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.
Lecturers:
- 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
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
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CB03 - Students must have the ability to bring together and interpret relevant data (normally within their area of study) in order to issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- CE09 - The ability to identify the biological basis of the functions of Psychology and human behaviour, with an understanding of how they work and their influence on other aspects of a person.
- 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.
- CE18 - The ability to identify the structures and processes involved in basic psychological functions and recognise the nature of individual differences.
- CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
- CT02 - The capacity to solve problems.
- CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
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
Topic 1: Approach to evolutionary psychology
1.1. Basic premises
1.2. Authors
1.3. Paradigms
1.4. Evolutionary models
Topic 2: Pregnancy and prenatal period
2.1. Psychosocial beliefs about pregnancy
2.2. Perinatal factors influencing development.
2.3. Neurodevelopment
2.4. Pregnancy: Physical and emotional changes throughout the 3 trimesters
2.5. Childbirth, Postpartum and Experience of the father
Topic 3: From Newborn to Two-Year-Old
3.1. Psychomotor development
3.2. Socio-emotional development: Temperament and attachment
3.3. Cognitive development
3.4. Symbolization: Play
3.5. Language development
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. Socio-emotional development: School
4.3. Cognitive development
4.4. Symbolization: Play and drawing
4.5. Language development
4.6. Autonomy, habits and limits
Topic 5: School stage: 6-12 years
5.1. Psychomotor development
5.2. Socio-emotional and moral development
5.3. Cognitive development
5.4. Gender Settings
5.5. First changes of puberty
Theme 6: Family
6.1. Types of family
6.2. Importance of the quality of family relationships
6.3. Involvement of grandparents in parenting
6.4. Family-work conciliation
Topic 7: Teaching and Learning Process
7.1. Neuroscientific approach to learning.
7.2. Brain and learning.
7.3. How the brain learns:
• Transversal learning.
• Contextualized learning.
• Brains with active neurons.
• Learning by repetition.
• The importance of prior knowledge.
7.4. Stages or windows of development. (0-4 years old and 7-12 years old).
7.5. The important emotions to learn.
7.6. Motivation and learning.
7.7. Stress and learning.
7.8. Memory and learning.
7.9. Attention and learning
Topic 8: Adolescence: 12-18 years
8.1. Being a teenager today
8.2. Psychological involvement of body changes
8.3. Psychosocial development
8.4. Cognitive development
8.5. Autonomy and limits
8.6. Adolescent brain
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
1st Call:
- 40% Final written content test (of all content)
- 20% Partial written test
- 10% PIR exam
- 20% Practical cases
- 10% Participation in class
A minimum of 5 will be required in the final written test in order to calculate the average of the subject and pass. In case of suspending that part, it must be recovered in 2nd call.
2nd Call:
- 40% Final written content test (of all content)
- 20% Partial written test (same grade as in 1st call)
- 10% PIR exam (same grade as in 1st call)
- 20% Practical cases (same grade as in 1st call)
- 10% Participation in class (same grade as in 1st call)
A minimum of 5 will be required in the written test to do average. The subject will be approved with a minimum average of 5 taking into account all the parts evaluated (approved and suspended).
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 25/05/2022 I3 12:00h
- E2 30/06/2022 I3 10:00h