The purpose of this course is to learn about the process of intellectual development from birth to old age, as well as to explore the conditioning factors of this development in order to optimize it throughout the life cycle.

The subject is part of a teaching innovation project entitled: "Promotion of scientific, creative and autonomous disposition in Psychology students through eclecticism in teaching methodologies" whose code is (IKD i³ 23-44) prototype LORETU promoted by the Vice-rectorate for Innovation, Social Commitment and Cultural Action. The main objective of this project is to seek the improvement of our teaching performance through the consideration and contrast of different methodologies that aim to analyze whether methodological eclecticism is valid to promote critical thinking, improve the capacity for abstraction and the capacity for inductive analysis of students.

Knowledge

RCO1. Know and understand the basic laws of the different psychological processes.

RC02. To know the neurophysiological, genetic and evolutionary foundations of behavior and psychological processes.

RCO4. To know the functions, characteristics and limitations of the different theoretical models of psychology.

RCO6. To know the bases of the scientific method and the main research and data analysis strategies.



Competencies

RC1. Be able to apply their knowledge to their work or vocation in a professional manner and demonstrate it through the elaboration and defense of arguments and the resolution of problems within their area of study.

RC2. Be able to gather and interpret relevant data within their area of study in order to make judgments that include a reflection on social, scientific or ethical issues.

RC4. Be able to identify and integrate the elements that constitute the psychological substrate of the human being.



Skills linked to the title

RHT2.To be able to describe and measure variables (individual and group) and cognitive, emotional, psychobiological, behavioral and psychosocial interaction processes, as well as to interpret them by selecting and administering the appropriate instruments.RHT 4. Be able to define objectives and to apply basic intervention strategies and methods: counseling, advice, negotiation, mediation.

Broad spectrum skillsRHE1.To be able to communicate adequately, orally and in writing.RHE2. Be able to identify differences, problems and needs.

RHE5. Be able to search, manage, analyze and critically synthesize information from specialized sources of information and documentation.

RHE7. Be able to relate and communicate effectively at a personal, professional and scientific level and be able to work both individually and in uni- and multidisciplinary teams, assuming responsibilities and assessing their performance critically.

RHE 8. Be able to learn autonomously and value the importance of lifelong learning, in order to keep updated the skills and knowledge necessary for the proper exercise of the profession and contribute to knowledge.

1. Basic concepts of the models and theories of human development.

2. Methodology of research in developmental psychology.

3. Child growth, brain development, and physical and motor development during childhood and

adolescence.

4. Cognitive development in early childhood.

5. Cognitive development in the preschool age.

6. Cognitive development at school age.

7. Cognitive development in adolescence.

8. Language acquisition and development.

9. Physical-biological and cognitive development in adulthood and old age.

PRACTICAL PROGRAM:



CLASSROOM PRACTICES AND WORKSHOPS.

The objective is to consolidate contents, establish relationships and develop the capacity to analyze, describe and critically

aspects of human development in a critical way. Competencies 2 and 4 are worked on.



Classroom practices consist of viewing audiovisual documentary material related to the subject and reading research articles related to the topic taught that week.



Workshops: In them the analysis of the articles and videos indicated will be carried out, by means of guide cards and guided debate, as well as self-evaluations related to each topic and the follow-up of the group work.

The content of the practices and workshops will be evaluated in the final exam.

SEMINARS



Seminars are aimed at integrating theoretical information, encouraging group work, and developing writing and oral communication skills.



- Seminar 1 (competencies 1, 2, and 4): Group preparation of a report, following the outline of a scientific article, based on a Piagetian experiment centered on one of the four stages studied in the theory (sensorimotor, preoperational, concrete operational, formal operational) or on alternative topics linked to the areas of study of the subject.



- Seminar 2 (competencies 2 and 4): review and public presentation of the experiments carried out through a mini-conference.



The groups will be formed by between 6 and 8 people. The work will be supervised by the professor during the tutorial hours and the three hours of workshops. The same will be delivered the last week of teaching (Deliverable).



REMARKS:



- The necessary silence will be required during the interventions of the teacher and/or students in class. Active participation will be encouraged.



- Attendance to all classes is not compulsory but it is important to take into account that decisions (or possible changes) during the course will be taken in the classroom during class hours. Each student must be responsible for them (in the way he/she deems appropriate) and comply with them.



TUTORING SCHEDULES OF THE TEACHERS:



They will be available on the website.

• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 75
  • Individual works (%): 25

EVALUATION SYSTEM:



The evaluation consists of the sum of the grade of the May final exam and the group work.



Final grade: theory and content of the practicals and workshops are part of the exam and constitute 75% of the final grade; group work and oral presentation constitute 25% of the final grade.



CONTINUOUS EVALUATION



A)

THEORY: Type of exam: objective test at the end of the course.

- Notes, manual, photocopies, recommended references.

CLASSROOM PRACTICES AND WORKSHOPS: the contents of these will be evaluated through a series of questions on the contents worked and discussed.

questions on contents worked and discussed, which will be included in the final exam (they constitute 20% of the exam questions).

B)

SEMINARS: 25% of the total grade corresponds to group work. Work on a Piagetian experiment to choose, designed and supervised by the teacher in the hours of tutoring and seminars. To be handed in the last week of teaching (Deliverable).



FINAL EVALUATION

Exam: objective test at the end of the course that will contain questions related to the contents explained in the lectures, classroom practices and workshops and will constitute 100% of the grade.



*Those students who waive the continuous evaluation will be evaluated in the exam with 100% of the subject. The teacher must be informed in writing at least one month before the date of the exam.



*In order to be able to grade the student, it is essential to have passed the group work (or the questions related to this part in the exam, in its absence) and to have passed the exam (the part common to all students). Once these two requirements are fulfilled, the grade will be weighted accordingly (75% exam + 25% group work).*Students who have done the group work of the seminar in previous academic years and who can prove it are not obliged to repeat it. Likewise, those who adequately perform the group work but do not pass the exam, will keep the value of the same until they reach or exceed the pass mark in the written exam.



*Those students who have passed the exam and fail the group work will keep the grade until the next exam. If they do not pass the work, they will have to re-enroll in the course and go through the entire evaluation process again.



*Additional rules regarding the waiver of the exam session

In this course, not taking the exam will be enough to waive the exam.

The evaluation criteria in the extraordinary call will be the same as in the ordinary call, unless eventually and depending on the circumstances of the course, another evaluation method is agreed upon.

For each chapter of the syllabus, the specific bibliography and supplementary materials will be published on the MOODLE platform.

Basic bibliography

ARRANZ, E. (1998). Modelos del desarrollo psicológico humano. Bilbao: UPV/EHU Servicio Editorial.

BERGER, S. K. y THOMPSON, R. A. (1998). Psicología del desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.

BERMEJO, V. Edit. (1994). Desarrollo Cognitivo. Madrid: Síntesis Psicología.

FLAVELL, J. H. (1963). La Psicología Evolutiva de J. Piaget. Barcelona: Paidós.

KAIL, R. V. y CAVANAUGH, J.C. (2006). Desarrollo Humano. Madrid: Thomson

LEFRANCOIS, G. L. (2000). El ciclo de la vida. Madrid: Thompson.

LIZASO, I. y APODAKA, M. (2008). Giza garapen psikologikoaren ereduak I. Bilbo: Udako Euskal Unibertsitatea.

LIZASO, I. y APODAKA, M. (2008). Giza garapen psikologikoaren ereduak II. Bilbo: Udako Euskal Unibertsitatea.

PALACIOS, J. MARCHESI, A. Y COLL, C. (1999). Desarrollo psicológico y Educación. Vol. 1. Desarrollo cognitivo y social del niño. Vol. 2. Desarrollo psicológico y educación. Vol.3: Psicología Evolutiva. Madrid: Alianza Editorial.

PALACIOS, J., MARCHESI, A., COLL, C. (1999). Garapen psikologikoa eta hezkuntza. Leioa: UPV/EHU.

PAPALIA, D. E. y OLDS, S. (2009). Psicología del desarrollo de la infancia a la adolescencia. Madrid McGraw-Hill.

RICE, R. (1997). Desarrollo Humano. Estudio del Ciclo Vital. México: Prentice-Hall.

SANTROCK, J.W. (2006). Psicología del Desarrollo. El ciclo vital. Madrid: Mc Graw Hill.

SHAFFER, D. (2000). Psicología del desarrollo: infancia y adolescencia. México: International Thomson.

STASSEN BERGER, K Y THOMPSON, R.A. (1995). Psicología del desarrollo: Infancia y adolescencia. Madrid: Panamericana.

In-depth bibliography

FLAVELL, J. H. (1963). La Psicología Evolutiva de J. Piaget. Barcelona: Paidós.

Journals

Infancia y Aprendizaje
Child Development
Revista de la Psicología General Aplicada
Developmental Psychology
Journal of Adult Development
Aging and Society.
Geriatrika.
http://psicothema.com
http://ub.es/piscolog/infancia/inf_apr.htm
http://um.es/analesps
http://uv.es/psicologica
Human Development
Psychology and Aging
Revista Española de Geriatría y Gerontología.
The Gerontologist.
The Jounals of Gerontology

Web addresses

http://piaget.org
http://www.imsersomayores.csic.es/basesdedatos/index.jsp
http://www.vigotsky.idoneos.com/
www.apa.org
www.cop.es
www.etxadi.org
www.ueu.org
www.uztaro.com