Syllabus academic year: 2013/14



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SYLLABUS
Academic year: 2013/14


Subject identification and characteristics


Code

501663

501614








ECTS Credits

6

Spanish denomination

Psicología del desarrollo en la edad escolar


English denomination

Developmental Psychology at school age


Degree

BA in Primary Education

College

Teacher Training College and College of Education

Semester

1

Type

Compulsory

Module

Basic training

Subject matter

Learning and Personality Development

Faculty

Name

Office

E-mail

Website

Fernando Fajardo Bullón

María Elena García-Baamonde Sánchez


Macarena Blázquez Alonso

3.3.F

3.3.K


3.3.E

fernandofajardo@unex.es

mgarsan@unex.es



mablazqueza@unex.es




Knowlege area

Evolutionary and Educational Psychology

Department

Psychology and Anthropology

Teacher coordinator (if more than one)

Fernando Fajardo Bullón


Competences

CG1 - To be familiar with the interdisciplinary nature of Primary Education curricular areas, the assessment criteria and the body of didactic knowledge required for teaching and learning processes.

CG5 - Promote coexistence in the classroom and beyond, solve discipline problems and contribute to the peaceful resolution of conflicts. Encourage and value the effort, perseverance and self-discipline in students.

CE1 - To understand the educational and learning processes in the 6-12 age period in the family, social and school contexts.

CE3 - To master the knowledge necessary to understand the personality development of these students and identify dysfunctions.

CE13 - To promote cooperative and individual work and efforts

CE20 - Show social skills to understand families and be understood by them.

CT1 - That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CT3 - To acquire and demonstrate an ethical commitment as a professional, enhancing the idea of integral education, critical and responsible attitudes and ensuring effective equality of women and men, equal opportunities, universal accessibility for people with disabilities and the values of a culture of peace and democracy

Themes and contents

Brief description of content

Theoretical concepts in developmental psychology. Cognitive, social, emotional and moral development from 6 to 12 years. Agents of socialization. Promoting cognitive, social, emotional and moral development.


Subject units

Denomination of unit 1: Developmental Psychology as a Science

Contents of unit 1: Psychology and development: historical development and specific research methodologies. Developmental psychology theories.



Denomination of unit 2: Prenatal Development and Infancy 0-6 years (Pre-School Education)

Contents of unit 2: Prenatal development of behavior and the birth process.

Physical-motor, cognitive, linguistic, social, moral and emotional development from 0 to 6 years. Agents of socialization involved in Pre-School Education.




Denomination of unit 3: Children aged 6-12 years (Primary Education)

Contents of unit 3: Physical, cognitive and linguistic development from 6 to 12 years.


Denomination of unit 4: Children aged 6-12 years (Primary Education)

Contents of unit 4: Social, emotional and moral development from 6 to 12 years. Agents of socialization involved in Primary Education.


Denomination of unit 5: Changes in development before adolescence.

Contents of unit 5: Changes in the biological, cognitive, affective, moral and social at this stage.

Training activities
Student working hours per unit

Attendance

Monitoring

Autonomous

Unit

Total


LG

SL

ST

PS

1:

17

8

0

-

9

2:

34

13

0

-

21

3:

39

15

0

-

24

4:

34

13

0

-

21

5:

26

11

0

-

15

Global evaluation

150

60

0

-

90

LG: Large group (100 students)

SL: Seminar/ Laboratory (hospital internship = 7 students; laboratory or field internship = 15; language laboratory or ICT room internship = 30, problem classrooms, seminars or case studies = 40).

ST: Scheduled Tutorial (teacher monitoring, ECTS tutorials).

PS: Personal study, individual or team projects and readings from bibliography


Evaluation system

Assessment criteria:
• Understanding and implementation of concepts, processes and procedures, using them for problem solving as a tool for analysing reality.

• Student capacity for relating and integrating the different materials and contents

• Active participation in the seminar and tutorial practices

• To show oral and written verbal strategies during presentations and monographs.

• Compilation and synthesis of various information on specific topics.
Assessment tools and activities:
• Ellaboration and / or defense of projects (compulsory and voluntary), class participation and practical activities (30%).
The involvement of students, the technical quality of the papers presented and the ability to defend the projects will fundamentally assessed.
• Large group (final exam) (70%).
It will consist of an objective and / or development test. The type of examination and marking criteria will be determined, explained and published by each teacher, according to the regulations.
The final grade will be the sum of the scores from the theoretical (70%) and practical (30%) parts. It is necessary to pass the exam before adding class attendance and projects to the mark.
- Students who have not carried out practical tasks, will do the same exam as the rest of their classmates and also an extra theoretical and practical test related to the part they have not attended to.
-The theoretical and practical additional test will be performed in the same examination time generally provided for each call.



Basic bibliography and other resources

BERGER, M. (2004): Psicología del desarrollo Infancia y adolescencia. 6ª edic. Madrid: Panamericana.

CRAIG, G. (2001): Desarrollo psicológico. México: Prentice-Hall.

DELVAL, J. A. (2002): El desarrollo humano. Madrid: Siglo XXI de España.

FELDMAN, S. (2007): Desarrollo Psicológico a través de la vida. México. Pearson Prentice Hall.

HOFFMAN, L., PARIS, S. y HALL, E. (1996): Psicología del Desarrollo Hoy. Vol. 1 y Vol. 2.

Madrid: McGraw Hill.

LEÓN DEL BARCO, B. (2007). Manual de prácticas de Psicología de la educación y del desarrollo en edad escolar. Salamanca: Signum

LÓPEZ, F.: (1999): Desarrollo afectivo y social. Madrid: Pirámide.

MARTÍN, C. y NAVARRO, J.I. (2009). Psicología del desarrollo para docentes. Madrid: Pirámide


MARCHESI, A., COLL, C. Y PALACIOS, J. (Eds) (2000): Desarrollo Psicológico y Educación.

Vol. I y II. Madrid: Alianza Editorial.

PAPALIA D. E. Y OTROS. (2005).Desarrollo Humano. 9ª Edic. Mac Graw Hill.

RICE, PH. (2007): Psicología del Desarrollo. Infancia y adolescencia. Madrid Thomson.

RICE, F. (1999): Adolescencia. Desarrollo, relaciones y cultura. Madrid: Prentice Hall.

SANTROCK J.W. (2003): Psicología del Desarrollo Infancia (7ª Edic) Madrid. Mc Graw Hill.

TRIANES, M.V (2012). Psicología de l desarrollo y de la educación. Madrid: Pirámide
Digital resources:
http://www.educarex.es. Portal de Educación de la Junta de Extremadura

www.cnice.mec.es. Centro Nacional de Información y Comunicación Educativa

http://bddoc.csic.es: 8080/INDEX.JSP. Base de Datos Bibliográficos del CSIC (Sumarios y Revistas Educación, Psicología…):

http://www.cop.es

http://dialnet.unirioja.es. Base de Datos Revistas Educación, Psicología, etc

http://www.educaweb.com

http://www.orientaline.es

http://psicopedagogia.com


Most relevant journals in the newspaper library of College of Education:

Revista de Educación

Infancia y aprendizaje

Revista española de pedagogía

Bordón, etc.


Office hours

Office days and hours will be specified and published by the faculty at the beginning of the academic year.




Recommendations

It is important the students know the dynamics and functioning of the subject
Success in the course requires constant work throughout the course. Therefore, involvement in the class and collaboration in the proposed activities is important.
It is recommended that students have a basic knowledge of Information and Communication Technologies
Students must make a preliminary reading of the theoretical literature on each topic. This will be the basis for significant learning and knowledge construction.
The use of learning strategies, especially organization (development of mind maps) helps students to become aware of the most important ideas and concepts of the subject and how they relate to each other.




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