ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Teacher Training
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
CONCEPTUAL
1. To know and understand the main approaches in the field of developmental psychology, differentiating the theoretical constructs that characterize the different theories and major models and research methods.
2. To recognize and internalize the relationship between development and education, through the various educational implications of the development theories, which is essential to encourage the interest in the subject of future teachers.
3. To know the evolutionary process from conception until the end of early childhood (0-3 years)
4. To recognize the major evolutionary patterns and abilities and the characteristic and emerging skills in every maturity moment of the 0-3 year stage in various areas of development: psychomotor, perceptual, cognitive, linguistic, socio-affective
5. To recognize the maturation requirements as fundamental educational objectives at this stage.
6. To understand the various contexts of natural development of children and their relation to learning.
7. To know and understand the functions of the process of game, the family or the preschool for the optimal development at this evolutionary stage.
8. To recognize individual and / or social factors that may explain diversity and differences in the development process of children.
PROCEDURAL
1. To apply the knowledge acquired in the evolutionary patterns at different times of the stage 0-3 years in order to adapt educational programs designed to enhance the optimal development of children, respecting the maturating process, and promoting the further maturation requirements through learning and appropriate stimulation.
2. To encourage the development of strategies and skills within the framework of creativity to create and adapt activities and didactic materials that conform the characteristics of the evolutionary stage and the maturation moment of children.
3. To encourage the development of cognitive and metacognitive skills of analysis, reflection and questioning of the information.
4. To foster the capacity for cooperative work and the development of social skills in group.
5. To encourage the development of exposition and public intervention skills.
6. To promote management of bibliographic and documentary resources and ICTs within the framework of the information competence.
7. To promote the use and management of virtual platforms as a didactic means that allows a greater continuity in teacher-student communication and a better learning monitoring.
ATTITUDINAL
1. To promote values of tolerance and respect others’ opinions.
2. To encourage the development of open, flexible, communicative, empathetic, and assertive attitudes, within the interaction and teamwork.
3. To develop respect for individual diversity in students as individuals and as future teachers
The matter develops through five theoretical blocks-practical and a practical that diversify the contents, with the end to attain a better organisation of the matter and a better follow-up by part of the students, treating of adensar in each block the knowledges in function of his thematic purpose: of rigour regarding current and contemporary knowledge, relative to the knowledge of the process of development in himself even and contextual.
BLOCK 1. PSYCHOLOGY, PSYCHOLOGY OF THE DEVELOPMENT And CHILDISH EDUCATION. Psychology, development and education. Theories, relations develop and learning but remarkable and psychological knowledge and implications for the education. Development and school learning.
Factors and current explanations of the development from the recent evolutionary theories: Main aportacións of the psychology of the development for the school educational practice. To caracter of modificabilidade of the development humán, the plasticidade cerebral and his stimulation and cambeo. Implications for the school educational practice
BLOCK 2. The INTELLECTUAL DEVELOPMENT And/Or COGNITIVE OF 0-3 YEARS. The cognitive intelligence and cognoscitiva. The cognitive development from the 0 to 3 years. The intellectual or cognitive development: The contemporary evolutionary explanation, of the stadiums piageteanos and the periods of crisis vygotskianos. Stages and factors of the intellectual development. The stadium sensoriomotriz and the preoperacional tempranera. The periods of evolutionary crises and his explanation: characteristics, educational implications and notable knowledges for the education
BLOCK 3: The DEVELOPMENT OF The PERSONALITY And AFECTIVIDADE CHILDISH. The personal and affective development of the 0 to 3 years. The apego, it razonamento morals, it autoconcepto and the personal identity. Autoconcepto, self-esteem, construction of the personality and education. The development of the autoconcepto and characteristic of 0 to 3 years. The development of the human identity and his explanation. The moral development, to construction of the moral consciousness and the will. Implications for the education of 0 to 3 years.
BLOCK 4. The SOCIAL DEVELOPMENT: SOCIAL BEHAVIOUR And SOCIAL INTERACTION OF 0 To 3 YEARS. The social and the individual of the development: personal and interpersonal variables. The importance of the social factor in the cultural development. The equal and his contribution to the personal development. Stages and characteristics of the development of the skills and social interaction of 0 to 3 years. The development of educational best practices in the social intelligence. Contexts and situations of capacity and learning. The vivencia with the difficulties and needs humáns. The experiences of learning in the daily life. Stages and characteristics of the development of the behaviour of 0 to 3 years. Self-determination and the functionality of the human behaviour. The importance of the coordination of supports and attention for the development
BLOCK 5. The DEVELOPMENT OF THE LANGUAGE And The COMMUNICATION OF 0 To 3 YEARS. Stages and characteristics of the linguistic and communicative development of 0 to 3 years. Functions of the language and the communication in the development humán: of the stage prelingüística to the structural grammar of sentence. Milestones of the understanding and expressive language. Verbal communication and no verbal in the development of the people of 0 to 3 years. Supports and best practices for the development of the human language.
PRACTICAL BLOCK: The DEVELOPMENT OF EDUCATIONAL SUPPORTS And BEST PRACTICES OF The To 3 YEARS: Versarán on the theoretical contents and the current problems around the development and the education, the growth and his stimulation, the training of the people and to construction of the knowledge as well as the the social world that want and generate with the people that form. They will consist of a rúbrica and the necessary resources for his development as well as to tutorización compulsory by part of the profesorado that will guide the practice and will determine his staged. Will have like object the approximation by the practical road and development of habits to the contents of the matter.It is still in the section of observations
BERGER, K.S. (2007) Psicología del desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.
BERK, L.E. (2004) Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
CRAIG, G.J.; y BAUCUM, D. (2009) Desarrollo psicológico. Méjico: Prentice-Hall.
DELVAL, J. (2002) El Desarrollo humano. Madrid: Siglo XXI.
DELVAL, J. (2001) Jean Piaget: El constructivismo (cap. 8) en F. Beltrán (Ed.). Pedagogías del Siglo XX. Barcelona: GRAO.
ELKONIN, A (1985) Psicología del Juego. Madrid: Visor.
FELMAN, R.S. (2008) Desarrollo en la infancia. México: Prentice Hall (4ª ed.)
FLAVELL, J (1982) El desarrollo cognitivo. Madrid: Visor.LEONTIEV, A (1984). Actividad, conciencia y personalidad. México: Cártago.
MIETZEL, G. (2005) Claves de la psicología evolutiva. Infancia y juventud. Barcelona: Herder.
MIRAS, F.; SALVADOR, F. e ÁLVAREZ, J. (2001) Psicología de la educación y del desarrollo en la edad escolar. Granada: Grupo Editorial Universitario
MOLL, L. (1993) Vygotski y la educación. Connotaciones y aplicaciones de la psicología sociohistórica a la educación. Argentina: Aique.
MORALEDA, M. (1992) Psicología del desarrollo. Infancia, adolescencia, madurez y senectud. Barcelona: Boixareu Universitaria
MUJINA, M.(1985) Psicología de la edad preescolar. Madrid: Visor.
PALACIOS, J.; MARCHESI, A. e COLL, C. (Comps.) (1990) Desarrollo psicológico y educación, I. Psicología evolutiva. Madrid: Alianza Psicológica.
PALACIOS, J.; MARCHESI, A. e COLL, C. (Comps.) (2002) Desarrollo psicológico y educación, I. Psicología evolutiva. Madrid: Alianza. Psicología y Educación (2ª ed.)
PAPALIA, D.E., WENDKOS, S. e DUSKIN, R. (2005) Desarrollo humano. Madrid: McGraw-Hill (9ªed.)
PERINAT, A. (2002) Psicología del desarrollo. Del nacimiento al final de la adolescencia. Barcelona: UOC.
PIAGET, J (1975) Seis Estudios de Psicología. Buenos Aires: Paidós-
PIAGET, J. (1976) De la lógica del niño a la lógica del adolescente. Buenos Aires: Aiqué.
PIAGET, J. (1984) Psicología del niño. Madrid: Morata
GARCIA MADRUGA, J.A. y Cols.(2002) Psicología Evolutiva (vol.I,II). Madrid: UNED.
PALACIOS, J.; MARCHESI, A. y CARRETERO, M. (2004) Psicología evolutiva (vol. I, II). Madrid: Alianza.
PALACIOS, J.; MARCHESI, A. y COLL, C. (2006) Desarrollo psicológico y Educación (vol. I, II). Madrid: Alianza.
PAPALIA, D.E.; OLDS, S.W. y FELDMAN, R.D.(2009) Psicología del desarrollo: de la infancia a la adolescencia. Bogotá: McGraw-Hill.
SHAFFER, D.R.(2007) Psicología del desarrollo: infancia y adolescencia. Méjico: Internacional Thomson.
SANTROCK, J.W. (2007) Desarrollo infantil. Madrid: McGraw Hill.
VYGOTSKI, L. S. (1982) Obras escogidas (Vol. 2). Madrid:Visor Distribuciones
WERSCHT, J. V. (1985) Vygotsky y la formación social de la mente. Barcelona: Paidós.
WERSCHT, J. V. (1989) Los mecanismos semióticos en la actividad cognitiva conjunta. Infancia y aprendizaje, 47, 2-22.
WERSCHT, J. V. (1991) Voces de la mente. Un enfoque sociocultural para el estudio de la acción mediada. Madrid: Visor Distribuciones.
WERSCHT, J.V. y SOHMER, R. (1995) Vygotsky on learning and development. Human Development, 38, 332-337.
WERSCHT, J. V. y STONE, C.A. (1985) The concept of internalization in Vygotsy's account of the genesis of higher mental functions. En J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 162-179). Cambridge, MA: Cambridge University
BIBLIOGRAFIA COMPLEMENTARIA.
AEBLI, H. (1985) Doce formas básicas de enseñar. Madrid: Narcea, 1988.
AINSCOW, M. (2001) Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid,
Narcea.
AINSCOW, M.; BERESFORD, J.; HARRIS, A.; HoPKINS, D. y WEST, D. (2001) Crear condiciones para la mejora del trabajo en el aula. Manual para la formación del profesorado. Madrid: Narcea.
Arnaiz, P. (2003) Educación inclusiva: una escuela para todos. Málaga: Ediciones Aljibe.
BELTRÁN, J. y BUENO, J. A. (1995) Psicología de la Educación. Barcelona: Boixareu Universitaria.
BERK, L. (1999) Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
BERMEJO, V. (Coord.)(1994) El desarrollo cognitivo. Madrid. Síntesis.
BOADA, H. (1986) El desarrollo de la comunicación en el niño. Barcelona: Anthropos.
BOWER, T. (1979) El mundo perceptivo del niño. Madrid: Morata.
BOWLBY, J. (1986) Vínculos afectivos: formación, desarrollo y pérdida. Madrid: Morata.
BRADLEY, S. (1989) Concepciones
de la infancia. Madrid: Alianza.
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BRUNER, J. (1988) Desarrollo cognitivo y educación. Madrid: Morata.
CARRETERO, M. y GARCIA-MADRUGA, J. (Comps.)(1984) Lecturas de psicología del pensamiento. Madrid: Alianza Psicología.
COLL, C. (1987) Psicología y currículum. Barcelona, Laia.
COLL, C y otros (2000) El constructivismo en el aula. Ed Grao
COLL, C. (2007) Una encrucijada para la educación escolar. Cuadernos de pedagogía, 370, 19-23
COLL, C., PALACIOS, J. y MARCHESI, A. (1990) Desarrollo psicológico y educación, II. Psicología de la Educación. Madrid: Alianza Editorial.
COMELLAS,M.J. y PERPINYA,A. (1984) La psicomotricidad en preescolar. Barcelona: CEAC.
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DELVAL, J. (Comp.) (1978) Lecturas de psicología del niño. Vol.1 y Vol.2. Madrid: Alianza.
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GARCIA-MADRUGA, J.A. (1991) Desarrollo y conocimiento. Madrid: Siglo XXI.
GARTIN, B.C., MURDICK, N.L., IMBEAU, M., y PERNER, D.E. (2002) How to use differentiated instruction with students with developmental disabilities in the general education classroom. ALEXANDRIA, VA: A Publication of the Developmental Disabilities of
It continues in the section of comments
A. 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 encourage coexistence in and outside the classroom, resolve discipline problems and contribute to peaceful conflict resolution. To systematically observe learning contexts and social interaction and to know how to reflect on them.
G.8.- To know the fundamentals of dietetics and infant hygiene. To know the fundamentals of early care and the development basis 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 classroom practices to innovate and improve the teaching work. Acquire habits and skills for cooperative and autonomous learning and promote this in students.
B. SPECIFIC COMPETENCES
E.2.- To know development in children evolutionary psychology in the period 0-3 and 3-6.
E.3.- To understand the basics of early intervention.
E.4.- To recognize the identity of the stage and its cognitive, psychomotor, communicative, social, emotional characteristics.
E.5.- To learn to promote acquisition of habits about autonomy, freedom, curiosity,
observation, experimentation, imitation acceptance of rules and boundaries, symbolic and heuristic play.
E.21.- To be able to work in teams with other professionals within and outside the school centre on attention to each student, as well as in the planning of learning sequences and in the organization of work situations in the classroom and play space, identifying the peculiarities of the periods 0-3 and 3-6 year olds.
C. BASIC COMPETENCES
B.2. That students can apply their knowledge and understanding 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 have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues.
B.4. That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
B.5. That students have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
D. TRANSVERSAL COMPETENCES
T.2. Instrumental knowledge of Galician language.
T.3. Instrumental knowledge of ITC.
T.4. Information competence.
The methodology of the process of education-learning will diversify in three types of work that involve sessions of distinct nature, with groups of distinct composition of agreement to his size and to the possibilities to develop activities of different type in determinate contexts.
The) Sessions expository in big group: they include classes of explanatory nature and expositiva, in which they will facilitate to the students the fundamental concepts of the blocks of the program, standing out the most notable appearances of the content of each one of the thematic. They will employ educational supports like presentations ppt, or audiovisual materials that facilitate the follow-up and the understanding of the content by part of the students as well as the approach of doubts and disequilibriums that facilitate his construction of diagrams of knowledge. His end last is the achievement of organisations and preparation of diagrams and knowledges that the students will require for another type of back works in the matter.
b) Sessions in average group (interactive group): they include sessions of understanding nature-explanatory, in which it treated to deepen in the contents of the blocks given in the classes expositivas, through activities of personal reading, reflection and approach of doubts or debates around information. On the other hand, they use these times of sessions with interactive groups to organise and orient the guidelines for the preparation of the diverse practical works of those subjects or appearances of the temario that require it. Also they will make in these sessions the presentations or exhibitions of the works in group or individually, as it signal for each work with the object to procure enable and strategies of learning and development. Finally, in these sessions will facilitate to the students instructions for the development of competitions cognoscitivas, regarding the use of resources BUSC (bibliographic-documentary) or of the virtual platform employee for the development of the matter as well as the acquisition of skills of his labour future like communicating in group, establish dynamics of group as well as direct and guide processes of education and learning.
c) Sessions in small group. It will organise the students in small groups from the groups of work established in the interactive sessions. In these sessions will make the follow-up and tutorización of the works and will establish the guidelines of advice and #necessary orientation for the timely preparation of the same. Treating to reserve the tutoring common for the attention of demands and personal needs.
d) Will establish resources of reflection and the generation of opportunities for the development of solutions to possible demands and needs that podan pose in the professional demand by part of the students incentivando the creativity and the generation of ideas.
The basic material of the subject are the exposed readings and presented in the representative virtual classroom of the exposed contents in the classroom; the other instruments and resources are of education and learning to make possible the access by the distinct roads to the learning and the construction of diagrams of knowledge in the students by what demands an active participation and interested in the matter. In function of this, the elements of evaluation that will give place to the qualification are:
To) PARTICIPATION IN The CLASSROOM: 10%: Control of assistance and register of participation. Interest and effort observed in the participation in the classroom through the disposal, participation and activity observed in her and in the activities proposed and his resolution.
B) SPECIFIC PROOFS: 50%. An objective proof type test of false true/answer in which the errors explain and penalise in shape of two errors a tarpaulin with the object to correct the chance in the answers and his impact in the evaluation; it will explain the 40 percent of the final evaluation. Likewise, it will make an individual academic essay in the last face-to-face classes explaining until a 10 % of the evaluation
C) WORKS OF CLASS, REPORTS WRITTEN And OTHER PRODUCTIONS 30%. Face-to-face activities and academic work made in the class around the contents of each individual block or in group that will facilitate the learning of professional and personal habits for the education and learning in real contexts.
D)Practical of the matter: 10%. Realisations and Exhibitions in the classroom of activities of education and learning on which develop essays and academic documents-professionals with the object to go learning to communicate rigorous information and in accordance with the object of the matter.
In concrete:
A) Observation of the participation in the classroom: it will evaluate positively the assistance asidua, the attitude and good disposal to learn and the participation with interest in the activity made in the classroom beside the effort in the preparation and delivery of works and activities made in her. It will explain until 10% of the qualification of the matter. It will be necessary to assist like minimum to 80% of the theoretical sessions and/or practical and participate actively and with interest in the same to obtain the global maximum punctuation of the section (1 point). The students that do not participate without justification to more than 20% of the face-to-face sessions (4 faults), will not have punctuation in this section. The students that, by the reasons that are, does not attend to a minimum of 50% of the face-to-face sessions, will not be able to present works, neither activities, neither participate in the oral presentations, therefore, will be evaluated only in the official examination, keeping the proporcionalidad before distinguished. It translates in that it has to have like minimum a 0,5 to be able to approve this section.
B) Specific proofs. The students will have to surpass a specific proof or official examination in the date specified and approved by the Xunta of Faculty being exposed in the information in his web. It will consist in one tests type test with answer of true-false. It will suppose until 40% of the qualification of the matter. It is necessary condition for the superación of the matter have an approved (a 2 on 4 like minimum) in this proof. Once surpassed this requirement, will add the punctuations of the rest of sections of the evaluation. Yes they do not exist or in the fulfils with the delivery of the others sections, the note that will appear in the records will be the note of the proof or satisfied examination the same. They will be 40 questions with answer of type V-F with the object to evaluate the clarity of the concepts and the effort in the understanding of his learning. It will last 30 minutes and will be made in the official date of the subject; his correction will be by the formula of The-And/2 all are it divided by 4 satisfied the baremación global of the cuatros separated of evaluation. In the last class of the face-to-face academic course will make an academic essay second the norms APA exposed in the virtual campus and will be evaluated satisfied the rúbrica in the same platform of the matter. (It will explain until a 10 percent of the evaluation of the matter: 1 point)
C) Essays, Reports and other productions written. During the course, each student/or had had to present his production written result of his work in the sessions expositivas, interactive and tutoriales delivering them in the virtual campus in schedule and date . The profesorado of the matter that will give the timely instructions on form, content and terms. It will value until a maximum of 30% of the qualification of the matter (3 points). In this section also will take into account to activity developed by the students in the virtual platform fulfilling with the requirements and ratio of the global works and totals of the matter. It is necessary to fulfil with the delivery and necessary forms to be contemplated and approved for which will have to obtain a minimum punctuation of 1,5.
D) Practical and academic oral preparations-professionals. They will explain until a maximum of 10% of the qualification of the matter. It will consist in the realisation of academic works-professionals in training and his delivery and exhibition oral/writing by the resources that establish in the class or through the virtual platform of the matter; they will not be collected had been of the date of delivery.
The Official proof is approved by the Xunta of Faculty and published in the web of the Faculty for which will be necessary that follow his rule and fulfil with the requirements contemplated in her.
In addition to these specific indications, are also criteria to evaluate the academic performance of the students:
- The open attitude and receptiva to learn new contents and incorporate them to the training of the educational future of Childish Education.
- The active participation in the classes in relation with the contents of the program and the punctual realisation of the planned tasks for the face-to-face activities.
- The knowledge and command of the main concepts, theories and methods of the matter and the capacity to relate them cas other matters of the course
- To skill to integrate them in the knowledge of the students, future teacher/to of Childish Education.
- The competition to know apply the knowledges learnt in the resolution of practical cases.
- The quality of the autonomous activity (reports, works,…) that includes, in addition to the content, the orderly presentation of the activities and his delivery in the distinguished terms.
- The oral linguistic competition and writing, manifested in the property and correction so much oral how expressive.
IMPORTANT
To obtain a positive assessment in the matter will be precise to make in term all the activities of evaluation specified and surpass the half of the total punctuation of each one of the sections.
It IS RESPONSIBILITY OF THE STUDENTS ENSURE THE DELIVERY, RECEPTION And FULFIL WITH THE REQUIREMENTS ESTABLISHED IN THESE SECTIONS IN WORKS, DATES, CONSIGN...
The individual works or grupales of the students have to be original. The delivery of a work copied will suppose the suspense of the matter and the evaluation of the student/to in the following announcement. To effects evaluativos, a same work can not be used for several matters, except in the activities programmed of form coordinated.
The students that do not surpass the matter at the earliest opportunity and presents The SECOND OPPORTUNITY, will keep all the punctuations accumulated in the different sections of the evaluation, having to do only The OFFICIAL PROOF and surpass it in equa l conditions of the first opportunity . If it does not have punctuations in any of the sections, will participate equally of the proof or examination, but in this case the maximum punctuation PONDEDARASE according to the 70 % of the total qualification. The students of 2ª and successive announcements, that is to say, students repetidor, will apply him this same criterion. Only, it will have to present to the official proof with a maximum punctuation of 7 points, being able to fulfil with the requirement of 30% in shape of three academic essays that they have to make along the course, except the students repetidor that included in the common course, for which will follow the same criteria that for the rest of the students enrolled in this course.
The USC is a face-to-face University by what the assistance to a minimum of 80% of the sessions of class is compulsory. In case that the present students an absence of more than 20% of the sessions, the students will not have option to be evaluated in the delivery of works or other productions written.
STUDENTS WITH DISPENSES.
The students with dispenses of teaching will have to keep, from the principle, contact and communication with the professor, which will inform him by the most timely channel for the follow-up of the subject in his case as well as of the works that will have opportunity to make, and that, by obvious reasons, can be of distinct nature the one of the works of the face-to-face students. In this sense, will have to respect, equally, the dates of delivery and the criteria established by the professor regarding form and content of the work. FOR THIS will OPEN A DELIVERY OF WORK IN The VIRTUAL CLASSROOM SPECIFIED FOR THE SAME WHEN it TREAT OF WORK SPECIFY.
- It will present to the official proof of the matter in the official date approved by the Xunta of Faculty and will be of the same type for all the students, so much face-to-face as with dispenses. Will have a load of the 50 %. With 40 questions of the False True/type in which two errors penalise a tarpaulin (to-and/2).
- Preparation of two academic essays on the thematic that will open in the course in each block (an at the end of the second thematic block and another at the end of the fifth) for his development being evaluated satisfied the Rúbrica of evaluation contemplated in the matter for academic essays (20%)
-Preparation of a synthesis of a block of contents in a synthetic diagram and a summary of the diagram, in a folio each one of the parts (10%); it will evaluate according to the rúbrica of the virtual campus.
- Preparation of a visual and graphic presentation of a block or content of the subject in shape of educational resource where present the documentation and organise it in shape of academic learning. It will be evaluated according to the rúbrica of evaluation of the virtual campus of the matter. (10%)
- Participation and delivery of the practices for which will open a block in the virtual campus of the matter in which they will have to fulfil with the requirements specified in him. (10%). They will be object the practices as well as the preparation of practical works related with the matter on which develop essays and academic documents-professionals with the object to learn to communicate rigorous information and in accordance with the matter as well as the work of preparation around the contents of learning.
Number of attendance hours ------------------------------ Autonomous work activities
Large group activities -------------24-------------------------------------------- 35
Medium group activities ----------24-------------------------------------------- 45
Small group activities ---------------3---------------------------------------------19
Total hours (25h x cred. No -------51-------------------------------------------- 99 = 150 hours
1. The organisation and preparation of the work second the criteria established by the professor showing interest and effort in the activities and tasks to develop in the same
2. Learn to ask, maintenance of a communication continued with the professor that guarantee the timely follow-up of the matter and the query of all those questions that can expose him doubt or conflict for the maximum understanding of the content.
3. The availability of a computer with access to network or in his defect the possibility of use of the computers and the resources of which can have. This requirement is indispensable for the follow-up of the matter through the virtual platform that will use like didactic resource in the matter.
The follow-up of the profesorado as well as the demand of the instructions are compulsory for the development and delivery of the practices; likewise, it can sue his improvement if these do not fulfil with the characteristics of the demand.
THEY WILL NOT ACCEPT WORKS OUT OF THE TERMS And DATES SIGNALLED FOR THIS. THE ACTIVITIES OF DELIVERY ARE THOUGHT TO BE MADE IN THE CLASSROOM And IN THE CLASS BUT WITH REASON TO BE REVIEWED And BETTER ELABORATED CAN FACILITATE HIS DELIVERY IN TIME And DATE STIPULATED BY THE PROFESSOR.
IN MATTER OF ASSISTANCE, RIGHTS AND DUTIES And EVALUATION, RECOMMENDS CONSULT THE RULES AND DISPOSALS OF THE USC EXPOSED NO VIRTUAL CAMPUS And NO CAMPUS OF THE FACULTY AND UNIVERSITY.
USC is a face-to-face University, so attendance and monitoring of a minimum of 80% of face-to-face and/or virtual class sessions, compliance and monitoring of teaching and learning activities is mandatory.
Students are asked for their involvement, interest and effort in carrying out the learning activities of the subject, suggesting that this be done continuously and throughout the course in accordance with the guidelines set forth in this program; For this, it will be presented in the first classes and the activities are prepared to comply with the schedule of the same without assuming an added time more than that contemplated by the guidelines of the Degree.
Students with a teaching waiver must maintain, from the beginning, contact and communication with the teacher, which will inform them of the most appropriate channel for monitoring the subject in their case, as well as the work they will have the opportunity to do, and which, for obvious reasons, may be of a different nature from that of the work of face-to-face students. In this sense, the delivery dates and the criteria established by the teacher regarding the form and content of the work must also be respected.
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Manoel Baña Castro
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821024
- manoel.bana [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLIS_03 | Galician | Classroom 21 |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | Classroom 21 |
| 13:30-15:00 | Grupo /CLE_01 | Galician | Classroom 24 |
| Wednesday | |||
| 13:30-15:00 | Grupo /CLIS_02 | Galician | Classroom 21 |
| 01.21.2025 12:00-14:00 | Grupo /CLE_01 | Classroom 29 |
| 06.18.2025 16:00-18:00 | Grupo /CLE_01 | Classroom 29 |