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Developmental and Educational Psychology

Code: 105046 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education FB 1 1
2500261 Education Studies FB 1 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


J. Reinaldo Martinez Fernandez

Use of Languages

Principal working language:
spanish (spa)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:

Other comments on languages

Group 1 (Pedagogy) teaches in Catalan and Group 2 (Social Education) in Spanish.


Nuria Grau Sancho
Jesús Ribosa Martínez
Susana Donada Colomer


As a subject of the first year, the course does not have formal prerequisites. However, it is recommended that
students should revise their basic knowledge about biology that they have learnt throughout the previous
courses (genetics, hominization, evolution, brain, nervous system and other issues related to those). As far as
psychology is concerned, it is desirable to revise issues such as structure, brain functioning, sensation,
attention, perception, memory, reasoning, intelligence, family relationships, childhood development,
adolescence, maturity and old age.

In addition, it is desirable among the students a high motivation, capacity to organize the information,
strategies of synthesis, analysis and critical thinking.

Objectives and Contextualisation


This course aims to bring closer students to the human reality, in terms of phylogenetic view and ontogenetic
(life, development, mental processes, gender, culture, society…). The student is expected to understand and
reflect critically about the psychological and biological bases, which allow describing the behavior and the
mental processes of the human being and how those elements are developed across the life cycle (from the
gestation to the reflection concerning the death).

Besides this, through this course, the students have to acquire enough learnings to identify and act if it is
required in cases with specific special needs that require attention with the aim of acquire an appropriate
development based on the consideration of the biopsychological aspects of the person.


    Social Education
  • Accompany people in their processes of growth and emancipation.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.

Learning Outcomes

  1. Identify educational and care needs for people, groups or collectives by analysing situations and actions and establishing lines of intervention.
  2. Know and identify the main developmental and personality disorders, their impact on development and educational implications.
  3. Know and understand lifelong development.
  4. Understand and analyse the educational implications of learning theories and models.
  5. Understand how biological and psychological aspects affect development throughout the life cycle.


1. Theories, models and methods within the study of the development and the learning:
1.1. The relationships between development, learning, culture and education.
1.2. Paradigms in the study of human development: Piaget & Vygotsky.
1.3. Qualitative and Quantitative methods on the study of the development and the learning.
1.4. Current trends in theory and methods within the development and the learning.

2. Cognitive development, affective and psychomotor in the childhood, adolescence and maturity:
2.1. Gestation, birth and first two years of life. Psychomotor development and affective.
2.2. Cognitive-linguistic and socio-affective development in the childhood and adolescence.
2.3. Shaping the identity, personality, self-esteem and individual differences.
2.4. Maturity in the way of human development: cognition and social-affective factors.
2.5. Older people. Thrid age. New challenges.
2.6. Coping of death.

3. Approaches to respond to the diversity within the study of the development and the personality.
Evolutionary and educative aspects:
3.1. Educational needs: sensory, motor, cognitive, emotional and affective.
3.2. Personality development and main disorders.
3.3. Cultural differences, diversity and education. Inclusive school.


The teaching strategies in this course will be based on:

- Magistral lessons (30 hours): teacher presentations, video films, discussions, etc.

- Practices/workshop (15 hours): individual tasks, texts analysis and discussions, papers revision, organization and development of practices, forum, searching information.


Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVID-19.


Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Autonomous work 75 3 5, 4, 3, 2, 1
Home work 30 1.2 5, 4, 3, 2, 1
Lecture lesson 30 1.2 5, 4, 3, 2, 1
Workshop 15 0.6 5, 4, 3, 1


This course has three points of contents and 13 issues (see section of contents). The assessment will be based on written exams and two practical tasks (two of them will be individual tasks 40%; the other will be a collaborative task 20%). 

The assistance in the sessions of practical activities (seminars) is mandatory; in any case, few absences will be considered based on previously communication with the teacher.

The final qualification will be the sum of the different assessments (20+40+40). In the case of the student does not obtain a minimum of 5 points, he/she have to take the recovery exam. An overall assessment of the student will be made and the final result will be apt or suspended.

The plagiarism will be reason for the suspension of the course. The next college tuitions of this course will be able to consist in a synthesis assignment that allows the assessment concerning the expected learning outcomes.

The students who neither do not take part of any evaluation during the course nor the recovering test, they will obtain the qualification not attendance (NP). When, an evaluation is taken within one of those assessments, it will be considered attendance to the course. The results of each evaluation evidences have to be communicate in a maximum of one month after the realization of the evidence, and it has to offer a date to revise it within a period of 10 days after the publication. However, the re-examination test will be an immediately revision.

The treatment of particular cases, doubts, suggestions…, it will be propounded to the corresponding professors of each block. The coordinator of the course will ensure that the final evaluation criteria may be adopted with consensus by the teaching team regarding the global score of the subject. All this information, and the additional, which suits, it will be put on campusvirtual of the course at the beginning of the academic year, which willbeused as a communication tool.

* Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Cooperative learning portfolio 20% 0 0 5, 4, 3
Individual key words test 40% 0 0 5, 4, 3, 2, 1
Workshop (individual task) 40% 0 0 5, 4, 3, 2, 1


Asensio, J. M. (2013). Educación y vida. Barcelona: Octaedro.

Berger, K. H. (2007). Psicología del Desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.

Lizaso Elgarresta, I., Acha Morcillo, J., Reizabal Arruabarrena, L., & García González, A. J. (2017). Desarrollo Biológico y Cognitivo en el ciclo vital. Madrid: Pirámide.

Martín Bravo, C., & Navarro Guzmán, J. (2011). Psicología del desarrollo para docentes. Madrid: Pirámide.

Martínez-Fernández, J. R., & Borràs, F. X. (comp., 2016). Aspectos Biopsicológicos de la Persona: procesos psicológicos básicos, desarrollo y educación. Madrid: Pearson Educación.



Aloma, Anales de Psicología; Anuario de Psicología, Cultura & Educación, Elec. J. of Research in Ed Psychology, Infancia & Aprendizaje, Psicothema.