Public University of Navarre

Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021 
Double Bachelor's degree in Early Childhood Education and Primary Education at the Universidad Pública de Navarra
Credits: 6 Type of subject: Mandatory Year: 1 Period: 1º S
Department: Ciencias Humanas y de la Educación

Partes de este texto:


Module/Subject matter

Basic training / Psychology



According to the curriculum of the Verified Memory of the Degree, the contents of the subject "Psychological Bases: individual and social environment" are related to the study of: the processes of information gathering; Processes of acquisition, storage and generation of information; The processes of personal identity and the Processes of cognition and social valuation. This means the study of the psychological processes that support the process of teaching and learning, the understanding, analysis and evaluation of personal and social identity, the interpretation of social reality in different environments and the study of factors that Determine group behavior.
To explain and predict the functioning of mind and behavior, psychology starts with the individual as a unique being, owner of his perceptions, emotional experiences, judgments and decisions, which will ultimately depend on the social circumstances that surround him and urge him Towards adaptive psychosocial development.


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.


Specific proficiencies


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.


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.



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:

Learning outcomes Contents Activities evaluation
 LO1 (BP3, SP9)  1,2,3,4  A1, A5, A6  ES22, ES4 
 LO2 (BP4)  1,2,3,4  A2  ES2, ES3, ES4
 LO3 (BP2, GP4, SP10)  1,2,3,4  A1, A2, A3, A6, ES2,ES3, ES4
 LO4 (GP10, SP5)  1,2,3,4  A1, A2, A5 ES2,ES3, ES4
 LO5 (BP5)  1,2,3,4  A3, A4, A5 ES2, ES3, ES4
 LO6 (GP3, GP5, SP8)  1,2,3,4, A1, A2, A3, A4, A6  ES3, ES4



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

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




Weight (%) It allows
test resit
required grade
SE2 Individual portfolio: Theoretical papers 10% 0%  
SE3 Practical and applied assignments in groups 20% 0%  
SE4 Final written test 70% 70% 3,5 points
  Total 100% 70%  




The evaluation of the "Psychological Bases" course focuses on students are evaluated, according to the following percentages:  

Code Description Weight  Recoverable
SE2  Individual portfolio: Theoretical papers 10% 0%
SE3  Practical and applied assignments 20% 0%
SE4  Final written test 70% 70%
  TOTAL 100% 70%


Learning outcomes Evaluation method Weight (%) Recoverable
 R1, R2,R3 Final written test  70%  70%
 R2 Individual portfolio: theoretical papers  10%  0%
 R1,R2,R3 Practical and applied assignments  20%  0%
  TOTAL  100%  70%


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. 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 (3,5 out of 7 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 ( individual portfolio, up to 10%; practical  assignments, up to 20%) 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.




Module 1: Information reception
1: Introduction to Psychology
2: Sensorial and perceptive processes

3: Attention

Module 2: Acquisition, storage and generation of information
4: Learning
5: Memory
6: Thinking

Module 3: Personal identity
7: Motivation and emotion
8: Personality

Module 4: Processes of social cognition
9: Social cognition

10: Attitudes and persuasion



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. 16th 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 (3rd 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 (6th 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

Alonso, G. (2012). Psicología. México: McGraw Hill.

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

Beredjiklian, D. H., M. (2009). Psicología. México: Santillana.

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

Coon, D. (2005). Fundamentos de psicología. México: Thomson.

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

De Diego Vallejo, R; Chico del Río, M. (2013). Prácticas de Psicología Social. Madrid: Pirámide.

Delgado Losada, M. L. (2014). Fundamentos de psicología: para ciencias sociales y de la salud. Madrid: Panamericana.

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

Domínguez Sánchez, F.J. (2003). Guía Didáctica. Procesos Psicológicos Básicos. Madrid: UNED.

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

Fernández-Abascal, E.G; Martín Díaz, M.D. y Domínguez Sánchez, F.J. (2001) Procesos Psicológicos. Madrid: Pirámide.

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

Gazzaniga, M. S. (2018) Psychological science. New York: W.W. Norton.

Gerrig, R. J.; Zimbardo, P. G. (2005). Psicología y vida. México: Pearson Educación.

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.

Hergenhahn, B. R. (2009). Introducción a la historia de la psicología. Madrid: Paraninfo.

Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge Handbook of Thinking and Reasoning. Cambridge: Cambridge University Press.

Lahey, B. B. (2007). Introducción a la psicología. México: McGraw-Hill.

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

Leahey, T. H. (2005). Historia de la psicología. Madrid: Pearson Educación.

López Sáez, M. (2007). Fundamentos de la teoría de la disonancia cognitiva. En F. J. Morales, M. Moya, E. Gaviria, y I. Cuadrado (Eds.) Psicología social (pp. 517-534). Madrid: McGraw-Hill

Manktelow, K. (2012). Thinking and reasoning. An Introduction to the psychology of reason,judgment and decision making. Suffolk, Reino Unido: Psychology Press.

Marcuschamer, Eva (2007). Psicología. México: McGraw Hill.

Martin, G. N.; Carlson, N. R.; Buskist, W. (2004). Psychology. Essex, Reino Unido: Pearson Education.

Mestre N. y Palmero C. F. (2004). Procesos psicológicos básicos. México: McGraw Hill.

Morris, C. G.; Maisto, A. A. (2001). Introducción a la psicología. México: Pearson Educación.

Morris, C. y Maisto, A. (2013). Introducción a la Psicología. México: Pearson Prentice Hall.

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.

Posner, M. I. (2011). Cognitive Neuroscience of Attention. New York: The Guilford Press.

Sáiz, M. (2009). Historia de la psicología. Barcelona: Editorial UOC.

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

Schultz, D. P.; Schultz, S. E. (2008). A history of modern psychology. Estados Unidos: Thomson.

Vaquero, C; Vaquero, E. (2010). Psicología. México: Esfinge.

Wade, C.; Tavris, C. (2003). Psicología. Madrid: Pearson Educación.

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

Zepeda, Fernando (2019). Introducción a la Psicología. México: Pearson Prentice Hall.



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