Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic training / Psychology

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Contents

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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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Methodology

 * 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

* 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.

**In evaluation criterion SE4, there will be 2 exams, one in the middle of the course and one at the end, which correspond to 50% of the total grade for the course. These exams will consist of 2 parts:

• A multiple-choice test with 40 questions, each with 4 answer options. Each correct answer will be awarded 1 point. Incorrect answers will incur a penalty of -0.33 points each. These multiple-choice tests will account for 40% of the 50% of the total weight for criterion SE4.
• A written test consisting of a short answer question with a weight of 10% of the 50% of the total for criterion SE4.

To pass the course, it is mandatory to pass both parts of each exam. That is, to obtain a passing grade on each of the written tests: multiple-choice (2 points out of 4) and short answer questions (0.5 points out of 1) in both regular and extraordinary exam sessions. The average grade for each exam will not be calculated if both written tests are not passed.

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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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