This version of the course guide is provisional until the period for editing the new course guides ends.

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Evolutionary Psychology I: Early Childhood

Code: 101728 ECTS Credits: 6
2025/2026
Degree Type Year
Logopedia FB 1

Contact

Name:
Andrea Miralda Banda
Email:
andrea.miralda@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

None.


Objectives and Contextualisation

  • Understand developmental psychology as a core discipline focused on the study of psychological change throughout the life cycle, with an applied dimension related to prevention, intervention, and/or optimization of psychological development and the field of speech therapy.

  • Acquire a broad understanding of development during childhood and preadolescence as a process closely linked to socialization, culture, education, and learning, and become familiar with the key characteristics of the main developmental contexts and their influence.

  • Learn about the main theoretical frameworks explaining human psychological development, as well as the principal research methods and techniques in developmental psychology.

  • Understand in an integrated way the major psychological changes that occur throughout childhood across the various domains of development (physical and psychomotor; cognitive; emotional, affective, and social; communicative and linguistic).

  • Develop skills in documentary research and synthesis, and learn to collect data on child development and the family context.

  • Learn to collaboratively prepare a written report on a child's development and the characteristics of their family context as a promoter of their development, following academic writing standards, and present it formally in an oral format.

  • Learn to assess normative child development, identify and rule out risk factors, and evaluate—at a basiclevel—the quality of the main contexts in which the child develops.

  • Adopt an open attitude towards interdisciplinarity that promotes the connection between developmental psychology and speech therapy with other disciplines, and foster a positive attitude towards teamwork, with respect, collaboration, and professional ethics towards colleagues.

  • Develop a critical attitude towards one's own knowledge and the course content, demonstrating intellectual rigor and respect for ethical principles in research and intervention with people, with special attention to children's rights.

 

 


Learning Outcomes

  1. CM01 (Competence) Communicate effectively and inclusively according to the characteristics of the interlocutors.
  2. CM02 (Competence) Assess the impact of the difficulties, prejudices and discrimination that actions or projects may entail, in the short or long term, in relation to certain people or groups.
  3. KM03 (Knowledge) Explain the psychological foundations (evolutionary development) of speech therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.
  4. KM04 (Knowledge) Identify the implications of the developmental process on language, speech, hearing, voice, and nonverbal oral functions.
  5. SM01 (Skill) Correctly use the terminology and methodology of scientific research.
  6. SM02 (Skill) Use available technologies and information systems in order to obtain data and information to implement feasibility measures and criteria for the success or failure of innovative proposals or ideas.

Content

Topic 1: Introduction to Developmental Psychology

• Object of study in developmental psychology: the life cycle.
• What do we mean by development and how is it organized for study?
• Nature of the changes that occur throughout the life cycle, and main factors influencing development during childhood and adolescence.
• Importance of developmental contexts.

Topic 2: Theoretical Perspectives and Methodologies for the Study of Human Development

• Main theories of human development:
      o Cognitive constructivist approach: Jean Piaget's genetic theory.
      o Sociocultural constructivist approach: Lev Vygotsky.
      o Information processing theories.
      o Ecological theory of human development: Urie Bronfenbrenner.
      o Other perspectives on development.
• Main research designs and methods for the study of human development and their implications.

Topic 3: Physical and Psychomotor Development in Childhood

• Brain and body development.
• Reflexes.
• Motor development milestones from the prenatal stage to late childhood.

Topic 4: Cognitive Development in Childhood

• Cognitive development from various perspectives: psychometric, Piagetian, information processing, social context, cognitive neuroscience.
• Development of attention, perception, imitation, memory, learning processes.
• Thinking and mental representation of the physical and social world.

Topic 5: Linguistic and Communicative Development in Childhood

• Prelinguistic communication.
• Stage of first words.
• Telegraphic speech and early syntax.
• First and second stages of linguistic expansion.

Topic 6: Emotional, Affective, Social and Personality Development in Childhood

• Emotional development, temperament, and attachment.
• Development of the self, self-concept, and self-esteem.
• Moral and interpersonal relationships development.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Classroom practical lessons 30 1.2 CM01, CM02, KM03, KM04, SM01, SM02, CM01
Theoretical lessons 22.5 0.9 CM01, CM02, KM03, KM04, SM01, SM02, CM01
Type: Supervised      
Expositions 4 0.16 CM01, CM02, KM03, SM01, CM01
Type: Autonomous      
Contents' study 55 2.2 CM02, KM03, KM04, SM01, SM02, CM02
Practical work 38.5 1.54 CM01, KM03, KM04, SM01, SM02, CM01

To promote student participation and motivation regarding the theoretical content of the course, joint and small-group reflection activities will be included during lecture sessions. In addition, three collaborative activities will be carried out: a two-sided debate on the influence of culture and developmental contexts in childhood, the analysis of a case related to socio-affective development, and a flip-classroom activity on a topic of interest. Although attendance at theoretical classes is not mandatory, participation in these activities accounts for 10% of the final grade for the theory component.

The practical activities include: a) the planning and presentation of the observation and evaluation of child development and the quality of the family context as a developmental environment; b) the collection and analysis of data on child development; and c) documentary research, text synthesis, and the application of citation and referencing procedures following APA guidelines. These activities will be planned and analyzed with the support of the practicum teaching team, and the results of the tasks implemented will be presented orally in class at the end of the course.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
1. Students' participation in class 10% 0 0 CM01, CM02, SM02
2. Examination A on theorethical contents (First evaluation period) 25 % 0 0 KM03, KM04
3. Examination B on theoretical contents (Second evaluation period) 25 % 0 0 KM03, KM04
4. Seminar report 30 % 0 0 CM02, KM03, KM04, SM01, SM02
5. Presentation of the report 10 % 0 0 CM01, KM03, SM01

Continuous Assessment

The weight of theory in the course accounts for 60% of the final grade, while classroom practical work represents the remaining 40%.

Assessment Activity 1 (class participation) may be conducted individually or in groups depending on the lecture sessions. Although this activity represents 10% of the theory grade, it is not mandatory. Students who choose not to attend the theoretical sessions may earn a maximum of 9 out of 10 points in the continuous assessment modality. This activity includes participation in sessions held during the first and second evaluation periods.

Assessment Activities 2 and 3 will be solved individually during their respective evaluation periods.

Assessment Activities 4 and 5 will be carried out in groups of up to 5 people and presented during the second evaluation period. To qualify for continuous assessment, students must attend at least 80% of the classroom practical sessions.

For all assessment activities, students may choose the language of presentation (Catalan, Spanish, or English).

Translated versions of on-site evaluation tests will be provided only if the requirements established in Article 263 are met and the request is submitted electronically via the e-form during Week 4 (more information on the Faculty website).

The final grade for the course will be the weighted sum of the grades obtained in assessment activities 01 through 05, as specified in the “Assessment Activities” table. The course will be considered PASSED if the weighted average is above 5.0. However, to calculate this average, students must achieve a minimum grade of 4 out of 10 in both assessment activities 2 and 3.

 

Feedback Type

Evidence and type

Week

In the classroom

Assesment activities 1 and 2. Group sharing and resolution of main doubts.

Act. 1. After each class activity.

Act. 2. Week 10

Digital tool

Assesment activity 4

Rubric with comments in the virtual classroom.

Weeks 19 & 20

In the classroom

Assesment activity 5

Feedback comments from the internship teacher

Weeks 14 & 18

Tutoring sessions

Assesment activity 3

Week 21

 

Single Assessment

Students opting for SINGLE ASSESSMENT will take their evaluation on the same day and in the same location as the second evaluation period exam. This assessment includes a comprehensive exam covering all theoretical course content (80 multiple-choice questions, with a maximum duration of 3 hours). Additionally, students must submit on the same date a final practical report (based on the observation and evaluation of the development of a child aged 0–5 years and their developmental context), and deliver the corresponding oral presentation (maximum duration: 30 minutes).

The final grade for the course will be the sum of the scores obtained in the assessment components: 60% theoretical exam, 30% final report, and 10% oral presentation. A minimum score of 4 in the exam is required in order to average it with the othercomponents.

Requests for single assessment must be submitted electronically (via e-form) during the designated period (more information available on the Faculty website).

 

Re-assement

To qualify for the resit exam, students must have submitted at least 67% of the assessment components (by grade weight). If less than 40% has been submitted, the course will be marked as NOT ASSESSED.

 The theory resit will consist of a multiple-choice test with 40 questions covering only the theoretical content that was not previously passed with a minimum grade of 4. The practical component resit will involve submitting a revised version of the final report.

 Faculty regulations: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm

 

Use of AI

The use of AI in this course is permitted but is strictly limited to the production of the practical report and the oral presentation (ASSESSMENT ACTIVITIES 4 AND 5). It is conditional upon the presentation of audiovisual evidence showing the students’ own data collection and analysis process prior to writing the report. The use of AI in other assessment activities is not allowed.

AI tools may be used solely for support tasks, such as information searching, translation, or proofreading of student-written content. Work teams mustclearly indicate which parts of ACTIVITIES 4 AND 5 were generated using AI, specify the tools and prompts used, and include a critical reflection on how the use of AI influenced the process and final outcome of the assessment task.

Failure to transparently disclose the use of AI in the evaluable activity will be considered academic dishonesty and may result in partial or full penalization of the activity or course grade, or more severe sanctions in serious cases.


Bibliography

MANUALS FOR THE COOURSE
Both documents have physical copies available at the UAB library and are accessible in digital format. The list of required readings will be available in the course's virtual classroom.

Papalia, D. E., Feldman, R. D., Martorell, G. (2012). Desarrollo humano (12ª edición). McGrawHill.  

Shaffer, D. R., & Kipp, K. (2007). Psicología del desarrollo: Infancia y adolescencia (7.ª ed.). México: Thomson.

 

COMPLEMENTARY BIBLIOGRAPHY (most relevants in bold)

  • Berko Gleason, J., & Bernstein Ratner, N. (2010). Desarrollo del lenguaje. Pearson.
  • Berger, K. S., & Thomson, R. A. (2007). Psicología del desarrollo: Infancia y adolescencia. Editorial Médica Panamericana.
  • Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Paidós.
  • Carretero, M., & Castorina, J. A. (Eds.). (2012). Desarrollo cognitivo y educación (Vols. I y II). Paidós.
  • Castellví, P. (1994). Teories i models: Introducció a la psicologia evolutiva i educativa. Enciclopèdia Catalana / Universitat Ramon Llull.
  • Córdoba, A. I., Descals, A., & Gil, M. D. (Coords.). (2006). Psicología del desarrollo en la edad escolar. Pirámide.
  • Enesco, I. (2004). El desarrollo del bebé: Cognición, emoción y afectividad. Alianza Editorial.
  • García Muñoz, A. (2010). Psicología del desarrollo en la etapa de educación primaria. Pirámide.
  • Garton, A. (1994). Interacción social y desarrollo del lenguaje y la cognición. Paidós.
  • González, E. (Coord.). (2017). Psicología del ciclo vital (10.ª ed.). Editorial CCS.
  • Karmiloff-Smith, A. (1995). Más allá de la modularidad. Alianza.
  • Martí, E. (2005). Desarrollo, cultura y educación. Amorrortu Editores.
  • Muñoz, V., et al. (2011). Psicología del desarrollo aplicada a la educación. Pirámide.
  • Palacios, J., Marchesi, A., & Coll, C. (Comps.). (1999). Desarrollo psicológico y educación. Vol. I: Psicología evolutiva. Alianza Editorial.
  • Papalia, D. E., & Martorell, G. (2021). Desarrollo humano (14.ª ed.). McGraw-Hill.
  • Perinat, A. (Comp.). (2003). Psicologia del desenvolupament: Un enfocament sistèmic. Editorial UOC.
  • Rochat, P. (2004). El mundo del bebé. Morata.
  • Shaffer, D. R., & Kipp, K. (2014). Developmental psychology: Childhood and adolescence (9th ed.). Wadsworth Cengage Learning.
  • Silvestre, N., & Solé, M. R. (1993). Psicología evolutiva: Infancia y preadolescencia. Ediciones CEAC.
  • Triadó, C. (1995). Psicologia evolutiva. Eumo Editorial.
  • Vygotsky, L. S. (2000). El desarrollo de los procesos psicológicos superiores. Crítica.
  • Wertsch, J. V. (1988). Vygotsky y la formación social de la mente. Paidós.

Specifics topics:

  • Barrio Gándara, M. V. del (2005). Emociones infantiles. Pirámide. (Colección Ojos Solares).
  • Howe, C. (2010). Peer groups and children's development. Wiley-Blackwell.
  • Lafuente, M. J., & Cantero, M. J. (2010). Vinculaciones afectivas: Apego, amistad y amor. Ediciones Pirámide.
  • Larsen, R.J., & Buss, D. M. (2005). Psicología de la personalidad. McGraw-Hill.
  • López, F. (Coord.). (2001). Desarrollo afectivo y social. Pirámide.
  • Shaffer, D. R. (2002). Desarrollo social y de la personalidad. Thomson.

 


Software

Not applicable


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 11 Catalan/Spanish first semester morning-mixed
(PAUL) Classroom practices 12 Catalan/Spanish first semester morning-mixed
(TE) Theory 1 Spanish first semester morning-mixed