Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic training / Psychology

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Contents

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General proficiencies

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.

General proficiencies (Early Childhood Education)

GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.

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.

GP9 - To be familiar with the organization of early childhood education centers and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

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.

General proficiencies (Primary Education)

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP4 - To design and regulate learning spaces in contexts characterized by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among school children.

Transverse proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe's Common European Framework of Reference for Languages.

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Specific proficiencies

SPECIFIC PROFICIENCIES OF CHILDHOOD EDUCATION DEGREE

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

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.

SP9 - To be familiar with the organization of early childhood education centers and how they work in collaboration with the various sectors of the educational community and social environment.

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.

SPECIFIC PROFICIENCIES OF PRIMARY EDUCATION DEGREE

SP5 -To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP6 - To be familiar with the organization of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

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.

SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

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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.

The expected learning outcomes of this course are the following:

LO1- To learn the fundamental concepts of early attention. To identify and describe basic psychological processes. To understand the bases of personality and learning in early childhood (CG8).

LO2- To solve, describe and present problems and solutions to a lay and professional audience (CB4, CE2)

LO3- To identify the fundamental aspects of early attention, the functioning of basic psychological processes, the clues of learning and of personality construction (CB2, CG2, CG10 , CE3 yCE8).

LO4- To analyze and reflect on the class-room practices to promote innovation  (CG5, CE4 Y CE5).

LO5- To generate and communicate ideas in order to formulate posible solutions (CB4). To acquire learning skills that promote future autonomous learning (CB5).

LO6- To apply strategies to promote conviviality in the classsroom and the pacific resolution of conflicts (CG3, CG4). Identify and evaluate learning and conviviality contexts (CG3)

Learning outcomes are related to contents, activities and evaluation:

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Methodology

Teaching methods

Learning activities

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Languages

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Evaluation

The evaluation of the Psychological Bases course focuses on students´ ongoing participation in both theoretical and practical activities. Both individual and group activities are evaluated, according to the following percentages:  

More information on the evaluation method:

*In the final written test students will be invited to demonstrate their ability to identify, define and describe the basic concepts of the course,  as well as their capacity to synthesize, analyze and integrate these  contents and give them a personal and professional meaning as they apply them to the psychosocial realities of their professional field. The date of the final written test (¿examen ordinario¿) will be set by the Faculty of Human, Social and Education Sciences.

*  To pass the course, the final written test needs to be passed with a minimum score of 5 out of 10 possible points in the test (1,5 out of 3 possible points in the course).

* The students who fail the final written test will have to retake it during the extraordinary exam period The date of the final written test (¿examen extraordinario¿) will be set by the Faculty of Human, Social and Education Sciences.

*The marks from the continuous evaluation (course attendance and active participation, up to 5%; individual portfolio, up to 25%; practical  assignments, up to 40%) will only be added to the final test mark if the final written test is passed.

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

* In the case that a student does not pass the course and wishes to retake it, s/he will have to present again the required individual portfolio tasks and practical assignments. Previous year´s marks will not be taken into account.

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Agenda

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Bibliography

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

Basic bibliography

Nolen-Hoeksema, Frederickson, B.L., Loftus, G.R., & Lutz, C. (2014). Atkinson´s & Hilgard´s Introduction to Psychology, 16^th edition. Cheriton House, UK: Cengage Learning.

Complementary bibliography ¿in English

Deaux, K., & Snyder, M.  (Eds.) (2012). The Oxford Handbook of Personality and Social Psychology. New York: Oxford University Press.

Gluck, M.A., Mercado, E., & Myers, C.E. (2016). Learning and memory. From brain to behavior (3^rd edition).  New York: Worth Publishers.

Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge handbook of thinking and reasoning. Cambridge: Cambridge University Press.

Larsen, R.J. y Buss, D.M. (2018). Personality Psychology: Domains of knowledge (6^th ed.). New York: MGraw-Hill.

Little, B. (2016). Me, myself and us ¿the science of personality and the art of wellbeing. New York: Public Affairs.

Masmoudi, S., Yun Dai, D., & Naceur A. (Eds.) (2012). Attention, representation, and human performance. An integration of cognition, emotion, and motivation. New York: Psychology Press.

Mischel, W. (2014). The marshmallow test ¿mastering self-control. New York: Little, Brown & Co.

Posner, M. I. (2011). Cognitive neuroscience of attention (2ª ed.). New York: The Guilford Press.

Kahneman, D. 2011). Thinking, fast and slow.  New York, US: Farrar, Straus and Giroux.

Complementary bibliography ¿in Spanish

Anderson, J. R. (2001). Aprendizaje y memoria. Un enfoque integral. México: McGraw-Hill.

Castillo Villar,M.D. (2009). La atención. Madrid: Pirámide.

Cuadrado, Guirado, I. y Fenandez Sedano, I. (Coords) (2007): Psicología Social. Madrid: Sanz y Torres.

De Torres, J.S. (2006). Procesos Psicológicos Básicos. Madrid: McGraw-Hill.

Díaz Gómez, J. M., Gámez Armas, E. (2010). Motivación y emoción: investigaciones actuales. Servicio de Publicaciones, Universidad de La Laguna.

Fernández-Abascal, E.G. (2010). Psicología de la emoción. Madrid:Univ. Ramón Areces.

García Sevilla, J., y Fuentes Melero, L. (2010). Manual de psicología de la atención. Una perspectiva neurocientífica. Madrid: Síntesis.

Gaviria, E., Cuadrado, I. y López Sáez, M. (2009). Introducción a la Psicología Social. Madrid, Sanz y Torres.

Goldstein, E. B. (2006). Sensación y percepción. Madrid: International Thomson.

Gross, R. D. (2007). Psicología. La ciencia de la mente y la conducta. México: Manual Moderno.

Larsen, R. J., y Buss, D. M. (2005). Psicología de la personalidad: Dominios de conocimiento sobre la naturaleza humana. México DF: McGraw-Hill.

Myers, D. (2011). Exploraciones de la psicología social. Madrid: McGraw-Hill.

Palmero, F; Mestre, J.M. (2004). Procesos Psicológicos Básicos. Madrid: Mc Graw-Hill.

Pinel, J. P. J. (2007). Biopsicología. Madrid: Pearson.

Santiago de Torres, J. (2006) Procesos Psicológicos Básicos. Madrid: Pirámide.

Sanz Aparicio, M.T. (2013). Psicología de la Motivación: Teoría y Práctica. Madrid: Sanz y Torres.

Sanz de Acedo Lizarraga, M.L. (2012). Psicología. Individuo y medio social. Bilbao: Desclée De Brouwer.

Tortosa Gil, F. (2006). Historia de la Psicología. Madrid: McGraw-Hill.

Zentner, J. y Antoni, M. (2014). Las cuatro emociones básicas. Barcelona: Ed. Herder.

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Location

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

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