Degree | Type | Year |
---|---|---|
Psychology | FB | 1 |
You can view this information at the end of this document.
Descriptors: Theories and models of human development. Foundations of human development. Psychomotor development. Cognitive development. Development of communication and language. Socio-affective development.
Program by Thematic Blocks:
Lectures:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom practices: Observational study of child | 20 | 0.8 | 8, 7, 10, 20, 22, 5 |
Conferences | 3 | 0.12 | 8, 7, 10, 5 |
Exhibition sessions | 28.5 | 1.14 | 8, 7, 10, 20 |
Type: Supervised | |||
Planning observations, exhibitons and final written | 11.5 | 0.46 | 8, 7, 10, 22, 5 |
Type: Autonomous | |||
Bibliographic and other information sources | 10 | 0.4 | 8, 7, 10, 20, 5 |
Carrying out group work | 11 | 0.44 | 8, 10, 13, 20, 22, 5 |
Carrying out individual work | 11 | 0.44 | 8, 7, 10, 20, 5 |
Empirical project: Child observation | 20 | 0.8 | 8, 7, 10, 20, 22, 5 |
Study | 32 | 1.28 | 8, 7, 10, 20, 5 |
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1 Individual written test - Block A and B (first assessment period) | 30% | 1.5 | 0.06 | 9, 2, 8, 7, 10, 11, 15, 14, 17, 20, 5, 4 |
Ev2 Individual written test - Block C and D (second assessment period) | 30% | 1.5 | 0.06 | 2, 8, 7, 10, 15, 14, 17, 20, 5 |
Ev3 Oral group presentation of the observation project (Week 13 and 15) | 10 % | 0 | 0 | 1, 15, 20, 22, 3, 5 |
Ev4a Written report on the observation of a child (small-group project) (week 17-18) | 15% | 0 | 0 | 9, 2, 6, 10, 11, 15, 12, 16, 14, 13, 21, 18, 19, 20, 22, 4 |
EV4b Individual work on he timeline | 15% | 0 | 0 | 10, 15, 18, 20, 5 |
Course assessment includes the completion of two individual written tests; an oral presentation of the child observation and analysis of the proposed tasks; the writing of a report for the final project carried out in small groups; and an individual life timeline assignment.
The final grade will be based on the weighted sum of the completed learning evidence. Below is the relative weight of each assessment component and the weeks in which they are completed:
Evidence 1: In-person written individual test (Blocks A, B, and C): 30%. This test will be administered during the first assessment period. Feedback will consist of a document with the correct answers and a brief explanation. It will be uploaded to Moodle the day after the test.
Evidence 2: In-person written individual test (Blocks D, E, and F): 30%. This test will take place during the second assessment period. Feedback will include correct answers and explanations, posted to Moodle the day after the test.
Evidence 3: Group oral presentation of the observation project: 10%. This will be conducted during the last two practice sessions. Feedback (rubric) will be posted on Moodle the following week.
Evidence 4a: Written report of the child observation project done in small groups: 15%. Feedback (rubric) will be uploaded to Moodle the week after the presentation.
Evidence 4b: Individual life timeline assignment: 15%. Feedback (rubric) will also be uploaded to Moodle the following week. Both classwork and the submitted activity will be considered in this component.
A student will be considered "NOT ASSESSABLE" if they have submitted less than 40% of the required assessment components.
To PASS the course, students must obtain at least 5 points in continuous assessment, with a minimum of 4.5 out of 10 in Evidence 1 and 2, and a minimum of 5 in Evidence 3, 4a, and 4b. All components are mandatory. If these conditions are not met, the maximum grade that can be awarded is 4.5.
A student will be considered FAILED if their final weighted average score is less than 5.
For Evidence 1 and 2:
Each test includes 30 multiple-choice questions.
A minimum score of 4.5 out of 10 is required to pass each.
Students are eligible for resits if they have completed assessment components worth at least two-thirds of the total grade and earned a final score of 3.5 to 4.9.
The resit is final and will consist of:
A written individual test for Evidence 1 and 2.
A repeat oral presentation for Evidence 3.
A revised and corrected report submission for Evidences 4a and 4b.
Resit grades will replace the original scores, with a maximum of 5 points per reassessed component.
The final grade will be recalculated using the same weighting criteria as the continuous assessment.
> Students in their second or subsequent enrollment cannot be assessed through a non-recoverable single synthesis test.
Single assessment must be requested online (E-form) during the designated period (see Faculty website).
Students opting for single assessment waive continuous assessment and will be evaluated on all course content in one session, held on the same date and location as the second assessment period test.
This session will include:
Two in-person exams (same format and content as Evidences 1 and 2).
The oral presentation (Evidence 3), conducted on the same day.
Submission of the observation project report (Evidence 4a) and a life timeline map (Evidence 4b).
Estimated total duration of the single assessment: 5 hours.
Assessment Component | Weight | Duration (in-person session) | Date |
---|---|---|---|
Evidence 1 (1h30) | 30% | 6h30 | Second assessment period |
Evidence 2 (1h30) | 30% | ||
Evidence 3 (30 min) | 10% | ||
Evidence 4a (1h30) | 15% | ||
Evidence 4b (1h30) | 15% |
The passing and resit conditions for single assessment are the same as those for continuous assessment.
For more information, refer to the Faculty of Psychology’s Evaluation Guidelines:
Reference manuals
Palacios, J., Marchesi, A. & Coll, C. (comp.) (2001). Desarrollo psicológico y educación. Psicología evolutiva. Madrid: Alianza Psicología.
Perinat, A. (2003). Psicología del desarrollo. Un enfoque sistémico. Barcelona: EDIUOC.
Basic bibliography
Berger, K. S. (2012) Psicología del Desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.
Bronfenbrenner, U. (1987). La ecologia del desarrollo humano. Barcelona: Paidós.
Bruner, J. (1986). El habla del niño. Barcelona: Paidós.
Delval, J. (1994). El desarrollo humano. Madrid: Siglo XXI.
García Madruga, J. A., Gutiérrez, F. & Carriedo, N. (2002). Psicología Evolutiva II. Desarrollo cognitivo y lingüístico (Vols. I y II). Madrid: UNED.
García Madruga, J. A. & Delval, J. (Eds.) (2019). Psicología del Desarrollo I. 2ª Ed. Madrid: UNED
Gessell, A. (1988). El niño de 1 a 4 años. Barcelona: Paidós.
Gutiérrez Martínez, F. (2005). Teorías del desarrollo cognitivo. Madrid: McGraw Hill.
Hoffman, L., Paris, S. & Hall, E. (1995). Psicología del desarrollo hoy Vol. 1. Madrid: McGraw-Hill.
Marchesi A. Carretero M. & Palacios J. (1984). Psicología Evolutiva. I y II. Madrid: Alianza.
Piaget, J. (1952). The origins of intelligence in children (m: Cook. Trans.). New York: NY: Basic Books.
Silvestre, N. & Solé, R. M. (1993). Psicología evolutiva. Infancia, preadolescencia. Barcelona: Ceac.
Vasta, R., Haiti, M. M., & Miller, S. A. (2001). Psicología infantil. Barcelona: Ariel.
Vygotsky, Lev S. (1986) Thought and Language (Eugenia Hanfmann & Gertrude Vakar. Trans. Revised ed.) Cambridge, MA: MIT Press (Original work oublished 1934).
Complementary bibliography
Berger, K.S. & Thompson, R.A (2008). Psicología del desarrollo: Infancia y Adolescencia.7ª Edición. Madrid; Panamericana, 1997.
Bradley, B. S. (1992). Concepciones de la infancia. Madrid: Alianza. (Original en anglès, 1989).
Córdoba . A. I.; Descals, A. & Gil, M. D. (Coords.) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
Craig, G.J. & Baucun, D. (2009) Desarrollo psicológico. México: Pearson Educción.
Donaldson, M. (1984). La mente de los niños. Madrid: Morata.
Flavell, J.H. (1993). El desarrollo cognitivo. Madrid: Visor.
García Madruga; J.A. & Lacasa, P. (1992). Psicología evolutiva. Madrid: UNED.
García Madruga, J. A., Gutiérrez, F. & Carriedo, N. (2002). Psicología Evolutiva II. Desarrollo cognitivo y lingüístico (Vols. I y II). Madrid: UNED. Gessell, A. (1988). El niño de 1 a 4 años. Barcelona: Paidós.
Gessell, A. (1988). El niño de 1 a 4 años. Barcelona: Paidós.
Palau, E. (2001). Aspectos basicos del desarrollo infantil. La etapa de 0 a 6 años. Barcelona: CEAC.
Peralta, A. (2002). La percepció dels mestres sobre les famílies procedents del Marroc i llurs relacions. Aproximació des d’un enfocament sistèmic i ecológic. En A C. Mir (Coord.). Les portes de l’escola. L’ heterogeneïtat de les persones i les seves relacions. pp 81-109. Universitat Autònoma de Barcelona. Servei de Publicacions. Col.lecció Documents.
Pérez Pereira, M. (1995). Nuevas perspectivas en psicología del desarrollo. Un enfoque histórico crítico. Madrid: Alianza Editorial.
Perinat, A. (1986). La comunicación preverbal. Barcelona: Avesta
Perinat, A. (2002). La primera infancia. Barcelona: UOC.
Postman, N. (1990). La desaparició de la infantesa. Vic: Eumo. (Original en anglès, 1982). Rogoff, B. (1993): Aprendices del pensamiento.Paidós. Barcelona
Schaffer, H. R. (2000). Desarrollo social. Mexico: Siglo XXI. (Original en anglès, 1996).
Teberosky, A.; Rivero, M.; Ribera, N.; Peralta, A.; Rabassa, M. y Portilla, C. (2008). El discurso escolar: entre la oralidad y la escritura. Barcelona: Graó. ISBN:978-84-7827-526-7 DL: B-1.300-2008
Recommended articles
Alkire, S.(2002). Dimensions of Human development. World Development, 30 (2), 181-205.
Bronfenbrenner, U. (1985). Contextos de crianza del niño. Problemas y prospectivas. Infancia y Aprendizaje, 29, 45.55. (Original en anglès, 1979).
Bruner, J. (1972). Nature and uses of immaturity. American Psychologist, 27 (8), 1-22. (Versió en español de Ileana Enesco, 1989).
Bruner, J. (1981). Vygotski: una perspectiva histórico-cultural. Infancia y Aprendizaje, 14, 3-17.
Others books and reference materials
You can find videos on the subject of practices in the resource room (ADRE) of the Faculty of Science of Education and in the Humanities library
At the beginning of the course, updated references will be published in Moodle, if applicable; In addition, the following will be provided:
Web links
Dossiers of readings and videos
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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 | first semester | morning-mixed |
(PAUL) Classroom practices | 12 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 21 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 22 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 31 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 32 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 41 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 42 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 51 | Catalan | first semester | morning-mixed |
(PAUL) Classroom practices | 52 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 1 | Catalan | first semester | afternoon |
(TE) Theory | 1 | Catalan | first semester | morning-mixed |
(TE) Theory | 2 | Catalan | first semester | morning-mixed |
(TE) Theory | 3 | Catalan | first semester | morning-mixed |
(TE) Theory | 4 | Catalan | first semester | morning-mixed |
(TE) Theory | 5 | Catalan | first semester | morning-mixed |