COURSE GUIDE Universidad Católica de Valencia Developmental

1
Course Guide Developmental Psychology I
PCA-27-F-01 Ed. 00
COURSE GUIDE
Universidad Católica de Valencia
Developmental Psychology I
Year 2015-16
Universidad Católica de Valencia “San Vicente Mártir”
2
Model of Teaching Guide
TEACHING GUIDE TO THE DEVELOPMENTAL PSYCHOLOGY I
ECTS
MODULE: Developmental Psychology and Education
30 ECTS
12 ECTS
FIELD: : PSYCHOLOGY OF THE LIFE CYCLE
Subject: Developmental Psychology I
6 ECTS
YEAR: 1º
Type of learning: Obligatory
Semester: 1º
Department: DEVELOPMENTAL
PSYCHOLOGY AND EDUCATION
Teacher: BEATRIZ SOUCASE LOZANO
E-mail:
beatriz.soucase@ucv.es
SUBJECT ORGANIZATION
_____________________________________________________________________
6 ECTS
Developmental Psychology I
Developmental
Psychology I is one of the subjects pertaining to the subject Lifespan
Psychology. The Developmental Psychology I course is taught in the first half of
the first year including the following aspects: dimensions and aspects of
development, stages of development, theories and explanatory models of
development. Physical, motor, cognitive, social and affective-emotional in
childhood and adolescence. Development and language acquisition.
Duration
and
temporal
location
within
the
curriculum:
Subjects and Courses
Subject
PSYCHOLOGY OF
THE LIFE CYCLE
EDUCATIONAL
PSYCHOLOGY
EDUCATIONAL
ECTS
12
12
6
Courses
ECTS
Course/
semester
DEVELOPMENTAL PSYCHOLOGY I
6
1/1
DEVELOPMENTAL PSYCHOLOGY II
6
1/2
EDUCATIONAL PSYCHOLOGY
6
2/2
LEARNING DISABILITIES
6
3/2
THEORIES OF EDUCATION
6
1/2
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Developmental Psychology I
PCA-27-F-01 Ed. 00
TEACHING GUIDE FOR FIELD/SUBJECT: DEVELOPMENTAL
PSYCHOLOGY I
Prerequisites: NONE
GENERAL GOALS
a. Know the different theoretical models used to explain human development at different
stages of life.
b. Describe the major physical, cognitive and psychosocial factors that occur in childhood and
adolescence.
c. Knowing the major developmental transitions in order to differentiate normal versus
pathological development.
d. Develop skills of analysis of the phenomena relating to psychological development in
childhood and adolescence.
e. Knowing how to apply the acquired knowledge on human development in the field of work
of the psychologist.
CROSS-SECTIONAL COMPETENCES
Competence
measuring scale
Instrumental
1
2
1. Capacity to analyze and synthesize (CT1)
3
X
2. Critical Thinking (CT14)
X
3. Decision making (CT8).
X
4. Mastering Spanish oral and written communication (CT3)
5. Troubleshooting capacity (CT7)
Interpersonal
6. Capacity to work in team(CT9)
Sistémicas
X
X
1
9. Be sensitive to the injustices of personal, environmental and
institutional (CT32)
Universidad Católica de Valencia “San Vicente Mártir”
2
3
4
2
3
4
X
1
X
7. Understanding multicultural and diverse environment (CT13)
8. Ability to think creatively and develop new ideas and concepts
(CT18)
4
X
X
4
Model of Teaching Guide
X
10. Show concern for the development of individuals, communities and
people s(CT33)
SPECIFIC COMPETENCES
Disciplinary
1
11. Understand the functions, features and limitations of various
theoretical models of psychology (CE28)
12. Know the basic laws of the different psychological processes
(CE29)
2
3
X
X
13. Know the processes and main stages of psychological development
throughout the life cycle aspects of normality and abnormality (CE30)
Attitudinal
X
1
2
3
4
X
14. Being able to identify differences, problems and needs (CE5)
X
15. Be able to diagnose according to the criteria of the profession
(CE6).
X
16. Know how to describe and measure interaction processes, the
dynamics of groups and the structure group and Intergroup (CE7)
X
17. Can analyze the context in which they develop individual behaviors,
group processes and organizational (CE11)
X
18. Be able to develop oral and written reports (CE26)
Professional
1
19. Know and comply with the ethical obligations of Psychology (CE27)
LEARNING OUTCOMES
4
2
3
4
X
COMPETENCES
R-1 To analyze the life-cycle perspective and identify in the
study of human development areas biosocial, cognitive and
psychosocial well as the different contexts in which there is the
development of the individual. (R-1)
,7,17
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Developmental Psychology I
PCA-27-F-01 Ed. 00
R-2 Describe the theories of the development life cycle. (R-2)
11
R-3 Explain how to carry out research into the development life
cycle.(R-3)
16, 19
R-4 Explain how to interact with legacy and a half to produce
individual differences in development. (R-4)
7,9,10
R-5 Describe prenatal development and analyze the process
of birth. (R-5)
7,9,10
R-6 Analyze and describe the physical growth, motor
development, sensory development and perception, cognitive
and socioemotional development in the first two years,
preschool, school age and adolescence. (R-6)
11,12,13,14
R-7 distinguish normal versus abnormal development in
childhood and adolescence. (R-7)
13,14
R-8 Search bibliographic information for the processing of
different content offered on the subject. (R-8)
3,5
R-9 Working in teams and collaborate effectively with
others.(R-9)
5,6
R-10 Present oral and / or writing the contents of the
proposed works on the subject. (R-10)
1,2,4
R-11 Develop guidelines for enhancing the development of
the individual. (R-11)
4,5,9,10,14
R-12 To understand and integrate the content of the course
so that the student is able to highlight and point out the
consistencies and / or inconsistencies of theoretical concepts
presented. (R-12)
1,2,3,5,13
Universidad Católica de Valencia “San Vicente Mártir”
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Model of Teaching Guide
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL
CLASSES
SEMINAR
GROUP
PRESENTATION OF
PAPERS
Teaching-Learning
Methodology
Teacher presentation of contents,
analysis of competences,
explanation and in-class display of
skills, abilities and knowledge.
Group work sessions supervised by
the professor. Case studies,
diagnostic tests, problems, field
work, computer room, visits, data
search, libraries, on-line, Internet,
etc.
Meaningful construction of
knowledge through interaction and
student activity.
Supervised monographic
sessions with shared
participation
Relationship With
Learning Outcomes
for the subject
(Indicate, with their code,
the learning outcomes that
are attained with this
activity)
R-1, R-2, R-3, R-4,
R-5, R-6, R-7
R-1, R-2, R-3, R-4,
R-5, R-6, R-7,R-8,R9
R-10
R-7
ECTS
(express
ECTS
distribution)
1.6 ECTS
0.32 ECTS
0.08 ECTS
Interdisciplinary application of
knowledge
R-8, R-9, R-10, R-11
OFFICE
ASSISTANCE
Personalized and small group
attention. Period of instruction
and/or orientation carried out by a
tutor for the purpose of reviewing
and discussing the materials and
topics presented in lectures,
seminars, readings, writing papers,
etc.
R-1, R-2, R-3, R-4,
R-5, R-6, R-7, R-8,R9, R-11
ASSESSMENT
Group of oral and/or written tests
used during initial, formative or
additive assessment.
R-1, R-2, R-3, R-4,
R-5, R-6, R-7, R-8,
R-9, R-10, R-11, R12
Total
0.16 ECTS
0.16 ECTS
0.08 ECTS
2,4
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Developmental Psychology I
PCA-27-F-01 Ed. 00
INDEPENDENT WORK ACTIVITIES
Teaching-Learning
Methodology
GROUP WORK
Learning Outcomes
Relationship Course
(Indicate, with their code, the learning
outcomes that are attained with this
activity)
Preparation in group some reads,
trials, resolution of problems,
seminars, memories, etc. In order
to display or give in theoretic
classes, practical lessons or small
group tutoring.
ECTS
ECTS
(express ECTS
distribution)
(expresar la
distribución en
ECTS )
R-1, R-2, R-3, R-4,
R-5, R-6, R-7, R-8,
R-9, R-10, R-11
1,2
R-1, R-2, R-3, R-4,
R-5, R-6, R-7, R-8,
R-9, R-10, R-11
2,4
Work made on the university's
platform( www.plataforma.ucv.es
INDEPENDENT
WORK
Student study: Individual
preparation of readings, essays,
problem solving, seminars, papers,
reports, etc. to be presented or
submitted in theoretical lectures,
practical and/or small-group tutoring
sessions.
Work made on the university's
platform( www.plataforma.ucv.es )
Total
3,6
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Allocated
Percentage
FINAL WRITTEN TEST
OF THEORETICAL
CONTENT
R-1, R-2, R-3, R-4, R-5, R-6, R-7, R-12
60%
Universidad Católica de Valencia “San Vicente Mártir”
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Model of Teaching Guide
PRACTICAL
ACTIVITIES
R-1, R-2, R-3, R-4,
R-5, R-6, R-7
20%
10%
PRESENTATION
R-10
PAPERS
R-8, R-9,R-10, R-11
10%
Mention of distinction: Demonstrate the levels of excellence in all competences and learning
outcomes
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS:
There will be a special group for students who are not enrolling for the first time if they exceed
the occupancy limit of the classroom and a teacher is assigned to that group.
The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours
each. Assessment of skills and abilities will be done through the scheduled practice sessions In
each session the subject will be developed so as to reinforce the work on the skills that each
student needs to pass the course.
Assessment of content and skills will be made during the examination set in the official calendar
for this course.
DESCRIPTION OF CONTENTS
SECTION I:. DIMENSIONS AND ASPECTS OF DEVELOPMENT.
STAGES OF DEVELOPMENT. EXPLANATORY THEORIES AND
MODELS.
SECTION II: PRENATAL DEVEPLOPMENT. BIRTH. FIRST TWO
YEARS OF LIFE AND PRESCHOOL YEARS: DEVELOPMENT
BIOSICAL, COGNITIVE AND PSYCHOSOCIAL
SECTION III: SCHOOL AGE AND ADOLESCENT DEVELOPMENT
BIOSICAL, COGNITIVE AND PSYCHOSOCIAL.
COMPETENCES
1,2,3,4,5,7,11,16,17,18,
19
1,2,4, 7, 9, 10,
11,12,13,14,16,17,18
1,2,4, 7, 9, 10,
11,12,13,14,16,17,18
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Developmental Psychology I
PCA-27-F-01 Ed. 00
REFERENCES
Bibliografía básica:
Berger, K. S. (2007). Psicología del desarrollo: Infancia y Adolescencia (7º ed).
Panamericana.
Madrid: Médica
Hoffman, L., Paris, S. y Hall, E. (1995). Psicología del desarrollo hoy. Madrid: McGraw – Hill.
Papalia, D.E.& Wendkos, S. (2001). Psicología del desarrollo. Madrid: McGraw - Hill.
Shaffer, D. & Kipp, K., (2013). Developmental Psychology Childhood and Adolescence. Cengage
Learning.
Santrock, J. W. (2006). Psicología del desarrollo. El ciclo vital (10ª ed.). Madrid: McGraw-Hill.
Carranza, J.A. y Ato, E. (2010). Manual de prácticas de psicología del desarrollo. Ediciones de la
Universidad de Murcia.
Bibliografía complementaria:
Berk, L. E. (2001): Desarrollo del niño y del adolescente. Madrid: Prentice – Hall.
Corral, A. & Carriedo N. (2013). Aprendizaje, Desarrollo y Prácticas. Uned.
Córdoba, A.I.; Descals, A, Gil, M.D (coord.) (2006). Psicología del desarrollo en el edad escolar.
Psicología Pirámide.
Craig, G. (2000). Desarrollo psicológico. Madrid: Prentice Hall.
González Cuenca, M. A. (1995): Psicología del desarrollo. Teorías y prácticas. Aljibe: Málaga.
Harris, M., Butterworth, G. (2012). Developmental Psychology: A Student's Handbook. Psychology Press
Palacios, J., Marchesi, A. & Coll, C. (comps.) (1999). Desarrollo psicológico y educación.1. Psicología
Evolutiva. (2ª ed.). Madrid: Alianza Editorial.
Pérez, N. (2011). Psicología del desarrollo humano: del nacimiento a la vejez. Editorial Club
Universitario.
Perinat, A. (2014). Psicología del Desarrollo. Un enfoque sistémico. Editorial UOC.
Rice, F. P. (1997). Desarrollo humano. Estudio del ciclo vital (2ª ed.). México: Prentice – Hall
Universidad Católica de Valencia “San Vicente Mártir”
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Model of Teaching Guide
Hispanoamericana.
Vega, J. L. & Bueno, B. (1996). Desarrollo adulto y envejecimiento. Madrid: Síntesis.
Trianes, M.V. y Gallardo, J.A. (2008). Psicología de la Educación y del Desarrollo en contextos
escolares. Madrid: Ed. Pirámide.
Upton, P. (2011). Developmental Psychology. Sage.
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT / TEACHING UNIT
1
2
3
SECTION
I:
DIMENSIONS
AND
ASPECTS
OF
DEVELOPMENT.
STAGES
OF
DEVELOPMENT.
EXPLANATORY THEORIES AND MODELS.
SECTION II: PRENATAL DEVEPLOPMENT. BIRTH. FIRST
TWO YEARS OF LIFE AND PRESCHOOL YEARS:
DEVELOPMENT
BIOSICAL,
COGNITIVE
AND
PSYCHOSOCIAL
SECTION
III:
SCHOOL
AGE
AND
ADOLESCENT
DEVELOPMENT
BIOSICAL,
COGNITIVE
AND
# OF MEETINGS
8
10
10
PSYCHOSOCIAL
Universidad Católica de Valencia “San Vicente Mártir”