Universitat Internacional de Catalunya
Childhood and Adolescence
Other languages of instruction: Catalan
Teaching staff
Introduction
The subject Childhood and Adolescence aims to train students in the stages of human development, from conception to adolescence, specifically in the physical, cognitive, emotional, and social domains. Students will acquire knowledge about the normative development of each stage in order to identify needs, alterations, or difficulties in their future professional practice as psychologists.
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
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Understand the basic premises of developmental psychology.
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Identify and understand the main theories of development (psychoanalytic, learning, cognitive, contextual, and evolutionary).
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Learn about the interaction between genetics and environment, including the transition from genotype to phenotype and the influence of contextual factors on prenatal development.
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Understand the physical, emotional, and social changes associated with pregnancy, childbirth, and the postpartum period, including the psycho-emotional elements that affect the mother, the father, and the family environment.
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Learn the characteristics of development (physical, cognitive, and socio-emotional) in early childhood (0–3 years).
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Learn the characteristics of development (physical, cognitive, and socio-emotional) in middle childhood (3–6 years).
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Learn the characteristics of development (physical, cognitive, and socio-emotional) in late childhood (6–12 years).
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Learn the characteristics of development (physical, cognitive, and socio-emotional) in adolescence (12–18 years).
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Differentiate normative from non-normative developmental markers from conception to adolescence, and identify warning signs for professional referral.
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Become familiar with the main tools and protocols used to monitor typical child development.
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Understand attachment theory and its impact on later emotional and social development.
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Recognize the importance of family and parenting styles in the development of children and adolescents.
Competences/Learning outcomes of the degree programme
- CN01 - At the end of the Degree, the student will be able to describe psychological knowledge and developments in professional practice.
- CN02 - At the end of the Degree, the student will be able to recall principles, procedures, theoretical models, functions, characteristics, advantages and limitations of psychological intervention or schools of psychology, the structures and processes involved in basic psychological functions and the nature of individual differences.
- CN03 - At the end of the Degree, the student will be able 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 an individual.
- CN05 - At the end of the Degree, the student will be able to explain and identify the main stages of human development, their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CP04 - At the end of the Degree, the student will be able to adapt their work to the environment, task or context, generating transformation processes through different skills in interpersonal relationships and teamwork.
- HB12 - At the end of the Degree the student will be able to synthesise their assessments and psychological arguments critically, ethically and with the vocabulary of psychological knowledge.
Learning outcomes of the subject
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Identify the physical, cognitive, emotional, and social changes that occur at each developmental stage, from conception to adolescence.
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Identify the needs, alterations, or difficulties related to non-normative development.
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Understand the evolution of play throughout childhood, as well as its influence on the child’s cognitive and socio-emotional development.
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Recognize the importance of the family and external factors in human development.
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Acquire the ability to analyze a case and design interventions from a developmental perspective, taking into account the corresponding developmental milestones.
Syllabus
MODULE 1: INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY
1.1 Basic premises (nature vs. nurture)
1.2 Influences on development
1.2.1 Developmental windows: critical and sensitive periods
1.3 Theories of developmental psychology
1.3.1 Psychoanalytic perspective
1.3.2 Learning perspective
1.3.3 Cognitive perspective
1.3.4 Contextual perspective
1.3.5 Evolutionary perspective
MODULE 2: PREGNANCY AND PRENATAL DEVELOPMENT
2.1 From genotype to phenotype
2.1.1 Difference between genotype and phenotype
2.1.2 Gene–environment interaction in development
2.2 Teratogens and environmental influences
2.2.1 Definition and types of teratogens
2.2.2 Consequences for neurodevelopment
2.3 Pregnancy, childbirth, and postpartum
2.3.1 Prenatal physical development
2.4 Psycho-emotional elements
2.4.1 Beliefs surrounding motherhood
2.4.2 Psycho-emotional changes and the family environment
MODULE 3: EARLY CHILDHOOD (0–3 years)
3.1 Physical development
3.1.1 The newborn
3.1.2 Brain growth
3.2 Motor development
3.2.1 Motor developmental milestones
3.2.2 Crawling and first steps
3.3 Cognitive development
3.3.1 Sensorimotor stage
3.3.2 Memory
3.3.3 Language
3.4 Psychosocial development
3.4.1 Temperament and character
3.4.2 Emotional development
3.4.3 Attachment theory
3.4.4 Play
3.5 Instruments for assessing normative child development
MODULE 4: MIDDLE CHILDHOOD (3–6 years)
4.1 Physical development
4.1.1 Physical developmental milestones
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 Emotional development
4.3.2 The self, self-concept, and self-esteem
4.3.3 Parenting styles
4.3.4 Play development
4.3.5 Schooling and socialization
MODULE 5: LATE CHILDHOOD (6–12 years)
5.1 Physical development
5.1.1 Brain development
5.1.2 Bodily changes
5.2 Cognitive development
5.2.1 Concrete mental operations
5.2.2 Moral reasoning
5.2.3 Intelligence and other executive functions
5.3 Psychosocial development
5.3.1 Emotional development
5.3.2 Socialization and friendship
5.3.3 Mental health and bullying
5.3.4 The importance of family and friends
MODULE 6: ADOLESCENCE (12–18 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 From formal to postformal thought
6.2.2 Moral reasoning
6.3 Psychosocial development
6.3.1 Emotional development
6.3.2 Identity search and formation
6.3.3 Risk behaviors and protective factors
Teaching and learning activities
In person
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Formative activities |
Methodology |
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Master Class (CM) |
Master Lecture (LM) |
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Case Study (EC) |
Theoretical Class (CT) Case Resolution (PRC) Academic Group Tutoring (TAG) |
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Critical Reading (LC) |
Autonomous Learning (AA) Individual Work (TI) |
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P |
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Autonomous work and exercise performance (TA) |
individual Work (TI) Autonomous Learning (AA) |
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
Evaluation systems and criteria
In person
1st Call:
10% Evaluation activities in the classroom
90% Final exam
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Written exam with multiple choice and open questions of the content of the whole exam
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Multiple choice questions: 1 minute per question; each mistake subtracks 0.33 points
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Open questions: The evaluation criteria for writing and spelling established in the Psychology Degree regulations will be taken into account.
*IMPORTANT: The course will be passed with a minimum average of 5.
2nd Call:
In the second call exams it is mandatory to recover the full syllabus with at least a grade of 5.
Bibliography and resources
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Berger, K. S. (2020). Psicología del desarrollo: Infancia y adolescencia (10.ª ed. en español). Worth Publishers.
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Palacios, J., Marchesi, Á., & Coll, C. (Eds.). (2020). Desarrollo psicológico y educación. Vol. I: Psicología evolutiva (6.ª ed. rev.). Alianza Editorial.
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More resources uploeaded in the Moodle platform
Evaluation period
- E1 02/06/2026 A01 08:00h