Educational Psychology

Conceptual (to know)
- To understand the objectives and aims of education
- To understand the relationship between learning and development
- To know, to understand and to analyse the psychological processes involved in the teaching-learning process.
- To know the main theories about the teaching-learning process in educational contexts and the factors that affect them.

Procedimental (to be able to do):
- To handle different sources of information related to the educational psychology.
- To use the acquired knowledge of the subject as an instrument to elaborate the teaching intervention criteria.
- To be familiar with stimulating procedures in the teaching profession, motivational techniques and the strategies for learning and teaching how to think and study.
- To develop intervention skills in the teaching-learning process and acquire methodological rigor and strategies enabling them to address the psychoeducational problems.

Attitudinal (to be able to be)
- To develop a critical, reflective and creative attitude towards the psycho-educational problems
- To build up work habits favouring participation and observation which encourage to keep an attitude of constant updating in the profession.
- To adopt a favourable disposition towards teamwork, interaction with peers and to promote ethical compromise and openness, both during the training period and in the subsequent professional conduct.

Section 1: Introduction to Educational Psychology.
1. Study object, contents and their relationship with teaching profession.

Section 2:Learning in Chilhood Education. Models and theories of learning
2. Behavioural learning and socio-cognitive models
3. Constructivism and learning
4. Socio-cultural theory

Section 3: Intrapersonal factors and processes involved in student learning Childhood Education
5. Cognitive variants: intelligence, aptitudes and strategies; creativity and education.
6. Affective variants: motivation, self-concept and self-esteem.Interactions between cognitive and motivational processes

Section 4: Interpersonal factors.
7. Interactions in the teaching-learning process

-BASIC:
-Bueno, J.A. y Castanedo C. (coord.) (1998): Psicología de la Educación aplicada, Madrid: CCS
-González Pérez, J. y Criado del Pozo, M.J. (2009): Psicología de la Educación para una enseñanza práctica. CCS
-Rodríguez Sánchez S. (coord.) (2015): Psicología de la Educación. Grado de Educación Infantil y Primaria. Madrid. Pirámide
-Sampascual, G. (2001). Psicología de la educación, Madrid: UNED
-Coll C., Palacios, J. y Marchesi, A. (comps.) (2007). Desarrollo psicológico y educación II. -Psicología de la educación escolar. Madrid: Alianza.

COMPLEMENTARY:

-Beltrán, J y Bueno, A. (eds.) (1995): Psicología de la Educación. Barcelona. Marcombo.
-Beltrán, J., García-Alcaniz, E., Moraleda, M., Calleja, F. y Santiuste, V. (1987). Psicología de la Educación. Madrid: EUDEMA
-Coll, C. (coord.) (1998): Psicología de la educación,Barcelona: Edhasa
-González González E. y Bueno Alvarez, J.A. (coords.) (2004): Psicología de la educación y el desarrollo en la edad escolar. CCS.
-González Pienda, J.; González Cabanach, R.; Núñez, J.C. y Valle, A. (coord.) (2002), Manual de Psicología de la Educación. Madrid: Pirámide
-Hernández, P. (1991). Psicología de la educación. México: Trillas
-Martín Bravo, C. (coord.) (1999): Psicología del desarrollo y de la educación en la edad escolar. Valladolid. Ambito.
-Mirás, F.; Salvador, M, y Álvarez, J. (2001). Psicología de la educación y del desarrollo en la edad escolar. Granada: Grupo Editorial Universitario
-Santrock, J.W. (2006). Psicología de la educación. México: Trillas
-Sprinthall, N. A,; Sprinthall, R.C Oja, S.N.: (1996): Psicología de la Educación. Una aproximación desde el desarrollo. Madrid. McGrawHill.
-Trianes, M.V. y Gallardo, J.A. (2005). Psicología de la educación y del desarrollo en los contextos escolares. Madrid: Pirámide
-Valle, A. y González Cabanach. R. (1998). Psicología de la Educación I. Variables personales y aprendizaje escolar. A Coruña: Servicio de Publicaciones de la Universidad de A Coruña.
-Woolfolk, A. (2010). Psicología educativa, México: Pearson.

General:
- To promote and facilitate learning skills in early childhood, from a global and integrative perspective of the cognitive, affective, psychomotor and volitive domains.
- To promote inside and outside coexistence in the classroom and to tackle the peaceful resolution of conflicts. To systematically observe learning contexts and coexistence and to know how to reflect about them.
- To know the organization of pre-school education schools and the variety of actions included in its running. To accept that teaching practice must be improved and adapted to scientific, pedagogic and social changes throughout life.
- To reflect on class practices to innovate and improve the teaching profession. To acquire habits and skills for the autonomous and cooperative learning and promote them among students.

Specific:
- To understand the educational and learning processes in the period between 0-6 years in the familiar, social and school context
- To know how to promote the acquisition of habits based on autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, the symbolic and heuristic play.
- To know the pedagogical dimension of the intervention with peers and adults and to promote the participation in group activities, cooperative work and individual effort.

Basic:
- 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.
- 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.
- That students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
- That students should have developed those learning skills needed to undertake further studies with a high level of autonomy.

Transversal
- Instrumental knowledge of Galician language.
- Instrumental knowledge of ITC

The methodology to be implemented combines the expository class approach with active and participatory methodologies, promoting the student autonomous work. Presencial whole-class activities will be focused on introducing and explaining the theme contents, clarifying the important concepts, training and guiding in carrying out the works and assignments, providing a global vision of the contents of the different sections and establishing relations between the different types of knowledge to promote the meaningfulness of learning.The materials used are available to the students in the photocopying of the faculty and / or virtual classroom.
Assignments carried out in the seminars are intended to go into detail in the concepts and specific procedures theoretically introduced before during the expository classes. With such assignments 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 completion of the tasks and materials needed will be presented to students in the appropriate class sessions and the field guide
Activities to be developed in small groups are centered on problem and doubt solving, and on the follow-up in the work elaboration processes.

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.
30% of the grade will come from the score written reports, oral presentations and other activities in the seminars in cooperative groups, consideration must be given within the prescribed period, 80% of the work requested.
10% of the grade will correspond to the active participation in the class dynamics and individual contributions mandatory.
10% of the grade will correspond to free tasks students tutored volunteer reports, reading books, attending practical activities are optional and voluntary.
The failure to complete the exam or 80% of the required activities involve a rating of No Show, if only exceeds either the exam, while the share of interactivity, not approved rating will, with the numeric value next to 5 obtained in one section or another of the evaluation. Students who do not meet attendance requirements, those with pending matter and submit teaching exemption must make an overall test of the theoretical and practical aspects of the subject, the maximum score that can get will be Remarkable.
The individual or group must be original. Any copied work will not pass the subject in the corresponding call. For evaluation, the same work non may be used for various subjects, unless a coordinated be scheduled.

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 a two-hour 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 resolving doubts and problems in content learning.

Taking into account the basic nature of the subject and its place in the syllabus no previous requirements are required. It is recommended that the student should establish relationships with the specific contents of the subjects of Developmental Psychology (0-3 and 3-6) and Learning Disabilities and Developmental Disorders.
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.

ASSISTANCE A CLASS:
The Governing Council of March 25, 2010 approved the Rules of attendance in the lessons adapted to the EHEA (http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…) .
In the same outlines the benefits of attendance, including facilitating a "better understanding of the subject, the acquisition of skills in group and individual, continuous learning, direct interaction with other students or the possibility of a teaching-learning methodology more participatory "recall that the USC is a university classroom, so that attendance at a minimum of 80% of the class sessions is mandatory. In the cases referred to in the regulations of the faculty, students may request official exemption from teaching. In these cases, the student must contact the faculty to, if necessary, indicate specific guidelines for the implementation of the program and passing the subject.
In relation to personal or group work to be performed for the matter to be taken into account the following:
Avoid plastic covers or other unnecessary external packaging
Whenever possible deliver staples
Print on Both Sides as "ink saving"
Do not use blank pages as separator chapters or parts
Avoid attachments with no direct reference to the topics covered.