NOTE: this subject is just in Spanish or Basque



Developmental Psychology is concerned with studying, describing and explaining the processes of change (physical, cognitive and social development) that occur throughout the life cycle, for the appropriate contextualization of the person to the various current socio-educational practices.



The subject is situated in the first course of the basic training of the Degree in Pedagogy and Social Education, specifically in module 1 called "The contexts of education". This course contributes to the students' knowledge and understanding of the psychological foundations of socio-educational intervention in different contexts and age groups, studying the development of capacities and skills that people acquire throughout their life cycle, and analysing the differences according to age and educational contexts.



Thus, it will enable future pedagogues and social educators to better understand human development and behaviour in the working environments in which they carry out their work, and will enable them, consequently, to guide socio-educational intervention taking into account people's needs. In this way, they will be able to understand the conceptualization of development and its relationship with educational processes, and will know the characteristics of development in different areas (physical, cognitive and social) and stages (prenatal development, childhood, adolescence, adulthood and old age).



The course will provide conceptual and methodological tools to interpret the complexity of developmental and educational contexts, which in turn will allow in the future to base educational practices that optimize the development of people throughout the life cycle.

1. To know and understand the psychological foundations of socio-educational intervention in different contexts from different theoretical perspectives of development.



2. To identify and describe the basic characteristics of human development and the elements that integrate the evolutionary process throughout all stages of the life cycle, at different times and in different educational contexts, in order to interpret them educationally and identify difficulties.



3. To know the research designs in developmental psychology and be able to apply some of its methodological procedures to the diagnosis and/or initial assessment of specific situations in developmental and educational contexts.



4. To generate individual and team criteria to plan socio-educational interventions that, starting from different levels and considering heterogeneous rhythms, make possible the development of people's capacities.

1. Introduction to Developmental Psychology



2. Prenatal and early childhood development. Physical, cognitive and social development.



3. Second childhood and school years. Physical, cognitive and social development.



4. Adolescence. Physical, cognitive and social development.



5. Adulthood and old age. Physical, cognitive and social development.

Classroom sessions will seek to help understanding, internalizing and as far as possible generalizing or applying to different contexts the fundamental contents of the subject. The explanations of the teachers will be combined with the individual and group work of the students. For this, it will be essential that students assume responsibility for their teaching-learning process, show a positive attitude and effort, participate actively, work autonomously and in teams, understand and respect the different perspectives and points of view, as well as make a critical and reasoned reflection using appropriate and different sources of information.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Convocatoria ordinaria o extraordinaria / Ohiko edo ezohiko deialdia (%): 100

The evaluation system will be adapted to each Campus and Faculty. Students must consult the module guide and the eGela guide to know the specifications of the evaluation, as well as to clarify possible doubts with the teachers who teach the subject in their group. The evaluation consists of two modalities: CONTINUOUS and FINAL evaluation.



CONTINUOUS ASSESSMENT



The formative evaluation consists of three blocks:

a) 25-35% activities of the course

b) 60-50% individual test

c) 15% of the Interdisciplinary Module Activity (AIM).

To pass the course, it will be necessary to pass each block. The approved blocks will be kept until the extraordinary call, but never for the next academic year.





FINAL EVALUATION AND WAIVER OF CONTINUOUS ASSESSMENT



Students will have the right to be evaluated through the final assessment system, regardless of whether or not they have participated in the continuous assessment system. To do so, students must present a written waiver of the continuous assessment system to the teaching staff responsible for the course (consult the teaching staff), for which they will have a period of 9 weeks from the beginning of the term, in accordance with the school's academic calendar.



In this modality, two situations may occur in order to verify that students have acquired the knowledge and skills of the subject:

a) the student must take a theoretical-practical test (85%) and the modular work (15%)

b) that students must take the theoretical and practical test (100%) without doing the modular work (see module guide for exceptions).

In order to pass the course, it will be necessary to pass both the modular work (in case it has to be done) and the theoretical-practical test. The approved blocks will be kept until the extraordinary call, but never for the next academic year.





WAIVER OF THE ORDINARY CALL



According to the Regulatory Regulations for the Evaluation of Students in Official Degree Programs (https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia):

1.- The resignation to the call will mean the qualification of "not presented".

2.- In the case of continuous evaluation, as the weight of the test is greater than 40% of the grade of the subject, it will be sufficient not to take the final test for the grade to be "not presented".

3.- In the case of the final evaluation, not taking the test set on the official examination date will automatically mean that the corresponding call will be waived.





NOTE: If the situation derived from the COVID-19 requires it, the course will be carried out in a non-attendance way through eGela and video-conference, including the evaluation system of the ordinary call.

According to the Regulatory Regulations for the Evaluation of Students in Official Degree Programs (https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia):



1.- Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen in it, will have the right to take the exams and evaluation activities that make up the final evaluation test in the extraordinary call.



2.- The evaluation of the subjects in the extraordinary calls will be carried out exclusively through the final evaluation system.



3.- The final assessment test of the extraordinary call will consist of as many examinations and assessment activities as necessary to evaluate and measure the defined learning results, in a way that is comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course may be kept. In the case of negative results obtained through continuous assessment carried out during the course, these results cannot be maintained for the extraordinary call, in which the students can obtain 100% of the qualification.





WAIVER OF THE EXTRAORDINARY CALL



According to the Regulatory Regulations for the Evaluation of Students in Official Degree Programs (https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia):

1.- The resignation to the call will mean the qualification of "not presented".



2.- In the case of continuous evaluation, as the weight of the test is greater than 40% of the grade of the subject, it will be sufficient not to take the final test for the grade to be "not presented".



3.- In the case of the final evaluation, not taking the test set on the official examination date will automatically mean that the corresponding call will be waived.

- Educational materials (readings, notes, activities...) proposed by the teaching staff

- Electronic resources (eGela virtual platform...) that students must consult frequently to keep up to date.

Basic bibliography

Barajas, C., De la Morena, M. L., Fuentes, M. J., y González, A.(1997).Perspectivas sobre el desarrollo psicológico: teoría y práctica. Madrid: Pirámide.

Delgado, B (Coord). (2008). Psicología del Desarrollo. Desde la infancia a la vejez. Vol.1 y 2.Madrid: McGraw-Hill.

Lefrancois, G. R. (2001).El ciclo de la vida. Madrid: Thomson.

Martín, y Navarro, J. (coord.).(2009).Psicología del desarrollo para docentes. Madrid: Pirámide.

Palacios, J., Marchesi, A., y Coll, C. (1999). Desarrollo psicológico y educación. Psicología evolutiva. Madrid: Alianza.

Papalia, D., FELDMAN, R.D., y Martorell, G. (2012). Desarrollo humano. México: Mc Graw Hill.

Shaffer, D. R. (2000). Psicología del desarrollo: infancia y adolescencia. Madrid: Thomson

In-depth bibliography

Berger, K. S. (2001). Psicología del desarrollo: Adultez y Vejez. Madrid: Médica Panamericana.
Clemente, A. (1996). Psicología del desarrollo adulto. Madrid: Narcea.
Córdoba, A. I., Descals, A., y Gil, M. D. (2009). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
López, F., Etxeberria, I., Fuentes, M.J., y Ortiz, M. J (Coord.) (1999). Desarrollo afectivo y social. Madrid: Pirámide.
López, F. (2010): Necesidades en la infancia y en la adolescencia. Respuesta familiar, escolar y social. Madrid: Pirámide
Martín, C. (Coord.) (1999). Psicología del desarrollo y de la educación en edad escolar. Valladolid: Ámbito.
Muñoz, V., López, I., Jiménez, I., Ríos, M., Morgado., Román, M., Ridao, P., Candau, X., y Vallejo, R. (2011). Manual de psicología del desarrollo aplicada a la educación. Madrid: Pirámide.
Rogoff, B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social. Barcelona: Paidós
Rodrigo, M.J., y Palacios, J. (2004). Familia y desarrollo humano. Madrid: Alianza Editorial
Shaffer, D. R. (2002). Desarrollo social y de la personalidad. Madrid: Thomson

Journals

Infancia y aprendizajehttp://www.fia.es
Revista de Psicodidáctica http://www.vc.ehu.es/deppe/revista.html
INFAD http://www.infad.eu/
Papeles del psicólogo http://www.papelesdelpsicologo.es/
Psiquiatría y psicología del niño y del adolescente http://www.paidopsiquiatria.com/
Anuario de Psicología http://www.raco.cat/index.php/AnuarioPsicologia
European Journal of Education and Psychology http://www.ejep.es/
Infancia http://www.revistainfancia.org/
Revista de Educación Socialhttp://psicologica.idoneos.com

Web addresses

El portal de la educación social http://www.eduso.net/
Educación social: Revista de intervención socio educativa http://www.peretarres.org/revistaeducacionsocial/index.html
Educar: Comunidades vírtuales de aprendizaje colectivo http://www.educar.org/
INFAD http://www.infad.eu