamics and its development in order to pass it successfully; also a comprehensive and meaningful approach of the subject is recommended.
It is advised to use the mentoring to clarify the doubts that might arise during the subjet (the schedule will be provided at the beginning of the classes).

- CLASS ATTENDANCE
USC is an attendance-modality university; therefore the attendance to a minimum of 80% of the class sessions is compulsory. In cases specified by the University regulation students could claim the official exemption from teaching.
In such cases the student should contact the teachers at the beginning of the course to know the specific guidelines to fulfil the syllabus and passing the subject.
(https://minerva.usc.es/xmlui/handle/10347/13189)

- ENVIRONMENTAL RESPONSIBILITY
- Avoid plastic covers or another unnecessary external sheath.
- If possible, use clamps instead of bookbinding.
- Print on both sides with ink-saving quality.
- Do not use blank pages as chapter or part separators.
- Avoid annexes without direct reference to the developed topics.
- Preferably use the virtual classroom to submit your assignment.

- GENDER PERSPECTIVE
The use non-sexist or inclusive language is recommended, both in daily classroom work as in the coursework. For more information: https://assets.usc.gal/sites/default/files/documents/2023-10/linguaxe_n…
- STUDENTS MUST USE THE INSTITUTIONAL EMAIL ACCOUNT

- IT IS MANDATORY THE USE OF INSTITUTIONAL TECHNOLOGICAL TOOLS: Virtual Campus, Microsoft Office 365 and other tools provided by the Faculty and authorized by the USC (Lifesize, etc.). Programs may be requested, preferably, through the virtual classroom

- IT WILL NOT BE POSSIBLE TO USE THE MOBILE PHONE, except when it is used as a working instrument following the indications given by the teacher. The students will be responsible for the legal and academic consequences that may arise from using it.

- TAKE INTO ACCOUNT THAT THE TEACHING-LEARNING PROCESS (CLASS, TUTORIALS) IS A PRIVATE PROCESS OF COMMUNICATION and interchange between the students and the teacher.

- COMPLIANCE WITH DATA PROTECTION REGULATIONS IS MANDATORY. https://www.usc.gal/es/politica-privacidad-proteccion-datos