Educational guide
IDENTIFYING DATA 2023_24
Subject PSYCHOLOGICAL DEVELOPMENT Code 01013001
Study programme
1013 - GRADO EN EDUCACIÓN PRIMARIA
Descriptors Credit. Type Year Period
6 Basic Training First First
Language
Castellano
Prerequisites
Department PSICOLOGIA,SOCIOLOG. Y FILOSOF
Coordinador
ARRIMADA GARCIA , MARIA
E-mail marrg@unileon.es
malvam@unileon.es
plopg@unileon.es
Lecturers
ALVAREZ MORENO , MARIA DEL CARMEN
ARRIMADA GARCIA , MARIA
LOPEZ GUTIERREZ , PAULA
Web http://
General description In this subject we analyse the development of person in the different stages and each development dimensions.
Tribunales de Revisión
Tribunal titular
Cargo Departamento Profesor
Presidente PSICOLOGIA,SOCIOLOG. Y FILOSOF GARCIA SANCHEZ , JESUS N.
Secretario PSICOLOGIA,SOCIOLOG. Y FILOSOF ROBLEDO RAMON , PATRICIA
Vocal PSICOLOGIA,SOCIOLOG. Y FILOSOF FIDALGO REDONDO , RAQUEL
Tribunal suplente
Cargo Departamento Profesor
Presidente PSICOLOGIA,SOCIOLOG. Y FILOSOF CASO FUERTES , ANA MARIA DE
Secretario PSICOLOGIA,SOCIOLOG. Y FILOSOF REQUENA HERNANDEZ , CARMEN
Vocal PSICOLOGIA,SOCIOLOG. Y FILOSOF GUTIERREZ PROVECHO , MARIA LOURDES

Competencias
Code  
A9019
A9021
A9022
A9029
A9031
A9033
A9035
A9036
A9037
A9038
A9042
B997
B999
B1004
B1011
B1018
C1 CMECES1 That students have demonstrated possession and understanding of knowledge in an area of study that is based on general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study
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.
C3 CMECES3 That students have the ability to gather and interpret relevant data (normally within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
C4 CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience

Learning aims
Competences
1. Acquire knowledge about the concept, object and research method in Developmental Psychology, as well as the main psychological theories of human development. 2. Identify the main areas of human development and know how each of them changes and evolves from birth to adolescence. 3. Analyze physical, perceptive and psychomotor development and its consequences in human global development. 4. Be aware of how children get to know the world around them and how this knowledge takes form in their minds. 5. Understand how human beings start to communicate and make use of language. 6. Link emotional, social and moral development with children’s attitudes and expression of feelings towards people they interact with in close contexts. A9019
A9021
 B997
 C1
1. Analyze and synthesize information about human development from conception to adolescence using academic sources. 2. Identify signs of change in different developmental stages by analysing and studying real or simulated situations. 3. Design activities, dynamics or proposals to promote development in different areas. 4. Be aware of and analyze multiple physical or digital tools to promote development in different areas, judging their adequacy for children. A9021
A9022
A9033
A9035
A9042
 B999
B1004
 C2
C3
C4
1. Manage to resolve classroom situations that involve working with children, either ion real or simulated contexts. 2. Correct oral and written expression, using language adequate to the context 3. Develop group work and leadership skills, as well as abilities to distribute tasks. A9029
A9031
A9036
A9037
A9038
 B1011
B1018
 C2

Contents
Topic Sub-topic
I. History, concept and research methods in Psychological Development 1. History, concept and research methods in Psychological Development
2. Main theories of Psychological Development
II. Physical and psychomotor development 3. Physical and psychomotor development
III. Cognitive and linguistic development 4. Cognitive development
5. Communication and language development
IV. Affective and social development 6. Affective development
7. Social development
8. Moral development

Planning
Methodologies  ::  Tests
  Class hours Hours outside the classroom Total hours
Lecture 30 15 45
 
Assignments 18 30 48
 
Presentations / expositions 10 5 15
 
Objective multiple-choice tests 2 40 42
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies   ::  
  Description
Lecture Presentation of the contents, following a logical structure, in orden to provide students with organised information about Psychological Deblopment from conception to adolescence.
Assignments Practical lessons and out of class work: guidance for the group, reading and analysis of academic sources, problem solving tasks, case study, etc.
Presentations / expositions Group presentations of exercises previously completed. Presentations might adopt the traditional form (i.e conference) or either dynamics or activities in which students acting as public must take part.

Personalized attention
 
Lecture
Assignments
Presentations / expositions
Description
Attention and guidance for students during their formative process in any of the dimensions this process involves (academic or attitudinal aspects). Students might access both group mentoring sessions during practical lessons and out of class tutoring sessions. The last ones must be arranged in advance.

Assessment
  Description Qualification
Assignments Assessment of the different practical tasks proposed in this subject will be continuos. Students will be informed about assessment criteria.
40%
Presentations / expositions The quality of the presentation will be assessed in those tasks which require being presented in public: design and adequacy of the materials, verbal and non-verbal skills, etc. 10%
Objective multiple-choice tests Students' answers in objective test tasks about contents of Developmental Psyhology. 50%
Others Assessment of cross competencies as well as classroom attendance and participation. Assessment percentage of these is subjected to teachers' criteria and it might either increase or decrease previous percentages.
 
Other comments and second call

Students must pass both the theoretical (objetive multiple-choice tests) and practical part (tasks and/or presentations) to pass the subject. A minimun of 5 points in both parts is neccesary to calculate the mean. There will be either one or more objective tests, subjected to teachers' criteria depending on the needs of the subject and students' response to on-site lessons. 

Criteria for the second round of assesment remains the same. It is neccesary to pass both theory and practice but any part already passed during the first round will be kept (students won't have to repeat it). Students results, however, won't be kept from one year to another. 

During all assessment tasks, students are permitted to use only those materials, tools or resources allowed by the teacher. Any other materials are not permitted. In case of plagiarism, the task will be scored as failed. 

Sources of information
Access to Recommended Bibliography in the Catalog ULE

Basic Muñoz, A. (Coord.), Psicología del desarrollo en la etapa de educación primaria. , Pirámide. , (2010).
Craig, G.J y Baucum, D., Desarrollo Psicológico, Pearson, (2010).
Muñoz Tinoco, V.; López, I.; Jiménez-Lagares, I.; Ríos, M.; Morgado, B.; Román, M.; Ridao, P.; Canda, Manual de psicología del desarrollo aplicada a la educación., Pirámide., (2011).
González, E. y Bueno, J. A (Coord.), Psicología de la educación y del desarrollo en la edad escolar, CCS, (2007)
Córdoba, A.I., Descals. A.y Gil Llario, M.D. (Coords.) , Psicología del desarrollo en la edad escolar., Pirámide, (2006).
Trianes, M.V (Coord). , Psicología del desarrollo y de la educación. , Pirámide , (2012).
Giménez-Dasi, M.; Mariscal, S. (Coords.) , Psicología del Desarrollo. Desde el nacimiento a la primera infancia. Vol. I. , Mc Graw-Hill., (2008).

Complementary , , ,
López, F., Etxebarría, I., Fuentes, M.J. y Ortiz, M.J. (Coords., Desarrollo afectivo y social. , Pirámide. , (2005)
Rodrigo, M.J. y Palacios, J, Familia y desarrollo humano., Alianza Editorial., (2000).
Shaffer, D., Psicología del desarrollo: Infancia y la adolescencia., Thompson Paraninfo., (2007)
Bermúdez, M.P, Déficit de autoestima. Evaluación, prevención y tratamiento en la infancia y adolescencia. , Pirámide., (2002).
Feldman, R. S., Desarrollo en la infancia, Prentice Hall., (2008)
Papalia, D. y Feldman, R. y Olds, S., Desarrollo Humano., M.C. Graw-Hill., (2010).
Delval, J. A., El desarrollo humano, Siglo XXI., (2002).
Santrock, J.W., Infancia. Psicología del Desarrollo., Mc Graw Hill., (2003)
Bronfenbrenner, U., La ecología del desarrollo humano., Paidós., (1987)
Bermúdez, M.P, Manual de Psicología infantil: Aspectos evolutivos e intervención psicopedagógica, Biblioteca Nueva, (2004).
Trianes, M.V.; Gallardo Cruz (Coords.) , Psicología de la educación y del desarrollo en contextos escolares. , Pirámide. , (2008).
Kohlberg, L., Psicología del desarrollo moral, Editorial Desclée de Brouwer., (2008)
Martín-Bravo y J. I. Navarro-Guzmán (Coords.), , Psicología del desarrollo para docentes. , Pirámide., (2009).
Piaget, J. e Inhelder, B., Psicología del niño, Morata., (2002).


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