Child Development Psychology

Code:

P209

Acronym:

PDC

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2013/2014 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	169	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

The first topic focus on the acquisition of basic knowledge related with the understanding of developmental processes. Thus, the emphasis is putted on questioning the notion of psychological development and on presenting major conceptual approaches to human development without ignoring the problem of developmental stages versus gradual development. The next three topics envision the understanding of the patterns of psychological functioning in each main period of child development. Finally the fifth topic, developed throughout practical classes, is directed related with the aim of observational skills research methodological competencies within the field of child development.

Learning outcomes and competences

(1) To acquire basic knowledge on the most significant conceptual frameworks used in the understanding of child developmental processes; (2) To understand patterns of psychological functioning in each main period of child development; (3) To gain basic skills related to the observation of developmental phenomena; (4) To acquire basic capacities to design methodological research approaches in child development studies.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Non applicable

Program

(1) Defining the object of Developmental Psychology; Themes and conceptual approaches in Developmental Psychology: Maturational, environmental, epigenetic, and evolutionary viewpoints in the study of human development. Stages of development versus gradual development; (2) Perceptual and motor development: Key concepts and main theoretical views; (3) Cognitive development: Key concepts and main theoretical views; (4) Social and emotional development: Key concepts and main theoretical views; (5) Gathering developmental data: Observational planning and strategies to record behavior. Practical issues in observing children. Integrating theoretical concepts and observational strategies in the study of child development.

Mandatory literature

Flavell John H.; Cognitive development. ISBN: 0-13-139783-4
Laval Virginie; La^psychologie du développement. ISBN: 2-200-26486-0
Linder Toni 340; Transdisciplinary play-based assessment. ISBN: 978-1-55766-871-4
Linder Toni W.; Transdisciplinary play-based assessment. ISBN: 1-55766-162-6
Papalia Diane E.; O^mundo da criança. ISBN: 972-773-069-8
Sroufe, L. A., Cooper, R. B., & DeHart, G. B.; Child Development: Its Nature and Course, McGraw-Hill, 2004. ISBN: 0-07-249141-8

Teaching methods and learning activities

Although complementary related, teaching methodologies use exposition and tutorial-like activities. Exposition focuses on the presentation of content knowledge (to the whole class) and fits mainly to the first two learning outcomes of the course. The final exam is in coherence with this methodological approach. Tutorial-like activities are primarily directed to assist students’ work on practical exercises and on assignments (team or individual). As such, tutorial-like teaching is mostly related with the acquisition of observational skills and of basic capacities to design research methodological approaches. Since teaching is embedded in students’ practical activities the evaluation of learning outcomes is distributed.

keywords

Social sciences > Psychological sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	50,00
Trabalho de campo	10,00
Trabalho escrito	30,00
Trabalho laboratorial	10,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	36,00
Estudo autónomo	60,00
Frequência das aulas	49,00
Trabalho de campo	10,00
Trabalho laboratorial	7,00
Total:	162,00

Eligibility for exams

Students should be present in at least 75% of the practical classes. It is required a minimum classification of 8 values (on a scale of 0 to 20) in each of the evaluation components (theory and practice). The final classification have to correspond to a classification equal to or higher than 10 (on a scale of 0 to 20).

Calculation formula of final grade

The classification of the student is calculated using the following components and features: (1) Theory: individual final exam - 50% (10 values); (2) Practical: distributed evaluation - 50% (10 values) relating to: (2.1) team assignment (three or four students) - construction and presentation of observational situations of development - portefolio (60%), (2.2) team assignment (three or four students) - oral presentation of observational situations of development (25%); (2.3) team assignment (three or four students) - critical appraisal of observational situations of development presented in class (10%), (2.4) participation, exercises and involvement in classroom activities (5%). 

It is required a minimum classification of 8 values (on a scale of 0 to 20) in each of the evaluation components (theory and practice). The final classification have to correspond to a classification equal to or higher than 10 (on a scale of 0 to 20).

Examinations or Special Assignments

Any situation involving a special assessment should be presented by students and reviewed by professors at the beginning of the semester.

Special assessment (TE, DA, ...)

Any situation involving a special assessment should be presented by students and reviewed by professors at the beginning of the semester.

Classification improvement

Any situation involving a special assessment should be presented by students and reviewed by professors at the beginning of the semester.