ECTS - Escola Superior de Educação
Degree: Basic Education
Course: Developmental Psychology and Education
Academic Year: 2012/2013
Academic year: 1
Semester: Semester
Attendance regime: Mandatory
Number of Credits (ECTS): 5.0
Theoretical and Practical Contact Hours:
60.0 h
Course Responsible Teacher: Doutora Sílvia Barros
Skills:
By the end of this curricular unit, the students should be able to:
- Know the different theoretical approaches of development and education;
- Build an interpretative framework of theoretical approaches on development and education.
- Know the human individual development in its many aspects (physical, emotional, cognitive, social and moral).
- Mobilize the knowledge of the individual's development in its many aspects to promote appropriate educational practices.
- Perceive the knowledge on Psychology and the psychosocial reality embedded in reflective, critical and investigative attitudes.
Contents:
1. The Developmental Psychology: concept, perspectives, methods and controversies
2. The concept of development
3. Cognitive, emotional and social development: theoretical approaches
4. Personality: concept and theoretical approaches
5. Socialization and contexts of socialization
6. The psychological development during childhood and adolescence
6.1. The psychological development in early childhood
6.2. The psychological development between 2 and 6 years of age
6.3. The psychological development between 6 and 12 years of age
6.4. The psychological development during adolescence
7. Psychology, Education and Educational Psychology
7.1. Current conceptions and approaches
7.2. The learning process: learning and school learning
7.2.1. Theories of learning and school applications
7.3. Intrapersonal variables of teaching and the learning process
7.3.1. Intelligence, intelligences and learning
7.3.2. Motivation and learning
7.4. Environmental and interpersonal variables of teaching and the learning process
7.4.1. Interactions and classroom management
7.4.2. Developmentally appropriate practices
Skills:
We will be using the expository method for the presentation of some subjects, using audio-visual materials. Student participation will
be encouraged, through the presentation of assignments previously prepared, and the discussion of some topics, texts and / or
films.
Assessment:
The evaluation is essentially continuous, in accordance to the School regulations. The knowledge of contents addressed during
classes is evaluated through a written test, the participation of students in classes, and assignments completed in small groups or
individually, with presentation and discussion in large group, and written assignments.
The written test is compulsory for all students. Students who benefit from the employee status, through prior contact with the
teacher, may fit other evaluation procedures.
The final classification will lie between 0 and 20, and will be the result of the classifications obtained in the writtren test (60%) and
other elements of evaluation described above (40%).
The classification obtained in the written test must be at least 7 (out of twenty).
It is applicable the ESE's Assessment Regulations, in particular the rules about the access to the final exam.
References:
Main references
Arends, R. I. (2008). Aprender a ensinar [Learning to teach] (Trad. A. Faria, 7.ª Ed.). Madrid: McGraw-Hill Interamericana de
España.
Coll, C., Marchesi, A., Palacios, J., et al. (2004). Desenvolvimento psicológico e educação. 1. Psicologia evolutiva [Psychological
development and education. 1. Evolutive Psychology] (Trad. D. V. Moraes). Porto Alegre: Artmed.
Coll, C., Marchesi, A., Palacios, J., et al. (Orgs.) (2004). Desenvolvimento psicológico e educação 2. Psicologia da educação
escolar [Psychological development and education. 2. School Educational Psychology] (tradução de F. Murad, 2.ª ed.). Porto
Alegre: Artmed.
Additional references
Barros, S. (2007). Qualidade em contexto de creche: ideias e práticas. Dissertação de Doutoramento não publicada, Universidade
do Porto, Porto.
Bowlby, J. (1969). Attachment and loss. (vol. I). Londres: Hogarth.
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249.
Bronfenbrenner U., & Morris, P. A. (1998). The Ecology of Developmental Process. In W. Damon (Series Ed.) & R. M. Lerner (Vol.
Ed.), Handbook of Child Psychology: Vol. 1 Theoretical Models of Human Development. New York: Wiley.
Erikson, H. (1976). Infância e sociedade (2ª ed. Obra original, 1963). Rio de Janeiro: Zahar Editores..
Erikson, E. (1976). Identidade, juventude e crise (2.ª Edição). Rio de Janeiro: Zahar
Freud, S. (2001). Três ensaios sobre a teoria da sexualidade (Obra original, 1905). Lisboa: Edição Livros do Brasil.
Good, T.L., & Brophy, J.E. (1990). Educational psychology. A realistic approach (4.ª edição). New York: Longman Publishers.
Papalia, D. E., Olds, S.W., & Feldman, R. D. (2001). O mundo da criança. Lisboa: McGraw-Hill.
Pessanha, M. (2008). Vulnerabilidade e resiliência no desenvolvimento dos indivíduos: Influência da qualidade dos contextos de
socialização no desenvolvimento das crianças. Lisboa: Fundação Calouste Gulbenkian, Fundação para a Ciência e Tecnologia.
Piaget, J. (1974). Seis estudos de Psicologia (2.ª Edição). Lisboa: Dom Quixote.
Shaffer, D. R. (2005). Psicologia do desenvolvimento: infância e adolescência (trad. C. Cancisso). São Paulo: Pioneira Thomson
Learning.
Sprinthall, N. A., & Collins, W. A. (1999). Psicologia do adolescente. Uma abordagem desenvolvimentista. Lisboa: Fundação
Caloustre Gulbenkian.
Sprinthall, N., & Sprinthall, R. C. (1993). Psicologia educacional. Lisboa: McGraw-Hill.
Wittmer, D. S., & Petersen, S. H. (2006). Infant and toddler development and responsive program planning. New Jersey: Pearson
Merrill Prentice Hall.
Notices:
Doutora Sílvia Barros
Porto, 1 de Outubro de 2012