Ir a cuerpo Ir a Estudios, Gobernanza y organización
Logo UA
Realizar búsqueda
Course description
  DEVELOPMENTAL PSYCHOLOGY

Competencies and objectives

 

Course context for academic year 2019-20

The subject named “Developmental Psychology” is included inside the “Learning and development of the personality” module of the study plan of the Primary School Education university degree. This subject is developed during the first term of the first year to introduce the fundamental contents of the child’s evolutionary process to the students.
The contents of “Developmental Psychology” are focused on analysing and understanding the main milestones of human development (physical, cognitive, emotional, moral and social) from birth to adolescence and their influence on the learning process, emphasising the stage from 6 to 12 years old. Besides, the main theories of explanation about human’s development are presented and the influence that teachers have on primary school students’ comprehensive development.
This subject of basic formation provides the basis that will allow the students to understand the primary school students’ characteristics to improve both their development and the teaching and learning process. Consequently, their contents will be supplemented by others subjects such as “Psychology of Education” and “Psychology of Instruction”.

 

 

Course content (verified by ANECA in official undergraduate and Master’s degrees)

General Competences (CG)

  • CG1 : Identify information needs and then find, analyse, process, evaluate and communicate it effectively, critically and creatively.
  • CG2 : Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
  • CG3 : Show oral and written language skills for teaching (official languages of the Region of Valencia and foreign languages) and the ability to communicate on different levels in different registers.
  • CG5 : Work in a team, collaborating and leading when necessary.
  • CG8 : Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.

 

Specific Competences (CE)

  • CE1 : Understand the organisation of primary education schools and, where appropriate, adult education centres and training classes, and the diversity of actors and actions involved in their operation. Collaborate with the different sectors of the educational community and the context and work in a team with your co-workers as a precondition for improving one's professional activity, sharing knowledge and valuing experiences.
  • CE10 : Use assessment in its pedagogical function, and not only for accreditation, as an element that regulates and promotes improved teaching, learning and the training process itself, assuming the need for continuous professional development through reflection, self-assessment and research into one's own practice.
  • CE11 : Understand that education in general and teaching and learning processes in particular are complex. Assume that working as a teacher means improving, updating and adapting to scientific, pedagogic, social and cultural change. Understand the importance of taking part in innovation and research projects related to teaching and learning, and of introducing innovative proposals into the classroom.
  • CE12 : Express oneself orally and in writing with the necessary fluency and precision in Catalan and Spanish to be able to teach at primary level and also use a foreign language as a vehicle in certain classroom situations.
  • CE13 : Promote and head the development and implementation, in the school you belong to, of curriculum proposals in an area where are best qualified and take responsibility for promoting quality improvement processes in said area.
  • CE2 : Understand the characteristics and conditions in which school learning takes place and indentify how this could affect the development of the students and act as a tutor, focusing on the students and parents of your group. All seeking understanding and cooperation with the families, bearing in mind different family contexts and lifestyles.
  • CE3 : Organise teaching in the framework of the epistemological paradigms of the subjects of the degree course, combining one's knowledge of the discipline with the transversal and multidisciplinary knowledge needed for the respective levels of education, showing one's understanding of the learning aims of the areas of knowledge laid down in the primary education curriculum.
  • CE4 : Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
  • CE5 : Identify and support those students who do not achieve their learning potential or have behavioural, emotional or social problems. Also know how to request advice from different services and specialists to attend diverse special education needs.
  • CE7 : Design and develop educational projects, programming units, contexts, activities and materials, including digital material, to allow the curriculum to be adapted to the diverse nature of the students and promote the quality of the contexts in which the educational process takes place, thus guaranteeing their well-being.
  • CE8 : Assume the ethical dimension of teaching, acting responsibly, making decisions and critically analysing educational concepts and proposals proceeding from both research and innovation and from educational administration.

 

 

 

Learning outcomes (Training objectives)

No data

 

 

Specific objectives stated by the academic staff for academic year 2019-20

Theoretical part:
*Know the different theoretical perspectives about humans’ development.
*Know the subject matter and the dimensions of “Developmental Psychology”.
*Recognise the main research methodologies on the area.
*Understand and distinguish the different aspects of physical, psychomotor, cognitive, affective, moral and social development in each of the evolutionary stages from birth to adolescence.
*Delve into the analysis of the different personal (biological, psychological and social) and contextual factors that are involved in children’s development.

Practical part:
*Reinforce the implementation of the knowledge worked in the theoretical part to real contexts.
*Promote the skills of reflection, analysis and synthesis.
*Work in group developing activities in an active and collaborative way.
*Use bibliographic sources (data bases, university’s catalogue, etc.) which are related to the contents of “Developmental Psychology”.

 

 

General

Code: 17510
Lecturer responsible:
DELGADO DOMENECH, BEATRIZ
Credits ECTS: 6,00
Theoretical credits: 1,20
Practical credits: 1,20
Distance-base hours: 3,60

Departments involved

  • Dept: PSYCHOLOGY OF DEVELOPMENT AND DIDACTICS
    Area: EVOLUTION AND EDUCATION PSYCHOLOGY
    Theoretical credits: 1,2
    Practical credits: 1,2
    This Dept. is responsible for the course.
    This Dept. is responsible for the final mark record.

Study programmes where this course is taught