Academic management

The Bachelor’s Degree in Primary Teaching Education qualifies for the practice of that profession, as is stated in the rules of professional practice corresponding to the stage of Primary Education. Teacher’s training has a prominent role in all societies, due to the importance of learning in early stages of development, especially as it constitutes the base of all future learning.

In this sense, teacher’s training has a social function, as is reflected in the proposal of the Degree in Primary Teaching education, in which the importance of this training is stated, as well as the importance of the itineraries to provide the future teachers with the best possible education.

 Additionally, this degree implies, thanks to a combination of subjects (basic, methodological and curricular, elective and external internships), the possibility of scientific projects, based on interdisciplinary job, which has a very positive outcome, both for the specific discipline, applied to children’s education, and for the degrees in a general sense. This is due to the implicit philosophy and methodology of the European Higher Education Area.

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       The Bachelor’s Degree in Primary Teaching Education qualifies the professionals who are going to be responsible of the academic training and education of children from 6 to 12. (Order ECI / 3857/2007 of 27 December, BOE of December 29, 2007, Royal Decree 1393/2007 of October 29, BOE of October 30, 2007). Also, these professionals should have the appropriate training so the students of that age acquire the basic competences established in Royal Decree 1513/2006, of 7 December ( BOE of December 8, 2006), which will be addressed through the different areas of knowledge  of Primary Education.

       Specifically, this basic course,  Developmental Psychology, is included in the degree as a part of the subject Learning and Personality Development.

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This course will develop the following competences (basic and general competences, transversal competences and specific competences) :

 Basic and general competences (GC): CG1, CG2, CG3, CG4, CG5.

Transversal competences (CT): CT1, CT2, CT5.

Specific competences of the degree (CE): CE1, CE2, CE4, CE5, CE8, CE9, CE10.

Specific competences of the course (CEM): CEM1.1., CEM1.2., CEM1.5., CEM1.6., CEM1.7.,  CEM1.8.,  CEM1.11.,  CEM1.13..

 The acquisition of these competences will be shown in the following Learning results (RA): RA1.1.,  RA1.2.,  RA1.3., RA1.4.

The course will be based in the following contents:

• Developmental psychology: concept, theories and approaches
• Cognitive development from 6 to 12 years (psychomotor, though and language)
• Personality development. Social and emotional development
• Implications for the design of teaching-learning processes in Primary Education

Taking into account the nature both theoretical and practical of the course, the methodology presents two different aspects: on the one hand, the theoretical part of the course will be covered with lectures. On the other hand, there will be practical sessions to address the applications of the knowledge to the professional practice. The methodology is based on the principles of active learning, and student-focused learning. This involves the attendance and active participation of the students, which is also important in order to integrate the theoretical and practical aspects of the course.

To achieve the competences and learning results of the course, the following working plan will be used:

On an exceptional basis, if sanitary conditions require it, distance learning activities may be included. Students will be notified of the changes.

In order to know the degree of achievement of the objectives and competences by the students, both the theoretical content and the work made in the practical classes will be assessed.

Important aspects of this assessment are: the knowledge acquired the practical application, the intellectual growth, and the reasoning and comprehension ability. It will be a continuous, training and summative evaluation, which will use several means and instruments.

The evaluation of the course will be based on three dimensions: a) Oral or/and written exams about the contents of the course, the general competences and the learning results; b) Tasks and activities made in the classroom, attendance and active participation; and c) Individual and/or group tasks made outside of the classroom, and tasks made on the Virtual Campus.

The grade obtained in the course will be calculated using the following criteria: 60% will come from the grade obtained in the theoretical part, assessed by multiple-choice tests, and 40% from the practical part.   

In order to pass the course, a grade of 3 out of 6 in the theoretical part and 2 out of 4 in the practical part are required. The final grade, a result of adding the theoretical and practical grade, must be higher than 5 out of 10.

In order to pass the practical part, an attendance of, at least, 80% of the practical classes is required, as well as finishing all the proposed tasks within the established deadline. Lack of attendance must be justified and informed as soon as possible.

The deadlines of the different tasks will be established by the professor, and all the tasks will be handed in the day they are due. All the tasks have to be finished, at least, a week before the final exam.           

Evaluation in the extra session

Those students who don’t pass the course will be graded in the following sessions using the same criteria: they will have to pass a written exam, and hand in the tasks that had been made throughout the course, or, in case that it is not possible, other tasks about the same contents, established by the professor. In order to plan the tasks, the students are required to talk to the professor, at least, 30 days before the exam.

On an exceptional basis, if sanitary conditions require it, distance assessment methods may be included. Students will be notified of the changes.

The support materials used during the lectures and the information for the tasks will be available, if possible, on the Virtual Campus.

Some complementary books are the following:

Craig, G. (2001). Desarrollo psicológico. México: Prentice-Hall.

Delval, J. A. (2002). El desarrollo humano. Madrid: Siglo XXI de España.

Donaldson, M. (1984). La mente de los niños. Madrid: Morata (20035, reimpresión).

Martín Bravo, C. y Navarro Guzmán, J.I. (Coord.). (2009). Psicología del desarrollo para docentes. Madrid: Ediciones Pirámide.

Palacios, J.; Marchesi, A. y Coll, C. (2000). Desarrollo Psicológico y Educación. Vol. I, II y III. Madrid: Alianza Editorial.

Papalia, D. y Wendkos, S. (2001). Psicología. McGraw Hill/Interamericana.

Papalia, D., Wendkos, S. y Duskin, R. (2001): Desarrollo Humano. Bogotá: McGraw Hill.

Rivas, F. (2003). El proceso de enseñanza: aprendizaje en la situación educativa. Barcelona: Ariel.

Rogoff. B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social. Barcelona: Paidós.

Santrock, J.W. (2006). Psicología del Desarrollo. El ciclo vital. Madrid: McGraw-Hill.

Trianes, M. V. y Gallardo, J. A. (Coord.). (2000): Psicología de la educación y del desarrollo para profesores. Madrid: Pirámide.

Vygotsky, L.S. (1986). “Aprendizaje y desarrollo intelectual en la edad escolar”. En A.R. Luria et al., Psicología y Pedagogía. Madrid: Akal.

Zelazo, P. D. (2013). “The Oxford handbook of developmental psychology”, vol 1 & 2. Oxford: Oxford library of Psychology.