Psychology I: Bases of Preschool Psycological Development
Main language of instruction: Catalan
Other languages of instruction: English
Head instructor
Dra. Maria CERRATO - mcerratolara@uic.es
Office hours
The tutoring schedule will be agreed according to the student's needs and by appointment through email (mcerratolara@uic.es).
It is highly recommended to attend the tutorial for the preparation of your presentation. By that time, you should be able to have done 80%-90% of your work. Tutorials will take place from 11.30 to 12 in our class (D202) and each team should attend them the previous class of their presentation.
The sense of this subject is related to the need that the future teacher knows the foundations of the evolutionary psychology and of the development of the child of or to 6 years to be able to understand better his nature and to favor to his ideal development. About this form could know the elements that characterize the development of the child in the different evolutionary stages of the different areas of development: cognitive, physical, affective and social.
-know the personality of children 0-6 years, evolutionary and psychological characteristics.
-Recognize the identity of the stage and their cognitive, psychomotor, communicative, social and emotional characteristics.
-Learn about the main features of early stimulation, authors and relevant programs
-characterize the different stages of development from an evolutionary psychological perspective and analyze the educational implications
-reflect on the relationship between psychological development and education
Known psychological, evolutionary and personality characteristics of the children of 0-3 and 3-6 years. (1)
Know, knows and appreciates the early stimulation in early childhood education (3)
recognizes the cognitive, psychomotor, communicative, social and affective characteristics of students from 0 to 6 years and know how to identify its possible deficit or sobredotacion. (4)
Offers information on students, parents and other stakeholders and used properly the information obtained from these (12) in their personal and professional development uses information obtained from students and their colleagues, as well as their colleagues in the form of advice or supervision, to direct its action towards the constant improvement (15)
has one sufficient knowledge of the behavioral psychology to analyze and understand their own behavior and on the other (16)
knows the mental processes to follow to develop an exhaustive analysis of the cases studied (17)
known as take into account the characteristics of the environment both to understand the characteristics of a case and to provide for the supply of its intervention (18)
identifies and analyzes the processes of interaction and communication in the classroom.Integrates and brings together the foundations of early childhood education and its development in the classroom (30)
recognizes the need to work individually to achieve the goals of the educational community (33)
Introduction: The concept of Developmental Psychology
Historical approach to Developmental Psychology
Development in the first two years, early childhood and middle childhood:
Physical development
Cognitive development
Language development
Social development
Lesson 1: Introduction (1 session + Activity 1)
Lesson 2: Historical approach (3 sessions + Activity 2)
Lesson 3: First two years (4 sessions + Activity 3+ Test 1)
Lesson 4: Early childhood (4 sessions + Activity 4)
Lesson 5: Middle childhood (4 sessions + Activity 5 + Test 2)
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-02 | Presenting method / lecture | Theory classes Individual / independent study and work |
CEM-03 | Presenting method / lecture | Theory classes Individual / independent study and work |
CEM-04 CET-5 | Case studies Presenting method / lecture | Theory classes Individual / independent study and work |
CEM-05 | Presenting method / lecture | Theory classes |
CET-5 | Cooperative learning | Group study and work |
CET-6 | Presenting method / lecture | Theory classes Individual / independent study and work |
CET-7 | Case studies | Individual / independent study and work |
CG-01 | Cooperative learning | Group study and work |
CG-02 | Problem and exercise solving | Individual / independent study and work |
CG-05 | Problem and exercise solving | Individual / independent study and work |
The student will be assessed in group (point 1 and 2) and individually (point 3)
Class exhibition 35%*
Elaboration of one activity + sheet of answers 15%*
Tests 50%
*English skills are considered as well: 17,5% for the class exhibition (the fluency component) and 7,5% for the activity (the writing). This means a 25 % of the subject.
- Palacios, J., Marchesi, A., & Coll, C. (2004). Desarrollo Psicológico y Educación (vol 1): Psicología Evolutiva. Alianza Editorial.
- Stassen Berger, K. (2016). Developing Person Through Childhood & Adolescence. Worth Publishers.
Additional readings:
- Harris, M., & Butterworth, G. (2002). Developmental Psychology: A student’s handbook Hove: Psychology Press.
- Harris, M., & Westermann, G. (2014). A Student's Guide to Developmental Psychology.Hove: Psychology Press.