Developmental Pyschology (3-6 years)

• To know the sequence of evolutionary accomplishments from three years to six in the physical and psychomotor, cognitive, linguistic and socio-affective fields.
• To notice the individual differences regarding the normative development of infants.
• To handle the different approaches to the assessment of the infant development.
• To value cultural diversity in relation to human development.
• To develop study habits, critical analysis and discussion skills to encourage students to build up knowledge.

Theme 1. The development in the second childhood (3-6 years): processes, normative aspects, determinants and assessment.
Theme 2. Physical and psychomotor development.
Theme 3. Intellectual development and basic cognitive processes.
Theme 4. Linguistic development.
Theme 5. Personality development.
Theme 6. Affective-emotional development.
Theme 7. Social and moral development.

Papalia, D. E., Feldman, R. D. & Martorell, G. (2012). Desarrollo humano. Mexico: McGraw Hill.
Berger, K.S.(2007). Psicología del desarrollo. Infancia y adolescencia. Madrid: Editorial Médica Panamericana.
Bermejo, V. (1994). Desarrollo cognitivo. Madrid: Síntesis
Conde, J.L. y Viciana, V. (1997). Fundamentos para el desarrollo de la motricidad en edades tempranas. Málaga: Aljibe.
Delval, J. (2004). El desarrollo humano. Madrid: Siglo XXI
Fernández, J. 81988). Nuevas perspectivas en el desarrollo del sexo y el género. Madrid: Pirámide.
Karmiloff, K.y Karmiloff-Smith, A. (2005). Hacia el lenguaje: Del feto al adolescente. Madrid: Morata.
López, F., Etxebarria, I., Fuentes, M.J. y Ortiz, M.J. (Coords.) (2005). Desarrollo afectivo y social. Madrid: Pirámide.
Owens, R.E. (2003). Desarrollo del lenguaje. Madrid: Pearson-Prentice-Hall.
Palacios, J., Marchesi, A. y Coll, C. (Comps.) (2007). Desarrollo psicológico y educación. Vol. 1 Psicología evolutiva. Madrid: Alianza
Serra, M., Serrat, E., Solé, R., Bel, A. y Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Editorial Ariel.
Shaffer, D. R. y Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia. México: Thomson.
Vasta, R., Haith, M. M. y Miller, S.A. (2001). Psicología Infantil. Barcelona: Ariel

General competences
G.2.- To promote and facilitate learning skills in early childhood, from a global and integrative perspective of the cognitive, affective, psychomotor and volitive domains.
G.4.- To foster in-class and out-of-class interactions and to tackle the peaceful resolution of conflicts. To systematically observe learning contexts and social interaction and to know how to reflect on them.
G.8.- To know the fundamentals of early care and the bases and development that allow to understand the psychological and learning and processes and the mechanisms that build up personality in early childhood.
G.11.- To reflect on class practices to innovate and improve the teaching profession. Acquire habits and skills for the autonomous and cooperative learning and promote it among students.
Specific competences
E.2. To know the development of childhood evolutionary psychology in the periods between 3-6 years of age.
E.3. To know the fundamentals of Early Care.
E.4. To recognize the identity of this stage and its cognitive, psychomotor, communicative, social and affective characteristics.
E.5. To know how to develop habits based on autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, the symbolic and heuristic play.
E.21. To be able to work with other professionals within and outside school in providing assistance to all students, as well as in planning learning sequences and in organizing work situations in class and in the play space, identifying the particular characteristics of the period between 3 to 6 years old..
Basic competences MECES (Marco Español de Calificaciones para la Educación Superior, MECES)
B.2. That the students can apply their knowledge in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
B.3. That students can be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
B.4. That students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
B.5. That students should have developed those learning skills needed to undertake further studies with a high level of autonomy.
D. Transversal competences
T.2. Instrumental knowledge of Galician language.
T.3. Instrumental knowledge of ITC.
T.4. Information competence.

The methodology to be implemented tries to combine the expository class approach with active and participatory methodologies, as well as autonomous work and self learning. Presencial whole-class activities will be focused on introducing and explaining the theme meanings, clarifying the important concepts, training and guiding in carrying out the assignments, providing a global vision of the contents of the different themes and establishing relationships between the different types of knowledge to promote the meaningfulness of learning. Therefore the class exposition will be accompanied, when necessary, by advance organizers, definitions, synoptic charts, diagrams, etc. The support of visual material and internet resources will be used to clarify the contents dealt with and to provide a frame of reference and a starting point for the group assignments. Moodle is used to upload materials, participate in proposed activities and exchange of information between professor and students.
Assignments carried out in the seminars are intended to deal with the specific aspects of the theoretical classes in detail. Such assignments will include reading and document commentary, answers to questions, practical situation analysis, watching videos, case study, debates and carrying out assignments. With them, students are expected to acquire the domain in the use of the different information sources, to promote the transfer of theory into practice, to learn how to develop and present reports, to confront different points of view, and to be able to build shared meanings helped by the teacher as a mediator. The accomplishment of the required tasks and the necessary materials will be introduced to the student during the class sessions.

The course assessment will be computed taking into account the level of achievement of competences grading as follows:
- 50% of the mark will be awarded from the results of a test (exam) on the subject’s contents and it will be compulsory to have passed this test in order to sum up other contributions to the final mark.
-The other 50% of the score proceeds of the interactive sessions. It is prescriptive passed all the work done in interactive sessions to add to the score obtained in the test (test).
In order to get a positive assessment on the subject it will be necessary to have carried out on the due dates all the assessment activities specified and to have passed all of them.
Students’ individual or group works must be original. Handing in a copied work will mean failing the subject and the student has to re-sit in the following session.
For assessment purposes, the same work cannot be used for several subjects, except for those activities scheduled in a coordinated form.

The subject has a total of 51 hours of presencial classes, distributed in expository classes with the whole class group, group activities in seminars, case studies, guides and work orientation and tutorials, as well as carrying out an exam/test.
It is estimated that students in order to pass the subject should dedicate to autonomous work about 99 hours. Of which, approximately 35 should be dedicated to study tasks, material preparation, searching for information and documentary analysis; around 45 hours should be dedicated to readings and elaboration of works, drafts and conceptual maps, searching for complementary information or preparation of oral presentations and around 19 hours to working on recommended readings, autonomous learning, and solving doubts and problems in content learning.

It is important that students get actively involved from the beginning in the subject dynamics and its development in order to pass it successfully; also a comprehensive and meaningful approach of the subject is recommended.

USC is an attendance-modality university; therefore the attendance to a minimum of 80% of the class sessions is compulsory. In cases specified by the University regulation students could claim the official exemption from teaching. In such cases the student should contact the teachers at the beginning of the course to know the specific guidelines to fulfil the syllabus and passing the subject.
In relation to personal work or group in which it is required to deliver a written report it must take into account the following indications:
-Avoid plastic caps or other unnecessary external packaging.
-Whenever it is possible to use staples.
-Print duplex in quality of "ink-saving".
-Do not use blank pages as separators of chapters or parts.
-Avoid attachments that do not have direct reference with the themes developed.