Seminar-Developmental Psychology and Child Education

Code:

LP513

Acronym:

SEM

Keywords
Classification	Keyword
OFICIAL	Psychology of Children Development and Education

Instance: 2004/2005 - A

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Psychology Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	21	Plano oficial a partir de 2001/02	5	2	6	-

Objectives

To prepare future psychologists to intervene, within an ecological-sistemic approach, in educational, familial, and comunity contexts.

Program

From mechanistic and organismic models to transaccional models.
Ecological approach. Bioecological model.
Reproductive risk and the continuum of caretaking casualty(Pasamanick & Knobloch, 1973).
Medical Model vs Abilities Enrichment Model vs Assessment- Intervention Model.
Understanding functioning and disability in early intervention: intervention theories and models.
The biological social coalescence model (Ramey and Finkelstein, 1981).
Social interactions: Piaget and Vygotsky theories.
Regulation model of development.
Assessment of preschool settings: quality of daycare settings.
Quality of inclusive preschool settings.
Assessment of home environment quality. HOME inventory.
School violence and children health.

Main Bibliography

Altman, I.; Rogoff, B. (1987). World views in Psychology: Trait, Interactional, Organismic and Transactional Perspectives. In D. Stokols, I. Altman (Eds.), Handbook of Environmental Psychology. New York, Wiley
Bailey, D. B.; McWillian, R. A.; Buysse, V. & Wesley P. W. (1998). Inclusion in the context of competing values in early childhood education. Early childhood research quarterly, 13(1), 27-47.
Bairrão, J. (2003-2004). Understanding functioning and disability in early childhood: Intervention theories and models. Mälardalen University – Västeras, Sweden, June 2nd to 19th, 2003.
Bairrão, J., Castanheira, J.L., Felgueiras, I., Abreu, J.G., & Lucas, J. (1982). A multivariate analysis of biomedical. psychological and sociological data obtained in the First Epidemiological Study of Mental Deficiency in Portugal. Toronto, The 6th International Congress of the I.A.S.S.M.D.
Bronfenbrenner, U. (1979). The ecology of human development: experiments by nature and design. Cambridge: Harvard University Press.
Bronfenbrenner, U. & Morris, P. (1998). The ecology of developmental processes. In W. Damon & M. Lerner (Eds.). Handbook of child psychology. Vol 1: 993-1048. New York: Wiley & Sons.
Caldwell, B. & Bradley, R. (2003). Home Inventory administration manual. Comprehensive Edition. Little Rock: University of Arkansas for Medical Sciences and U. of Arkansas at Little Rock.
Gamelas, A. M. (2003). Contributos para o estudo da qualidade de contextos pré-escolares inclusivos. Psicologia, XVII (1), 195-226.
Harms, T., Cryer, D., & Clifford, R.M. (1990). Infant/ Toddler Environment Rating Scale (ITERS). Frank Porter Graham Child Development Center. University of North Carolina at Chapel Hill.
Lewis, M.& Feiring, C. (1998). The child and its family. In M. Lewis & C. Feiring (Eds.), Families, Risk and Competence (pp. 5-30). Mahwah, N.J.:Lawrence Erlbaum Ass. Publ.
Lima, I. M. P. (2003). Cenários de educação e desenvolvimento: o meio familiar e seu impacto na educação e desenvolvimento da criança. Tese de doutoramento não publicada, Faculdade de Psicologia e Ciências da Educação, Universidade do Porto.
NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth trough age 8. Washington: NAEYC.
Odom, S. L. (2000). Preschool inclusion: what we know and where we go from here. Topics in early childhood special education, 20 (1), 20-27.
Reschly, D. J., & Ysseldyke, J. E. (1995) School Psychology Paradigm Shift. In Thomas, A.; Grima, J. (Eds.), Best practices in school psychology. Bethesda, The National Association of School Psychologists.
Sameroff, A. J.; Chandler, M. J. (1975). Reproductive risk and the continuum of caretaking casualty. F. D. Horowitz; M. Hetherington; S. Scarr, Salapatek; G. Siegel (Eds.). Review of child development research. Vol. 4. Chicago. University of Chicago Press.
Sameroff, A. J.; Fiese, B. H. (1990). Transactional regulation and early intervention. S. J. Meisels; J. P. Shonkoff (Eds.). Handbook of Early Childhood Intervention. Cambridge. Cambridge University Press.
Sameroff, A.J.& B.A. Fiese (2000) Transactional regulation: The developmental ecology of early intervention. In J.P. Shonkoff & S. J. Meisels (Eds.) Handbook of early childhood intervention. (2th ed.) Cambridge, Cambridge University Press.
Tryphon, A. & Vonèche (Eds.) (1996) Piaget–Vygotsky. To social genesis of thought. Sussex, Psychological Press.
Valsiner, J. (1995) Introduction : Social co-construction of psychological development from a comparative-cultural perspective. In J. Valsiner (Eds.) Child development within culturally structured environments. comparative-cultural and constructivist perspectives. Vol.3. Norwood, N. J., Ablex Publishing Co.

Complementary Bibliography

Aguiar, C., Bairrão, J., & Barros, S. (2002). Contributos para o estudo da qualidade em contexto de creche na Área Metropolitana do Porto. Infância e Educação: Investigação e Práticas, 5, 7-28.
Gamelas, A. M. (2003). Contributos para o estudo da ecologia de contextos pré-escolares inclusivos. Lisboa: Departamento do Ensino Básico da Ministério da Educação.
Harms, T, & Clifford, R.M. (1993). Studying educational settings. In Spodek (Ed.), Handbook of research on the education of young children (pp. 477-491). New York: Macmillan Publishing Company.
Parke, R. D. & Buriel, R. (1998). Socialization in context of the family: Ethnic and ecological perspectives. In W. Damon & R. Lerner (Eds.), Handbook of Child Psychology, Vol. 3 (pp. 463-552). New York: John Wiley and Sons.
Ramey, C.T., & Finkelstein, N. W. (1981). Psychosocial mental retardation. A biological social coalescence. In M. J. Begab, H. C. Haywood & H. L.. Garber. Psychosocial influences in retarded performance. Vol. 1. Issues and theories in development. Baltimore University Park Press.
Rodrigo, M. J. & Palacios, J. (1998). Conceptos y dimensiones en el análisis evolutivo-educativo de la familia. In M. J. Rodrigo & J. Palacios (Eds.), Familia y desarollo humano (pp.45-70). Madrid: Alianza Editorial.
Scott,K. (1978). The rationale and methodological considerations underlying early cognitive and behavioural assessment. In F.D. Minifie & L.L. Lloyd (Eds), Communicative and cognitive abilities. Early behavioural assessement. Baltimore: University Park Press.

Teaching methods and learning activities

Expositive classes.
Tutorial sessions.

Evaluation Type

Distributed evaluation without final exam