Public University of Navarre



Academic year: 2023/2024 | Previous academic years:  2022/2023  |  2021/2022  |  2020/2021  |  2019/2020 
Bachelor's degree in Early Childhood Education at the Universidad Pública de Navarra
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
Lecturers:
SOTES RUIZ, JOSE PABLO (Resp)   [Mentoring ] REVIRIEGO REINALDO, NOEMI   [Mentoring ]

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Module/Subject matter

Basic training / Psychology

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Contents

The contents of the "Evolutionary development and learning" subjects 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.

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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 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.

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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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LEARNING OUTCOMES CONTENTS ACTIVITIES EVALUATION
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

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Methodology

Code Description
MD1 Plennary lecture
MD2 Interaction in big group
MD3 Interaction in medium group
MD5 Individual study

 

Code Activity Face-to-face Not face-to-face
AF1 Lectures 30  
AF2 Practical classes 22*  
AF3 Debates, group tutorials 2  
AF4 Writing and presentations of papers   25
AF5 Reading   35
AF6 Individual study   30
AF7 Exams 4  
AF8 Tutorials 2  
  Total 60 90

 * 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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Evaluation

 

Learning
outcome
Assessment
activity
Weight (%) It allows
test resit
Minimum
required grade
LO1-LO2-LO3-LO4-LO5 ES1: Student assistance and participation 10 NO  
LO1-LO2-LO3-LO4-LO5 ES2: Theoretical papers (*) 20 YES (50%)  
LO2-LO3-LO4-LO5 ES3: Practical papers (**)

20 NO  
LO1-LO2-LO3-LO4-LO5 ES4: Written or oral examinations, partial and final examinations 50 YES (100%) 2.5 (50%)

* The deadlines for the theoretical and practical papers 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 theoretical and practical papers. Previous year´s marks will not be taken into account.

** 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. There will be two exams: intermediate and final. 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 and to make the final average, each exam (ordinary and extraordinay) are compulsory to be passed with a minimun mark of 5 or more out of 10 possible points.

 

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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.

1.1. Introduction to Developmental Psychology

1.2. Main theoretical perspectives

1.3. Theories in Developmental Psychology

Chapter 2. Research methods in Developmental Psychology

2.1. Scientific method

2.2. Research designs for studying development

2.3. Data collection methods

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.

3.2. The newborn

3.3. Psychomotor development

3.4. Cognitive development

3.5. Early language development

3.6.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.

4.1. Cognitive development

4.2. Language development

4.2. Emotional and social development

4.4. Moral development 

 IV: DEVELOPMENT DURING THE SCHOOLYEARS (7-12 YEARS)
Chapter 5: Cognitive, linguistic, emotional, social and moral  development. Socialization processes and personality.

5.1. Cognitive development

5.2. Language development

5.3. Emotional and social development

5.4. Moral development

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.

6.1. What islearning? and types of learning

6.2. Learning theories

6.3. Learning variables

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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.

Mariscal, S., Giménez-Dasi, M., Carriedo, N. y Corral, A. (2009) El desarrollo psicológico a lo largo de la vida. Madrid: McGraw-Hill.UNED.

Martín, C. y Navarro, J.I. (Coord.) (2016). Psicología evolutiva en educación infantil y primaria. Madrid: Pirámide.

Muñoz, V. et al. (2012). Manual de Psicología del desarrollo aplicada a la educación. Madrid: Pirámide.

Slater A.M., & Quinn, P.C. (2012). Developmental psychology: Revisiting the classic studies. London: Sage.

 

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Languages

Spanish / Euskera / English

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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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