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 |
Contact
- Name:
- Jose Reinaldo Martinez Fernandez
- Email:
- josereinaldo.martinez@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Núria Grau Sancho
- Sara Escuin Lopez
Prerequisites
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.
Competences
- 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.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- 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.
- Education Studies
- Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
- Develop and coordinate educational interventions with individuals or groups with specific needs in situations of inequality or discrimination based on gender, class, ethnicity, age and / or religion.
- Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
- Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
- Understand the processes that occur in educational and training activities and their impact on learning.
Learning Outcomes
- Analyse a situation and identify its points for improvement.
- Analyse a situation and identify points for improvement.
- Identify educational and care needs for people, groups or collectives by analysing situations and actions and establishing lines of intervention.
- Identify situations in which a change or improvement is needed.
- Know and identify the main developmental and personality disorders, their impact on development and educational implications.
- Know and understand lifelong development.
- Understand and analyse the educational implications of learning theories and models.
- Understand how biological and psychological aspects affect development throughout the life cycle.
Content
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.
Methodology
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.
This course uses a research-based learning methodology: introduction, method, results, discussion and educational implications.
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Autonomous work | 75 | 3 | 2, 1, 8, 7, 6, 5, 3, 4 |
| Home work | 30 | 1.2 | 2, 1, 8, 7, 6, 5, 3, 4 |
| Lecture lesson | 30 | 1.2 | 2, 1, 8, 7, 6, 5, 3, 4 |
| Workshop | 15 | 0.6 | 2, 1, 8, 7, 6, 3, 4 |
Assessment
This subject has three content points with 13 topics (see content section). The evaluation will consist of written evaluation (50%) and practical work (50%). There will be an individual test (50%), and three practicals (50%). The first practical will be a group conceptualisation (10%) and the remaining two will be individual. The second will be on methodology and the third on resilience actions (20% + 20%). The schedule of the evaluations will be specified in the chronogram and planning that will be uploaded on the virtual campus. For the course 23/24 the dates for each of the four evaluative activities are:
GROUP 1 (Pedagogy): conceptualisation practice (10%) (between October and November according to the calendar agreed in class), the concepts test (50%) will be on 12/December, methodology practice (20%) (between 9 and 16/January according to seminar group) and resilience practice (20%) on 23/January.
GROUP 2 (Social Education): the conceptualisation practice (10%) ditto the Pedagogy group, the concept test on 20/December, the methodology practice (10 and 17 January according to seminar group), and the resilience practice (24/January).
Attendance at the seminar sessions is compulsory. In any case, any absence may be assessed after prior communication with the teacher of the subject.
The final grade will be the sum of the different evaluations (10+50+20+20+20). If the student does not pass the minimum of five points (5), he/she will have to take the scheduled assessment as a recovery (6/February for group 1 and 7/February for group 2). In this case, an overall assessment of the student's entire activity will be carried out. In the recovery, the individual tests can be taken again (a total of 9 points and the grade of seminar 1 on conceptualisation is maintained). The final result will be pass (5 points) or fail.
Plagiarism will be grounds for suspension from the course. In subsequent enrolments, the assessment may consist of a single synthesis test to demonstrate the achievement of the expected learning outcomes. Those who do not take any of the assessments during the course, nor the make-up assessment, will obtain a grade of not assessable. However, when one of the evaluations is taken, the student is considered to have taken the course and therefore must take the rest of the evaluations.
The results of each of the evaluations will be communicated within fifteen days of their completion, and a review date will be offered. The recovery tests will be reviewed and published immediately.
The treatment of particular cases, doubts, suggestions, etc., will be raised with the teacher of the subject.
All this information and any additional information will be published at the beginning of the course on the virtual campus of the subject, which will be used as a communication tool.
* The proposed teaching methodology and assessment may undergo some modification depending on the restrictions imposed by the health authorities.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Individual key words test | 50% | 0 | 0 | 8, 7, 6, 5, 3 |
| Workshop (individual task) | 50% | 0 | 0 | 2, 1, 8, 7, 6, 5, 3, 4 |
Bibliography
Guerrero, R. (2021). El cerebro infantil y adolescente. Barcelona: Planeta.
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.
Palacios, J., Marchesi, A., & Coll, C. (comp., 2014). Desarrollo Psicológico y Educación. Madrid: Alianza Editorial.
RELEVANT JOURNALS:
Aloma, Anales de Psicología; Anuario de Psicología, Cultura & Educación, EDUCAR, Elec. J. of Research in Ed Psychology, Infancia & Aprendizaje, Psicothema.
Software
NO SPECIAL PROGRAM REQUIRED