|Course code: 311205||Subject title: EVOLUTIONARY DEVELOPMENT AND LEARNING|
|Credits: 6||Type of subject: Basic||Year: 1||Period: 2º S|
|Department: Ciencias de la Salud|
|SOTES RUIZ, JOSE PABLO (Resp)||BEYEBACH ., MARK|
Basic training / Psychology
This course is part of the subject Psychology that is taught during the second semester. During the first semester, students will have taken another course that is part of the same subject: Psychological bases: individual and social environment. Both courses are linked and adequately sequenced.
In this course the basics of human development and its research strategies are covered first. Next, the stages of human development are studied, from birth to the beginning of primary education. Finally, the relationships between development and learning are highlighted.
Key words: human development, research designs for studying development, development stages, learning
2.1 Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
2.2. General Proficiencies
GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.
GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.
GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.
GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.
GP8 - To be familiar with the fundamentals of child dietetics and hygiene. To be familiar with the fundamentals of early care and the bases and developments through which to understand the psychological, learning and personality development processes involved in early childhood.
GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.
2.3. Transverse Proficiencies
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.
SP3 - To design learning spaces in contexts characterized by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.
SP4 - To reflect on learning contexts and contexts of coexistence in education centers. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.
SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the center¿s projects and to attend to relations with children¿s families.
Learning outcomes are the product of having mastered the basic, general and specific proficiencies. Three levels are established:
- Optimum: 100% of the proficiency acquired; at leat 75% fully mastered.
- Average: Acquisition of the majority of the proficiencies of the subject; mastery of the specific proficiencies
- Inadequate: insufficient acquisition of the specific proficiencies
Students will be considered APTO if their learning outcome is optimum or average.
|RA1: To identify the main foundations and theories on human development||BI / T1||AF1 AF2 AF4 AF5 AF6||SE1 SE2|
|RA2: To apply developmental designs (longitudinal, cross-sectional, sequential and microgenetic) to the different dimensions of human development, specifically in the pre-school and primary school stages..||BI / T2||AF1 AF2 AF5 AF6||SE1 SE2|
|RA3: To know the psychomotor, cognitive, emotional, social and moral dimensions of the first stages of human development: early development (0-2 years), preschool period (3-6 years) middle childhood (7-12 years).||BII / T3 BII / T4 BIV / T5||AF1 AF2 AF3 AF4 AF5 AF6 AF7 AF8||SE1 SE2 SE3 SE4|
|RA4: To analyze the main learning theories (learning theories, cognitive theories and constructivist theories) and their relationship with human development..||BV / T6||AF1 AF2 AF3 AF4 AF5 AF6 AF7 AF8||
SE1 SE2 SE3 SE4
|RA5: To integrate the learnings about the stages of human development with the knowledge on learning theories and apply it to the different educational contexts in pre-school and primary school.||BI / T1 BII / T3 BIII / T4 BIV / T5 BV / T6||AF2 AF3 AF4 AF6 AF7||SE1 SE2 SE3 SE4|
|MD2||Interaction in big group|
|MD3||Interaction in medium group|
|AF3||Debates, group tutorials||2|
|AF4||Writing and presentations of papers||25|
* Students will have to attend at least 80% of practical classes (1).
(1) Article 14, related to ongoing evaluation: "Las guías docentes podrán contemplar una relación de requisitos específicos como, por ejemplo, la realización de exámenes u otro tipo de pruebas, la asistencia a un número mínimo de horas de clases prácticas, la realización obligatoria de trabajos, proyectos, prácticas de laboratorio o Prácticum y la participación en seminarios".
|AF1||CB2, CB3, CB5||CG2, CG5, CG8||CT2||CE2, CE4|
|AF2||CB2,CB3||CG2,CG10||CT2||CE2, CE3, CE4, CE5, CE8|
|AF3||CB3, CB4, CB5||CG5||CT2||CE5|
|AF4||CB3, CB5||CT2||CE4, CE5|
|AF5||CB3, CB4, CB5||CG2||CT2||CE4, CE5|
|AF6||CB2, CB3, CB4||CT2||CE8|
Spanish / Euskera / English
|ES1||Registro Profesor/ra: Asistencia, actitud y participación||5%||0%|
|ES2||Portafolios: Trabajos teóricos de recensión y síntesis.||20%||10%|
|ES3||Trabajos prácticos: observación, propuesta y, en su caso, evaluación ( grupales)||15%||0%|
|ES4 (*)||Pruebas orales o escritas, de carácter parcial o de conjunto.||60%||60%|
8.2. Relationship between learning outcomes and assessment activities
|Learning outcomes||Evaluation method||Weight (%)||Recoverable|
|LO1-LO5||SE1: Evaluation of students´ interventions during lectures, practical classes and debates||5%||No|
|LO1-LO5||SE4: Written exam||60%||100% recoverable with written exams|
|LO1-LO5||SE2: Individual activities and portfolio||20%||50% recoverable with written papers|
|LO1-LO5||SE3: Group assignments and presentations||15%||No|
* To pass the Developmental Psychology and Learning course it is necessary to obtain a minimum mark of 5 out of 10 in both,in ordinary and extraordinary written exams.
The contents will be distributed in five modules
I: INTRODUCTION TO THE SCIENTIFIC STUDY OF HUMAN DEVELOPMENT
The main theoretical viewpoint in Develpmental Psychology. Basic concepts, theories and research strategies.
II: EARLY DEVELPMENT (0-2 years).
Chapter 3: From conception to the ability to imagine. Physical and motor development. Cognitive development. The beginning of communication and language. Affective, emotional and social development.
III: DEVELOPMENT IN EARLY CHILDHOOD (3-6 YEARS)
Chapter 4: Cognitive, linguistic, emotional, social and moral development. The development of childhood personality.
IV: DEVELOPMENT DURING THE SCHOOLYEARS (7-12 YEARS)
Chapter 5: Cognitive, linguistic, emotional, social and moral development. Socialization processes and personality.
V: THE INTERACTION OF DEVELOPMENT AND LEARNING
Chapter 6Main learning theories in Educational Psychology: behavioral, cognitive and constructivist views. Educational implications of these theories.
Schaffer, D.R. & Kipp, K. (2013). Develpmental Psychology: Childhood and adolescence (9thedtion). Belmont, CA: Wadsworth
Siegel, D.J., Bryson, T.P. (2011). The whole brain child. 12 revolutionary strategies to nurture your child´s developing mind. New York: Bryon Creative Productions.
Schunk, D.J. (2012). Learning theories. An educational perspective (6th edition). Boston: Allyn & Bacon
Algozzine, P., Daunic, A.P. & Smith, S.W. (2010). Preventing problema behaviors. Scholwide programs and classroom practices. London: Sage.
Burman, E. (2008). Deconstructing developmental psychology. (2nd ed.). New York: Routledge.
Eliot, L. (1999). What´s going on in there? How the brain and mind develop in the first five years of life. New York: Bantam Books.
Lizaso, I., Acha, J., Reizabal, L. y García, A. J. (2017). Desarrollo biológico y cognitivo en el ciclo vital. Madrid: Pirámide.
Slater A.M., & Quinn, P.C. (2012). Developmental psychology: Revisiting the classic studies. London: Sage.
Arrosadía Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities and Social Sciences.