Educational Psychology II

Code:

LP404

Acronym:

PED.

Keywords
Classification	Keyword
OFICIAL	Psychology of Children Development and Education

Instance: 2006/2007 - 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	16	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

Objectives
1.To increase knowledge about theories and conceptual models that, as far as Educational Psychology is concerned, underpin psychological intervention in formal and informal educational settings as well as educational psychologist working models.

2. To obtain knowledge about the history of educational and school psychology and factors that affected them, at the social, economical political and scientifici level, as well as commonalities and specificities of the two domains.

3. To study and analyse socialization, educational and teaching/learning processes as fundamental human processes, that occur along the individual’s life time, in different contexts, with a particular focus on quality.

4. To study and obtain knowledge about curricula, techniques and strategies of psycho-educational assessment and intervention, with a transdisciplinary focus that promotes cooperation among teachers and parents.

Program

1. Conceptual and historical approach to Educational Psychology.
School Psychology, Educational Psychology, relations among psychology and education. Practice domains. Models underpinning different practices, and influent social, historical and political factors. From medical models to task analysis. The paradigm shift in educational and developmental psychology.
2. Transactional, ecological-systemic and contextual developmental theories. Relevance for the study of basic developmental and educational contexts. Family, school and community – historical perspective. Family and culture. The concept of developmental niche. Parenting, parental competence and associated tasks/functions. Quality of family environment, its evaluation and relation with factors of the broader ecological context.
3. Children and families at-risk. Theoretical approches and intervention models.
4. Children from 3 to 6. Legislation and organizational dimensions in the Portuguese preschool educational system. Pre-school education in historical perspective: evolution of models and theoretical concepts. Study of preschool curricula. Parental involvement. Perspectives about cooperation and partnership with parents. Quality evaluation in preschool education. Educational transitions.
5. Assessment and intervention in school. Teaching and learning processes. Different concepts of assessment. Formal and informal strategies.
Introduction to literacy and numeracy. Learning to read and write and associated problems. Aspects related to assessment and intervention with children with learning problems.

Practical classes.
Themes to approach:
Study and evaluation of quality in family settings. The Home Inventory (versions 0-2 years, 6-10 years)
Evaluation of preschool settings through rating scales (ECERS, ECERS-R)
Observational methodology: naturalistic observation; the method of target-child.
Use of a screening instrument for preschool aged children (KIDS).

Main Bibliography

Abreu-Lima, I.M.P.A. (2003) Cenários de educação e desenvolvimento: o meio familiar e seu impacto na educação e desenvolvimento da criança. Dissertação de Doutoramento não publicada, FPCE, UP
Bairrão, J., Leal, T. Lima, I. A. & Morgado, R.(1997). Educação pré-escolar. In DAPP/ME (Eds.), A evolução do sistema educativo e o PRODEP: Estudos temáticos, Vol. 2 (pp. 17-110). Lisboa: Departamento de Avaliação, Prospectiva e Planeamento do Ministério da Educação.
Berk, L. E. (2001). Awakening children´s minds. How parents and teachers can make a difference. Oxford: Oxford University Press
Bradley, R. H. (1995). Environment and parenting. In M. Bornstein (Ed.), Handbook of parenting, Vol. 2 (pp. 235-262). Hillsdale, NJ: Erlbaum.
Bradley, R., Corwyn, R. F. (1999). Parenting. In L. Balter & C.S. Tamis-LeMonde (Eds.) Child Psychology. A handbook of contemporary issues (pp. 339-362). Philadelphia: Psychology Press
Bredekamp, S. & Rosegrant, T. (Eds.) (1992) Reaching potentials: appropriate assessment for young children. Vol I. Washington, DC: NAEYC.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & Richard M. Lerner (Eds.), Handbook of Child Psychology, Vol. 1 (pp. 993-1027). New York: John Wiley
Cardona, M. A. (1997). Para a história da educação de infância em Portugal. O discurso oficial (1834-1990). Porto: Porto Editora
Coll, C., Mestres, M., Goni, J., Gallart, I. (1999). Psicologia da Educação. Porto Alegre: Artes Médicas Sul.
Coll, C. Palacios, J. & Marchesi, A. (Eds.) (1990). Desarrollo psicológico y educación. Psicología de la educación. Madrid: Alianza Editorial.
Dodge, D. & Colker, L. (2001). The creative curriculum for early childhood. Washington, D.C.: Teaching Strategies.
Edwards, C.; Gandini, L. & Forman, G. (1995). The hundred languages of children: the Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex Publ. Corp.
Epstein, J.L. & Sanders, M. G. (2002). Family, school and community partnerships. In M. Bornstein (Ed.) Handbook of Parenting. Vol 5. (pp. 407-437). Mahwah, N.J.: Lawrence Erlbaum.
Fagan, T. (2000). Practising School Psychology. A turn-of-the-century perspective. American Psychologist, 55, 754-757.
Genishi, C. (1982). Observational research methods for early childhood education. In B. Spodek (Ed. ), Handbook of research in early childhood education. New York: Free Press.
Grigorenko, E. L. (2001). Arguing for the concept of developmental niche. In E. L. Grigorenko & R. Sternberg (Eds.), Family environment and intellectual functioning: a life-span perspective (pp. 23-48). Mahwah, NJ: Lawrence Erlbaum
Harkness, S., & Super, C. (1995). Culture and parenting. In M. H. Bornstein (Ed.), Handbook of Parenting, Vol.2 (pp. 211-234). Mahwan, NJ: Lawrence Erlbaum Ass. Publishers.
Hohmann, M., & Weikart, D. (2003). Educar a criança. Lisboa: Fundação Calouste Gulbenkian.
Lerner, R. M. (1998). Theories of human development: contemporary perspectives. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology, Vol. 1 (pp. 1-24). N.Y.: Wiley.
Ministério da Educação (1997). Educação pré-escolar. Legislação. Lisboa: ME
Ministério da Educação (1997). Educação pré-escolar. Orientações curriculares. Lisboa: ME
Ministério da Educação (2000). A educação pré-escolar e os cuidados para a infância em Portugal. Relatório preparatório. Lisboa: ME.
NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washinghton, DC: Author
Palacios, J. & Rodrigo, M. J. (Eds.) (1998) Familia y desarollo humano. Madrid: Alianza Editorial.
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 S

Complementary Bibliography

Belsky, J., Robins, E. & Gamble, W. (1984). The determinants of parental competence. Toward a contextual theory. In M. Lewis (Ed.), Beyond the dyad. New York: Plenum Press
Fiese, B. H. & Marjinsky, A.T. (1999). Dinnertime stories: connecting family practices with relationship beliefs and child adjustment. In B. Fiese, A. Sameroff, H. Grotevant, F. Wamboldt, S. Dickstein & D. l. Fravel (Eds.), The stories that families tell: narrative coherence, narrative interaction, and relationship beliefs. Monographs of the Society for Research in Child Development, Vol.64 (2), serial nº 257.
Goodwin, W. L. & Driscoll, L. A. (1980). Handbook for Measurement and Evaluation in Early Childhood Education. San Francisco: Jossey-Bass Publishers (Cap. 4.: Observational Measurement)
Krechevsky, M. & Stork, J. (2000). Challenging educational assumptions: lessons from an italian-american collaborarion. Cambridge Journal of Education, 30, 57-74.
Lino, D. (1995). O modelo curricular para a educação de infância de Reggio Emilia: uma apresentação. In J. Formosinho, B. Spodek, P.C. Brown, D. Lino & S. Niza (Eds.), Modelos curriculares para a educação de infância (pp. 94-136). Porto: Porto Editora.
Lerner, R. M. (1996). Relative plasticity, integration, temporality and diversity in human development: a developmental contextual perspective about theory, process and method. Developmental Psychology, 32, 781-786.
Lerner, R. M. & Lerner, J. (1987). Children in their contexts: A goodness of fit model. In J. B. Lancaster, J. Altmann, A. S. Rossi & L. R. Sherrod (Eds.), Parenting across the life-span: Biosocial dimensions (pp.377-404). Chicago: Aldine.
Miller, P. J., Wiley, A. R., Fung, H., & Liang, C-H. (1997). Personal storytelling as a medium of socialization in Chinese and American families. Child Development, 68, 557-568.
Palacios, J. & Rodrigo, M. J. (1998). La familia como contexto de desarrollo humano. In M. J. Rodrigo & J. Palacios (Eds.), Familia y desarollo humano (pp. 25-44). Madrid: Alianza Editorial
Rodrigo, M. J. & Acuna, M. (1998). El escenario y el currículum educativo familiar. In M. J. Rodrigo & J. Palacios (Eds.), Familia y desarollo humano (pp. 261-276). Madrid: Alianza Editorial.
Schaffer, H. R. (2004) Introducing Child Psychology. Oxford: Blackwell Publishing. (cap.7).
Stevens, J. H., Hough, R. A. & Nurss, J. R. (2002). A influência dos pais no desenvolvimento e educação das crianças. In B. Spodek (org.), Manual de investigação em Educação de Infância. Lisboa: Fundação Calouste Gulbenkian
Takanashi, R. & DeLeon, P. (1994). A Head Start for the 21st century. American Psychologist, 2, 120-122
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 849
Vasconcelos, T. (2000). Educação de infância em Portugal: perspectivas de desenvolvimento num quadro de posmodernidade. Revista Iberoamericana de Educación, 22, 93-115
Vygotsky, L.S. (1978). Mind and society. The development of higher mental processes. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds). Cambridge: Harvard U. Press.
Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: Harvard University Press
Wilkinson, J. (2000). Direct observation. In G. Breakwell, S. Hammond & C. Fife-Schaw (Eds.), Research methods in psychology (pp. 224-238). London: Sage Publ. Ltd
Zigler, E.; Taussig, C. & Black, K. (1992). Early childhood intervention. A promising preventative for juvenile delinquency. American Psychologist, 8, 997-1006.

Teaching methods and learning activities

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

Evaluation Type

Distributed evaluation with final exam