Child Development Assessment

Code:

LP405

Acronym:

ADC

Keywords
Classification	Keyword
OFICIAL	Psychology of Children Development and Education

Instance: 2005/2006 - 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	18	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

1. Promoting a critical attitude regarding the problems of assessing child development.
2. Making students aware of their need as interveners in development to establish frames of reference of developmental reality that allow them to place the issues of child assessment in a coherent assessment/ intervention binomial.

Program

1 - Paradigms in child development assessment:
1.1- the medical-epidemiological paradigm. Historical conditions of its emergence, characterization and factors of its current crisis
1.2- the paradigm of the developmental process: an emergent paradigm; characteristics and contributions.
2 - Child development assessment in the first two years
2.1- the newborn infant: use of neurological assessment scales in the light of the assessment/ intervention binomial.
2.2- Development schools in early childhood and their use from the point of view of the assessment/intervention binomial.
2.3 - Alternative assessment patterns of cognitive development: the Fagan Test
2.4- Study of child bond development: the strange situation.
3 - Child assessment at preschool age.
3.1 - Intelligence assessment.
3.2 - Drawing and language.
3.3 - Bond assessment in the preschool stage.
4-The organizational perspective in developmental psychology: implications in terms of assessment practices.

Main Bibliography

S. J. MEISELS & J. P. Shonkoff (1990) Handbook of Early Childhood Intervention Cambridge: Cambridge University Press.
LOPES DOS SANTOS, P. (1990). Factores da Interacção Mãe-Filho no Crescimento Somático do recém-nascido. Porto: F.P.C.E.U.P. (cap. 1)
DONALDSON, M. (1978/1987). Children's Minds. London: Fontana.
OSOFSKY, J. D. (1987). Handbook of infant development (2nd ed.). New York: Wiley.
LINDER, T. W. (1990) Transdisciplinary play-based assessment: A functional approach to working with young children. Baltimore: Brookes.

Teaching methods and learning activities

Number of hours per week: Theoretical – 2h/Practical – 2h

Evaluation Type

Distributed evaluation with final exam

Calculation formula of final grade

Final classification results from the addition of the individual assignements classification and the final exam classification.