Public University of Navarre

Academic year: 2019/2020 | Previous academic years:  2018/2019  |  2017/2018 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 312205 Subject title: EVOLUTIONARY DEVELOPMENT AND LEARNING
Credits: 6 Type of subject: Basic Year: 1 Period: 2º S
SOTES RUIZ, JOSE PABLO (Resp)   [Mentoring ] GIL ROBLES, CARMEN   [Mentoring ]

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Module/Subject matter

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


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.


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.


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.

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  
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



 5.1. Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study

5.2. Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) (*) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100

 * 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".


Relationship between formative activities and proficiencies/learning outcomes

Training activity  Basic General Transverse   Specific
AF1 CB3, CB4 CG2 CT1, CT2 CE2. CE3
AF2 CB2, CB4 CG5, CG10 CT1, CT2 CE3, CE9
AF3 CB3, CB4 CG5, CG10 CT1, CT2 CE3, CB9
AF4 CB3, CB4 CG2, CG10 CT1, CT2 CE3, CE9
AF5 CB2, CB3 CG2, CG10 CT1, CT2 CE2, CE3
AF6 CB2, CB3 CG2, CG10 CT1, CT2 CE2, CE3
AF7 CB2, CB3 CG2, CG10 CT1, CT2 CE2, CE3, CB9
AF8 CB2, CB3 CG10 CT1, CT2 CE2, CB9



English/Castellano / Euskara




Evaluation system

Code Description Weight Recoverable
ES1  Student assistance and participation 5%  0%
ES2  Individual portfolio: theoretical papers 20% 10%
ES3  Practical group work  15%  0%
ES4 (*)  Written or oral examinations, partial or final examinations 60% 60%
  TOTAL 100% 70%

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 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.



The contents of the "Evolutionary development and learning" subject include the following topics: Introduction to the study of human development; Early development (0-3 years); Development in early childhood (3-6 years); Development in the school stage (7-12 years); Relationship between development and learning.



The contents will be distributed in five modules

Chapter 1.The main theoretical perspectives in Developmental Psychology.

Chapter 2. Research methods in Developmental Psychology

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.


Chapter 4: Cognitive, linguistic, emotional, social and moral  development. The development of childhood personality.

Chapter 5: Cognitive, linguistic, emotional, social and moral  development. Socialization processes and personality.

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



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.



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