|Course code: 312205||Subject title: EVOLUTIONARY DEVELOPMENT AND LEARNING|
|Credits: 6||Type of subject: Basic||Year: 1||Period: 2º S|
|Department: Ciencias de la Salud|
|SOTES RUIZ, JOSE PABLO (Resp) [Mentoring ]||REVIRIEGO REINALDO, NOEMI [Mentoring ]|
Basic training / Psychology
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.
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 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||
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|
5.1. Teaching methods
|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
|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|
|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".
|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
|Weight (%)||It allows
|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 (**)
|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.
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:
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
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
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.
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.