Curricular Unit:Code:
Psychology of the Development of the Child and the Adolescent783PDCA
Year:Level:Course:Credits:
1UndergraduatePsychology6 ects
Learning Period:Language of Instruction:Total Hours:
Winter SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
( 1 ) understand and articulate the major theories of human development in these stages and position yourself face them critically .
1 ) Acquire a basic knowledge of the main models for understanding the processes of human development ;
( 2 ) Identify and understand the characteristics and patterns of psychological functioning in each major stage of development;
( 3 ) Acquire basic skills of observation of the development;
(4)Develop skills in oral and written communication;
(5). Develop a critical attitude and self-criticism and
Syllabus:
1st Unit - Developmental Psychology: Fundamental Questions
1.1. Developmental Psychology: Historical Perspective.
1.2. Introduction to the study of human development.
1.3. Theoretical perspectives on development.
1.4. Key Issues in Developmental Psychology
1.5. Methods for research to study the development
2nd Unit - Development of the Prenatal Period to 2 years
2.1. Stages of prenatal development and heredity-environment interaction.
2.2. Physical Development and Health
2.3. Cognitive and Psychosocial Development
3th Unit - Development in the Period Preschool (3-5 years)
3.1. Physical Development and Health.
3.2 Cognitive Psychosocial Development
4th Unit - School Development in the Period (6-11 years)
4.1. Physical Development and Health
4.2. Cognitive and Psychosocial Development
5th Unit - Development in Adolescence
5.1. Physical Development and Health
5.2. Cognitive and Psychosocial Development
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Unit 1 - The syllabus emphasize the theoretical issues that serve as an introduction to the study of human development , thus enabling to achieve the objectives of the course, more specifically : to integrate knowledge, skills and abilities regarding the various development theorists and know the main techniques and methodologies used in the research of developmental psychology .
Unit 2, 3, 4 and 5: The syllabus favor the approach of specific theoretical issues in development , allowing them to achieve the objectives of the course, more specifically : to integrate knowledge, skills and abilities to meet the normal development from infancy to adolescence in a holistic manner taking into account the context; identify and understand the characteristics and patterns of psychological functioning in each major stage of development and acquire basic skills of observation .
Teaching Methodologies (Including Evaluation):
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on two written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom, and students’ punctuality and attendance.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
1stunit- The programmatic content of the teaching units will be targeted exposure using descriptive and organizational methods of exposition, active and participatory (favoring the latter) to allow to know and articulate the major theories of human development in these steps and position themselves critically against to them. Unit 2 - The programmatic content of teaching Unit will target exposure using descriptive and organizational methods of exposition, active and participatory (favoring the latter) to help it better understand the dynamics of development of babies, developing skills assessment development of babies, improving oral communication skills and writing and develop a critical attitude and self-criticism and adopt ethical values and ethics. Visualization and analysis of documentaries concerning the intrauterine development. Unit 3: The syllabus of teaching Unit will target exposure using descriptive and organizational methods of exposition, active and participatory (favoring the latter) to help it better understand the dynamics of development of children from 3 to 5/6 years, developing skills for assessing the development of these children, enhance communication skills orally and in writing and develop a critical attitude and self-criticism and adopt ethical values and ethics. Unit 4: The syllabus of teaching Units will be subject to exposure using descriptive and organizational methods of exposition, active and participatory (favoring the latter) to help it better understand the dynamics of development of babies, developing skills assessment development of children from 6 to 12 years; improve oral communication skills and writing and develop a critical attitude and self-criticism and adopt ethical values and ethics. Observation of school-age children. Unit 5: The syllabus of teaching Units will be subject to exposure using descriptive and organizational methods of exposition, active and participatory (favoring the latter) to help it better understand the dynamics of development of adolescents develop skills assessment development of adolescents, enhance communication skills orally and in writing and develop a critical attitude and self-criticism and adopt ethical values and ethics.
Reading:
Chae, Y, Goodman, M., Goodman, G.S., Troxel, N., McWilliams, K., Thompson, R.A., Shaver, P.R., & Widaman, K.F. (2018). How Children Remember the Strange Situation: The Role of Attachment. Journal of Experimental Child Psychology 166, pp360-379. https: //doi.org10.1016/j-jecp2017.09.001.
Groh, A.M., Fearon, R.M., Van IJzendoor, M.H., Bakermans-Kranenburg, M., & Roisman, G.I. (2016). Attachment in the Early Course: Meta-Analytic Evidence for its Role in Socioemotional Development. Child Development Perspetives. Vol.11, Number 1, pp70-76.
Hoffman, K., Vernoy, M. & Vernoy, J. (2003). Psicologia. São Paulo: Editora Atlas, SA.
Mas, M., Jiménez, L.,& Riera, C. (2018).Psicologia Educativa., Vol. 24 Issue 1, p38-41. 4p. DOI: 10.5093/psed2018a5.
Papalia, D., Olds, S. W. & Feldman, R. D. (2001). O Mundo da Criança. Lisboa: McGraw-Hill