Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic training / Psychology

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Contents

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Descriptors

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

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General proficiencies

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.

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Specific proficiencies

SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

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Learning outcomes

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.

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Methodology

 5.1. Teaching methods

5.2. Learning activities

 * Students will have to attend at least 80% of practical classes (1).

(1) Article 14, related to the regulation of 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".

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Languages

English/Castellano / Euskara

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Evaluation

Evaluation system

Relationship between learning outcomes and assessment activities

* To pass the Developmental Psychology and Learning course it is necessary to obtain a minimum mark of 5 out of 10  in both the ordinary and extraordinary written exams.

*Written exams will consist of 40 multiple-choice questions, with four answer options. Correct answers will add 1 point, incorrect ones will subtract .33.

*In order to pass the course, the final exams needs to be passed with a mark of 5 or more out of 10 possible points.

* The deadlines for the individual portfolio tasks and for the practical group assignments will be set by the professor. Papers presented after the established deadlines will not be accepted.

*In the case that a student has to repeat the course, s/he will have to present again individual portfolio tasks and group assignments. Previous year´s marks will not be taken into account.

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Agenda

The contents will be distributed in five modules

I: INTRODUCTION TO THE SCIENTIFIC STUDY OF HUMAN DEVELOPMENT
Chapter 1.The main theoretical perspectives in Developmental Psychology.

Chapter 2. Research methods in Developmental Psychology

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 6: Main learning theories in Educational Psychology: behavioral, cognitive and constructivist views. Educational implications of these theories.

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Bibliography

Access the bibliography that your professor has requested from the Library.

 Basic literature

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

Complementary literature

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.

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Location

Arrosadía Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities and Social Sciences.

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