Course guide of Developmental Psychology (2561111)

• Intellectual curiosity (willingness to learn)
• Engagement motivation (civic and community)
• Self regulated learning (internal locus of control)
• Fluency on a second language (English: reading, writing, listening, speaking)
• Digital literacy (web search, excel, word processor, email, scientific database search)
• Previous curricular knowledge
• Willingness to work

• Development, learning, and education.
• Cognitive development in the period from 6 to 12 years old.
• Language development in the period from 6 to 12 years old.
• Affective and emotional development in the period from 6 to 12 years old.
• Personal and social development in the period from 6 to 12 years old.
• Moral and religious-spiritual development in the period from 6 to 12 years old.
• Physical and sexual development in the period from 6 to 12 years old.
• Family and school. Peer interactions. Childhood and adolescence as contexts of development.

General Outcome: Learn fundamental knowledge, procedures and attitudes of Developmental Psychology that allow them to exercise professional practice in the psychoeducational field aimed at guaranteeing maximum efficiency in the teaching-learning process, including referrals to the multilingual classroom.

Specific Outcomes:

• Build knowledge, understanding, and establishment of conceptual relationships.
• Acquire rules, establish procedures, and apply principles and problem solving.
• Learning to learn, to study, reason, and think.
• Develop favourable attitudes to the subject, to permanent training, participation and collaboration, and ethical attitudes towards professional and research work.

• UNIT 1. Development, learning and education.
• UNIT 2. Physical-motor and sexual development in the period from 6 to 12 years old.
• UNIT 3. Cognitive development in the period from 6 to 12 years old.
• UNIT 4. The development of language in the period from 6 to 12 years old.
• UNIT 5. Emotional development in the period from 6 to 12 years old.
• UNIT 6. Personal development in the period from 6 to 12 years old.
• UNIT 7. Social development in the period from 6 to 12 years old.
• UNIT 8. Moral development in the period from 6 to 12 years old.

* In the case of the bilingual group each unit will include adaptations to the EMI classroom.

Seminars, workshops or practical activities (individual or in-group) to reinforce and/or to explore in depth specific aspects of the course, for example:

• Concept and object of Developmental Psychology.
• Explanatory theories of human development.
• Developmental interview with parents.
• Psycho-affective and sexual development and education.
• Cognitive development.
• Acquisition and development of hierarchical classification.
• Evaluation and evolution of language.
• Communication skills.
• Development of emotions.
• Cognitive and emotional empathy from 10 to 12 years.
• Affective-emotional profile from 6 to 12 years old.
• Self-esteem: Characteristics and evaluation.
• Programs on prevention of interpersonal conflicts.
• Evolution of the concept of friendship.
• Moral development.

• Lansford, Santrock, J. W. y Deater-Deckard, K. (2022). Children. McGraw-Hill
• Leman, P, Bremner, A., Parke, R. D. y Gauvain, M. (2019). Developmental Psychology. McGraw-Hill Education.
• Papalia, D. y Martorell, G. (2024). Experience Human Development. McGraw-Hill.
• Santrock, J. W. (2022). A topical approach to life-span development. McGraw-Hill.

• Berger, K.S. y Thompson, R.A. (1997). El desarrollo de la persona desde la niñez a la adolescencia. Panamericana.
• Berk, L.E. (1997). Desarrollo del niño. Prentice Hall.
• Bermúdez, M.P. (2000) Déficit de autoestima. Evaluación, prevención y tratamiento en la infancia y adolescencia. Pirámide. Bronfenbrenner, U. (1987) La ecología del desarrollo humano. Paidós.
• Bermúdez, M.P. y Bermúdez-Sánchez, A.M. (2004). Manual de Psicología infantil: Aspectos evolutivos e intervención psicopedagógica. Biblioteca Nueva Feldman, R. S. (2008). Desarrollo en la infancia. Prentice Hall.
• Coll, C., Palacios, J. y Marchesi, A. (1990) Desarrollo psicológico y educación, II. Psicología de la Educación. Alianza Editorial.
• Córdoba, A.I., Descals, A. y Gil, M.D. (2006). Psicología del desarrollo en la edad escolar. Pirámide.
• Craig, G. (2001). Desarrollo Psicológico. Prentice-Hall.
• Damon, W. y Lerner, R. M. (2006). Handbook of child psychology. Wiley.
• Davidov, V.V. (1 988). Introducción a la psicología. McGraw Hill.
• Delval, J. A. (2002). El desarrollo humano. Siglo XXI.
• Feldman, R. (2007). Desarrollo psicológico a través de la vida. Pearson Educación.
• Fernández de Haro, E., Justicia, F. y Pichardo, M.C, (2007). Enciclopedia de psicología evolutiva y de la educación (Vol. 2). Aljibe.
• Hoffman, L., Paris, S. y Hall, E. (1995) Psicología del desarrollo hoy Vol. 1 y 2. McGraw-Hill.
• Marchesi, A., Coll, C. y Palacios, J. (2000) Desarrollo psicológico y educación, Vol, I y III. Alianza Editorial.
• Martín, C. (1999) Psicología del desarrollo y de la educación en edad escolar. Ámbito.
• Martín, C. y Navarro, J. (2009). Psicología del desarrollo para docentes. Pirámide.
• Morris, Ch. G. (2001). Introducción a la Psicología. Pearson Education.
• Muñoz, A. (2010). Psicología del desarrollo en la etapa de educación primaria. Pirámide.
• Myers, D. G. (1999). Psicología. Panamericana.
• Palacios, J., Marchesi, A. y Coll, C. (1999) Desarrollo psicológico y educación, I. Psicología evolutiva. Alianza Editorial.
• Papalia D., Olds, S. W. y Feldman, R. D. (2019). Psicología del Desarrollo. De la infancia a la adolescencia (11a ed.). Mc Graw-Hill.
• Papalia, D., Feldman, R., & Martorell, G. (2013). Desarrollo humano (12a ed.). McGraw-Hill.
• Rodrigo, M.J. y Palacios, J. (2000). Familia y desarrollo humano. Alianza Editorial.
• Santrock, J.W. (2003). Infancia. Psicología del Desarrollo. McGraw Hill.
• Trianes, M. V. (Coord.) (2012). Psicología del desarrollo y de la educación. Ediciones Pirámide.
• Trianes, M. V., Muñoz, A. M. y Jiménez, M. (2007). Las relaciones sociales en la infancia y en la adolescencia y sus problemas. Pirámide.

• PRADO (Plataforma de Recursos de Apoyo a la Docencia): https://prado.ugr.es/
• APA (Division 7: Developmental Psychology): https://www.apa.org/about/division/div7
• National Institute of Child Health and Human Development (NICHD): http://www.nichd.nih.gov/about/
• UGR databases acces: https://biblioteca.ugr.es/biblioteca-electronica/bases-datos
• Web of Science: http://wos.fecyt.es/
• Scopus: https://www.scopus.com/
• Dialnet: http://dialnet.unirioja.es/
• Redalyc: https://www.redalyc.org
• ERIC: https://eric.ed.gov
• Google Scholar: https://scholar.google.com
• APA style: https://apastyle.apa.org

• MD01. Aprendizaje cooperativo. Desarrollar aprendizajes activos y significativos de forma cooperativa. 
• MD02. Aprendizaje por proyectos. Realización de proyectos para la resolución de un problema, aplicando habilidades y conocimientos adquiridos. 
• MD03. Estudio de casos. Adquisición de aprendizajes mediante el análisis de casos reales o simulados. 
• MD04. Aprendizaje basado en problemas. Desarrollar aprendizajes activos a través de la resolución de problemas. 

ORDINARY ASSESSMENT

Instruments

EV-I1. Writing exams: essays, short answers, multiple choice, case analysis, problem solving.

EV-I2. Oral exams: presentations (individually or in teams), interview, debates.

EV-I3. Observation scales.

EV-I4. Portfolios, reports, diaries, Learning Guides, recessions.

Criteria:

EV-C1. Domain of the theoretical and practical contents set for the course including a critical analysis.

EV-C2. Performance on the individual and group works in terms of their quality of presentation, writing, ideas, creativity, scientific value, rationale and references.

EV-C3. Implication level, attitude and participation in class, tutorial and group work sessions.

EV-C4. Attendance to seminars, classes, conferences, use of office hours, quality and scientific rigor, clarity and utility of essays and Learning Guides and Recessions.

Percentage over the final score:

The evaluation and scoring system used will be the one established in article 5 of Royal Decree 1125/2003, of September 5, which establishes the European system of credits and the system of Qualifications in university degrees of an official nature and validity throughout the national territory. The overall final score will result from adding the weighted score of the following categories set:

1. Written evaluative test: between 50% and 60%.
2. Individual and/or group activities and assignments: between 40% and 50%.
3. Participation and/or attendance to seminars, research projects or other activities: between 0-10% (see details bellow).

The final score that will appear on the official records (i.e., Acta in Spanish) will result from adding the partial scores from each category. However, to pass the course, three requirements must be met:

• A minimum score of 50% is required on category 1 (written evaluative test).
• A minimum score of 50% is required also on category 2 (individual/group activities and assignments).
• Attending at least 80% of the small group seminars held during the course.

If any of these three requirements are not fulfilled, the final grade on the official record will result from adding the scores obtained on each category up to a maximum value of 4.9 points in a 10 points scale, which means failing the course.

The score achievable between categories 1 and 2 is 100%. However, participation and/or attendance to seminars, research, or other subject-related activities could be proposed as an optional extra credit source (category 3). For each activity, the potential extra credit will be specified in advance. The amount of credit will vary based on factors such as duration and difficulty. This participation will always be voluntary, and in the case of participation in research, the same grade can always be obtained alternatively through the submission of summaries of readings from scientific papers related to the subject.

Instruments:

[The same as those specified under the ordinary evaluation].

Criteria:

[The same as those specified under the ordinary evaluation].

Percentage over the final score

The overall final score will result from adding the weighted score of the following categories set:

1. Written/oral exam of the theoretical contents between 50% and 60%.
2. Written/oral exam of the applied contents between 40% and 50%.

The maximum score achievable between categories 1 and 2 is 100%. In order to pass the course it will be necessary to get a minimum score of 50% on each one of the two exams mentioned. In case the student does not reach that minimum, the final score in the official record will result from adding the scores obtained on each category, being the highest possible score 4.9 points in a 10 points scale, which means failing the course.

Students who meet the minimum attendance criteria and have successfully completed the activities and assignments in the ordinary assessment are eligible to attempt only the theoretical exam. Students who have successfully passed the written evaluative test in the ordinary assessment are eligible to attempt only the applied exam.

The option “Not taken” in the official record will be assigned to those students not covering at least 50% of the total credits offered between categories one and two.

Request form and requisites:

To take advantage of the single final evaluation (according to article 8 of the Regulations for Evaluation and Qualification of the students of the University of Granada (NCG71/2), approved in Council of Government on May 20, 2013 and its modification (NGC112/3), approved on October 26 2016, published in BOUGR no. 112, of November 9, 2016), the student, in the two first weeks of teaching the subject, or in the two weeks following its enrollment, if this has occurred after the start of the subject, will request it, through the electronic procedure, to the Director of the Department, alleging and accrediting the reasons that assist him/her for not being able to follow the continuous evaluation system. However, due to unexpected and justified exceptional causes (e.g., work reasons, state of health, disability, mobility programs, representation or any other circumstance analogous), the sole final evaluation may be requested outside the aforementioned periods, under the same administrative procedure.

Applications must be completed through the following link: https://sede.ugr.es/procs/Gestion-Academica-Solicitud-de-evaluacion-unica-final/

Instruments:

[The same as those specified under the ordinary evaluation].

Criteria:

[The same as those specified under the ordinary evaluation].

Percentage over the final score:

The overall final score will result from adding the weighted score of the following categories set:

1. Written/oral exam of the theoretical contents between 50% and 60%.
2. Written/oral exam of the applied contents between 40% and 50%.

The maximum score achievable between categories 1 and 2 is 100%. To pass the course it will be necessary to get a minimum score of 50% on each one of the two exams mentioned. In case the student does not reach that minimum the final score in the official record will result from adding the scores obtained on each category, being the highest possible score 4.9 points in a 10 points scale, which means failing the course.

Students are recommended to know the specific orientations of each professor although these may not contravene or restrict the information included on the Teaching Guides.

In those evaluation tests contemplated in this guide that require or foresee the use of audio and/or video during its development, this use will be made in accordance with the guidelines established in the instructions and recommendations for the application of the regulations of data protection, personal or home privacy marked by the Secretary General or competent body of the UGR.

Oral and written linguistic correctness will be an evaluable and influential criterion. A number of misspellings or normative deviations can be a decisive reason for not overcoming matter.

Subjects and activities used to deliver this course contents in another language in the bilingual group (i.e., English) will have to comply with in each category with the requirements specified on the Verifica document.

Incident evaluation

Students who cannot attend the evaluation test, both ordinary and extraordinary, on the date assigned by the Faculty, may request the Director of the Department the evaluation by incidents modality, in the cases established in article 9 of the Regulation of Evaluation and Qualification of the students of the University of Granada(NCG71/2), approved by the Governing Council on May 20, 2013 and the modification of this (NGC112/3), approved by the Governing Council on October 26, 2016. Said assumptions must be adequately accredited at the time of submitting the application to the Directorate of the Department of Evolutionary and Educational Psychology.

Applications must be completed through the following link: https://sede.ugr.es/procs/Gestion-Academica-Solicitud-de-evaluacion-por-incidencias/

In the case of the Melilla Campus, for the evaluation by incidents, the Regulations approved by the Faculty of Education and Humanities of Melilla for this purpose (in http://faedumel.ugr.es/).

Extraordinary evaluation by a Commission

Those students who wish to be evaluated by an ad hoc commission must request it to the Director of the Department in writing. The request must be submitted with a minimum of fifteen business days before the start date of the final testing period of each semester, renouncing the grades obtained by completing the various tests of continuous assessment. In the case of degree subjects with teaching shared by several Departments, the student will address the request to any of them, and must be resolved by the Director of the Department to which the request is addressed. The evaluation procedure by a commission will only be applicable to the final exams.

Evaluation of students with disabilities or other Specific Educational Needs (SEN)

The teaching methodology and evaluation will be adapted to students with SEN, in accordance with the Article 11 of the Regulation of evaluation and qualifications of the students of the University of Granada, published in the Official Gazette of the University of Granada, no 112, November 9, 2016.

Additional information: If you are experiencing or aware of cases of harassment, you can report them anonymously on the website of the Unidad de Igualdad of the University of Granada (UGR): https://viics.ugr.es/areas/igualdad-conciliacion/prevencion-y-atencion#title1

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).