SUBJECT DEVELOPMENTAL PSYCHOLOGY Field Developmental

1
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
PCA-27-F-01 Ed. 00
SUBJECT
DEVELOPMENTAL PSYCHOLOGY
Field
Developmental and Educational Psychology
Degree of Teacher in Preschool Education
Universidad Católica de Valencia
“San Vicente Mártir”
Universidad Católica de Valencia “San Vicente Mártir”
2
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
COURSE GUIDE OF THE SUBJECT
ECTS
SUBJECT: DEVELOPMENTAL PSYCHOLOGY
6
Field: Developmental and Educational Psychology
Module:
Educational Processes, Learning and Personality Development.
18
36
YEAR: 1º
Semester: 1º
Type of learning: Basic Learning
Department:
Teachers:
Developmental and Educational Psychology
Mª Paz Calatayud Arenes Ph D
Margarita Gutiérrez Moret Ph D
Prof. Mª Antonia Guasp Coll
Prof. Amparo Juan Grau
Enrique Sáiz Vicente Ph D
Isabel Iborra Marmolejo Ph D
Araceli Pérez García
Lucía Alonso Larza
Mª Ángeles Blázquez Ph D
E-mail:
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
MODULE ORGANIZATION
Educational Processes, Learning and Personality Development
36 ECTS
Fields and Subjects
Field
Educational and
Developmental
Psychology
Learning Difficulties
and Development
Disorders
ECTS
18
18
SUBJECT
Developmental Psychology
ECTS
6
Year/
Semester
1/1
Language Development Psychology
6
Educational Psychology
6
2/1
Specific Needs of Educational Support
Support to students with Specific Needs
of Educational Support
6
2/2
6
3/1
Specific Learning Difficulties
Universidad Católica de Valencia “San Vicente Mártir”
6
1/2
3/2
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Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
COURSE GUIDE FOR THE SUBJECT:
Developmental Psychology
Prerequisites: None
GENERAL GOALS
Developmental Psychology is a subject whose purposes are to make students reflect and
to motivate their interest in the basic concepts, and theoretical/methodological frameworks
which have developed through the history of Developmental Psychology as basic and
applied discipline. Moreover, this subject attempts to emphasize the attitudes and aptitudes
necessary for the professional performance of the student of Teacher-training. Basically, the
main goals of the subject are:
1. To know about the main epistemological and methodological aspects of
developmental Psychology.
2. To locate Developmental Psychology in the area of Psychology and Educational
Sciences.
3. To know and compare with critical sense the theoretical contributions of eminent
authors of Developmental Psychology.
4. To distinguish the most important aspects of the educational process and the
human learning, in their different dimensions.
5. To reflect about interactions between development and education.
Universidad Católica de Valencia “San Vicente Mártir”
4
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
GENERAL COMPETENCES
2. To encourage and facilitate learning during childhood, from a global
Perspective which integrates the different cognitive, emotional, psychomotor
and volitive dimensions.
3. To design and control learning environments in order in diversity contexts
that meet the students educational needs, considering gender equality,
equity and respect of human rights.
1
2
3
4
X
X
4. To foment the coexistence in the classroom and outside it; to solve
discipline problems and to contribute to the pacific solution of conflicts.
5. To reflect o the acceptance of rules and the respect to others. To know
how to work in teams in interdisciplinary contexts, showing initiative and
creativity.
6. To know language development in childhood, to be able to identify
possible dysfunctions and watch over its correct evolution. To be able to
deal with language learning situations in multicultural and multilinguistic
contexts. To be able to express correctly in oral and written language and
to dominate the usage of different techniques of expression.
8. To know the basics of dietetics and child hygiene. To know the
fundamentals of early childhood intervention and the basics and
development processes that let us understand the psychological, learning
and personality development processes in childhood
10. Tutoring and guidance in the period 0-6 and to master social abilities to
deal with each student family and with the group of families.
X
X
X
X
X
11. To reflect on classroom practices in order to innovate and improve the
teaching task. To acquire habits and skills in order to stimulate autonomous
and cooperative learning and to promove it among students.
X
SPECIFIC COMPETENCES
1
2
Universidad Católica de Valencia “San Vicente Mártir”
4
X
CE15. To know about the evolutionary particularities of childhood.
CE16. To recognize the stage and its cognitive, communicative, social,
emotional and psychomotor characteristics, as the main basis of the
development of skills and school learning.
CE17. To know the main evolutionary aspects of this stage, in order to
detect difficulties in the development and educational needs.
CE18. To promote the acquisition of habits around autonomy, freedom,
curiosity, observation, experimentation, imitation, acceptance of rules and
limits, symbolic and heuristic.
3
X
X
X
5
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
LEARNING OUTCOMES
COMPETENCES
R-1. The student knows and analyzes, from different theoretical
perspectives, the development areas and characteristics.
CE15, CE16
R-2. The student identifies, through practical cases, the areas ad
characteristics of development.
CE15, CE16
R-3. The student knows and identifies, according to several
materials, the evolutionary characteristics of the child 0-6 years
old.
R-4. The student knows and identifies according to several
materials, the evolutionary characteristics of the child 6-12 years
old.
CE15, CE17, CE18
CE15, CE17, CE18
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
SEMINAR
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of
skills, abilities and
knowledge
Relationship with
Learning Outcomes
for the subject
ECTS
R-1, R-2, R-3, R-4
1
Group work sessions
supervised by the professor.
Case studies, diagnostic
tests, problems, field work,
computer room, visits, data
search, libraries, on-line,
Internet, etc.
Meaningful construction of
knowledge through
interaction and student
activity.
R-2, R-3, R-4
0,5
Supervised
monographic sessions
with shared
participation
R-2, R-3, R-4
0,5
Universidad Católica de Valencia “San Vicente Mártir”
6
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
TEAM WORKS
PRESENTATION
TUTORING
ASSESSMENT
Application of
interdisciplinary knowledge
Personalized and small
group attention. Period of
instruction and/or orientation
carried out by a tutor for the
purpose of reviewing and
discussing the materials and
topics presented in lectures,
seminars, readings, writing
papers, etc.
Group of oral and/or written
tests used during initial,
formative or additive
assessment.
R-2, R-3, R-4
0,2
R-2, R-3, R-4
0,1
R-1, R-2, R-3, R-4
0,1
Total
(2,4*)
INDEPENDENT WORK ACTIVITIES OF THE STUDENT
ACTIVITY
Teaching-Learning
Methodology
TEAM WORK
Team work on readings, essays,
problem solving, seminars,
papers, reports, etc. to be
presented or submitted in
theoretical lectures, practical
and/or small-group tutoring
sessions.
Work done on the university's
platform
www.plataforma.ucv.es
INDEPENDENT WORK
Student study: Group, Individual
preparation of readings, essays,
problem solving, seminars,
papers, reports, etc. to be
presented or submitted in
theoretical lectures, practical
and/or small-group tutoring
sessions.
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
Relationship of
Course with
Learning Outcome
ECTS
R-2, R-3, R-4
1,8
R-1, R-2, R-3, R-4
1,8
Total
Universidad Católica de Valencia “San Vicente Mártir”
(3,6*)
7
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Allocated
Percentage
Written Tests
R-1, R-2, R-3, R-4
60%
Personal work of the
student
R-1, R-2, R-3, R-4
40%
Modality of in-class evaluation: To overcome the subject it will be indispensable to approve
each and every of the assessment tools (written tests and personal work). In other words, it is
necessary to obtain an equal or superior note to 5 on 10 in each of these proves, so that they
can be added to the final qualification. If that’s not the case, the assessment qualification
obtained would be saved only until the second exam session.
Likewise, in all the instruments of evaluation, the teacher of the subject will have especially
consideration that the student demonstrates the transverse competition number 2 has acquired.
Criterion of concession of the Mention of Distinction: The Mention of Distinction, as a sign of
outstanding academic performance, will be given to that student who, besides obtaining the
maximum qualifications in the previous assessments, is considered deserving of such distinction
by the teacher.
Development of the subject in second and consecutive registrations: the student who rolls
the subject in second and consecutive registrations will constitute a specific group assigned to a
concrete teacher.
The teacher in charge will give 6 sessions of 2 hour/session of monitoring and tutoring of the
students. In each session, the subject will be developed so that the competences that each
student needs to work are reinforced. The chronogram of the work session will be part of an
academic program provided by students.
The assessment of the students will be done by a written test in the official exam date of the
subject. Also, each teacher will determine, at his/her discretion, other assessment tools (adapted
to the students’ diversity).
Universidad Católica de Valencia “San Vicente Mártir”
8
Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
DESCRIPTION OF CONTENTS
COMPETENCES
GUIDE I. Psychology and Developmental Psychology: conceptual,
theoretical and methodological aspects.
Content 1. Psychology. Developmental Psychology: definition, objective
and learning method.
Content 2. Theoretical contributions to Developmental Psychology.
CE15, CE16
GUÍDE II. Psychical-psychomotor, sensory-perceptive and
attention development.
Content 3. Antenatal development, birth and newborn.
Content 4. Psychical-psychomotor development.
Content 5. Sensory-perceptive development.
CE16, CE17, CE18
GUIDE III. Cognitive, communicative and linguistic development.
Content 6. The cognitive developmental theory of J. Piaget.
Content 7. Current theories in the cognitive development
CE16, CE17, CE18
Content 8. Communicative-linguistic development.
GUIDE IV. Affective-emotional, social and moral development.
Content 9. Personal, affective-emotional development.
Content 10. Social and moral development.
Universidad Católica de Valencia “San Vicente Mártir”
CE16, CE17, CE18
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Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
LEARNING ORGANIZATION (first registration students):
CONTENT UNIT/DIDACTIC UNIT
1
2
3
4
Nº OF SESSIONS
GUIDE I. Psychology and Developmental Psychology:
conceptual, theoretical and methodological aspects.
GUÍDE II. Psychical-psychomotor, sensory-perceptive and
attention development.
4
GUIDE III. Cognitive, communicative and linguistic development.
7
GUIDE IV. Affective-emotional, social and moral development.
6
Universidad Católica de Valencia “San Vicente Mártir”
4
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Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
BIBLIOGRAPHY
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Bronfenbrenner, U. (2002). La ecología del desarrollo humano. Barcelona: Paidós.
Bruner, J. S. (2000). El habla del niño. Aprendiendo a usar el lenguaje. Barcelona:
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Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Developmental Psychology
Degree of Teacher in Preschool Education
Year 2016-17
Martín Bravo, C. y Navarro, J. I. (Coord.), (2011). Psicología del desarrollo para
docentes. Madrid: Pirámide.
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educación infantil. Madrid: Pirámide.
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educación primaria. Madrid: Pirámide.
Muñoz Tinoco, V., López Verdugo, I., Jiménez-Lagares, I., Ríos, M., Morgado, B.,
Román, M., Ridao, P. et al. (2011). Manual de Psicología del desarrollo aplicada
a la educación. Madrid: Pirámide.
Ortega, M.J. (2002). Ayudándole a crecer: guía práctica de intervención educativa de
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Universidad Católica de Valencia “San Vicente Mártir”