Educational guide
IDENTIFYING DATA 2023_24
Subject EDUCATIONAL PSYCHOLOGY Code 01012007
Study programme
1012 - GRADO EN EDUCACIÓN INFANTIL
Descriptors Credit. Type Year Period
6 Basic Training First Second
Language
Castellano
Prerequisites
Department PSICOLOGIA,SOCIOLOG. Y FILOSOF
Coordinador
GARCIA REYES , MARIA DEL CARMEN
E-mail magar@unileon.es
malvam@unileon.es
plopg@unileon.es
Lecturers
ALVAREZ MORENO , MARIA DEL CARMEN
GARCIA REYES , MARIA DEL CARMEN
LOPEZ GUTIERREZ , PAULA
Web http://www.grupocael.com
General description This subject focuses on the field of Educational Psychology, which is a fundamental aspect of the basic psychological training required for future graduates in Early Childhood Education. It provides a scientific analysis, both theoretical and empirical, of the teaching and learning process, as well as the psychological factors, intra and inter-psychological variables, and contextual variables that influence the learning of students, primarily aged 0 to 6 years old. The subject examines the participation of students in teaching activities in the school setting (mainly).
Tribunales de Revisión
Tribunal titular
Cargo Departamento Profesor
Presidente PSICOLOGIA,SOCIOLOG. Y FILOSOF GARCIA SANCHEZ , JESUS N.
Secretario PSICOLOGIA,SOCIOLOG. Y FILOSOF REQUENA HERNANDEZ , CARMEN
Vocal PSICOLOGIA,SOCIOLOG. Y FILOSOF CASO FUERTES , ANA MARIA DE
Tribunal suplente
Cargo Departamento Profesor
Presidente PSICOLOGIA,SOCIOLOG. Y FILOSOF ARIAS GUNDIN , OLGA
Secretario PSICOLOGIA,SOCIOLOG. Y FILOSOF ROBLEDO RAMON , PATRICIA
Vocal PSICOLOGIA,SOCIOLOG. Y FILOSOF GUTIERREZ PROVECHO , MARIA LOURDES

Competencias
Code  
A8979
B980
B991
C2 CMECES2 That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the development and defense of arguments and the resolution of problems within their area of study.

Learning aims
Competences
The goal of this subject is to equip students with the ability to understand and analyze the educational and learning process, as well as the factors and variables that influence it, specifically for children aged 0 to 6 years old. This will be achieved by studying the main theoretical approaches of educational psychology from their emergence to the present day, all from a theoretical and scientific perspective. A8979
 B980
B991
 C2
The objective of this course is for students to attain mastery in designing and implementing various techniques, procedures, and strategies for educational intervention or instruction. Moreover, they are expected to comprehend the instructional implications that arise from the principal theoretical approaches within the field of educational psychology. Through the use of problem-based and case-based learning, students will develop proficiency in the application of these techniques and strategies. A8979
 B980
B991
 C2
The objective of this course is for students to acquire a reflective and critical perspective on the analysis of psychological factors and variables involved in the learning process and educational interaction, grounded in a theoretical and scientific understanding of the field of educational psychology. This perspective will enable students to design optimal instructional methods that foster both cooperative and individual learning. A8979
 B980
B991
 C2

Contents
Topic Sub-topic
I. INTRODUCTORY BLOCK: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY AS A SCIENTIFIC DISCIPLINE -Conceptualization and Historical Development
-Research Methodology in Educational Psychology
II. BLOCK: MODELS AND THEORIES OF SCHOOL LEARNING. -Behavioral Theories of Learning
-Cognitive-Social Theories of Learning
-Cognitive-Constructivist Theories of Learning
III. BLOCK: INTRAPERSONAL DIMENSIONS IN THE TEACHING-LEARNING PROCESS. -Cognitive and Metacognitive Variables in the Teaching/Learning Process
-Socio-Affective Variables in the Teaching/Learning Process
IV. BLOCK: INTERPERSONAL, CONTEXTUAL, AND SUBJECT MATTER DIMENSIONS IN THE TEACHING-LEARNING PROCESS. -Teacher/Student Interaction
-Peer Interaction
-Family/School Interaction
-Learning Basic Instrumental Skills in Early Childhood Education

Planning
Methodologies  ::  Tests
  Class hours Hours outside the classroom Total hours
Problem solving, classroom exercises 15 30 45
 
Personal tuition 5 5 10
PBL (Problem Based Learning) 15 30 45
 
Lecture 22 22 44
 
Mixed tests 3 3 6
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies   ::  
  Description
Problem solving, classroom exercises The learning method that involves the application of previously studied theoretical knowledge in the resolution of small exercises, specific activities and tasks, questionnaires, or the development of critical essays, syntheses, opinions, etc.
Personal tuition This method provides individual and/or group guidance, monitoring, and feedback on the various tasks, cases, problems, exams, and essays that are part of the course.
PBL (Problem Based Learning) A group learning method that utilizes real-world problems from a professional context as a stimulus to develop problem-solving and decision-making skills, and to acquire specific knowledge and competencies related to the profession.
Lecture This method involves a group presentation of the key content for each thematic block. It aims to prepare students to effectively tackle the different cases, problems or exercises proposed within the block. Additionally, it involves the development of various types of written work such as syntheses, critical essays, and opinions, based on the content covered in the topic.

Personalized attention
 
Lecture
Description
In addition to possible group tutorials throughout the course or virtual ones through the forum, students can receive guidance and advice from the teaching staff in optional individual or group tutorials, depending on their needs.

Assessment
  Description Qualification
Problem solving, classroom exercises Continuous and proportional evaluation of the different training activities, practical questionnaires, exercises, units, and practices developed throughout the course and their monitoring. 25 %
PBL (Problem Based Learning) An individual evaluation of the students will be carried out based on their performance in the working group, in relation to the development of competencies in the subject, and the monitoring of the submission of reports, assignments, portfolios, tutorials, etc. 25 %
Mixed tests Different theoretical assessments of specific competencies in the subject matter may be carried out throughout the course. 50%
 
Other comments and second call

Offered under the English Friendly modality, this course provides students with the option to follow the course in Spanish but with materials and documentation provided in English to support their learning. Additionally, students will have the opportunity to attend tutorials in English and can opt to submit their assignments, presentations, and other evaluation materials in English.

In the first continuous assessment period, to pass the course, a minimum score of 5 is required in both the practical assignments (group or individual) and possible individual theoretical tests. Both parts (theory and practice) must be approved separately to calculate the final grade. If one part is not approved, the final grade will be the mark obtained in the non-approved part. If both parts are not approved, the final grade will be the average of both parts, resulting in a fail.

In the second assessment period, the evaluation will be based on a written theoretical/practical test that assesses the degree of acquisition of the course competencies. The final grade of the course will be based on the mark obtained in this final evaluation.

During evaluations, no materials other than those explicitly indicated by the professor are allowed. The possession and use of electronic devices during evaluations, including mobile phones and tablets, is strictly prohibited. The mere possession of such devices, as well as unauthorized notes, books, folders, or other materials during evaluations, will result in the immediate removal of the student from the exam, and the incident will be reported to the corresponding academic authority for further action as set out in the Guidelines for Action in Cases of Plagiarism, Copying, or Fraud in Exams or Evaluations, approved by the Permanent Commission of the Government Council on January 29, 2015.

https://www.unileon.es/modelos/archivo/norregint/2015610926064_n_pautas_y_modelos_supuestos_de_plagio.pdf

Sources of information
Access to Recommended Bibliography in the Catalog ULE

Basic

Castejón, J. L. (2013). Psicología de la educación. Editorial Club Universitario.

Cerdán, R., & Salmerón, L. (Eds.) (2018). Claves para la práctica de la Psicología Educativa. Paraninfo. 

González-Pienda, J. A., González-Cabanach, R., Núñez, J.C., & Valle, A. (2010). Manual de psicología de la educación. Pirámide.

Granizo González, L. (2020). Psicología de la educación para docentes de infantil y primaria. Centro de Estudios Financieros.

Herrera Clavero, F. (2021). Psicología de la Educación. Editorial Universidad de Granada.

López Escribano, C., Aguado-Orea, J. y Solbes-Canales, I. (2020). Psicología de la educación. Síntesis.

Navarro Guzmán, J. I. y Martín Bravo, C. (2018). Aprendizaje Escolar desde la Psicología. Pirámide.

Prados, M. M. (2014). Manual de psicología de la educación para docentes de infantil y primaria. Pirámide. 

Rodríguez, S. (2015). Psicología de la educación. Grado en educación infantil y primaria. Pirámide. (Dos volúmenes Teoría y Aplicaciones Prácticas). 

Santrock, J. (2021). Psicología de la educación - adaptada a la UNED (6ª ed.). Mcgraw Hill.

Woolfolk, A. (2015). Psicología de la Educación. Pearson.
Complementary

Álvarez, L., González-Pienda, J.A., González-Castro, P., & Núñez, J. C. (2007). Prácticas de psicología de la educación. Pirámide.

Briones, E., & Gómez-Linares, A. (2016). Psicología para docentes. Guía y casos resueltos aplicando el aprendizaje basado en problemas. Pirámide.

Corno, L., & Anderman, E. M, (Eds.) (2015). Handbook of educational psychology. Routledge.

Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage AU.

Losada-Puente, L., y Fiuza Asorey, M. J. (2022). Recursos formativos en Psicología de la Educación. Pirámide.

Rodríguez, S. (2015). Psicología de la educación. Grado en educación infantil y primaria. Aplicaciones prácticas Volumen 2.  Pirámide.

 

 

 

 

 

Recommendations


Subjects that it is recommended to have taken before
PSYCHOLOGICAL DEVELOPMENT / 01012001
 
Other comments
It is necessary to have a basic command of instrumental skills in the use of computer tools such as word processors, electronic databases, email, or virtual platforms. At the same time, it is essential to comply with the basic and necessary formal criteria for formatting and presentation in the preparation of the corresponding reports derived from practical learning activities developed throughout the course.