Universitat Internacional de Catalunya
Childhood and Adolescence
Other languages of instruction: Catalan, English
Teaching staff
For any question or question send an email to acarballo@uic.es
Introduction
The main goal of this subject is to provide training regarding competences that refer to the psychomotor, cognitive, emotional, social and spiritual development of the human being from conception to adolescence, as well as understanding the role of the family in all the process.
As a psychologist it is important to know what is the normative development in order to detect differences and problems.
Teachers:
- Dra. Anna CARBALLO - acarballo@uic.es
- Lda. Blanca BATLLORI - bbatllori@uic.es
- Lda. Pilar LACORTE - placorte@uic.es
- Lda. Maria Cristina LUNA - clunab@uic.es
- Dra. Cristina GARCÍA - cgarcial@uic.es
Pre-course requirements
Not applicable
Objectives
- The general objective of the subject is that the student is able to identify the different stages of development and its main characteristics from conception to adolescence.
- Know the changes that occur during pregnancy, both in fetus and mother and also in the father figure.
- Know how attachment is formed and the repercussion it has, as well as identifying the different types of attachment.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, language, cognitive development) regarding 0-2 years.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, language, cognitive development) regarding 3-6 years.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, cognitive development) regarding 6-12 years.
- Know the development and characteristics that occur and are characteristic of adolescence.
- Understand the importance of the family and its influence on development.
- Acquire knowledge and skills that help establish a good relationship with the child/adolescent and family.
Competences/Learning outcomes of the degree programme
- CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CE14 - The ability to recognise the basis of normal and altered human behaviour.
- CG12 - The ability to create the conditions necessary for effective communication and a good relationship of help and support.
- CT04 - The capacity to work in a team
- CT07 - The capacity to learn autonomously
Learning outcomes of the subject
At the end of the course the student must be able to:
-Identify the different stages of development and its main characteristics from conception to adolescence.
- Know the changes that occur during pregnancy, both in fetus and mother and also in the father figure.
- Know how attachment is formed and the repercussion it has, as well as identifying the different types of attachment.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, language, cognitive development) regarding 0-2 years.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, language, cognitive development) regarding 3-6 years.
- Know the development and characteristics of each of the dimensions (psychomotor, socioemotional, cognitive development) regarding 6-12 years.
- Know the development and characteristics that occur and are characteristic of adolescence.
- Understand the importance of the family and its influence on development.
- Acquire knowledge and skills that help establish a good relationship with the patient and family.
Syllabus
BLOCK I: INTRODUCTION TO DEVELOPMENT PSYCHOLOGY
Topic 1: Approach to development psychology
1.1 Basic premises
1.2 Authors
1.3 Paradigms
1.4 Developmental models
BLOCK II: PRENATAL AND PERINATAL PERIOD
Topic 2: Pregnancy and prenatal period
2.1 Psychosocial beliefs about pregnancy
2.2 Embryonic development
2.3 Perinatal factors that influence development
2.4 Pregnancy: Physical and emotional changes throughout the 3 trimesters
2.5 Birth, Postpartum andFather's experience
BLOCK III: CHILDHOOD
Topic 3: From the newborn to three-years
3.1 Psychomotor development
3.2 Social-emotional development: Temperament and attachment
3.3 Cognitive development
3.4 Symbolization: The game
3.5 Language acquisition
3.5.1 Prelinguistic (0-12 months)
3.5.2 Linguistic (12-24 months)
Topic 4: Preschool stage (3-6 years)
4.1 Psychomotor development
4.2 Social-emotional development: School
4.3 Cognitive development
4.4 Symbolization: The game and drawing
4.5 Language development
4.6 Autonomy, habits and limits
4.6.1 Parenting patterns
4.6.2 Disciplinary techniques
Topic 5: School stage: 6-12 years
5.1 Psychomotor development
5.2 Social-emotional and moral development
5.3 Cognitive development
5.4 Teaching-learning process
5.4.1 6-8 years (1st-2nd primary)
5.4.2 8-10 years old (3rd-4th grade)
5.4.3 10-12 years (5th-6th grade)
5.5 Gender configuration
5.6 First puberty changes
5.7 Autonomy, limits and habits
5.7.1 Use of technology and social networks
BLOCK IV: ADOLESCENCE
Topic 6: Adolescence: 12-18 years
6.1 Being a teenager nowadays
6.2 Psychological impact of body changes
6.3 Psychosocial development
6.4 Cognitive development
6.5 Autonomy and limits
BLOCK V: DEVELOPMENT CONTEXTS
Topic 7: The family
7.1 Types of families
7.2 Importance of the quality of family relationships
7.3 Implication of the grandparents in the upbringing
7.4 Family-work reconciliation
Teaching and learning activities
In person
|
TRAINING ACTIVITY |
METHODOLOGY |
|
Master Class (CM) |
Theoretical Class (CT) |
|
Case Study (EC) |
Theoretical Class (CT) Practical classes (CP) |
|
Critical Reading (LC) |
Autonomous Learning (AA) Individual Work (IT) |
|
Preparation and realization of evaluable activities (PRE) |
Individual Work (IT) |
|
Resolution of exercises and problems (REP) |
Practical classes / Laboratory (CP) |
|
Autonomous Work of Study and realization of exercises (TA) |
Individual Work (IT) Autonomous Learning (AA)
|
Evaluation systems and criteria
In person
Participation in class (10%): Attendance and participation in the different activities carried out in class.
Group observation work (30%).
Mid term exam (20%): There will be a written test with multiple choice questions and development questions and / or identification.
Final exam (50%): There will be a written test with multiple choice questions and development questions and / or identification.
PIR Exam (10%)
Resolution of two cases (20%)
To pass the subject, the student must have an average equal to or higher than 5. It is essential to pass the final exam with a 5 to be able to make average.
In second call the notes will be kept and will be done with the exam. It is essential to pass the exam with a 5 to do average.
Bibliography and resources
Papalia y Martorell (2017). Desarrollo humano (13ª edición). México: McGraw Hill
Coll, C., Palacios, J. y Marchesi, A. Desarrollo psicológico y educación. 1. Psicología Evolutiva. Ed. Alianza. Madrid, 2003.
Evaluation period
- E1 28/05/2021 I3 12:00h
- E2 23/06/2021 I1 12:00h