Universitat Internacional de Catalunya
Childhood and Adolescence
Other languages of instruction: Catalan, English
Teaching staff
Important dates
|
Date |
Evaluation |
|
31/03/2023 |
Partial exam |
|
22/03/2023 |
Case study 1 |
|
05/05/23 |
Case study 2 |
|
24/05/2023 |
Final exam 1st call |
|
Del 14 al 30 de junio 2023 |
Final exam 2nd call |
For any question or question send an email to: clopezm@uic.es
Introduction
Childhood and Adolescence Development is a subject that aims at teaching the student the different stages of human development. From conception to adolescence, different domains will be addressed such as the physical, cognitive, emotional, social, and spiritual. The student will acquire knowledge about the normative guidelines of each evolutionary stage to to detect needs and opportunities in their future professional practice as a psychologist.
Professor:
- Dra. Claudia López Madrigal (clopezm@uic.es)
Pre-course requirements
Not applicable
Objectives
Main aim
The main aim of this subject is for the student to be able to identify the main characteristics and developmental milestones from conception to adolescence.
Specific aims
- To learn about the different theoretical frameworks of human development and its main anthropological postulates.
- To know the development of the fetus, as well as the role played by hereditary and contextual influences.
- To know the changes (physical, psycho-emotional and social) that the mother and father experience during pregnancy.
- To know the developmental characteristics (physical, socio-emotional and cognitive) in early childhood (0-3 years).
- To know the developmental characteristics (physical, socio-emotional and cognitive) in mid-childhood (3-6 years).
- To know the developmental characteristics (physical, socio-emotional and cognitive) in late childhood (6-12 years).
- To know the developmental characteristics (physical, socio-emotional and cognitive) in adolescence (13-18 years).
- To differentiate normative from non-normative developmental markers from conception to adolescence.
- Understand the attachment theory and its importance in late development.
- Understand the role that the family plays on each developmental stage.
Competences/Learning outcomes of the degree programme
- 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.
- CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
- CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
- 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.
- CT03 - The capacity for analysis and synthesis.
- CT04 - The capacity to work in a team
- CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
- CT07 - The capacity to learn autonomously
- CT08 - The ability to put theoretical knowledge into practice
Learning outcomes of the subject
At the end of the semester the student should be able to:
- Distinguish the physical, cognitive, emotional, and social changes that occur at each developmental stage, from conception to adolescence.
- Detect the needs, changes or difficulties related to a non-normative development.
- Know the importance of play throughout childhood, as well as its influence on the cognitive and the socioemotional development of the child.
- Understand the importance of the family and external factors in the development of the human being.
- Acquire the ability of case analysis and design interventions considering the corresponding evolutionary markers.
Syllabus
MODULE 1: INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY
1.1 Basic premises (nature vs. nurture)
1.2 Developmental influences
1.2.1 Developmental milestones: critical periods and sensitive periods
1.3 Developmental Psychology Frameworks
1.3.1 Psychoanalytic perspective
1.3.2 Learning perspective
1.3.3 Cognitive perspective
1.3.4 Contextual perspective
1.3.5 Developmental perspective
MODULE 2. PREGNANCY AND PRENATAL DEVELOPMENT
2.1 Physical development of the fetus
2.1.1 Embryonic development
2.1.2 Central Nervous System development
2.2 Pregnancy, childbirth, and postpartum
2.2.1 Childbirth and postpartum and sociocultural experiences
2.2.2 Teratogens and environmental influences
2.3 Psychosocial elements during pregnancy
2.3.1 Beliefs around maternity
2.3.2 Psycho-emotional changes in the mother
2.3.3 The role of the father
MODULE 3. EARLY CHILDHOOD (from 0 to 3 years)
3.1 Physical development
3.1.1 El recién nacido
3.1.2 Crecimiento del encéfalo
3.2 Motor development
3.2.1 Milestones of motor development
3.2.2 Crawling and first steps
3.3 Cognitive development
3.3.1 Milestones of cognitive development
3.3.2 Memory
3.3.3 Language
3.4 Psychosocial development
3.4.1 Emotional development
3.4.2 Attachment theory
3.4.3 Temper and character
3.4.4 Play
3.4.5 The importance of parental figures
MODULE 4. MID-CHILDHOOD (from 3 to 6 years)
4.1 Physical development
4.1.1 Milestones of physical development
4.1.2 Motor skills
4.2 Cognitive development
4.2.1 Preoperational thinking
4.2.2 Memory and intelligence
4.2.3 Language
4.3 Psychosocial development
4.3.1 The self and the self-concept
4.3.2 Self-esteem
4.3.3 Parenting styles
4.3.4 Play
4.3.5 Schooling and socialization
4.4 The role of the family
MODULE 5. LATE CHILDHOOD (from 6 to 12 years)
5.1 Physical development
5.1.1 Brain development
5.1.2 Body changes
5.2 Cognitive development
5.2.1 Operaciones mentales concretas
5.2.2 Moral reasoning
5.2.3 Intelligence and other executive functions
5.3 Psychosocial development
5.3.1 Self-concept
5.3.2 Socialization and friendship
5.3.3 Mental health and bullying
5.3.4 The role of family and friends
MODULE 6. ADOLESCENCE (from 12 to 18 years)
6.1. Physical development
6.1.1 The adolescent brain
6.1.2 Puberty and hormonal changes
6.2. Cognitive development
6.2.1 Formal reasoning
6.2.2 Moral reasoning
6.3. Psychosocial development
6.3.1 Identity development
6.3.2 Sexuality and psychological perceptions around body image
6.3.3 Family adjustment and peer support
6.3.4 Mental health and risk behaviors
Teaching and learning activities
In person
|
TRAINING ACTIVITY |
METHODOLOGY |
|
Master Class (CM) |
Master Lecture (LM) |
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Case Study (EC) |
Theoretical Class (CT) Case Resolution (PRC) Academic Group Tutoring (TAG) |
|
Critical Reading (LC) |
Autonomous Learning (AA) Individual Work (IT) |
|
Preparation and realization of evaluable activities (PRE) |
Individual Work (IT) Team Work (TG) |
|
Autonomous Work of Study and realization of exercises (TA) |
Individual Work (IT) Autonomous Learning (AA) |
|
|
|
Evaluation systems and criteria
In person
The course has a presence-based modality
1st Call:
50% Final exam
- Written exam with multiple choice and open questions of the content of the whole exam
- Multiple choice questions: 1 minute per question; each mistake subtracks 0.33 points
- Open questions: The evaluation criteria for writing and spelling established in the Psychology Degree regulations will be taken into account.
20% Partial exam
- Written exam with multiple choice and open questions of the content of the whole exam
- Multiple choice questions: 1 minute per question; each mistake subtracks 0.33 points
- Open questions: The evaluation criteria for writing and spelling established in the Psychology Degree regulations will be taken into account.
10% PIR exam
- Written exam with multiple choice questions
- 10 questions with PIR style
- 1 minute per question; each mistake subtracks 0.33 points
20% Case studies
- Resolution of 2 hypothetical cases (10% each)
- The resolution of cases will be carried out in the classroom during class time. In-person attendance is mandatory to perform the case studies. No exceptions will be made, nor will there be justified absences.
- The evaluation criteria for writing and spelling established in the regulations of the Psychology Degree will be taken into account.
*IMPORTANT: The course will be passed with a minimum average of 5, taking into account all the evaluated parts (passed and failed). That is to say, to pass the course, the general average must be approved. If the general average is lower than 5, the student will be suspended and will have to recover the course. It is essential to pass the final exam with a 5 in order to obtain the average. In case of failing this part, the student will have to make it up in the second call.
2nd Call:
In the second call exams, the grade of the continuous evaluation is maintained, therefore getting a 5 in the recovery does not imply passing the course and recovering it. The student will have to obtain a sufficient grade in the exam so that the weighted average is equal or higher than 5.
Bibliography and resources
- García, J. & Delval, J. (2019). Psicología del Desarrollo I (2ª edición). UNED
- Papalia, D. & Martorell, G. (2017). Desarrollo humano (13ª edición). McGraw Hill
- Shaffer, D. (2000). Psicología del desarrollo: Infancia y Adolescencia (5ª edición). Thomson
- Más recursos (artículos, vídeos, links) colgados en la plataforma Moodle
Evaluation period
- E1 24/05/2023 I3 08:00h
- E2 29/06/2023 I3 08:00h